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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. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






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






3. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






4. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






5. Showing a student what something is or how to do something






6. Teacher offers same core content to each student but provides varying levels of support for students






7. Combines service to the community with learning inside and outside the classroom






8. 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






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






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






11. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






12. Effective teaching model of lessons

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13. Specific expectations of what a student must know and be able to do






14. Excursions off the main campus to acheive deeper meaning






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






16. Reading or hearing






17. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






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






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






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






21. 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






22. Interaction that promotes face - to - face or individual interaction and relationships






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






24. Standardized tests desired to measure ability to develop or acquire skills and knowledge






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






26. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






27. 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)






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






29. Standarized tests (used against peer's scores)






30. Nonlinguistic and linguistic






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






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






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






34. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






35. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






36. 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)






37. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






38. Used for students with memory difficulties or learning disabilties






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






40. Set the level of performance expectation for students; set at state level






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






42. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






43. 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






44. Visual - kinesthetic - whole body






45. Focus on oberservable behaviors and focus on congnitive objectives






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






47. Equivalent number of questions he or she answered correctly






48. Students working together to solve problems or achieve goals






49. Develop the response






50. Smaller number of particpants drawn from a total population