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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. 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
norm - referenced tests
anticipatory set
demonstrations
Numbered Heads together
2. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
cues - questions - and advance organizers
group processing
Student Teams Achievement Divisions (STAD)
3. Test is found to be valid if it measures what it was designed to measure
summative evalutations
positive interaction
reliability
validity
4. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
emergent curriculum
summative evalutations
lesson planning
5. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
linguistic
diagnostic evaluations
reliability
6. Nonlinguistic and linguistic
curriculum frameworks
Knowledge storage
analytical scoring
simulations
7. Provides expectations for the knowlege stduents must demonstrate in specific content areas
cues - questions - and advance organizers
generating and testing hypotheses
content standards
individual and group accontability
8. Based on mathematical transformation of a raw scores
group processing
scaled scores
holistic scoring
performance assessments
9. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
emergent curriculum
Summarizing and Note - taking
mastery learning
performance assessments
10. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
holistic scoring
summative evalutations
Identifying similarities and differences
flexible grouping
11. Groups that change as the students' learnng needs change
linguistic
differentiated instruction
holistic scoring
flexible grouping
12. Responding to a wide range of abilities present in the classroom
holistic scoring
school - to - work
differentiated instruction
grade - level equivalent scores
13. Collection of products that reflect progress in a content area
aptitude tests
portfolio
formative evaluations
graphic organizer
14. Students working together to solve problems or achieve goals
SQ3R
holistic scoring
discovery learning
cooperative learning
15. Extent to which an assessment is consistent with its measures
achievement tests
positive interdependence
double - entry page
reliability
16. Interaction that promotes face - to - face or individual interaction and relationships
Student Teams Achievement Divisions (STAD)
curriculum compacting
setting objectives and providing feedback
positive interaction
17. 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
transfer
setting objectives and providing feedback
diagnostic evaluations
anchored instruction
18. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
double - entry page
standards
group processing
19. Extended practice of lesson that is meaninful (time - limit appropriate)
linguistic
portfolio
assigning home and practice
generating and testing hypotheses
20. Tool for learning in schools today
responses
Jigsaw
technology
percentile rank
21. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
learning centers
Student Teams Achievement Divisions (STAD)
inquiry model
curriculum compacting
22. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
emergent curriculum
tiered instruction
grade - level equivalent scores
23. Smaller number of particpants drawn from a total population
service learning
samples
inquiry model
nonlinguistic
24. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
assigning home and practice
holistic scoring
interdisciplinary instruction
25. Demonstrate the grade and month of the school year to which a student score can be compared
graphic organizer
anchored instruction
differentiated instruction
grade - level equivalent scores
26. Combining information from two or more content areas (English and history)
analytical scoring
Essential Nine
tiered instruction
interdisciplinary instruction
27. Focus on oberservable behaviors and focus on congnitive objectives
content standards
positive interaction
Summarizing and Note - taking
behavioral and cognitive objectives
28. Grade - level expectations or mastery (teacher - made or textbood made exam)
raw score
anticipatory set
criterion - referenced tests
whole - group instrcution
29. Reading or hearing
standards - based assessments
cooperative learning
percentile rank
linguistic
30. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
positive interdependence
standards
formative evaluations
cues - questions - and advance organizers
31. Instructional strategies suggested by researchers that improve achievement across the content area
SQ3R
Essential Nine
whole - group instrcution
tiered instruction
32. Double - entry page - graphic organziers - and SQ3R
double - entry page
project - based learning
scaled scores
Summarizing and Note - taking
33. Combines service to the community with learning inside and outside the classroom
transfer
service learning
Numbered Heads together
SQ3R
34. What the student feels is his or her area of weakness or strength
summative evalutations
reciprocal teaching
behavioral and cognitive objectives
self - evaluation
35. Where the student's score is in comparison to national or local norm
observation
percentile rank
essay
aptitude tests
36. Written work that makes connections between new and previously learned context
essay
curriculum frameworks
discussion
standards - based assessments
37. 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
anticipatory set
differentiated instruction
self - evaluation
38. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
grouping practices
standard error of measurment
portfolio
achievement tests
39. Standardized tests desired to measure ability to develop or acquire skills and knowledge
demonstrations
technology
interpersonal skills
aptitude tests
40. Organizing curriculum around large themes
raw score
observation
curriculum frameworks
thematic instruction
41. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
anchored instruction
play
norm - referenced tests
group processing
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
SQ3R
graphic organizer
criterion - referenced tests
samples
43. Used for students with memory difficulties or learning disabilties
service learning
questioning
primary source documents
mnemonics
44. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
curriculum compacting
cues - questions - and advance organizers
stanines
thematic instruction
45. Standarized tests (used against peer's scores)
play
norm - referenced tests
inquiry model
graphic organizer
46. Visual - kinesthetic - whole body
setting objectives and providing feedback
samples
assigning home and practice
nonlinguistic
47. In original unaltered form
primary source documents
generating and testing hypotheses
authentic assessments
standards - based assessments
48. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
journals
interdisciplinary instruction
double - entry page
validity
49. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
simulations
graphic organizer
journals
reciprocal teaching
50. 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
interdisciplinary instruction
generating and testing hypotheses
group processing
graphic organizer