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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. Standarized tests (used against peer's scores)
curriculum compacting
norm - referenced tests
portfolio
questioning
2. 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
curriculum compacting
graphic organizer
service learning
generating and testing hypotheses
3. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
critical thinking
project - based learning
Numbered Heads together
direct instruction
4. 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
standards - based assessments
diagnostic evaluations
Knowledge storage
5. Based on mathematical transformation of a raw scores
scaled scores
analytical scoring
double - entry page
play
6. Deciding what to believe or what to do
curriculum chunking
generating and testing hypotheses
standard error of measurment
critical thinking
7. Oral - written - or through visual performance
grade - level equivalent scores
responses
group processing
reliability
8. Combining information from two or more content areas (English and history)
positive interaction
interdisciplinary instruction
standards - based assessments
anecdotal records
9. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
reliability
anecdotal records
discovery learning
quartiles
10. Double - entry page - graphic organziers - and SQ3R
primary source documents
anecdotal records
grade - level equivalent scores
Summarizing and Note - taking
11. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
percentile rank
authentic assessments
Summarizing and Note - taking
Student Teams Achievement Divisions (STAD)
12. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
Jigsaw
norm - referenced tests
raw score
standard deviation
13. 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
standards
simulations
self - evaluation
14. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
quartiles
self - evaluation
content standards
journals
15. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
play
linguistic
percentile rank
think - pair - share
16. In original unaltered form
mastery learning
primary source documents
self - evaluation
holistic scoring
17. Specific expectations of what a student must know and be able to do
primary source documents
curriculum compacting
Jigsaw
standards
18. Showing a student what something is or how to do something
criterion - referenced tests
curriculum chunking
direct instruction
demonstrations
19. Measure a student's knowledge or proficiency in something that has been learned
simulations
achievement tests
technology
anchored instruction
20. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
anecdotal records
critical thinking
group processing
grouping practices
21. 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
authentic assessments
setting objectives and providing feedback
discovery learning
anticipatory set
22. 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
scaled scores
school - to - work
independent study
23. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
curriculum compacting
norm - referenced tests
demonstrations
play
24. Effective teaching model of lessons
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25. 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)
rubrics
think - pair - share
tiered instruction
grouping practices
26. Organizing curriculum around large themes
mean - median - and mode
technology
thematic instruction
standard deviation
27. Small groups or pairs to solve a problem or learn more about topic
reinforcing effort/providing recognition
project - based learning
setting objectives and providing feedback
anticipatory set
28. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
inquiry model
raw score
interdisciplinary instruction
SQ3R
29. 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
norm - referenced tests
anchored instruction
school - to - work
cues - questions - and advance organizers
30. Standardized tests desired to measure ability to develop or acquire skills and knowledge
lesson planning
aptitude tests
interpersonal skills
analytical scoring
31. What the student feels is his or her area of weakness or strength
group processing
field trips
self - evaluation
anecdotal records
32. 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
play
discovery learning
anticipatory set
Numbered Heads together
33. Used for students with memory difficulties or learning disabilties
cues - questions - and advance organizers
individual and group accontability
mnemonics
graphic organizer
34. Smaller number of particpants drawn from a total population
samples
criterion - referenced tests
reciprocal teaching
nonlinguistic
35. Collection of products that reflect progress in a content area
curriculum compacting
rubrics
portfolio
cues - questions - and advance organizers
36. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
analytical scoring
authentic assessments
grouping practices
discussion
37. Measures student progress toward meeting goals based on local - state - and/or national goals
standards - based assessments
generating and testing hypotheses
learning centers
service learning
38. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
positive interdependence
responses
holistic scoring
cues - questions - and advance organizers
39. Focus on oberservable behaviors and focus on congnitive objectives
nonlinguistic
raw score
behavioral and cognitive objectives
whole - group instrcution
40. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
mnemonics
lesson planning
observation
41. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
technology
mastery learning
demonstrations
percentile rank
42. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
reinforcing effort/providing recognition
setting objectives and providing feedback
lesson planning
linguistic
43. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
stanines
curriculum frameworks
demonstrations
essay
44. Grade - level expectations or mastery (teacher - made or textbood made exam)
responses
criterion - referenced tests
Essential Nine
SQ3R
45. Visual - kinesthetic - whole body
content standards
school - to - work
nonlinguistic
standard error of measurment
46. Where the student's score is in comparison to national or local norm
percentile rank
generating and testing hypotheses
rubrics
nonlinguistic
47. Reading or hearing
linguistic
standard error of measurment
generating and testing hypotheses
formative evaluations
48. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
positive interaction
school - to - work
inquiry model
49. Extended practice of lesson that is meaninful (time - limit appropriate)
whole - group instrcution
content standards
assigning home and practice
differentiated instruction
50. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
think - pair - share
interpersonal skills
double - entry page
norm - referenced tests