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Test your basic knowledge |
Praxis Instruction And Assessment
Start Test
Study First
Subjects
:
praxis
,
teaching
Instructions:
Answer 50 questions in 15 minutes.
If you are not ready to take this test, you can
study here
.
Match each statement with the correct term.
Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.
This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Teacher breaks down unit's content into smaller units and provides support and frequent feedback to the student as he or she demonstrates understanding of each unit
curriculum frameworks
critical thinking
curriculum chunking
standard error of measurment
2. Measure a student's knowledge or proficiency in something that has been learned
portfolio
achievement tests
mnemonics
standard deviation
3. Extent to which an assessment is consistent with its measures
discussion
reliability
validity
standard error of measurment
4. Mean = average median = midpoint mode= most common
behavioral and cognitive objectives
quartiles
mean - median - and mode
summative evalutations
5. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
responses
Knowledge storage
standard deviation
SQ3R
6. Effective teaching model of lessons
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7. Essays - short - answer
primary source documents
analytical scoring
reinforcing effort/providing recognition
curriculum chunking
8. Standardized tests desired to measure ability to develop or acquire skills and knowledge
field trips
aptitude tests
curriculum compacting
direct instruction
9. Students working together to solve problems or achieve goals
direct instruction
Summarizing and Note - taking
cooperative learning
emergent curriculum
10. Helps prepare students' minds for instruction; research has found that learning increases when teachers focus on what is most important - not what students might think is the most interesting
critical thinking
holistic scoring
cues - questions - and advance organizers
Student Teams Achievement Divisions (STAD)
11. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
learning centers
summative evalutations
reinforcing effort/providing recognition
diagnostic evaluations
12. Set the level of performance expectation for students; set at state level
content standards
performance standards
journals
responses
13. Extended practice of lesson that is meaninful (time - limit appropriate)
stanines
summative evalutations
assigning home and practice
discovery learning
14. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
discovery learning
raw score
norm - referenced tests
Student Teams Achievement Divisions (STAD)
15. Survey (preview of chapter) - question (scans headings and subheadings and rephrases them into questions) - read (read one section of chapter) - recite (answers questions in his/her own words and writes notes) - review (immediately reviews what has b
authentic assessments
performance standards
summative evalutations
SQ3R
16. Double - entry page - graphic organziers - and SQ3R
standard error of measurment
Summarizing and Note - taking
flexible grouping
norm - referenced tests
17. Instructional strategies suggested by researchers that improve achievement across the content area
aptitude tests
Essential Nine
nonlinguistic
field trips
18. Interests of the children (early childhood - based)
emergent curriculum
play
summative evalutations
Identifying similarities and differences
19. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
technology
flexible grouping
questioning
20. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
cues - questions - and advance organizers
reliability
emergent curriculum
21. Demonstrate the grade and month of the school year to which a student score can be compared
curriculum frameworks
independent study
grade - level equivalent scores
interpersonal skills
22. Reading or hearing
whole - group instrcution
linguistic
cooperative learning
analytical scoring
23. Provides expectations for the knowlege stduents must demonstrate in specific content areas
raw score
standard error of measurment
content standards
Hunter's Model
24. Smaller number of particpants drawn from a total population
graphic organizer
samples
standard deviation
stanines
25. Students must be taught and learn to use teamwork and positive social skills when working with others
Essential Nine
cues - questions - and advance organizers
interpersonal skills
generating and testing hypotheses
26. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
independent study
positive interaction
Jigsaw
observation
27. In original unaltered form
self - evaluation
Summarizing and Note - taking
grade - level equivalent scores
primary source documents
28. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
field trips
cues - questions - and advance organizers
positive interaction
29. Opportunites to transition from the classroom to the workforce
diagnostic evaluations
school - to - work
achievement tests
SQ3R
30. Set induction as an activity at the start of a lesson used to set the stage for learning in order to help motivate students and activate prior knowledge
emergent curriculum
samples
Jigsaw
anticipatory set
31. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
mnemonics
double - entry page
school - to - work
transfer
32. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
observation
Identifying similarities and differences
authentic assessments
33. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
samples
setting objectives and providing feedback
individual and group accontability
Hunter's Model
34. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
reciprocal teaching
discovery learning
service learning
learning centers
35. Students work as a class to read - discuss - or solve problem (don't use all the time)
achievement tests
independent study
scaled scores
whole - group instrcution
36. Deciding what to believe or what to do
group processing
formative evaluations
questioning
critical thinking
37. Responding to a wide range of abilities present in the classroom
differentiated instruction
technology
transfer
self - evaluation
38. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
differentiated instruction
project - based learning
Identifying similarities and differences
thematic instruction
39. Where the student's score is in comparison to national or local norm
summative evalutations
Jigsaw
percentile rank
questioning
40. Partner check (complete work individually and then check with partner) - group investigation (students are assigned a topic and prepare a report or summary to share with the whole class)
project - based learning
analytical scoring
inquiry model
grouping practices
41. Home team - each student is then given a number - each student joins others with same number to become expert - home team comes together to teach others the lesson he/she learned
mastery learning
technology
Numbered Heads together
curriculum frameworks
42. Instructional materials are divided and then studied by individuals or pairs of students. After they become experts on their sections of information they share the information with the group
Jigsaw
analytical scoring
technology
discovery learning
43. Combining information from two or more content areas (English and history)
lesson planning
interdisciplinary instruction
observation
graphic organizer
44. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
primary source documents
standard error of measurment
summative evalutations
whole - group instrcution
45. Nonlinguistic and linguistic
technology
demonstrations
criterion - referenced tests
Knowledge storage
46. Scoring guide used in assessments
self - evaluation
rubrics
individual and group accontability
technology
47. Knowledge (who - what - where) - comprehension (interpret - retell - organize) - application (subdividing info and putting it back together) - synthesis (infer an idea) - evaluation (making a value decision)
individual and group accontability
analytical scoring
questioning
observation
48. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
scaled scores
curriculum frameworks
group processing
raw score
49. Oral - written - or through visual performance
group processing
Identifying similarities and differences
scaled scores
responses
50. Small groups or pairs to solve a problem or learn more about topic
interpersonal skills
reinforcing effort/providing recognition
project - based learning
rubrics
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