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






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






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






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






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






6. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






7. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






8. 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






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






10. 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)






11. In original unaltered form






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






13. Given before teaching so teachers understand areas of weaknesses






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






15. Reading or hearing






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






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






18. Based on mathematical transformation of a raw scores






19. 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






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






21. Visual - kinesthetic - whole body






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






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






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






25. Focus on oberservable behaviors and focus on congnitive objectives






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






27. Nonlinguistic and linguistic






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






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






30. Develop the response






31. Effective teaching model of lessons

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






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






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






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






36. Excursions off the main campus to acheive deeper meaning






37. 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






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






39. Standarized tests (used against peer's scores)






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






41. Deciding what to believe or what to do






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






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






44. Smaller number of particpants drawn from a total population






45. 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






46. Equivalent number of questions he or she answered correctly






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






48. Realistic scenarios to consider during simulation






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






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