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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
questioning
whole - group instrcution
demonstrations
2. Groups that change as the students' learnng needs change
aptitude tests
achievement tests
flexible grouping
Numbered Heads together
3. 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)
mastery learning
differentiated instruction
questioning
formative evaluations
4. 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
observation
emergent curriculum
performance assessments
5. 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
interpersonal skills
play
think - pair - share
curriculum compacting
6. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
anchored instruction
cooperative learning
technology
7. 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
standard error of measurment
group processing
project - based learning
generating and testing hypotheses
8. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
scaled scores
behavioral and cognitive objectives
discussion
assigning home and practice
9. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
differentiated instruction
learning centers
discovery learning
journals
10. Collection of products that reflect progress in a content area
curriculum frameworks
direct instruction
school - to - work
portfolio
11. Interaction that promotes face - to - face or individual interaction and relationships
scaled scores
positive interaction
curriculum frameworks
norm - referenced tests
12. Visual - kinesthetic - whole body
quartiles
nonlinguistic
interpersonal skills
mastery learning
13. Effective teaching model of lessons
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14. Combining information from two or more content areas (English and history)
interdisciplinary instruction
primary source documents
Identifying similarities and differences
graphic organizer
15. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
school - to - work
stanines
summative evalutations
transfer
16. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
curriculum chunking
Identifying similarities and differences
technology
17. 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
play
anticipatory set
primary source documents
direct instruction
18. Student must perform a task or generate his or her own response during assessment
Knowledge storage
performance assessments
reliability
anchored instruction
19. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
journals
Identifying similarities and differences
analytical scoring
responses
20. Grade - level expectations or mastery (teacher - made or textbood made exam)
self - evaluation
criterion - referenced tests
setting objectives and providing feedback
technology
21. Standarized tests (used against peer's scores)
content standards
group processing
anecdotal records
norm - referenced tests
22. Based on mathematical transformation of a raw scores
simulations
positive interdependence
standards
scaled scores
23. Instructional strategies suggested by researchers that improve achievement across the content area
tiered instruction
field trips
Essential Nine
lesson planning
24. 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
rubrics
Numbered Heads together
validity
curriculum chunking
25. Double - entry page - graphic organziers - and SQ3R
Summarizing and Note - taking
linguistic
anecdotal records
differentiated instruction
26. Deciding what to believe or what to do
play
behavioral and cognitive objectives
curriculum chunking
critical thinking
27. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
reliability
lesson planning
authentic assessments
Knowledge storage
28. 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
setting objectives and providing feedback
cues - questions - and advance organizers
technology
emergent curriculum
29. 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)
performance assessments
content standards
primary source documents
setting objectives and providing feedback
30. Demonstrate the grade and month of the school year to which a student score can be compared
linguistic
grade - level equivalent scores
formative evaluations
samples
31. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
Student Teams Achievement Divisions (STAD)
formative evaluations
independent study
summative evalutations
32. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
summative evalutations
positive interaction
project - based learning
33. 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
linguistic
criterion - referenced tests
anchored instruction
standards - based assessments
34. Specific expectations of what a student must know and be able to do
assigning home and practice
primary source documents
SQ3R
standards
35. Organizing curriculum around large themes
inquiry model
thematic instruction
aptitude tests
setting objectives and providing feedback
36. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
responses
reliability
interdisciplinary instruction
37. What the student feels is his or her area of weakness or strength
cooperative learning
emergent curriculum
self - evaluation
group processing
38. 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
aptitude tests
percentile rank
discovery learning
curriculum chunking
39. Tool for learning in schools today
technology
reinforcing effort/providing recognition
demonstrations
learning centers
40. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
transfer
positive interdependence
individual and group accontability
emergent curriculum
41. Extent to which an assessment is consistent with its measures
Identifying similarities and differences
standards
emergent curriculum
reliability
42. Mean = average median = midpoint mode= most common
holistic scoring
mean - median - and mode
transfer
emergent curriculum
43. Nonlinguistic and linguistic
Knowledge storage
rubrics
lesson planning
discussion
44. Equivalent number of questions he or she answered correctly
raw score
mnemonics
independent study
criterion - referenced tests
45. In original unaltered form
primary source documents
reinforcing effort/providing recognition
mastery learning
demonstrations
46. Smaller number of particpants drawn from a total population
samples
discussion
self - evaluation
Hunter's Model
47. Used for students with memory difficulties or learning disabilties
performance standards
mnemonics
quartiles
group processing
48. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
cooperative learning
stanines
school - to - work
whole - group instrcution
49. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
content standards
grade - level equivalent scores
curriculum frameworks
samples
50. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
observation
positive interaction
standard error of measurment