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. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
school - to - work
inquiry model
stanines
responses
2. 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
reliability
positive interaction
generating and testing hypotheses
criterion - referenced tests
3. Deciding what to believe or what to do
standards
critical thinking
Jigsaw
content standards
4. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
analytical scoring
double - entry page
anecdotal records
demonstrations
5. 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
field trips
reciprocal teaching
curriculum frameworks
6. Student must perform a task or generate his or her own response during assessment
curriculum frameworks
reinforcing effort/providing recognition
mastery learning
performance assessments
7. Used for students with memory difficulties or learning disabilties
journals
SQ3R
mnemonics
whole - group instrcution
8. Equivalent number of questions he or she answered correctly
raw score
anchored instruction
Hunter's Model
cooperative learning
9. Smaller number of particpants drawn from a total population
differentiated instruction
samples
raw score
assigning home and practice
10. Students work as a class to read - discuss - or solve problem (don't use all the time)
transfer
discussion
individual and group accontability
whole - group instrcution
11. Responding to a wide range of abilities present in the classroom
linguistic
emergent curriculum
differentiated instruction
authentic assessments
12. 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)
Identifying similarities and differences
simulations
formative evaluations
setting objectives and providing feedback
13. Interaction that promotes face - to - face or individual interaction and relationships
Hunter's Model
mastery learning
curriculum frameworks
positive interaction
14. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
grade - level equivalent scores
mean - median - and mode
Jigsaw
summative evalutations
15. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
content standards
journals
responses
Identifying similarities and differences
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)
grouping practices
graphic organizer
lesson planning
Knowledge storage
17. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
scaled scores
formative evaluations
Identifying similarities and differences
18. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
field trips
think - pair - share
raw score
whole - group instrcution
19. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
technology
analytical scoring
performance assessments
Student Teams Achievement Divisions (STAD)
20. Based on mathematical transformation of a raw scores
scaled scores
Numbered Heads together
anecdotal records
grade - level equivalent scores
21. Measure a student's knowledge or proficiency in something that has been learned
achievement tests
assigning home and practice
generating and testing hypotheses
grade - level equivalent scores
22. Realistic scenarios to consider during simulation
summative evalutations
simulations
setting objectives and providing feedback
questioning
23. Where the student's score is in comparison to national or local norm
summative evalutations
interdisciplinary instruction
percentile rank
linguistic
24. Groups that change as the students' learnng needs change
stanines
standard error of measurment
validity
flexible grouping
25. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
norm - referenced tests
mastery learning
emergent curriculum
portfolio
26. What the student feels is his or her area of weakness or strength
discovery learning
self - evaluation
project - based learning
critical thinking
27. 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
grade - level equivalent scores
rubrics
curriculum compacting
standard error of measurment
28. Grade - level expectations or mastery (teacher - made or textbood made exam)
SQ3R
curriculum compacting
tiered instruction
criterion - referenced tests
29. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
analytical scoring
questioning
rubrics
30. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
responses
holistic scoring
demonstrations
positive interaction
31. Specific expectations of what a student must know and be able to do
transfer
Hunter's Model
standards
positive interaction
32. Collection of products that reflect progress in a content area
field trips
content standards
standard error of measurment
portfolio
33. Extent to which an assessment is consistent with its measures
aptitude tests
interpersonal skills
reliability
discussion
34. Watching students interactions and learning behaviors
thematic instruction
positive interaction
primary source documents
observation
35. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
thematic instruction
whole - group instrcution
responses
36. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
critical thinking
diagnostic evaluations
Hunter's Model
37. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
generating and testing hypotheses
Knowledge storage
analytical scoring
38. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
formative evaluations
standard error of measurment
samples
cooperative learning
39. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
raw score
curriculum chunking
linguistic
40. Scoring guide used in assessments
Identifying similarities and differences
rubrics
questioning
Knowledge storage
41. Provides expectations for the knowlege stduents must demonstrate in specific content areas
content standards
validity
assigning home and practice
discovery learning
42. 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
thematic instruction
Jigsaw
independent study
SQ3R
43. Oral - written - or through visual performance
percentile rank
responses
standards - based assessments
nonlinguistic
44. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
anticipatory set
service learning
reinforcing effort/providing recognition
45. Showing a student what something is or how to do something
grouping practices
think - pair - share
stanines
demonstrations
46. 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
standard error of measurment
flexible grouping
essay
47. Reading or hearing
mnemonics
direct instruction
samples
linguistic
48. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
Essential Nine
play
demonstrations
SQ3R
49. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
thematic instruction
content standards
rubrics
standard error of measurment
50. In original unaltered form
quartiles
performance standards
flexible grouping
primary source documents