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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. Standardized tests desired to measure ability to develop or acquire skills and knowledge
aptitude tests
standard deviation
cues - questions - and advance organizers
positive interaction
2. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
standards - based assessments
think - pair - share
reinforcing effort/providing recognition
quartiles
3. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
independent study
transfer
thematic instruction
4. Based on mathematical transformation of a raw scores
formative evaluations
scaled scores
quartiles
reciprocal teaching
5. Opportunites to transition from the classroom to the workforce
direct instruction
validity
school - to - work
simulations
6. 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
observation
individual and group accontability
emergent curriculum
generating and testing hypotheses
7. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
primary source documents
curriculum frameworks
observation
learning centers
8. Develop the response
authentic assessments
performance standards
curriculum frameworks
inquiry model
9. Mean = average median = midpoint mode= most common
mean - median - and mode
flexible grouping
assigning home and practice
reciprocal teaching
10. Oral - written - or through visual performance
responses
grade - level equivalent scores
standard deviation
positive interaction
11. Nonlinguistic and linguistic
Identifying similarities and differences
flexible grouping
standard error of measurment
Knowledge storage
12. Test is found to be valid if it measures what it was designed to measure
raw score
assigning home and practice
achievement tests
validity
13. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
self - evaluation
summative evalutations
transfer
SQ3R
14. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
thematic instruction
Student Teams Achievement Divisions (STAD)
aptitude tests
achievement tests
15. Students working together to solve problems or achieve goals
grouping practices
aptitude tests
cooperative learning
scaled scores
16. 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
curriculum compacting
validity
cues - questions - and advance organizers
transfer
17. Grade - level expectations or mastery (teacher - made or textbood made exam)
SQ3R
interpersonal skills
criterion - referenced tests
direct instruction
18. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
interpersonal skills
play
criterion - referenced tests
mastery learning
19. Demonstrate the grade and month of the school year to which a student score can be compared
anecdotal records
graphic organizer
grade - level equivalent scores
SQ3R
20. Students work as a class to read - discuss - or solve problem (don't use all the time)
individual and group accontability
stanines
primary source documents
whole - group instrcution
21. Realistic scenarios to consider during simulation
anticipatory set
discovery learning
simulations
quartiles
22. Watching students interactions and learning behaviors
cooperative learning
flexible grouping
self - evaluation
observation
23. Smaller number of particpants drawn from a total population
cooperative learning
samples
direct instruction
interpersonal skills
24. Used for students with memory difficulties or learning disabilties
inquiry model
self - evaluation
grade - level equivalent scores
mnemonics
25. Combining information from two or more content areas (English and history)
thematic instruction
interdisciplinary instruction
aptitude tests
field trips
26. Collection of products that reflect progress in a content area
lesson planning
portfolio
generating and testing hypotheses
diagnostic evaluations
27. Double - entry page - graphic organziers - and SQ3R
behavioral and cognitive objectives
Summarizing and Note - taking
norm - referenced tests
cooperative learning
28. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
positive interaction
independent study
analytical scoring
grade - level equivalent scores
29. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
discussion
summative evalutations
interpersonal skills
assigning home and practice
30. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
group processing
tiered instruction
reliability
learning centers
31. Responding to a wide range of abilities present in the classroom
authentic assessments
SQ3R
individual and group accontability
differentiated instruction
32. Measures student progress toward meeting goals based on local - state - and/or national goals
journals
standards - based assessments
Essential Nine
critical thinking
33. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
inquiry model
think - pair - share
transfer
positive interaction
34. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
diagnostic evaluations
double - entry page
analytical scoring
mean - median - and mode
35. Excursions off the main campus to acheive deeper meaning
critical thinking
field trips
self - evaluation
achievement tests
36. Student must perform a task or generate his or her own response during assessment
reliability
setting objectives and providing feedback
performance assessments
graphic organizer
37. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
diagnostic evaluations
performance assessments
summative evalutations
38. Essays - short - answer
analytical scoring
formative evaluations
play
anecdotal records
39. Set the level of performance expectation for students; set at state level
flexible grouping
performance standards
group processing
setting objectives and providing feedback
40. Given before teaching so teachers understand areas of weaknesses
linguistic
diagnostic evaluations
reinforcing effort/providing recognition
performance assessments
41. 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
cues - questions - and advance organizers
positive interdependence
anticipatory set
whole - group instrcution
42. Focus on oberservable behaviors and focus on congnitive objectives
behavioral and cognitive objectives
scaled scores
field trips
Knowledge storage
43. Groups that change as the students' learnng needs change
lesson planning
flexible grouping
curriculum chunking
standards - based assessments
44. Effective teaching model of lessons
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45. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
curriculum frameworks
think - pair - share
holistic scoring
rubrics
46. 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
mean - median - and mode
anchored instruction
Hunter's Model
Numbered Heads together
47. Deciding what to believe or what to do
critical thinking
standard error of measurment
responses
SQ3R
48. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
Student Teams Achievement Divisions (STAD)
graphic organizer
Numbered Heads together
stanines
49. Provides expectations for the knowlege stduents must demonstrate in specific content areas
critical thinking
assigning home and practice
demonstrations
content standards
50. Organizing curriculum around large themes
inquiry model
self - evaluation
thematic instruction
critical thinking