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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. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
performance standards
holistic scoring
nonlinguistic
curriculum chunking
2. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
play
anchored instruction
content standards
discussion
3. What the student feels is his or her area of weakness or strength
reliability
self - evaluation
interdisciplinary instruction
emergent curriculum
4. 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
learning centers
raw score
generating and testing hypotheses
nonlinguistic
5. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
SQ3R
curriculum compacting
cues - questions - and advance organizers
6. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
interpersonal skills
curriculum chunking
quartiles
Identifying similarities and differences
7. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
demonstrations
nonlinguistic
curriculum chunking
8. Showing a student what something is or how to do something
individual and group accontability
demonstrations
anecdotal records
authentic assessments
9. Essays - short - answer
analytical scoring
criterion - referenced tests
emergent curriculum
stanines
10. Interaction that promotes face - to - face or individual interaction and relationships
group processing
school - to - work
criterion - referenced tests
positive interaction
11. Students must be taught and learn to use teamwork and positive social skills when working with others
think - pair - share
anticipatory set
interpersonal skills
graphic organizer
12. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
discussion
holistic scoring
anecdotal records
aptitude tests
13. Tool for learning in schools today
scaled scores
technology
performance standards
flexible grouping
14. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
aptitude tests
discussion
analytical scoring
15. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
primary source documents
graphic organizer
standards
curriculum chunking
16. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
stanines
rubrics
play
holistic scoring
17. Combining information from two or more content areas (English and history)
interpersonal skills
curriculum chunking
positive interaction
interdisciplinary instruction
18. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
lesson planning
Student Teams Achievement Divisions (STAD)
demonstrations
group processing
19. Interests of the children (early childhood - based)
performance standards
emergent curriculum
project - based learning
samples
20. 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)
authentic assessments
direct instruction
emergent curriculum
questioning
21. Opportunites to transition from the classroom to the workforce
school - to - work
grouping practices
diagnostic evaluations
graphic organizer
22. Specific expectations of what a student must know and be able to do
standards
Identifying similarities and differences
curriculum compacting
graphic organizer
23. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
demonstrations
performance assessments
Summarizing and Note - taking
24. Visual - kinesthetic - whole body
thematic instruction
anchored instruction
self - evaluation
nonlinguistic
25. Set the level of performance expectation for students; set at state level
SQ3R
performance standards
school - to - work
transfer
26. Reading or hearing
linguistic
Knowledge storage
anchored instruction
cooperative learning
27. 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
anticipatory set
curriculum chunking
Student Teams Achievement Divisions (STAD)
project - based learning
28. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
differentiated instruction
standard deviation
transfer
validity
29. Responding to a wide range of abilities present in the classroom
Summarizing and Note - taking
portfolio
independent study
differentiated instruction
30. Watching students interactions and learning behaviors
self - evaluation
observation
primary source documents
authentic assessments
31. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
mnemonics
transfer
direct instruction
lesson planning
32. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
criterion - referenced tests
performance assessments
questioning
33. Groups that change as the students' learnng needs change
individual and group accontability
flexible grouping
positive interdependence
differentiated instruction
34. Written work that makes connections between new and previously learned context
essay
Identifying similarities and differences
Knowledge storage
interdisciplinary instruction
35. Develop the response
portfolio
discovery learning
discussion
authentic assessments
36. Student must perform a task or generate his or her own response during assessment
field trips
inquiry model
observation
performance assessments
37. 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
reciprocal teaching
validity
think - pair - share
curriculum compacting
38. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
individual and group accontability
cooperative learning
project - based learning
39. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
direct instruction
observation
Jigsaw
40. Teacher/student discussion to improve comprehension
performance assessments
SQ3R
critical thinking
reciprocal teaching
41. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
SQ3R
mastery learning
curriculum compacting
formative evaluations
42. Effective teaching model of lessons
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43. Test is found to be valid if it measures what it was designed to measure
anchored instruction
anticipatory set
flexible grouping
validity
44. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
school - to - work
SQ3R
mastery learning
field trips
45. Small groups or pairs to solve a problem or learn more about topic
Essential Nine
individual and group accontability
project - based learning
analytical scoring
46. Measures student progress toward meeting goals based on local - state - and/or national goals
journals
standard deviation
lesson planning
standards - based assessments
47. Provides expectations for the knowlege stduents must demonstrate in specific content areas
aptitude tests
summative evalutations
content standards
tiered instruction
48. Students working together to solve problems or achieve goals
curriculum compacting
cooperative learning
school - to - work
anchored instruction
49. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
learning centers
thematic instruction
Identifying similarities and differences
Summarizing and Note - taking
50. Realistic scenarios to consider during simulation
positive interdependence
simulations
curriculum compacting
cooperative learning