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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. Teacher offers same core content to each student but provides varying levels of support for students
flexible grouping
positive interaction
tiered instruction
stanines
2. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
reliability
questioning
Knowledge storage
3. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
rubrics
validity
linguistic
4. Extent to which an assessment is consistent with its measures
play
positive interdependence
reliability
scaled scores
5. What the student feels is his or her area of weakness or strength
cues - questions - and advance organizers
anchored instruction
self - evaluation
content standards
6. Deciding what to believe or what to do
critical thinking
discussion
Identifying similarities and differences
standard deviation
7. Students working together to solve problems or achieve goals
aptitude tests
journals
cooperative learning
performance assessments
8. Reading or hearing
Essential Nine
mean - median - and mode
linguistic
curriculum compacting
9. Combining information from two or more content areas (English and history)
whole - group instrcution
interdisciplinary instruction
cues - questions - and advance organizers
raw score
10. Small groups or pairs to solve a problem or learn more about topic
portfolio
mastery learning
project - based learning
technology
11. Develop the response
authentic assessments
SQ3R
differentiated instruction
double - entry page
12. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
raw score
Student Teams Achievement Divisions (STAD)
aptitude tests
lesson planning
13. Extended practice of lesson that is meaninful (time - limit appropriate)
validity
assigning home and practice
essay
discussion
14. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
formative evaluations
critical thinking
Jigsaw
quartiles
15. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
tiered instruction
transfer
group processing
reliability
16. Responding to a wide range of abilities present in the classroom
standard error of measurment
reliability
individual and group accontability
differentiated instruction
17. Provides expectations for the knowlege stduents must demonstrate in specific content areas
Numbered Heads together
transfer
content standards
curriculum chunking
18. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
grouping practices
nonlinguistic
standard deviation
19. Effective teaching model of lessons
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20. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Knowledge storage
diagnostic evaluations
tiered instruction
Student Teams Achievement Divisions (STAD)
21. Student must work together to successfully accomplish task
positive interdependence
formative evaluations
Essential Nine
summative evalutations
22. Showing a student what something is or how to do something
nonlinguistic
criterion - referenced tests
demonstrations
aptitude tests
23. Excursions off the main campus to acheive deeper meaning
portfolio
nonlinguistic
field trips
project - based learning
24. Test is found to be valid if it measures what it was designed to measure
validity
direct instruction
double - entry page
lesson planning
25. In original unaltered form
behavioral and cognitive objectives
raw score
Essential Nine
primary source documents
26. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
anchored instruction
play
differentiated instruction
whole - group instrcution
27. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
emergent curriculum
stanines
grouping practices
28. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
rubrics
standard error of measurment
Summarizing and Note - taking
mnemonics
29. Given before teaching so teachers understand areas of weaknesses
nonlinguistic
questioning
Summarizing and Note - taking
diagnostic evaluations
30. Standardized tests desired to measure ability to develop or acquire skills and knowledge
aptitude tests
school - to - work
reinforcing effort/providing recognition
positive interdependence
31. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
discovery learning
observation
achievement tests
diagnostic evaluations
32. Opportunites to transition from the classroom to the workforce
samples
school - to - work
cooperative learning
criterion - referenced tests
33. Tool for learning in schools today
technology
positive interaction
project - based learning
quartiles
34. Smaller number of particpants drawn from a total population
individual and group accontability
emergent curriculum
simulations
samples
35. Organizing curriculum around large themes
reciprocal teaching
diagnostic evaluations
standards
thematic instruction
36. Used for students with memory difficulties or learning disabilties
grouping practices
cues - questions - and advance organizers
mnemonics
lesson planning
37. 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
curriculum chunking
achievement tests
performance standards
Hunter's Model
38. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
interdisciplinary instruction
diagnostic evaluations
critical thinking
reinforcing effort/providing recognition
39. Based on mathematical transformation of a raw scores
scaled scores
mastery learning
behavioral and cognitive objectives
group processing
40. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
anecdotal records
independent study
reinforcing effort/providing recognition
standard error of measurment
41. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
learning centers
raw score
journals
42. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
portfolio
curriculum compacting
anticipatory set
graphic organizer
43. Written work that makes connections between new and previously learned context
essay
self - evaluation
anchored instruction
assigning home and practice
44. Combines service to the community with learning inside and outside the classroom
Numbered Heads together
curriculum compacting
grade - level equivalent scores
service learning
45. Essays - short - answer
positive interaction
primary source documents
group processing
analytical scoring
46. 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
emergent curriculum
Essential Nine
Jigsaw
simulations
47. Where the student's score is in comparison to national or local norm
mastery learning
percentile rank
mean - median - and mode
validity
48. 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
discovery learning
service learning
direct instruction
49. 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
Identifying similarities and differences
quartiles
generating and testing hypotheses
rubrics
50. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
reciprocal teaching
summative evalutations
Hunter's Model