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Praxis Instruction And Assessment

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. Used for students with memory difficulties or learning disabilties






2. 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






3. Oral - written - or through visual performance






4. Nonlinguistic and linguistic






5. Combines service to the community with learning inside and outside the classroom






6. Students work as a class to read - discuss - or solve problem (don't use all the time)






7. Focus on oberservable behaviors and focus on congnitive objectives






8. Groups that change as the students' learnng needs change






9. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






10. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






11. Visual - kinesthetic - whole body






12. Responding to a wide range of abilities present in the classroom






13. Realistic scenarios to consider during simulation






14. What the student feels is his or her area of weakness or strength






15. Set the level of performance expectation for students; set at state level






16. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






17. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






18. 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






19. 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)






20. Double - entry page - graphic organziers - and SQ3R






21. 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)






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






23. Tool for learning in schools today






24. Opportunites to transition from the classroom to the workforce






25. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






26. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






27. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






28. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






29. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






30. Teacher offers same core content to each student but provides varying levels of support for students






31. Measure a student's knowledge or proficiency in something that has been learned






32. 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






33. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






34. Based on mathematical transformation of a raw scores






35. Collection of products that reflect progress in a content area






36. 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






37. Teacher/student discussion to improve comprehension






38. Student must work together to successfully accomplish task






39. Test is found to be valid if it measures what it was designed to measure






40. Written work that makes connections between new and previously learned context






41. Reading or hearing






42. Standardized tests desired to measure ability to develop or acquire skills and knowledge






43. Grade - level expectations or mastery (teacher - made or textbood made exam)






44. Combining information from two or more content areas (English and history)






45. Watching students interactions and learning behaviors






46. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






47. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






48. Where the student's score is in comparison to national or local norm






49. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






50. Organizing curriculum around large themes