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






2. Visual - kinesthetic - whole body






3. Students work as a class to read - discuss - or solve problem (don't use all the time)






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






5. 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






6. Reading or hearing






7. Test is found to be valid if it measures what it was designed to measure






8. Deciding what to believe or what to do






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






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






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






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






13. 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






14. 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)






15. 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






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






17. Tool for learning in schools today






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






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






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






21. Students working together to solve problems or achieve goals






22. 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)






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






24. Develop the response






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






26. Scoring guide used in assessments






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






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






29. 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






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






31. Responding to a wide range of abilities present in the classroom






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






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






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






35. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






36. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






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






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






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






40. Extended practice of lesson that is meaninful (time - limit appropriate)






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






42. 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






43. Based on mathematical transformation of a raw scores






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






45. Oral - written - or through visual performance






46. Excursions off the main campus to acheive deeper meaning






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






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






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






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