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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. In original unaltered form






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






3. What the student feels is his or her area of weakness or strength






4. 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)






5. 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)






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






7. Grade - level expectations or mastery (teacher - made or textbood made exam)






8. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






9. 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






10. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






11. 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






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






13. 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






14. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






15. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






16. Extent to which an assessment is consistent with its measures






17. Reading or hearing






18. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






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






20. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)






21. Student must perform a task or generate his or her own response during assessment






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






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






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






25. Nonlinguistic and linguistic






26. Small groups or pairs to solve a problem or learn more about topic






27. Realistic scenarios to consider during simulation






28. Teacher/student discussion to improve comprehension






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






30. Students work as a class to read - discuss - or solve problem (don't use all the time)






31. 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






32. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






33. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






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






35. Opportunites to transition from the classroom to the workforce






36. Develop the response






37. Where the student's score is in comparison to national or local norm






38. Visual - kinesthetic - whole body






39. Partner check (complete work individually and then check with partner) - group investigation (students are assigned a topic and prepare a report or summary to share with the whole class)






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






41. Given before teaching so teachers understand areas of weaknesses






42. 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






43. Organizing curriculum around large themes






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






45. Double - entry page - graphic organziers - and SQ3R






46. Provides expectations for the knowlege stduents must demonstrate in specific content areas






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






48. 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






49. Deciding what to believe or what to do






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