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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. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
lesson planning
whole - group instrcution
criterion - referenced tests
standard error of measurment
2. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
essay
curriculum compacting
anecdotal records
3. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
inquiry model
portfolio
double - entry page
interpersonal skills
4. Extended practice of lesson that is meaninful (time - limit appropriate)
setting objectives and providing feedback
assigning home and practice
direct instruction
standard deviation
5. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
essay
learning centers
transfer
linguistic
6. Small groups or pairs to solve a problem or learn more about topic
journals
project - based learning
discovery learning
play
7. Set the level of performance expectation for students; set at state level
curriculum frameworks
standards
emergent curriculum
performance standards
8. Provides expectations for the knowlege stduents must demonstrate in specific content areas
raw score
generating and testing hypotheses
norm - referenced tests
content standards
9. Collection of products that reflect progress in a content area
portfolio
inquiry model
curriculum compacting
diagnostic evaluations
10. Specific expectations of what a student must know and be able to do
standards
play
interdisciplinary instruction
Numbered Heads together
11. Deciding what to believe or what to do
graphic organizer
technology
critical thinking
discovery learning
12. Focus on oberservable behaviors and focus on congnitive objectives
anecdotal records
behavioral and cognitive objectives
SQ3R
demonstrations
13. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
nonlinguistic
lesson planning
curriculum chunking
observation
14. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
standards - based assessments
criterion - referenced tests
tiered instruction
15. Mean = average median = midpoint mode= most common
authentic assessments
generating and testing hypotheses
formative evaluations
mean - median - and mode
16. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
individual and group accontability
anecdotal records
portfolio
Student Teams Achievement Divisions (STAD)
17. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
positive interaction
mnemonics
graphic organizer
18. Organizing curriculum around large themes
double - entry page
anticipatory set
scaled scores
thematic instruction
19. Nonlinguistic and linguistic
reliability
essay
Knowledge storage
cooperative learning
20. Essays - short - answer
analytical scoring
individual and group accontability
curriculum compacting
mnemonics
21. Students must be taught and learn to use teamwork and positive social skills when working with others
standard error of measurment
play
anticipatory set
interpersonal skills
22. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
school - to - work
Numbered Heads together
rubrics
23. Measure a student's knowledge or proficiency in something that has been learned
rubrics
achievement tests
formative evaluations
cooperative learning
24. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
project - based learning
observation
Summarizing and Note - taking
curriculum frameworks
25. Standarized tests (used against peer's scores)
norm - referenced tests
differentiated instruction
linguistic
service learning
26. Opportunites to transition from the classroom to the workforce
thematic instruction
school - to - work
portfolio
flexible grouping
27. 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
grouping practices
positive interaction
Knowledge storage
curriculum chunking
28. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
holistic scoring
think - pair - share
SQ3R
29. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
primary source documents
self - evaluation
Identifying similarities and differences
30. Watching students interactions and learning behaviors
linguistic
generating and testing hypotheses
observation
validity
31. Tool for learning in schools today
norm - referenced tests
rubrics
discovery learning
technology
32. In original unaltered form
think - pair - share
primary source documents
anchored instruction
transfer
33. Extent to which an assessment is consistent with its measures
authentic assessments
reliability
curriculum chunking
rubrics
34. Demonstrate the grade and month of the school year to which a student score can be compared
direct instruction
grade - level equivalent scores
whole - group instrcution
mnemonics
35. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
self - evaluation
generating and testing hypotheses
graphic organizer
technology
36. Excursions off the main campus to acheive deeper meaning
field trips
simulations
mnemonics
behavioral and cognitive objectives
37. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
linguistic
mastery learning
Knowledge storage
reinforcing effort/providing recognition
38. Test is found to be valid if it measures what it was designed to measure
simulations
validity
authentic assessments
inquiry model
39. 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)
cues - questions - and advance organizers
service learning
questioning
interdisciplinary instruction
40. Measures student progress toward meeting goals based on local - state - and/or national goals
samples
thematic instruction
standards - based assessments
flexible grouping
41. 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
curriculum compacting
lesson planning
percentile rank
anticipatory set
42. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
generating and testing hypotheses
project - based learning
individual and group accontability
self - evaluation
43. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
generating and testing hypotheses
reinforcing effort/providing recognition
inquiry model
thematic instruction
44. 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
anecdotal records
standards
curriculum compacting
SQ3R
45. 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
Jigsaw
technology
positive interdependence
demonstrations
46. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
positive interdependence
thematic instruction
tiered instruction
think - pair - share
47. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
analytical scoring
reinforcing effort/providing recognition
anchored instruction
anecdotal records
48. Given before teaching so teachers understand areas of weaknesses
essay
field trips
mean - median - and mode
diagnostic evaluations
49. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
mastery learning
linguistic
content standards
50. Used for students with memory difficulties or learning disabilties
mnemonics
validity
curriculum compacting
Student Teams Achievement Divisions (STAD)