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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
learning centers
inquiry model
simulations
group processing
2. Deciding what to believe or what to do
anticipatory set
reinforcing effort/providing recognition
critical thinking
discovery learning
3. Teacher offers same core content to each student but provides varying levels of support for students
interpersonal skills
curriculum compacting
play
tiered instruction
4. Standarized tests (used against peer's scores)
primary source documents
portfolio
quartiles
norm - referenced tests
5. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
independent study
field trips
discussion
lesson planning
6. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
mastery learning
SQ3R
transfer
norm - referenced tests
7. Responding to a wide range of abilities present in the classroom
differentiated instruction
transfer
self - evaluation
cues - questions - and advance organizers
8. Specific expectations of what a student must know and be able to do
transfer
samples
linguistic
standards
9. Watching students interactions and learning behaviors
analytical scoring
reinforcing effort/providing recognition
demonstrations
observation
10. Provides expectations for the knowlege stduents must demonstrate in specific content areas
generating and testing hypotheses
holistic scoring
whole - group instrcution
content standards
11. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
analytical scoring
anticipatory set
discovery learning
double - entry page
12. Double - entry page - graphic organziers - and SQ3R
interpersonal skills
standards - based assessments
criterion - referenced tests
Summarizing and Note - taking
13. Groups that change as the students' learnng needs change
responses
simulations
Student Teams Achievement Divisions (STAD)
flexible grouping
14. 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
transfer
grade - level equivalent scores
curriculum frameworks
15. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
Essential Nine
Numbered Heads together
anecdotal records
graphic organizer
16. 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
service learning
nonlinguistic
generating and testing hypotheses
rubrics
17. 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
emergent curriculum
thematic instruction
SQ3R
anchored instruction
18. Mean = average median = midpoint mode= most common
anchored instruction
standards - based assessments
formative evaluations
mean - median - and mode
19. Visual - kinesthetic - whole body
think - pair - share
learning centers
achievement tests
nonlinguistic
20. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
journals
criterion - referenced tests
linguistic
21. Essays - short - answer
holistic scoring
cues - questions - and advance organizers
analytical scoring
Student Teams Achievement Divisions (STAD)
22. Excursions off the main campus to acheive deeper meaning
linguistic
field trips
emergent curriculum
questioning
23. In original unaltered form
standard error of measurment
positive interaction
primary source documents
independent study
24. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
curriculum chunking
Identifying similarities and differences
primary source documents
25. Measure a student's knowledge or proficiency in something that has been learned
mnemonics
stanines
achievement tests
graphic organizer
26. Tool for learning in schools today
performance assessments
technology
criterion - referenced tests
nonlinguistic
27. Small groups or pairs to solve a problem or learn more about topic
Jigsaw
project - based learning
grade - level equivalent scores
diagnostic evaluations
28. Set the level of performance expectation for students; set at state level
portfolio
performance standards
inquiry model
quartiles
29. 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
independent study
anticipatory set
Numbered Heads together
think - pair - share
30. Extended practice of lesson that is meaninful (time - limit appropriate)
reciprocal teaching
curriculum compacting
linguistic
assigning home and practice
31. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
Essential Nine
independent study
essay
graphic organizer
32. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
Hunter's Model
generating and testing hypotheses
mnemonics
33. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
reliability
individual and group accontability
standard deviation
authentic assessments
34. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
behavioral and cognitive objectives
flexible grouping
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
critical thinking
curriculum chunking
curriculum frameworks
standard deviation
36. Student must perform a task or generate his or her own response during assessment
cues - questions - and advance organizers
performance assessments
standard error of measurment
grade - level equivalent scores
37. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
questioning
anchored instruction
quartiles
group processing
38. 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
anchored instruction
cues - questions - and advance organizers
stanines
performance assessments
39. Students work as a class to read - discuss - or solve problem (don't use all the time)
discussion
demonstrations
whole - group instrcution
interdisciplinary instruction
40. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
interdisciplinary instruction
direct instruction
behavioral and cognitive objectives
41. Teacher/student discussion to improve comprehension
Summarizing and Note - taking
reciprocal teaching
curriculum frameworks
learning centers
42. Oral - written - or through visual performance
mnemonics
technology
responses
reliability
43. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
generating and testing hypotheses
interdisciplinary instruction
Jigsaw
44. 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)
group processing
raw score
cues - questions - and advance organizers
questioning
45. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
standards - based assessments
reinforcing effort/providing recognition
curriculum frameworks
46. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
think - pair - share
journals
rubrics
play
47. 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
anchored instruction
content standards
observation
lesson planning
48. Combines service to the community with learning inside and outside the classroom
learning centers
service learning
curriculum chunking
curriculum frameworks
49. 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
Numbered Heads together
transfer
school - to - work
flexible grouping
50. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
validity
Identifying similarities and differences
Numbered Heads together
mastery learning