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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. Student must work together to successfully accomplish task
independent study
reinforcing effort/providing recognition
positive interdependence
technology
2. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
curriculum frameworks
discussion
observation
discovery learning
3. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
primary source documents
behavioral and cognitive objectives
anticipatory set
4. Nonlinguistic and linguistic
Knowledge storage
emergent curriculum
Numbered Heads together
summative evalutations
5. Teacher/student discussion to improve comprehension
group processing
reciprocal teaching
diagnostic evaluations
direct instruction
6. 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
curriculum compacting
anticipatory set
Student Teams Achievement Divisions (STAD)
behavioral and cognitive objectives
7. 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
assigning home and practice
rubrics
standards - based assessments
anchored instruction
8. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
journals
validity
lesson planning
9. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
performance standards
Identifying similarities and differences
performance assessments
quartiles
10. Extended practice of lesson that is meaninful (time - limit appropriate)
curriculum compacting
mnemonics
reciprocal teaching
assigning home and practice
11. 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
generating and testing hypotheses
reinforcing effort/providing recognition
grouping practices
aptitude tests
12. 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
raw score
questioning
samples
Numbered Heads together
13. Oral - written - or through visual performance
individual and group accontability
Hunter's Model
Summarizing and Note - taking
responses
14. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
reciprocal teaching
holistic scoring
generating and testing hypotheses
lesson planning
15. What the student feels is his or her area of weakness or strength
aptitude tests
play
self - evaluation
essay
16. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
field trips
mnemonics
validity
17. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
interpersonal skills
technology
percentile rank
summative evalutations
18. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
scaled scores
formative evaluations
SQ3R
validity
19. Tool for learning in schools today
emergent curriculum
technology
generating and testing hypotheses
project - based learning
20. 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)
linguistic
mnemonics
questioning
Summarizing and Note - taking
21. Written work that makes connections between new and previously learned context
scaled scores
essay
transfer
curriculum compacting
22. 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
SQ3R
journals
diagnostic evaluations
lesson planning
23. Scoring guide used in assessments
rubrics
performance assessments
project - based learning
independent study
24. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
project - based learning
differentiated instruction
journals
demonstrations
25. Excursions off the main campus to acheive deeper meaning
quartiles
standards
inquiry model
field trips
26. Showing a student what something is or how to do something
Student Teams Achievement Divisions (STAD)
demonstrations
diagnostic evaluations
grouping practices
27. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
independent study
reciprocal teaching
linguistic
Identifying similarities and differences
28. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
responses
content standards
technology
curriculum frameworks
29. In original unaltered form
whole - group instrcution
SQ3R
tiered instruction
primary source documents
30. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
Identifying similarities and differences
double - entry page
emergent curriculum
standard error of measurment
31. Measures student progress toward meeting goals based on local - state - and/or national goals
technology
tiered instruction
standards - based assessments
Summarizing and Note - taking
32. 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
quartiles
essay
primary source documents
curriculum compacting
33. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
scaled scores
technology
anticipatory set
play
34. 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)
setting objectives and providing feedback
validity
assigning home and practice
lesson planning
35. Deciding what to believe or what to do
lesson planning
curriculum compacting
critical thinking
reinforcing effort/providing recognition
36. Standardized tests desired to measure ability to develop or acquire skills and knowledge
flexible grouping
aptitude tests
formative evaluations
nonlinguistic
37. Teacher offers same core content to each student but provides varying levels of support for students
whole - group instrcution
tiered instruction
transfer
validity
38. Provides expectations for the knowlege stduents must demonstrate in specific content areas
anecdotal records
content standards
positive interaction
portfolio
39. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
Student Teams Achievement Divisions (STAD)
learning centers
inquiry model
simulations
40. Set the level of performance expectation for students; set at state level
performance standards
positive interdependence
whole - group instrcution
cooperative learning
41. Test is found to be valid if it measures what it was designed to measure
whole - group instrcution
scaled scores
positive interaction
validity
42. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
tiered instruction
stanines
behavioral and cognitive objectives
diagnostic evaluations
43. 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
cues - questions - and advance organizers
school - to - work
holistic scoring
field trips
44. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
group processing
interdisciplinary instruction
double - entry page
generating and testing hypotheses
45. Grade - level expectations or mastery (teacher - made or textbood made exam)
scaled scores
critical thinking
criterion - referenced tests
standards - based assessments
46. Collection of products that reflect progress in a content area
observation
portfolio
field trips
aptitude tests
47. Watching students interactions and learning behaviors
stanines
observation
transfer
Jigsaw
48. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
standards
discussion
self - evaluation
reinforcing effort/providing recognition
49. 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
samples
Student Teams Achievement Divisions (STAD)
curriculum chunking
independent study
50. Develop the response
authentic assessments
Jigsaw
reinforcing effort/providing recognition
school - to - work