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






2. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






3. Combines service to the community with learning inside and outside the classroom






4. Based on mathematical transformation of a raw scores






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






6. Organizing curriculum around large themes






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






8. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






9. Double - entry page - graphic organziers - and SQ3R






10. 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)






11. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






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






13. 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






14. Given before teaching so teachers understand areas of weaknesses






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






16. 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






17. Written work that makes connections between new and previously learned context






18. In original unaltered form






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






20. Combining information from two or more content areas (English and history)






21. Students working together to solve problems or achieve goals






22. Grade - level expectations or mastery (teacher - made or textbood made exam)






23. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






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






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






26. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






27. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






28. 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






29. Essays - short - answer






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






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






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






33. Equivalent number of questions he or she answered correctly






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






35. Realistic scenarios to consider during simulation






36. Used for students with memory difficulties or learning disabilties






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






38. Interaction that promotes face - to - face or individual interaction and relationships






39. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






40. Smaller number of particpants drawn from a total population






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






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






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






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






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






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






47. Deciding what to believe or what to do






48. 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






49. Effective teaching model of lessons

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