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






2. Watching students interactions and learning behaviors






3. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






4. In original unaltered form






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






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






7. 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






8. Smaller number of particpants drawn from a total population






9. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






10. Given before teaching so teachers understand areas of weaknesses






11. Specific expectations of what a student must know and be able to do






12. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






13. Students working together to solve problems or achieve goals






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






15. Student must work together to successfully accomplish task






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






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






18. Mean = average median = midpoint mode= most common






19. 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






20. Focus on oberservable behaviors and focus on congnitive objectives






21. Student must perform a task or generate his or her own response during assessment






22. Excursions off the main campus to acheive deeper meaning






23. Instructional apporach that ties information to an anchor; student uses concrete applications of the concept being taught (anchor) to connect what he or she is learning to a concrete experience






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






25. Interaction that promotes face - to - face or individual interaction and relationships






26. Measure a student's knowledge or proficiency in something that has been learned






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






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






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






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






31. Teacher/student discussion to improve comprehension






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






33. Develop the response






34. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






35. 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






36. Students work as a class to read - discuss - or solve problem (don't use all the time)






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






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






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






40. Students must be taught and learn to use teamwork and positive social skills when working with others






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






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






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






44. Deciding what to believe or what to do






45. This taps into students' natural curiosity to each student's advantage; it helps students more deeply understand concepts...student must be clear in explaining to apply knowledge to new setting






46. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






47. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






48. Reading or hearing






49. 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






50. Using previously learned material in a new situation or context (often supported in the closing of the lesson)