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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. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
demonstrations
direct instruction
quartiles
learning centers
2. Responding to a wide range of abilities present in the classroom
mnemonics
standards
reciprocal teaching
differentiated instruction
3. Based on mathematical transformation of a raw scores
Student Teams Achievement Divisions (STAD)
double - entry page
SQ3R
scaled scores
4. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
school - to - work
holistic scoring
performance assessments
play
5. Realistic scenarios to consider during simulation
simulations
anecdotal records
differentiated instruction
norm - referenced tests
6. Student must perform a task or generate his or her own response during assessment
thematic instruction
performance assessments
standards
behavioral and cognitive objectives
7. Students work as a class to read - discuss - or solve problem (don't use all the time)
graphic organizer
project - based learning
anchored instruction
whole - group instrcution
8. Instructional strategies suggested by researchers that improve achievement across the content area
holistic scoring
interpersonal skills
curriculum compacting
Essential Nine
9. 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
formative evaluations
primary source documents
interpersonal skills
10. 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
anticipatory set
achievement tests
raw score
tiered instruction
11. Provides expectations for the knowlege stduents must demonstrate in specific content areas
Hunter's Model
stanines
content standards
positive interaction
12. Teacher offers same core content to each student but provides varying levels of support for students
setting objectives and providing feedback
Numbered Heads together
tiered instruction
think - pair - share
13. Extended practice of lesson that is meaninful (time - limit appropriate)
primary source documents
assigning home and practice
flexible grouping
standard deviation
14. Combines service to the community with learning inside and outside the classroom
percentile rank
Knowledge storage
service learning
discussion
15. Double - entry page - graphic organziers - and SQ3R
Jigsaw
rubrics
Summarizing and Note - taking
reinforcing effort/providing recognition
16. Focus on oberservable behaviors and focus on congnitive objectives
Essential Nine
behavioral and cognitive objectives
transfer
whole - group instrcution
17. Scoring guide used in assessments
linguistic
play
rubrics
standards - based assessments
18. Organizing curriculum around large themes
individual and group accontability
discovery learning
thematic instruction
standard error of measurment
19. Students must be taught and learn to use teamwork and positive social skills when working with others
Summarizing and Note - taking
self - evaluation
interpersonal skills
reliability
20. Demonstrate the grade and month of the school year to which a student score can be compared
anecdotal records
content standards
cues - questions - and advance organizers
grade - level equivalent scores
21. 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
critical thinking
Numbered Heads together
demonstrations
curriculum compacting
22. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
think - pair - share
play
transfer
23. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
mnemonics
content standards
nonlinguistic
anecdotal records
24. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
independent study
linguistic
group processing
quartiles
25. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
standard error of measurment
reciprocal teaching
self - evaluation
26. Teacher/student discussion to improve comprehension
curriculum compacting
Essential Nine
individual and group accontability
reciprocal teaching
27. Standarized tests (used against peer's scores)
assigning home and practice
norm - referenced tests
simulations
anticipatory set
28. 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
reinforcing effort/providing recognition
demonstrations
tiered instruction
anchored instruction
29. Test is found to be valid if it measures what it was designed to measure
validity
emergent curriculum
raw score
scaled scores
30. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
performance standards
discussion
mastery learning
learning centers
31. Written work that makes connections between new and previously learned context
tiered instruction
essay
linguistic
performance standards
32. Develop the response
authentic assessments
aptitude tests
behavioral and cognitive objectives
learning centers
33. Measure a student's knowledge or proficiency in something that has been learned
questioning
reliability
primary source documents
achievement tests
34. Collection of products that reflect progress in a content area
journals
portfolio
mnemonics
critical thinking
35. Deciding what to believe or what to do
criterion - referenced tests
cues - questions - and advance organizers
critical thinking
validity
36. Combining information from two or more content areas (English and history)
play
questioning
interdisciplinary instruction
journals
37. Mean = average median = midpoint mode= most common
mean - median - and mode
group processing
linguistic
thematic instruction
38. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
discovery learning
nonlinguistic
aptitude tests
reinforcing effort/providing recognition
39. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
norm - referenced tests
reciprocal teaching
reinforcing effort/providing recognition
40. Effective teaching model of lessons
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41. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
differentiated instruction
Identifying similarities and differences
tiered instruction
discussion
42. Standardized tests desired to measure ability to develop or acquire skills and knowledge
questioning
curriculum chunking
linguistic
aptitude tests
43. Tool for learning in schools today
technology
inquiry model
questioning
whole - group instrcution
44. 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
responses
SQ3R
positive interdependence
setting objectives and providing feedback
45. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
service learning
graphic organizer
double - entry page
school - to - work
46. Measures student progress toward meeting goals based on local - state - and/or national goals
graphic organizer
standards - based assessments
performance assessments
anecdotal records
47. In original unaltered form
primary source documents
technology
setting objectives and providing feedback
generating and testing hypotheses
48. 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
summative evalutations
discussion
cues - questions - and advance organizers
transfer
49. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
Student Teams Achievement Divisions (STAD)
double - entry page
questioning
50. Equivalent number of questions he or she answered correctly
curriculum chunking
standards - based assessments
raw score
scaled scores