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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. Instructional apporach that ties information to an anchor; student uses concrete applications of the concept being taught (anchor) to connect what he or she is learning to a concrete experience
curriculum frameworks
diagnostic evaluations
anchored instruction
standards - based assessments
2. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
grouping practices
criterion - referenced tests
standard error of measurment
3. Students working together to solve problems or achieve goals
standard deviation
authentic assessments
direct instruction
cooperative learning
4. Excursions off the main campus to acheive deeper meaning
direct instruction
field trips
cues - questions - and advance organizers
anecdotal records
5. Nonlinguistic and linguistic
independent study
formative evaluations
Knowledge storage
positive interaction
6. Double - entry page - graphic organziers - and SQ3R
lesson planning
aptitude tests
Summarizing and Note - taking
rubrics
7. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
school - to - work
think - pair - share
field trips
analytical scoring
8. Equivalent number of questions he or she answered correctly
Student Teams Achievement Divisions (STAD)
formative evaluations
raw score
transfer
9. Reading or hearing
linguistic
field trips
mnemonics
critical thinking
10. Scoring guide used in assessments
rubrics
reinforcing effort/providing recognition
norm - referenced tests
primary source documents
11. Focus on oberservable behaviors and focus on congnitive objectives
linguistic
behavioral and cognitive objectives
scaled scores
inquiry model
12. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
learning centers
content standards
behavioral and cognitive objectives
standard deviation
13. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
group processing
interdisciplinary instruction
discussion
standard error of measurment
14. Mean = average median = midpoint mode= most common
aptitude tests
diagnostic evaluations
mean - median - and mode
standards - based assessments
15. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
Student Teams Achievement Divisions (STAD)
direct instruction
linguistic
reciprocal teaching
16. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
inquiry model
portfolio
summative evalutations
anecdotal records
17. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
technology
inquiry model
nonlinguistic
whole - group instrcution
18. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
mastery learning
standards
reinforcing effort/providing recognition
service learning
19. 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)
grouping practices
play
observation
questioning
20. Collection of products that reflect progress in a content area
portfolio
Hunter's Model
double - entry page
quartiles
21. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
norm - referenced tests
scaled scores
stanines
self - evaluation
22. What the student feels is his or her area of weakness or strength
self - evaluation
diagnostic evaluations
setting objectives and providing feedback
think - pair - share
23. Standarized tests (used against peer's scores)
norm - referenced tests
individual and group accontability
achievement tests
school - to - work
24. 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)
questioning
SQ3R
Hunter's Model
school - to - work
25. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
curriculum chunking
group processing
service learning
anecdotal records
26. Extent to which an assessment is consistent with its measures
thematic instruction
independent study
quartiles
reliability
27. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
play
mastery learning
standards - based assessments
standards
28. Interaction that promotes face - to - face or individual interaction and relationships
primary source documents
positive interaction
Identifying similarities and differences
simulations
29. Standardized tests desired to measure ability to develop or acquire skills and knowledge
discovery learning
service learning
discussion
aptitude tests
30. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
criterion - referenced tests
mnemonics
Hunter's Model
lesson planning
31. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
quartiles
curriculum frameworks
diagnostic evaluations
Identifying similarities and differences
32. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
Jigsaw
linguistic
mean - median - and mode
33. Provides expectations for the knowlege stduents must demonstrate in specific content areas
journals
curriculum compacting
grade - level equivalent scores
content standards
34. Combining information from two or more content areas (English and history)
analytical scoring
Summarizing and Note - taking
interdisciplinary instruction
journals
35. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
positive interdependence
service learning
curriculum frameworks
independent study
36. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
mnemonics
school - to - work
Numbered Heads together
graphic organizer
37. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
double - entry page
anchored instruction
holistic scoring
critical thinking
38. 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
standard deviation
aptitude tests
generating and testing hypotheses
mean - median - and mode
39. Tool for learning in schools today
technology
nonlinguistic
formative evaluations
mastery learning
40. Interests of the children (early childhood - based)
emergent curriculum
holistic scoring
assigning home and practice
demonstrations
41. Visual - kinesthetic - whole body
essay
percentile rank
performance standards
nonlinguistic
42. 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
Student Teams Achievement Divisions (STAD)
nonlinguistic
curriculum compacting
43. Deciding what to believe or what to do
critical thinking
learning centers
diagnostic evaluations
authentic assessments
44. Instructional strategies suggested by researchers that improve achievement across the content area
critical thinking
criterion - referenced tests
Essential Nine
emergent curriculum
45. Effective teaching model of lessons
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46. Essays - short - answer
lesson planning
Numbered Heads together
analytical scoring
questioning
47. Watching students interactions and learning behaviors
mastery learning
standards - based assessments
journals
observation
48. Realistic scenarios to consider during simulation
scaled scores
linguistic
simulations
graphic organizer
49. 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)
setting objectives and providing feedback
curriculum chunking
reciprocal teaching
essay
50. Organizing curriculum around large themes
anticipatory set
thematic instruction
stanines
curriculum chunking