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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. Reading or hearing
linguistic
simulations
Identifying similarities and differences
mastery learning
2. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
double - entry page
Numbered Heads together
discussion
curriculum chunking
3. Showing a student what something is or how to do something
demonstrations
interpersonal skills
analytical scoring
Student Teams Achievement Divisions (STAD)
4. Students working together to solve problems or achieve goals
cooperative learning
standard deviation
school - to - work
anticipatory set
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
Knowledge storage
cooperative learning
mean - median - and mode
anticipatory set
6. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
primary source documents
anticipatory set
inquiry model
norm - referenced tests
7. Student must work together to successfully accomplish task
Summarizing and Note - taking
Essential Nine
positive interdependence
reinforcing effort/providing recognition
8. Provides expectations for the knowlege stduents must demonstrate in specific content areas
standard error of measurment
content standards
tiered instruction
behavioral and cognitive objectives
9. 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
thematic instruction
cues - questions - and advance organizers
summative evalutations
behavioral and cognitive objectives
10. Students must be taught and learn to use teamwork and positive social skills when working with others
standard error of measurment
SQ3R
interpersonal skills
group processing
11. 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
independent study
differentiated instruction
content standards
Numbered Heads together
12. Double - entry page - graphic organziers - and SQ3R
discovery learning
service learning
Summarizing and Note - taking
analytical scoring
13. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
Numbered Heads together
observation
think - pair - share
play
14. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
validity
mastery learning
discovery learning
stanines
15. Specific expectations of what a student must know and be able to do
standards
summative evalutations
essay
school - to - work
16. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
rubrics
summative evalutations
portfolio
independent study
17. Combines service to the community with learning inside and outside the classroom
self - evaluation
demonstrations
criterion - referenced tests
service learning
18. Watching students interactions and learning behaviors
percentile rank
observation
formative evaluations
rubrics
19. 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)
questioning
cooperative learning
summative evalutations
self - evaluation
20. Collection of products that reflect progress in a content area
portfolio
learning centers
play
standard error of measurment
21. 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
content standards
generating and testing hypotheses
simulations
rubrics
22. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
differentiated instruction
authentic assessments
scaled scores
23. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
journals
assigning home and practice
curriculum frameworks
cues - questions - and advance organizers
24. Extended practice of lesson that is meaninful (time - limit appropriate)
interpersonal skills
assigning home and practice
summative evalutations
behavioral and cognitive objectives
25. Interaction that promotes face - to - face or individual interaction and relationships
standards
mnemonics
positive interaction
simulations
26. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
portfolio
journals
percentile rank
27. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
quartiles
observation
lesson planning
assigning home and practice
28. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
performance assessments
grade - level equivalent scores
inquiry model
29. Standardized tests desired to measure ability to develop or acquire skills and knowledge
nonlinguistic
portfolio
service learning
aptitude tests
30. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
scaled scores
flexible grouping
whole - group instrcution
standard deviation
31. 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)
cues - questions - and advance organizers
setting objectives and providing feedback
inquiry model
independent study
32. Responding to a wide range of abilities present in the classroom
learning centers
differentiated instruction
thematic instruction
holistic scoring
33. Small groups or pairs to solve a problem or learn more about topic
standard error of measurment
grade - level equivalent scores
Identifying similarities and differences
project - based learning
34. Nonlinguistic and linguistic
Knowledge storage
reciprocal teaching
project - based learning
graphic organizer
35. 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
double - entry page
technology
discovery learning
curriculum chunking
36. Scoring guide used in assessments
rubrics
achievement tests
whole - group instrcution
service learning
37. Based on mathematical transformation of a raw scores
scaled scores
linguistic
essay
flexible grouping
38. Standarized tests (used against peer's scores)
interpersonal skills
norm - referenced tests
play
linguistic
39. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
mean - median - and mode
behavioral and cognitive objectives
standard error of measurment
nonlinguistic
40. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
Knowledge storage
independent study
performance assessments
curriculum compacting
41. Students work as a class to read - discuss - or solve problem (don't use all the time)
linguistic
performance assessments
whole - group instrcution
grade - level equivalent scores
42. Measure a student's knowledge or proficiency in something that has been learned
group processing
responses
achievement tests
simulations
43. Interests of the children (early childhood - based)
emergent curriculum
positive interdependence
inquiry model
responses
44. Equivalent number of questions he or she answered correctly
mnemonics
validity
raw score
Student Teams Achievement Divisions (STAD)
45. Smaller number of particpants drawn from a total population
standards - based assessments
criterion - referenced tests
samples
raw score
46. Used for students with memory difficulties or learning disabilties
rubrics
journals
responses
mnemonics
47. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
portfolio
discussion
reliability
graphic organizer
48. Grade - level expectations or mastery (teacher - made or textbood made exam)
observation
performance standards
responses
criterion - referenced tests
49. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
lesson planning
demonstrations
group processing
stanines
50. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
standards
curriculum compacting
rubrics
anecdotal records