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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. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






2. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






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






4. Essays - short - answer






5. Develop the response






6. 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






7. Equivalent number of questions he or she answered correctly






8. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






9. Used for students with memory difficulties or learning disabilties






10. Combining information from two or more content areas (English and history)






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






12. Groups that change as the students' learnng needs change






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






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






15. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






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






17. Provides expectations for the knowlege stduents must demonstrate in specific content areas






18. Interests of the children (early childhood - based)






19. In original unaltered form






20. Effective teaching model of lessons

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21. 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)






22. 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






23. Student must work together to successfully accomplish task






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






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






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






27. 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






28. 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)






29. Based on mathematical transformation of a raw scores






30. 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






31. Given before teaching so teachers understand areas of weaknesses






32. Mean = average median = midpoint mode= most common






33. Measures student progress toward meeting goals based on local - state - and/or national goals






34. Opportunites to transition from the classroom to the workforce






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






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






37. Teacher/student discussion to improve comprehension






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






39. 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






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






41. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






42. Measure a student's knowledge or proficiency in something that has been learned






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






44. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






45. Visual - kinesthetic - whole body






46. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






47. Excursions off the main campus to acheive deeper meaning






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






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






50. Small groups or pairs to solve a problem or learn more about topic