SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
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
stanines
discovery learning
Numbered Heads together
reinforcing effort/providing recognition
2. Measure a student's knowledge or proficiency in something that has been learned
mnemonics
achievement tests
discussion
play
3. Small groups or pairs to solve a problem or learn more about topic
project - based learning
graphic organizer
tiered instruction
standards - based assessments
4. Combining information from two or more content areas (English and history)
behavioral and cognitive objectives
direct instruction
interdisciplinary instruction
portfolio
5. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
standards - based assessments
critical thinking
standard error of measurment
think - pair - share
6. Oral - written - or through visual performance
journals
direct instruction
think - pair - share
responses
7. 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
reliability
group processing
holistic scoring
8. 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
direct instruction
curriculum frameworks
rubrics
generating and testing hypotheses
9. Effective teaching model of lessons
10. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
grouping practices
graphic organizer
Numbered Heads together
11. Based on mathematical transformation of a raw scores
scaled scores
mastery learning
differentiated instruction
diagnostic evaluations
12. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
critical thinking
essay
cooperative learning
Identifying similarities and differences
13. In original unaltered form
demonstrations
thematic instruction
grouping practices
primary source documents
14. Showing a student what something is or how to do something
Hunter's Model
think - pair - share
inquiry model
demonstrations
15. Teacher/student discussion to improve comprehension
inquiry model
curriculum chunking
reciprocal teaching
project - based learning
16. Grade - level expectations or mastery (teacher - made or textbood made exam)
simulations
generating and testing hypotheses
criterion - referenced tests
scaled scores
17. 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
standard error of measurment
critical thinking
differentiated instruction
curriculum compacting
18. 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)
thematic instruction
formative evaluations
interpersonal skills
grouping practices
19. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
responses
discovery learning
demonstrations
whole - group instrcution
20. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
norm - referenced tests
standard deviation
group processing
technology
21. Excursions off the main campus to acheive deeper meaning
quartiles
field trips
anticipatory set
thematic instruction
22. Watching students interactions and learning behaviors
observation
Summarizing and Note - taking
Jigsaw
reliability
23. Organizing curriculum around large themes
Numbered Heads together
questioning
reliability
thematic instruction
24. Student must perform a task or generate his or her own response during assessment
percentile rank
anecdotal records
performance assessments
interdisciplinary instruction
25. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
discussion
behavioral and cognitive objectives
service learning
double - entry page
26. 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)
setting objectives and providing feedback
reliability
reciprocal teaching
quartiles
27. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
independent study
anchored instruction
learning centers
technology
28. Focus on oberservable behaviors and focus on congnitive objectives
discovery learning
standards - based assessments
behavioral and cognitive objectives
aptitude tests
29. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
transfer
lesson planning
simulations
standard deviation
30. Groups that change as the students' learnng needs change
project - based learning
group processing
percentile rank
flexible grouping
31. Specific expectations of what a student must know and be able to do
Knowledge storage
standards
technology
self - evaluation
32. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
reciprocal teaching
independent study
group processing
demonstrations
33. 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
double - entry page
journals
service learning
34. Scoring guide used in assessments
rubrics
generating and testing hypotheses
linguistic
grade - level equivalent scores
35. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
Knowledge storage
percentile rank
interpersonal skills
36. Extent to which an assessment is consistent with its measures
anticipatory set
tiered instruction
raw score
reliability
37. Realistic scenarios to consider during simulation
simulations
learning centers
group processing
Identifying similarities and differences
38. Used for students with memory difficulties or learning disabilties
analytical scoring
mnemonics
interdisciplinary instruction
authentic assessments
39. Provides expectations for the knowlege stduents must demonstrate in specific content areas
cues - questions - and advance organizers
content standards
think - pair - share
flexible grouping
40. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
formative evaluations
demonstrations
technology
SQ3R
41. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
mean - median - and mode
positive interdependence
emergent curriculum
42. Interests of the children (early childhood - based)
responses
content standards
emergent curriculum
anchored instruction
43. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
summative evalutations
aptitude tests
individual and group accontability
Summarizing and Note - taking
44. Equivalent number of questions he or she answered correctly
samples
positive interdependence
service learning
raw score
45. Collection of products that reflect progress in a content area
learning centers
portfolio
assigning home and practice
aptitude tests
46. Combines service to the community with learning inside and outside the classroom
independent study
service learning
curriculum compacting
validity
47. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
mnemonics
standard error of measurment
interpersonal skills
holistic scoring
48. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
curriculum chunking
inquiry model
discussion
reinforcing effort/providing recognition
49. Written work that makes connections between new and previously learned context
curriculum frameworks
standard error of measurment
emergent curriculum
essay
50. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
achievement tests
essay
holistic scoring
play