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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. Smaller number of particpants drawn from a total population
Summarizing and Note - taking
samples
primary source documents
curriculum chunking
2. Grade - level expectations or mastery (teacher - made or textbood made exam)
Summarizing and Note - taking
criterion - referenced tests
performance standards
analytical scoring
3. Student must perform a task or generate his or her own response during assessment
quartiles
curriculum frameworks
performance assessments
validity
4. Deciding what to believe or what to do
service learning
content standards
critical thinking
direct instruction
5. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
reliability
assigning home and practice
double - entry page
standard error of measurment
6. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
validity
observation
positive interaction
7. 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
diagnostic evaluations
graphic organizer
curriculum compacting
8. 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
Knowledge storage
Numbered Heads together
positive interdependence
curriculum compacting
9. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
quartiles
standards - based assessments
technology
standard error of measurment
10. Used for students with memory difficulties or learning disabilties
mnemonics
project - based learning
analytical scoring
portfolio
11. Realistic scenarios to consider during simulation
stanines
simulations
anecdotal records
tiered instruction
12. Equivalent number of questions he or she answered correctly
raw score
journals
Student Teams Achievement Divisions (STAD)
positive interdependence
13. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
curriculum frameworks
curriculum compacting
direct instruction
14. Scoring guide used in assessments
interpersonal skills
Identifying similarities and differences
rubrics
cues - questions - and advance organizers
15. Standardized tests desired to measure ability to develop or acquire skills and knowledge
aptitude tests
lesson planning
grouping practices
positive interaction
16. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
Summarizing and Note - taking
reinforcing effort/providing recognition
rubrics
17. In original unaltered form
scaled scores
group processing
essay
primary source documents
18. Focus on oberservable behaviors and focus on congnitive objectives
achievement tests
direct instruction
Identifying similarities and differences
behavioral and cognitive objectives
19. Given before teaching so teachers understand areas of weaknesses
rubrics
grade - level equivalent scores
diagnostic evaluations
authentic assessments
20. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
responses
learning centers
summative evalutations
21. Specific expectations of what a student must know and be able to do
differentiated instruction
standards
standards - based assessments
achievement tests
22. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
graphic organizer
inquiry model
curriculum frameworks
direct instruction
23. Responding to a wide range of abilities present in the classroom
norm - referenced tests
differentiated instruction
holistic scoring
Numbered Heads together
24. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
SQ3R
double - entry page
Summarizing and Note - taking
25. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
curriculum compacting
anecdotal records
setting objectives and providing feedback
26. Instructional strategies suggested by researchers that improve achievement across the content area
Student Teams Achievement Divisions (STAD)
portfolio
field trips
Essential Nine
27. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
individual and group accontability
grouping practices
mastery learning
validity
28. Students must be taught and learn to use teamwork and positive social skills when working with others
Essential Nine
interpersonal skills
interdisciplinary instruction
Jigsaw
29. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
samples
interdisciplinary instruction
grade - level equivalent scores
holistic scoring
30. Develop the response
discussion
independent study
authentic assessments
quartiles
31. Visual - kinesthetic - whole body
reciprocal teaching
nonlinguistic
samples
formative evaluations
32. Teacher/student discussion to improve comprehension
reciprocal teaching
anecdotal records
setting objectives and providing feedback
observation
33. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
inquiry model
reciprocal teaching
performance standards
differentiated instruction
34. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
double - entry page
linguistic
discussion
independent study
35. Double - entry page - graphic organziers - and SQ3R
self - evaluation
Summarizing and Note - taking
scaled scores
questioning
36. 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
learning centers
SQ3R
independent study
authentic assessments
37. 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)
discussion
grouping practices
Student Teams Achievement Divisions (STAD)
rubrics
38. Effective teaching model of lessons
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39. Combining information from two or more content areas (English and history)
interdisciplinary instruction
thematic instruction
scaled scores
discovery learning
40. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
tiered instruction
independent study
individual and group accontability
performance standards
41. Essays - short - answer
inquiry model
performance standards
analytical scoring
double - entry page
42. Mean = average median = midpoint mode= most common
mean - median - and mode
grouping practices
discovery learning
standard error of measurment
43. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
discovery learning
primary source documents
mastery learning
essay
44. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
performance assessments
anecdotal records
portfolio
learning centers
45. Oral - written - or through visual performance
stanines
aptitude tests
responses
emergent curriculum
46. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
performance standards
group processing
journals
simulations
47. Combines service to the community with learning inside and outside the classroom
reliability
portfolio
norm - referenced tests
service learning
48. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
inquiry model
responses
assigning home and practice
49. Reading or hearing
primary source documents
technology
linguistic
Identifying similarities and differences
50. Showing a student what something is or how to do something
authentic assessments
quartiles
whole - group instrcution
demonstrations
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