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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. Used for students with memory difficulties or learning disabilties
interdisciplinary instruction
mnemonics
lesson planning
standards
2. Interests of the children (early childhood - based)
positive interaction
primary source documents
Knowledge storage
emergent curriculum
3. Measure a student's knowledge or proficiency in something that has been learned
scaled scores
double - entry page
curriculum compacting
achievement tests
4. 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
group processing
generating and testing hypotheses
standards
5. 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)
standard error of measurment
transfer
service learning
grouping practices
6. Student must perform a task or generate his or her own response during assessment
mastery learning
Hunter's Model
Student Teams Achievement Divisions (STAD)
performance assessments
7. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
responses
group processing
reinforcing effort/providing recognition
play
8. 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)
group processing
individual and group accontability
cooperative learning
setting objectives and providing feedback
9. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
curriculum frameworks
performance standards
primary source documents
10. 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
standard error of measurment
SQ3R
Numbered Heads together
formative evaluations
11. Double - entry page - graphic organziers - and SQ3R
criterion - referenced tests
diagnostic evaluations
Summarizing and Note - taking
norm - referenced tests
12. Teacher/student discussion to improve comprehension
demonstrations
reciprocal teaching
differentiated instruction
anticipatory set
13. Focus on oberservable behaviors and focus on congnitive objectives
behavioral and cognitive objectives
whole - group instrcution
quartiles
independent study
14. Opportunites to transition from the classroom to the workforce
play
school - to - work
quartiles
performance standards
15. Tool for learning in schools today
mnemonics
flexible grouping
curriculum compacting
technology
16. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
curriculum chunking
demonstrations
linguistic
17. Oral - written - or through visual performance
anchored instruction
responses
diagnostic evaluations
standards - based assessments
18. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
Jigsaw
journals
Knowledge storage
individual and group accontability
19. Excursions off the main campus to acheive deeper meaning
Student Teams Achievement Divisions (STAD)
transfer
field trips
differentiated instruction
20. Standarized tests (used against peer's scores)
norm - referenced tests
think - pair - share
field trips
raw score
21. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
anticipatory set
demonstrations
curriculum chunking
22. 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
cues - questions - and advance organizers
mnemonics
generating and testing hypotheses
reciprocal teaching
23. Combining information from two or more content areas (English and history)
interdisciplinary instruction
standard error of measurment
independent study
individual and group accontability
24. Develop the response
mean - median - and mode
SQ3R
questioning
authentic assessments
25. Essays - short - answer
validity
criterion - referenced tests
mastery learning
analytical scoring
26. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
formative evaluations
whole - group instrcution
percentile rank
curriculum compacting
27. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
achievement tests
field trips
standard error of measurment
reliability
28. Teacher offers same core content to each student but provides varying levels of support for students
portfolio
tiered instruction
summative evalutations
individual and group accontability
29. 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
primary source documents
anticipatory set
anecdotal records
cooperative learning
30. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
inquiry model
performance assessments
anticipatory set
Identifying similarities and differences
31. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
field trips
curriculum compacting
independent study
Hunter's Model
32. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
demonstrations
standards
independent study
33. Equivalent number of questions he or she answered correctly
validity
play
questioning
raw score
34. Combines service to the community with learning inside and outside the classroom
service learning
transfer
behavioral and cognitive objectives
stanines
35. Students working together to solve problems or achieve goals
learning centers
cooperative learning
holistic scoring
raw score
36. Deciding what to believe or what to do
Identifying similarities and differences
critical thinking
reinforcing effort/providing recognition
criterion - referenced tests
37. Organizing curriculum around large themes
double - entry page
essay
thematic instruction
curriculum chunking
38. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Summarizing and Note - taking
portfolio
group processing
Student Teams Achievement Divisions (STAD)
39. Reading or hearing
linguistic
mnemonics
quartiles
reciprocal teaching
40. Extent to which an assessment is consistent with its measures
reliability
discussion
positive interaction
journals
41. 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
criterion - referenced tests
anchored instruction
individual and group accontability
mnemonics
42. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
interdisciplinary instruction
primary source documents
think - pair - share
43. Demonstrate the grade and month of the school year to which a student score can be compared
quartiles
grade - level equivalent scores
inquiry model
anchored instruction
44. Nonlinguistic and linguistic
essay
grade - level equivalent scores
Knowledge storage
group processing
45. 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)
lesson planning
questioning
direct instruction
field trips
46. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
validity
project - based learning
double - entry page
essay
47. Students must be taught and learn to use teamwork and positive social skills when working with others
anticipatory set
nonlinguistic
interpersonal skills
Numbered Heads together
48. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
mastery learning
aptitude tests
Hunter's Model
49. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
graphic organizer
direct instruction
transfer
aptitude tests
50. Watching students interactions and learning behaviors
mean - median - and mode
observation
differentiated instruction
curriculum frameworks