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






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






3. Equivalent number of questions he or she answered correctly






4. In original unaltered form






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






6. 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






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






8. 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






9. Mean = average median = midpoint mode= most common






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






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






12. Oral - written - or through visual performance






13. Focus on oberservable behaviors and focus on congnitive objectives






14. 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






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






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






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






18. Tool for learning in schools today






19. 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






20. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






21. Student must work together to successfully accomplish task






22. Smaller number of particpants drawn from a total population






23. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections






24. Organizing curriculum around large themes






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






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






27. Groups that change as the students' learnng needs change






28. Instructional strategies suggested by researchers that improve achievement across the content area






29. Nonlinguistic and linguistic






30. 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






31. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






32. 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)






33. Effective teaching model of lessons

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






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






36. Develop the response






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






38. Excursions off the main campus to acheive deeper meaning






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






40. Realistic scenarios to consider during simulation






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






42. Based on mathematical transformation of a raw scores






43. Students working together to solve problems or achieve goals






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






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






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






47. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






48. 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






49. Opportunites to transition from the classroom to the workforce






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