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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. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
summative evalutations
inquiry model
direct instruction
curriculum frameworks
2. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
Summarizing and Note - taking
analytical scoring
standard error of measurment
3. Double - entry page - graphic organziers - and SQ3R
primary source documents
reinforcing effort/providing recognition
summative evalutations
Summarizing and Note - taking
4. 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
primary source documents
mastery learning
reciprocal teaching
curriculum compacting
5. In original unaltered form
anticipatory set
primary source documents
thematic instruction
transfer
6. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
curriculum compacting
reinforcing effort/providing recognition
achievement tests
7. Students must be taught and learn to use teamwork and positive social skills when working with others
demonstrations
validity
interpersonal skills
double - entry page
8. Extent to which an assessment is consistent with its measures
reliability
discussion
quartiles
project - based learning
9. 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
Identifying similarities and differences
flexible grouping
norm - referenced tests
10. Standarized tests (used against peer's scores)
Summarizing and Note - taking
Hunter's Model
norm - referenced tests
Numbered Heads together
11. Develop the response
authentic assessments
service learning
formative evaluations
nonlinguistic
12. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
direct instruction
play
generating and testing hypotheses
field trips
13. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
project - based learning
transfer
journals
14. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
summative evalutations
lesson planning
play
inquiry model
15. Small groups or pairs to solve a problem or learn more about topic
curriculum compacting
positive interaction
project - based learning
double - entry page
16. Student must perform a task or generate his or her own response during assessment
nonlinguistic
performance assessments
achievement tests
reinforcing effort/providing recognition
17. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
Numbered Heads together
curriculum compacting
Student Teams Achievement Divisions (STAD)
standard error of measurment
18. Students working together to solve problems or achieve goals
school - to - work
cooperative learning
double - entry page
demonstrations
19. Tool for learning in schools today
achievement tests
emergent curriculum
technology
discovery learning
20. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
performance assessments
transfer
anecdotal records
positive interaction
21. 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
Jigsaw
cooperative learning
inquiry model
think - pair - share
22. 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
independent study
generating and testing hypotheses
positive interaction
23. Excursions off the main campus to acheive deeper meaning
anecdotal records
individual and group accontability
field trips
reinforcing effort/providing recognition
24. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
formative evaluations
double - entry page
lesson planning
Student Teams Achievement Divisions (STAD)
25. Effective teaching model of lessons
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26. Teacher/student discussion to improve comprehension
discovery learning
standard deviation
technology
reciprocal teaching
27. 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)
rubrics
questioning
Essential Nine
generating and testing hypotheses
28. Watching students interactions and learning behaviors
Essential Nine
independent study
observation
norm - referenced tests
29. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
percentile rank
journals
generating and testing hypotheses
30. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
flexible grouping
Student Teams Achievement Divisions (STAD)
grade - level equivalent scores
standard deviation
31. Realistic scenarios to consider during simulation
simulations
independent study
demonstrations
Summarizing and Note - taking
32. Extended practice of lesson that is meaninful (time - limit appropriate)
flexible grouping
positive interaction
positive interdependence
assigning home and practice
33. Test is found to be valid if it measures what it was designed to measure
standard deviation
portfolio
standards
validity
34. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
discovery learning
summative evalutations
graphic organizer
norm - referenced tests
35. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
summative evalutations
discussion
interdisciplinary instruction
percentile rank
36. Essays - short - answer
analytical scoring
critical thinking
scaled scores
SQ3R
37. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
responses
anchored instruction
behavioral and cognitive objectives
individual and group accontability
38. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
analytical scoring
Essential Nine
scaled scores
39. Set the level of performance expectation for students; set at state level
differentiated instruction
inquiry model
grade - level equivalent scores
performance standards
40. 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
scaled scores
anchored instruction
portfolio
41. Visual - kinesthetic - whole body
essay
group processing
differentiated instruction
nonlinguistic
42. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
Essential Nine
curriculum chunking
Numbered Heads together
graphic organizer
43. Deciding what to believe or what to do
diagnostic evaluations
cooperative learning
service learning
critical thinking
44. Measures student progress toward meeting goals based on local - state - and/or national goals
standards - based assessments
quartiles
Student Teams Achievement Divisions (STAD)
performance standards
45. Oral - written - or through visual performance
standard deviation
play
responses
questioning
46. Focus on oberservable behaviors and focus on congnitive objectives
diagnostic evaluations
positive interdependence
differentiated instruction
behavioral and cognitive objectives
47. Opportunites to transition from the classroom to the workforce
Summarizing and Note - taking
school - to - work
demonstrations
field trips
48. Nonlinguistic and linguistic
portfolio
stanines
Knowledge storage
assigning home and practice
49. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
primary source documents
discovery learning
demonstrations
interpersonal skills
50. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
reinforcing effort/providing recognition
self - evaluation
mastery learning