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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. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
group processing
lesson planning
journals
emergent curriculum
2. Organizing curriculum around large themes
performance standards
think - pair - share
thematic instruction
inquiry model
3. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
essay
performance standards
self - evaluation
4. Test is found to be valid if it measures what it was designed to measure
validity
reinforcing effort/providing recognition
scaled scores
analytical scoring
5. Collection of products that reflect progress in a content area
discovery learning
transfer
project - based learning
portfolio
6. Develop the response
mastery learning
stanines
authentic assessments
technology
7. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
Student Teams Achievement Divisions (STAD)
formative evaluations
anchored instruction
8. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
primary source documents
individual and group accontability
authentic assessments
simulations
9. Opportunites to transition from the classroom to the workforce
learning centers
standards
whole - group instrcution
school - to - work
10. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
holistic scoring
critical thinking
group processing
summative evalutations
11. Combines service to the community with learning inside and outside the classroom
service learning
Hunter's Model
group processing
curriculum frameworks
12. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
individual and group accontability
learning centers
reinforcing effort/providing recognition
setting objectives and providing feedback
13. Given before teaching so teachers understand areas of weaknesses
double - entry page
samples
diagnostic evaluations
project - based learning
14. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
cooperative learning
technology
double - entry page
play
15. Responding to a wide range of abilities present in the classroom
Identifying similarities and differences
project - based learning
essay
differentiated instruction
16. Groups that change as the students' learnng needs change
flexible grouping
double - entry page
journals
Essential Nine
17. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
stanines
interpersonal skills
inquiry model
holistic scoring
18. Deciding what to believe or what to do
mnemonics
holistic scoring
norm - referenced tests
critical thinking
19. Interaction that promotes face - to - face or individual interaction and relationships
holistic scoring
positive interaction
questioning
field trips
20. Small groups or pairs to solve a problem or learn more about topic
curriculum compacting
project - based learning
mean - median - and mode
anticipatory set
21. Students work as a class to read - discuss - or solve problem (don't use all the time)
behavioral and cognitive objectives
aptitude tests
whole - group instrcution
lesson planning
22. Smaller number of particpants drawn from a total population
samples
direct instruction
Numbered Heads together
Knowledge storage
23. Effective teaching model of lessons
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24. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
portfolio
reliability
reinforcing effort/providing recognition
25. 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
positive interaction
standard deviation
Hunter's Model
Numbered Heads together
26. Used for students with memory difficulties or learning disabilties
grade - level equivalent scores
thematic instruction
mnemonics
nonlinguistic
27. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
thematic instruction
double - entry page
mean - median - and mode
discussion
28. Grade - level expectations or mastery (teacher - made or textbood made exam)
flexible grouping
criterion - referenced tests
discussion
responses
29. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
cues - questions - and advance organizers
field trips
Knowledge storage
reinforcing effort/providing recognition
30. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
standard deviation
anticipatory set
project - based learning
double - entry page
31. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
differentiated instruction
grouping practices
journals
lesson planning
32. 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
independent study
nonlinguistic
discovery learning
curriculum compacting
33. Watching students interactions and learning behaviors
think - pair - share
mastery learning
reliability
observation
34. Mean = average median = midpoint mode= most common
mean - median - and mode
questioning
reinforcing effort/providing recognition
interpersonal skills
35. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
observation
lesson planning
summative evalutations
generating and testing hypotheses
36. Provides expectations for the knowlege stduents must demonstrate in specific content areas
field trips
summative evalutations
content standards
discussion
37. Instructional strategies suggested by researchers that improve achievement across the content area
positive interdependence
percentile rank
Essential Nine
simulations
38. Based on mathematical transformation of a raw scores
interdisciplinary instruction
journals
scaled scores
holistic scoring
39. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
summative evalutations
Hunter's Model
performance assessments
quartiles
40. Extent to which an assessment is consistent with its measures
reliability
primary source documents
service learning
Jigsaw
41. Teacher/student discussion to improve comprehension
reciprocal teaching
reliability
responses
primary source documents
42. Oral - written - or through visual performance
positive interdependence
independent study
mnemonics
responses
43. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
Identifying similarities and differences
diagnostic evaluations
standard deviation
essay
44. 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
generating and testing hypotheses
scaled scores
Student Teams Achievement Divisions (STAD)
Jigsaw
45. 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
primary source documents
play
think - pair - share
cues - questions - and advance organizers
46. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
play
formative evaluations
quartiles
graphic organizer
47. Students working together to solve problems or achieve goals
cooperative learning
simulations
raw score
group processing
48. Realistic scenarios to consider during simulation
grade - level equivalent scores
simulations
anecdotal records
essay
49. Scoring guide used in assessments
reliability
reciprocal teaching
rubrics
whole - group instrcution
50. Extended practice of lesson that is meaninful (time - limit appropriate)
raw score
transfer
graphic organizer
assigning home and practice