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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. What the student feels is his or her area of weakness or strength
Knowledge storage
formative evaluations
mnemonics
self - evaluation
2. Mean = average median = midpoint mode= most common
formative evaluations
direct instruction
learning centers
mean - median - and mode
3. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
curriculum chunking
play
achievement tests
4. Specific expectations of what a student must know and be able to do
standards
group processing
standards - based assessments
Student Teams Achievement Divisions (STAD)
5. Double - entry page - graphic organziers - and SQ3R
thematic instruction
diagnostic evaluations
Summarizing and Note - taking
project - based learning
6. 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
curriculum compacting
generating and testing hypotheses
independent study
journals
7. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
tiered instruction
validity
graphic organizer
performance standards
8. Measures student progress toward meeting goals based on local - state - and/or national goals
analytical scoring
nonlinguistic
school - to - work
standards - based assessments
9. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
linguistic
reinforcing effort/providing recognition
performance standards
10. Essays - short - answer
anecdotal records
curriculum compacting
analytical scoring
nonlinguistic
11. Demonstrate the grade and month of the school year to which a student score can be compared
group processing
grade - level equivalent scores
quartiles
Hunter's Model
12. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
Numbered Heads together
tiered instruction
double - entry page
performance assessments
13. Student must work together to successfully accomplish task
mean - median - and mode
primary source documents
achievement tests
positive interdependence
14. Standarized tests (used against peer's scores)
thematic instruction
curriculum frameworks
norm - referenced tests
authentic assessments
15. Combines service to the community with learning inside and outside the classroom
service learning
reinforcing effort/providing recognition
whole - group instrcution
double - entry page
16. Students work as a class to read - discuss - or solve problem (don't use all the time)
standards
performance standards
lesson planning
whole - group instrcution
17. 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
cooperative learning
project - based learning
anchored instruction
Essential Nine
18. Equivalent number of questions he or she answered correctly
technology
grouping practices
school - to - work
raw score
19. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
observation
questioning
holistic scoring
anecdotal records
20. Teacher/student discussion to improve comprehension
curriculum compacting
anecdotal records
reciprocal teaching
curriculum frameworks
21. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
curriculum frameworks
content standards
validity
discovery learning
22. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
field trips
setting objectives and providing feedback
curriculum frameworks
anticipatory set
23. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
summative evalutations
reinforcing effort/providing recognition
discussion
norm - referenced tests
24. 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
behavioral and cognitive objectives
independent study
anchored instruction
Numbered Heads together
25. Excursions off the main campus to acheive deeper meaning
content standards
field trips
graphic organizer
standard deviation
26. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
technology
stanines
holistic scoring
flexible grouping
27. Where the student's score is in comparison to national or local norm
analytical scoring
Student Teams Achievement Divisions (STAD)
formative evaluations
percentile rank
28. Showing a student what something is or how to do something
demonstrations
observation
project - based learning
discussion
29. Responding to a wide range of abilities present in the classroom
learning centers
achievement tests
standards - based assessments
differentiated instruction
30. 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)
simulations
grade - level equivalent scores
grouping practices
Student Teams Achievement Divisions (STAD)
31. Test is found to be valid if it measures what it was designed to measure
questioning
validity
scaled scores
formative evaluations
32. Collection of products that reflect progress in a content area
standard error of measurment
mnemonics
curriculum frameworks
portfolio
33. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
interpersonal skills
individual and group accontability
learning centers
34. Small groups or pairs to solve a problem or learn more about topic
project - based learning
interpersonal skills
play
Essential Nine
35. Based on mathematical transformation of a raw scores
criterion - referenced tests
scaled scores
individual and group accontability
rubrics
36. Opportunites to transition from the classroom to the workforce
school - to - work
graphic organizer
emergent curriculum
positive interdependence
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
field trips
curriculum chunking
project - based learning
independent study
38. Grade - level expectations or mastery (teacher - made or textbood made exam)
grade - level equivalent scores
criterion - referenced tests
differentiated instruction
SQ3R
39. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
linguistic
SQ3R
diagnostic evaluations
Student Teams Achievement Divisions (STAD)
40. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
service learning
journals
criterion - referenced tests
flexible grouping
41. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Jigsaw
Essential Nine
Identifying similarities and differences
anticipatory set
42. Students must be taught and learn to use teamwork and positive social skills when working with others
observation
setting objectives and providing feedback
cooperative learning
interpersonal skills
43. In original unaltered form
cues - questions - and advance organizers
setting objectives and providing feedback
aptitude tests
primary source documents
44. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
curriculum compacting
independent study
quartiles
assigning home and practice
45. Students working together to solve problems or achieve goals
cooperative learning
curriculum frameworks
critical thinking
positive interaction
46. Focus on oberservable behaviors and focus on congnitive objectives
technology
behavioral and cognitive objectives
performance assessments
double - entry page
47. 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
grade - level equivalent scores
rubrics
inquiry model
SQ3R
48. Standardized tests desired to measure ability to develop or acquire skills and knowledge
learning centers
samples
observation
aptitude tests
49. 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
primary source documents
Student Teams Achievement Divisions (STAD)
interpersonal skills
Jigsaw
50. 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
mastery learning
school - to - work
anchored instruction
generating and testing hypotheses