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






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






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






4. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






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






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






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






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






9. Watching students interactions and learning behaviors






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






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






12. Student must work together to successfully accomplish task






13. Smaller number of particpants drawn from a total population






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






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






16. 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






17. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






18. 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






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






20. 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






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






22. Opportunites to transition from the classroom to the workforce






23. 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)






24. Equivalent number of questions he or she answered correctly






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






26. Deciding what to believe or what to do






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






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






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






30. Collection of products that reflect progress in a content area






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






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






33. Teacher offers same core content to each student but provides varying levels of support for students






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






35. Given before teaching so teachers understand areas of weaknesses






36. Organizing curriculum around large themes






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






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






39. Scoring guide used in assessments






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






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






42. 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






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






44. 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






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






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






47. Teacher/student discussion to improve comprehension






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






49. 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






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