SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
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. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
assigning home and practice
transfer
direct instruction
reinforcing effort/providing recognition
2. Deciding what to believe or what to do
quartiles
critical thinking
linguistic
anticipatory set
3. Focus on oberservable behaviors and focus on congnitive objectives
discussion
responses
project - based learning
behavioral and cognitive objectives
4. Set the level of performance expectation for students; set at state level
nonlinguistic
curriculum frameworks
independent study
performance standards
5. Opportunites to transition from the classroom to the workforce
school - to - work
differentiated instruction
transfer
discovery learning
6. 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
linguistic
standard error of measurment
responses
cues - questions - and advance organizers
7. Test is found to be valid if it measures what it was designed to measure
validity
independent study
journals
grouping practices
8. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
performance standards
individual and group accontability
thematic instruction
9. 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
cooperative learning
achievement tests
quartiles
generating and testing hypotheses
10. In original unaltered form
anecdotal records
aptitude tests
primary source documents
achievement tests
11. 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
play
Numbered Heads together
anchored instruction
flexible grouping
12. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
primary source documents
generating and testing hypotheses
linguistic
13. Where the student's score is in comparison to national or local norm
percentile rank
flexible grouping
standard deviation
simulations
14. 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
lesson planning
curriculum chunking
inquiry model
SQ3R
15. Small groups or pairs to solve a problem or learn more about topic
project - based learning
curriculum compacting
nonlinguistic
achievement tests
16. 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)
performance assessments
grouping practices
stanines
curriculum compacting
17. Written work that makes connections between new and previously learned context
analytical scoring
essay
reciprocal teaching
differentiated instruction
18. Teacher/student discussion to improve comprehension
whole - group instrcution
reciprocal teaching
nonlinguistic
Identifying similarities and differences
19. Based on mathematical transformation of a raw scores
cues - questions - and advance organizers
aptitude tests
technology
scaled scores
20. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
stanines
journals
demonstrations
standards - based assessments
21. Double - entry page - graphic organziers - and SQ3R
project - based learning
reciprocal teaching
Summarizing and Note - taking
formative evaluations
22. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mean - median - and mode
validity
mastery learning
questioning
23. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
stanines
setting objectives and providing feedback
holistic scoring
learning centers
24. Watching students interactions and learning behaviors
setting objectives and providing feedback
behavioral and cognitive objectives
observation
primary source documents
25. Reading or hearing
anecdotal records
anchored instruction
play
linguistic
26. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
summative evalutations
norm - referenced tests
aptitude tests
27. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
cooperative learning
lesson planning
mean - median - and mode
individual and group accontability
28. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
validity
self - evaluation
standard error of measurment
anecdotal records
29. Responding to a wide range of abilities present in the classroom
questioning
stanines
differentiated instruction
criterion - referenced tests
30. 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
reliability
standard deviation
performance standards
curriculum chunking
31. Realistic scenarios to consider during simulation
simulations
generating and testing hypotheses
technology
rubrics
32. What the student feels is his or her area of weakness or strength
think - pair - share
technology
self - evaluation
cues - questions - and advance organizers
33. Scoring guide used in assessments
individual and group accontability
rubrics
achievement tests
interpersonal skills
34. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
linguistic
inquiry model
Hunter's Model
35. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
critical thinking
mean - median - and mode
anecdotal records
portfolio
36. Essays - short - answer
holistic scoring
Numbered Heads together
assigning home and practice
analytical scoring
37. Grade - level expectations or mastery (teacher - made or textbood made exam)
questioning
mean - median - and mode
criterion - referenced tests
samples
38. Equivalent number of questions he or she answered correctly
Essential Nine
assigning home and practice
aptitude tests
raw score
39. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
grade - level equivalent scores
standard deviation
double - entry page
Student Teams Achievement Divisions (STAD)
40. Interests of the children (early childhood - based)
mastery learning
emergent curriculum
validity
cooperative learning
41. 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
Numbered Heads together
direct instruction
norm - referenced tests
discovery learning
42. Nonlinguistic and linguistic
interdisciplinary instruction
Knowledge storage
learning centers
discovery learning
43. 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
school - to - work
formative evaluations
Jigsaw
standard error of measurment
44. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
reliability
nonlinguistic
Numbered Heads together
45. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
anchored instruction
validity
responses
46. Student must perform a task or generate his or her own response during assessment
journals
raw score
performance assessments
interdisciplinary instruction
47. 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)
essay
setting objectives and providing feedback
cues - questions - and advance organizers
Jigsaw
48. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
essay
mnemonics
school - to - work
individual and group accontability
49. Students working together to solve problems or achieve goals
curriculum compacting
cooperative learning
linguistic
double - entry page
50. Measures student progress toward meeting goals based on local - state - and/or national goals
independent study
norm - referenced tests
journals
standards - based assessments