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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. Responding to a wide range of abilities present in the classroom
differentiated instruction
think - pair - share
responses
formative evaluations
2. Combining information from two or more content areas (English and history)
Identifying similarities and differences
interdisciplinary instruction
standards
behavioral and cognitive objectives
3. Specific expectations of what a student must know and be able to do
standards
whole - group instrcution
project - based learning
curriculum frameworks
4. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
thematic instruction
nonlinguistic
inquiry model
rubrics
5. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
portfolio
primary source documents
generating and testing hypotheses
6. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
authentic assessments
norm - referenced tests
interpersonal skills
7. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
responses
percentile rank
interpersonal skills
Identifying similarities and differences
8. Provides expectations for the knowlege stduents must demonstrate in specific content areas
percentile rank
reliability
portfolio
content standards
9. Watching students interactions and learning behaviors
mean - median - and mode
observation
Numbered Heads together
stanines
10. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
aptitude tests
reciprocal teaching
standard deviation
11. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
anchored instruction
play
behavioral and cognitive objectives
mean - median - and mode
12. Student must work together to successfully accomplish task
analytical scoring
Hunter's Model
behavioral and cognitive objectives
positive interdependence
13. Smaller number of particpants drawn from a total population
school - to - work
Essential Nine
samples
service learning
14. Where the student's score is in comparison to national or local norm
percentile rank
portfolio
observation
mean - median - and mode
15. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
analytical scoring
direct instruction
content standards
questioning
16. 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
samples
Jigsaw
Student Teams Achievement Divisions (STAD)
achievement tests
17. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
group processing
interpersonal skills
holistic scoring
stanines
18. 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
nonlinguistic
Numbered Heads together
holistic scoring
setting objectives and providing feedback
19. Extent to which an assessment is consistent with its measures
reliability
rubrics
primary source documents
Identifying similarities and differences
20. 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
inquiry model
observation
Hunter's Model
anchored instruction
21. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
curriculum compacting
lesson planning
emergent curriculum
self - evaluation
22. Opportunites to transition from the classroom to the workforce
school - to - work
reinforcing effort/providing recognition
SQ3R
cues - questions - and advance organizers
23. 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)
behavioral and cognitive objectives
questioning
thematic instruction
inquiry model
24. Equivalent number of questions he or she answered correctly
raw score
mnemonics
portfolio
flexible grouping
25. Test is found to be valid if it measures what it was designed to measure
reliability
positive interaction
validity
rubrics
26. Deciding what to believe or what to do
reciprocal teaching
critical thinking
thematic instruction
cooperative learning
27. Showing a student what something is or how to do something
demonstrations
nonlinguistic
cooperative learning
graphic organizer
28. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
observation
discussion
linguistic
29. 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
essay
criterion - referenced tests
mastery learning
30. Collection of products that reflect progress in a content area
project - based learning
discussion
cooperative learning
portfolio
31. Demonstrate the grade and month of the school year to which a student score can be compared
graphic organizer
grade - level equivalent scores
school - to - work
grouping practices
32. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
Numbered Heads together
play
anticipatory set
reinforcing effort/providing recognition
33. Teacher offers same core content to each student but provides varying levels of support for students
primary source documents
norm - referenced tests
tiered instruction
curriculum frameworks
34. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
aptitude tests
positive interaction
simulations
35. Given before teaching so teachers understand areas of weaknesses
Hunter's Model
mastery learning
diagnostic evaluations
thematic instruction
36. Organizing curriculum around large themes
critical thinking
standard deviation
positive interdependence
thematic instruction
37. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
cooperative learning
performance assessments
transfer
standards - based assessments
38. Interests of the children (early childhood - based)
standards
field trips
emergent curriculum
discovery learning
39. Scoring guide used in assessments
rubrics
reinforcing effort/providing recognition
positive interdependence
raw score
40. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
criterion - referenced tests
discovery learning
Knowledge storage
curriculum compacting
41. Measures student progress toward meeting goals based on local - state - and/or national goals
standards - based assessments
emergent curriculum
grouping practices
mastery learning
42. 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
curriculum chunking
authentic assessments
criterion - referenced tests
project - based learning
43. Students work as a class to read - discuss - or solve problem (don't use all the time)
flexible grouping
anticipatory set
whole - group instrcution
think - pair - share
44. 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
curriculum chunking
cooperative learning
cues - questions - and advance organizers
diagnostic evaluations
45. What the student feels is his or her area of weakness or strength
self - evaluation
norm - referenced tests
samples
flexible grouping
46. Extended practice of lesson that is meaninful (time - limit appropriate)
direct instruction
assigning home and practice
questioning
percentile rank
47. Teacher/student discussion to improve comprehension
discussion
interdisciplinary instruction
reciprocal teaching
anticipatory set
48. Double - entry page - graphic organziers - and SQ3R
Summarizing and Note - taking
aptitude tests
Student Teams Achievement Divisions (STAD)
positive interaction
49. 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
independent study
anticipatory set
Hunter's Model
critical thinking
50. Set the level of performance expectation for students; set at state level
positive interdependence
learning centers
emergent curriculum
performance standards