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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. Realistic scenarios to consider during simulation
content standards
simulations
Numbered Heads together
emergent curriculum
2. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
setting objectives and providing feedback
demonstrations
standards
3. Small groups or pairs to solve a problem or learn more about topic
scaled scores
project - based learning
anticipatory set
independent study
4. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
content standards
mastery learning
grouping practices
5. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
curriculum frameworks
responses
Numbered Heads together
learning centers
6. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
content standards
formative evaluations
project - based learning
Jigsaw
7. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
mean - median - and mode
inquiry model
percentile rank
holistic scoring
8. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
standards - based assessments
lesson planning
criterion - referenced tests
Student Teams Achievement Divisions (STAD)
9. Equivalent number of questions he or she answered correctly
raw score
assigning home and practice
performance standards
rubrics
10. Showing a student what something is or how to do something
anticipatory set
curriculum chunking
demonstrations
positive interdependence
11. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
group processing
graphic organizer
validity
12. 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
Summarizing and Note - taking
cues - questions - and advance organizers
interpersonal skills
project - based learning
13. Standarized tests (used against peer's scores)
responses
anchored instruction
norm - referenced tests
school - to - work
14. Demonstrate the grade and month of the school year to which a student score can be compared
project - based learning
reinforcing effort/providing recognition
reliability
grade - level equivalent scores
15. Organizing curriculum around large themes
independent study
differentiated instruction
grade - level equivalent scores
thematic instruction
16. Reading or hearing
analytical scoring
Numbered Heads together
linguistic
mnemonics
17. Combining information from two or more content areas (English and history)
interdisciplinary instruction
positive interaction
learning centers
performance assessments
18. 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
performance assessments
SQ3R
criterion - referenced tests
graphic organizer
19. Grade - level expectations or mastery (teacher - made or textbood made exam)
SQ3R
field trips
criterion - referenced tests
questioning
20. Teacher/student discussion to improve comprehension
standards
Numbered Heads together
reciprocal teaching
mean - median - and mode
21. Oral - written - or through visual performance
standard error of measurment
responses
standards
journals
22. What the student feels is his or her area of weakness or strength
grade - level equivalent scores
tiered instruction
self - evaluation
curriculum frameworks
23. Deciding what to believe or what to do
demonstrations
standard deviation
critical thinking
service learning
24. Based on mathematical transformation of a raw scores
Hunter's Model
scaled scores
curriculum chunking
raw score
25. Specific expectations of what a student must know and be able to do
standards
linguistic
diagnostic evaluations
independent study
26. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
generating and testing hypotheses
aptitude tests
positive interdependence
27. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
percentile rank
scaled scores
journals
28. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
stanines
questioning
essay
journals
29. Smaller number of particpants drawn from a total population
samples
content standards
formative evaluations
lesson planning
30. 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
double - entry page
curriculum chunking
stanines
authentic assessments
31. Nonlinguistic and linguistic
standards - based assessments
Knowledge storage
play
positive interdependence
32. Student must work together to successfully accomplish task
whole - group instrcution
positive interdependence
flexible grouping
mean - median - and mode
33. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
diagnostic evaluations
holistic scoring
standard deviation
thematic instruction
34. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
cues - questions - and advance organizers
school - to - work
Essential Nine
35. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
Hunter's Model
observation
curriculum frameworks
samples
36. Given before teaching so teachers understand areas of weaknesses
Knowledge storage
double - entry page
diagnostic evaluations
reliability
37. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Essential Nine
Student Teams Achievement Divisions (STAD)
setting objectives and providing feedback
grade - level equivalent scores
38. Mean = average median = midpoint mode= most common
mean - median - and mode
whole - group instrcution
samples
double - entry page
39. Essays - short - answer
analytical scoring
positive interaction
thematic instruction
standard error of measurment
40. Students work as a class to read - discuss - or solve problem (don't use all the time)
diagnostic evaluations
inquiry model
questioning
whole - group instrcution
41. Interests of the children (early childhood - based)
demonstrations
samples
emergent curriculum
journals
42. Focus on oberservable behaviors and focus on congnitive objectives
setting objectives and providing feedback
performance assessments
reinforcing effort/providing recognition
behavioral and cognitive objectives
43. Extent to which an assessment is consistent with its measures
anecdotal records
independent study
questioning
reliability
44. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
curriculum frameworks
direct instruction
reinforcing effort/providing recognition
samples
45. Measures student progress toward meeting goals based on local - state - and/or national goals
norm - referenced tests
self - evaluation
standards - based assessments
essay
46. Excursions off the main campus to acheive deeper meaning
discovery learning
demonstrations
field trips
lesson planning
47. Extended practice of lesson that is meaninful (time - limit appropriate)
formative evaluations
assigning home and practice
performance assessments
flexible grouping
48. Instructional strategies suggested by researchers that improve achievement across the content area
cooperative learning
inquiry model
Essential Nine
emergent curriculum
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)
summative evalutations
curriculum frameworks
diagnostic evaluations
setting objectives and providing feedback
50. Used for students with memory difficulties or learning disabilties
mnemonics
mean - median - and mode
individual and group accontability
field trips