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Praxis Instruction And Assessment

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. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






2. Combining information from two or more content areas (English and history)






3. Excursions off the main campus to acheive deeper meaning






4. Develop the response






5. Based on mathematical transformation of a raw scores






6. Extended practice of lesson that is meaninful (time - limit appropriate)






7. Showing a student what something is or how to do something






8. Responding to a wide range of abilities present in the classroom






9. Organizing curriculum around large themes






10. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






11. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






12. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






13. Demonstrate the grade and month of the school year to which a student score can be compared






14. Opportunites to transition from the classroom to the workforce






15. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






16. Used for students with memory difficulties or learning disabilties






17. Equivalent number of questions he or she answered correctly






18. Scoring guide used in assessments






19. Double - entry page - graphic organziers - and SQ3R






20. 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)






21. Nonlinguistic and linguistic






22. In original unaltered form






23. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections






24. Effective teaching model of lessons

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25. 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)






26. Provides expectations for the knowlege stduents must demonstrate in specific content areas






27. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






28. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






29. Small groups or pairs to solve a problem or learn more about topic






30. Measures student progress toward meeting goals based on local - state - and/or national goals






31. Extent to which an assessment is consistent with its measures






32. Focus on oberservable behaviors and focus on congnitive objectives






33. Deciding what to believe or what to do






34. Written work that makes connections between new and previously learned context






35. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






36. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






37. Essays - short - answer






38. Grade - level expectations or mastery (teacher - made or textbood made exam)






39. Test is found to be valid if it measures what it was designed to measure






40. Set the level of performance expectation for students; set at state level






41. 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






42. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






43. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






44. What the student feels is his or her area of weakness or strength






45. Where the student's score is in comparison to national or local norm






46. Teacher finds key content that must be mastered and reduces the number of examples - activities - or lessons so that a student who is advanced can move forward and one who is lower can work for a while longer






47. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)






48. Interests of the children (early childhood - based)






49. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






50. When you divide a normal distribution of scores into four equal parts 25% 50% 75%