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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. Standardized tests desired to measure ability to develop or acquire skills and knowledge
double - entry page
aptitude tests
content standards
play
2. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
primary source documents
anecdotal records
demonstrations
Student Teams Achievement Divisions (STAD)
3. Watching students interactions and learning behaviors
setting objectives and providing feedback
observation
assigning home and practice
questioning
4. Students must be taught and learn to use teamwork and positive social skills when working with others
flexible grouping
norm - referenced tests
whole - group instrcution
interpersonal skills
5. Essays - short - answer
learning centers
double - entry page
service learning
analytical scoring
6. Teacher offers same core content to each student but provides varying levels of support for students
grouping practices
tiered instruction
positive interaction
group processing
7. Interests of the children (early childhood - based)
inquiry model
Jigsaw
emergent curriculum
portfolio
8. Showing a student what something is or how to do something
demonstrations
reinforcing effort/providing recognition
essay
authentic assessments
9. Deciding what to believe or what to do
critical thinking
transfer
portfolio
service learning
10. Equivalent number of questions he or she answered correctly
setting objectives and providing feedback
observation
analytical scoring
raw score
11. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
positive interaction
independent study
self - evaluation
12. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
service learning
simulations
curriculum frameworks
independent study
13. 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
responses
cues - questions - and advance organizers
curriculum frameworks
14. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
discovery learning
positive interdependence
interdisciplinary instruction
15. 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
curriculum chunking
positive interaction
portfolio
anchored instruction
16. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
mean - median - and mode
mnemonics
achievement tests
standard deviation
17. 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
service learning
anticipatory set
reciprocal teaching
Essential Nine
18. 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)
curriculum compacting
validity
Numbered Heads together
questioning
19. Teacher/student discussion to improve comprehension
reciprocal teaching
aptitude tests
samples
summative evalutations
20. Used for students with memory difficulties or learning disabilties
mnemonics
reinforcing effort/providing recognition
school - to - work
group processing
21. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
service learning
direct instruction
technology
22. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
technology
assigning home and practice
standard deviation
23. Specific expectations of what a student must know and be able to do
stanines
standards
Identifying similarities and differences
learning centers
24. Set the level of performance expectation for students; set at state level
linguistic
achievement tests
whole - group instrcution
performance standards
25. Combines service to the community with learning inside and outside the classroom
play
service learning
samples
holistic scoring
26. Scoring guide used in assessments
rubrics
critical thinking
setting objectives and providing feedback
behavioral and cognitive objectives
27. Given before teaching so teachers understand areas of weaknesses
curriculum frameworks
diagnostic evaluations
stanines
self - evaluation
28. Smaller number of particpants drawn from a total population
group processing
samples
curriculum compacting
essay
29. Double - entry page - graphic organziers - and SQ3R
Summarizing and Note - taking
curriculum compacting
behavioral and cognitive objectives
reinforcing effort/providing recognition
30. Mean = average median = midpoint mode= most common
mean - median - and mode
cues - questions - and advance organizers
SQ3R
rubrics
31. Groups that change as the students' learnng needs change
rubrics
curriculum compacting
questioning
flexible grouping
32. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
percentile rank
lesson planning
whole - group instrcution
group processing
33. Responding to a wide range of abilities present in the classroom
Hunter's Model
differentiated instruction
performance standards
positive interaction
34. 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
summative evalutations
mnemonics
self - evaluation
35. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
quartiles
self - evaluation
discussion
linguistic
36. Extent to which an assessment is consistent with its measures
technology
reliability
summative evalutations
self - evaluation
37. What the student feels is his or her area of weakness or strength
self - evaluation
observation
authentic assessments
curriculum compacting
38. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
reliability
flexible grouping
whole - group instrcution
graphic organizer
39. 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
raw score
Jigsaw
generating and testing hypotheses
observation
40. Opportunites to transition from the classroom to the workforce
rubrics
cues - questions - and advance organizers
cooperative learning
school - to - work
41. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
individual and group accontability
anecdotal records
stanines
think - pair - share
42. 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
self - evaluation
curriculum compacting
samples
behavioral and cognitive objectives
43. Reading or hearing
lesson planning
linguistic
generating and testing hypotheses
inquiry model
44. Effective teaching model of lessons
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45. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
differentiated instruction
simulations
direct instruction
interpersonal skills
46. Collection of products that reflect progress in a content area
positive interdependence
service learning
portfolio
project - based learning
47. Students work as a class to read - discuss - or solve problem (don't use all the time)
discovery learning
formative evaluations
rubrics
whole - group instrcution
48. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
Student Teams Achievement Divisions (STAD)
essay
independent study
quartiles
49. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
performance standards
quartiles
double - entry page
summative evalutations
50. Provides expectations for the knowlege stduents must demonstrate in specific content areas
content standards
Summarizing and Note - taking
stanines
reliability