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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. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
rubrics
standard error of measurment
mnemonics
standard deviation
2. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
Identifying similarities and differences
positive interaction
lesson planning
standard deviation
3. Combines service to the community with learning inside and outside the classroom
school - to - work
generating and testing hypotheses
service learning
Hunter's Model
4. Based on mathematical transformation of a raw scores
summative evalutations
validity
scaled scores
holistic scoring
5. Small groups or pairs to solve a problem or learn more about topic
raw score
responses
inquiry model
project - based learning
6. Organizing curriculum around large themes
samples
formative evaluations
thematic instruction
direct instruction
7. Test is found to be valid if it measures what it was designed to measure
Summarizing and Note - taking
technology
validity
interpersonal skills
8. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
aptitude tests
Summarizing and Note - taking
Identifying similarities and differences
learning centers
9. Double - entry page - graphic organziers - and SQ3R
learning centers
Summarizing and Note - taking
school - to - work
analytical scoring
10. 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)
observation
setting objectives and providing feedback
summative evalutations
field trips
11. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
tiered instruction
transfer
individual and group accontability
formative evaluations
12. Measure a student's knowledge or proficiency in something that has been learned
Jigsaw
SQ3R
achievement tests
flexible grouping
13. 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
group processing
curriculum compacting
graphic organizer
validity
14. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
critical thinking
SQ3R
grouping practices
15. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
reinforcing effort/providing recognition
double - entry page
authentic assessments
Hunter's Model
16. 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
technology
generating and testing hypotheses
analytical scoring
mnemonics
17. Written work that makes connections between new and previously learned context
essay
criterion - referenced tests
school - to - work
linguistic
18. In original unaltered form
primary source documents
rubrics
SQ3R
flexible grouping
19. Interests of the children (early childhood - based)
emergent curriculum
service learning
reinforcing effort/providing recognition
learning centers
20. Combining information from two or more content areas (English and history)
group processing
performance assessments
interdisciplinary instruction
thematic instruction
21. Students working together to solve problems or achieve goals
cooperative learning
Essential Nine
Summarizing and Note - taking
performance standards
22. Grade - level expectations or mastery (teacher - made or textbood made exam)
Knowledge storage
criterion - referenced tests
formative evaluations
field trips
23. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
lesson planning
group processing
norm - referenced tests
interpersonal skills
24. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
Student Teams Achievement Divisions (STAD)
percentile rank
samples
25. Provides expectations for the knowlege stduents must demonstrate in specific content areas
curriculum compacting
standards
holistic scoring
content standards
26. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
norm - referenced tests
discovery learning
performance assessments
setting objectives and providing feedback
27. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
discovery learning
self - evaluation
observation
28. 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
independent study
curriculum chunking
observation
tiered instruction
29. Essays - short - answer
summative evalutations
aptitude tests
analytical scoring
Summarizing and Note - taking
30. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
Knowledge storage
demonstrations
Student Teams Achievement Divisions (STAD)
31. Collection of products that reflect progress in a content area
portfolio
flexible grouping
grouping practices
independent study
32. Demonstrate the grade and month of the school year to which a student score can be compared
Hunter's Model
grade - level equivalent scores
raw score
holistic scoring
33. Equivalent number of questions he or she answered correctly
raw score
self - evaluation
double - entry page
school - to - work
34. What the student feels is his or her area of weakness or strength
Knowledge storage
authentic assessments
self - evaluation
responses
35. Realistic scenarios to consider during simulation
anecdotal records
positive interaction
learning centers
simulations
36. Used for students with memory difficulties or learning disabilties
differentiated instruction
nonlinguistic
mnemonics
discussion
37. Set the level of performance expectation for students; set at state level
lesson planning
performance standards
interpersonal skills
Jigsaw
38. Interaction that promotes face - to - face or individual interaction and relationships
discovery learning
achievement tests
positive interaction
anticipatory set
39. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
group processing
double - entry page
scaled scores
curriculum frameworks
40. Smaller number of particpants drawn from a total population
stanines
samples
reliability
behavioral and cognitive objectives
41. Extended practice of lesson that is meaninful (time - limit appropriate)
primary source documents
holistic scoring
assigning home and practice
play
42. Showing a student what something is or how to do something
Student Teams Achievement Divisions (STAD)
demonstrations
technology
cues - questions - and advance organizers
43. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
independent study
emergent curriculum
graphic organizer
field trips
44. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
reciprocal teaching
formative evaluations
generating and testing hypotheses
validity
45. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
tiered instruction
Hunter's Model
reinforcing effort/providing recognition
quartiles
46. Instructional strategies suggested by researchers that improve achievement across the content area
positive interaction
mean - median - and mode
standards - based assessments
Essential Nine
47. Deciding what to believe or what to do
performance assessments
critical thinking
journals
graphic organizer
48. 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
mastery learning
whole - group instrcution
nonlinguistic
anchored instruction
49. Effective teaching model of lessons
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50. Standardized tests desired to measure ability to develop or acquire skills and knowledge
technology
transfer
behavioral and cognitive objectives
aptitude tests