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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. Showing a student what something is or how to do something
Summarizing and Note - taking
play
group processing
demonstrations
2. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
rubrics
Summarizing and Note - taking
Identifying similarities and differences
flexible grouping
3. Oral - written - or through visual performance
responses
independent study
double - entry page
group processing
4. Tool for learning in schools today
anchored instruction
achievement tests
technology
standards - based assessments
5. Set the level of performance expectation for students; set at state level
rubrics
positive interaction
Knowledge storage
performance standards
6. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
assigning home and practice
discussion
cooperative learning
project - based learning
7. Teacher offers same core content to each student but provides varying levels of support for students
positive interdependence
group processing
tiered instruction
observation
8. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
Hunter's Model
stanines
reciprocal teaching
Summarizing and Note - taking
9. Visual - kinesthetic - whole body
graphic organizer
nonlinguistic
thematic instruction
anticipatory set
10. 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
criterion - referenced tests
service learning
achievement tests
generating and testing hypotheses
11. 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)
individual and group accontability
play
think - pair - share
grouping practices
12. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
rubrics
discovery learning
summative evalutations
13. Watching students interactions and learning behaviors
demonstrations
validity
responses
observation
14. 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
anchored instruction
content standards
mean - median - and mode
generating and testing hypotheses
15. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
curriculum frameworks
analytical scoring
anticipatory set
16. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
norm - referenced tests
anecdotal records
discussion
curriculum frameworks
17. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
criterion - referenced tests
aptitude tests
authentic assessments
inquiry model
18. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
demonstrations
holistic scoring
setting objectives and providing feedback
curriculum frameworks
19. Opportunites to transition from the classroom to the workforce
school - to - work
service learning
anticipatory set
samples
20. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
standards
double - entry page
differentiated instruction
Student Teams Achievement Divisions (STAD)
21. Where the student's score is in comparison to national or local norm
formative evaluations
percentile rank
field trips
discovery learning
22. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
quartiles
graphic organizer
transfer
content standards
23. Collection of products that reflect progress in a content area
Hunter's Model
portfolio
standards - based assessments
interpersonal skills
24. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
stanines
grade - level equivalent scores
positive interaction
reinforcing effort/providing recognition
25. Specific expectations of what a student must know and be able to do
field trips
grouping practices
reciprocal teaching
standards
26. Used for students with memory difficulties or learning disabilties
self - evaluation
lesson planning
setting objectives and providing feedback
mnemonics
27. 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
discovery learning
assigning home and practice
Identifying similarities and differences
Jigsaw
28. Develop the response
stanines
anticipatory set
Essential Nine
authentic assessments
29. In original unaltered form
discussion
Summarizing and Note - taking
primary source documents
Essential Nine
30. Small groups or pairs to solve a problem or learn more about topic
project - based learning
Knowledge storage
anticipatory set
aptitude tests
31. What the student feels is his or her area of weakness or strength
self - evaluation
learning centers
SQ3R
curriculum frameworks
32. Set clear expectations for lessons (not too narrow); students need to understand big picture and be able to connect what they are leanring to experiences and events (use advance organizers)
primary source documents
thematic instruction
setting objectives and providing feedback
achievement tests
33. 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
differentiated instruction
rubrics
quartiles
curriculum compacting
34. 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
standards
play
inquiry model
curriculum chunking
35. Standarized tests (used against peer's scores)
reinforcing effort/providing recognition
norm - referenced tests
authentic assessments
individual and group accontability
36. Written work that makes connections between new and previously learned context
essay
curriculum chunking
aptitude tests
holistic scoring
37. Deciding what to believe or what to do
standards
critical thinking
positive interdependence
self - evaluation
38. Based on mathematical transformation of a raw scores
reliability
formative evaluations
scaled scores
double - entry page
39. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
SQ3R
direct instruction
school - to - work
performance standards
40. Reading or hearing
linguistic
raw score
technology
Numbered Heads together
41. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
independent study
mastery learning
differentiated instruction
generating and testing hypotheses
42. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
graphic organizer
interdisciplinary instruction
samples
43. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
standards
technology
rubrics
discovery learning
44. Extended practice of lesson that is meaninful (time - limit appropriate)
diagnostic evaluations
independent study
assigning home and practice
cues - questions - and advance organizers
45. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
flexible grouping
school - to - work
observation
quartiles
46. Measures student progress toward meeting goals based on local - state - and/or national goals
play
curriculum compacting
grade - level equivalent scores
standards - based assessments
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)
flexible grouping
questioning
holistic scoring
samples
48. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
Student Teams Achievement Divisions (STAD)
flexible grouping
emergent curriculum
49. Mean = average median = midpoint mode= most common
positive interdependence
generating and testing hypotheses
mean - median - and mode
reliability
50. Standardized tests desired to measure ability to develop or acquire skills and knowledge
cues - questions - and advance organizers
aptitude tests
samples
Numbered Heads together