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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. Responding to a wide range of abilities present in the classroom
generating and testing hypotheses
demonstrations
criterion - referenced tests
differentiated instruction
2. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
project - based learning
play
discovery learning
positive interdependence
3. Teacher/student discussion to improve comprehension
reciprocal teaching
anecdotal records
percentile rank
thematic instruction
4. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
individual and group accontability
Identifying similarities and differences
grouping practices
discussion
5. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
raw score
reinforcing effort/providing recognition
essay
validity
6. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
tiered instruction
diagnostic evaluations
Student Teams Achievement Divisions (STAD)
quartiles
7. Student must work together to successfully accomplish task
standards - based assessments
think - pair - share
achievement tests
positive interdependence
8. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
responses
mean - median - and mode
standards - based assessments
inquiry model
9. Reading or hearing
emergent curriculum
grade - level equivalent scores
linguistic
flexible grouping
10. 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
standard deviation
anchored instruction
Essential Nine
curriculum chunking
11. Given before teaching so teachers understand areas of weaknesses
scaled scores
reciprocal teaching
diagnostic evaluations
differentiated instruction
12. 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)
setting objectives and providing feedback
Student Teams Achievement Divisions (STAD)
anchored instruction
nonlinguistic
13. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
flexible grouping
reciprocal teaching
anecdotal records
graphic organizer
14. Students work as a class to read - discuss - or solve problem (don't use all the time)
mean - median - and mode
whole - group instrcution
Numbered Heads together
lesson planning
15. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
interdisciplinary instruction
anecdotal records
standard deviation
grouping practices
16. Where the student's score is in comparison to national or local norm
percentile rank
analytical scoring
behavioral and cognitive objectives
group processing
17. Scoring guide used in assessments
simulations
discovery learning
grade - level equivalent scores
rubrics
18. 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
curriculum compacting
graphic organizer
double - entry page
generating and testing hypotheses
19. Test is found to be valid if it measures what it was designed to measure
self - evaluation
validity
simulations
Jigsaw
20. Measure a student's knowledge or proficiency in something that has been learned
stanines
achievement tests
mastery learning
linguistic
21. Watching students interactions and learning behaviors
critical thinking
portfolio
observation
simulations
22. Standarized tests (used against peer's scores)
double - entry page
norm - referenced tests
transfer
nonlinguistic
23. Excursions off the main campus to acheive deeper meaning
transfer
tiered instruction
field trips
Numbered Heads together
24. Oral - written - or through visual performance
journals
responses
questioning
achievement tests
25. 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
criterion - referenced tests
play
interdisciplinary instruction
anticipatory set
26. In original unaltered form
service learning
transfer
primary source documents
anecdotal records
27. Measures student progress toward meeting goals based on local - state - and/or national goals
standards - based assessments
questioning
think - pair - share
achievement tests
28. Focus on oberservable behaviors and focus on congnitive objectives
direct instruction
behavioral and cognitive objectives
standard error of measurment
aptitude tests
29. 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)
Identifying similarities and differences
grouping practices
Summarizing and Note - taking
curriculum compacting
30. 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
Knowledge storage
cues - questions - and advance organizers
authentic assessments
critical thinking
31. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
tiered instruction
summative evalutations
formative evaluations
group processing
32. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
setting objectives and providing feedback
percentile rank
transfer
discussion
33. Written work that makes connections between new and previously learned context
transfer
performance standards
validity
essay
34. Equivalent number of questions he or she answered correctly
graphic organizer
discovery learning
responses
raw score
35. Tool for learning in schools today
double - entry page
grade - level equivalent scores
technology
journals
36. Showing a student what something is or how to do something
criterion - referenced tests
Knowledge storage
discussion
demonstrations
37. Interaction that promotes face - to - face or individual interaction and relationships
direct instruction
positive interaction
assigning home and practice
thematic instruction
38. Double - entry page - graphic organziers - and SQ3R
anticipatory set
mnemonics
Summarizing and Note - taking
formative evaluations
39. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
analytical scoring
cooperative learning
standard error of measurment
criterion - referenced tests
40. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
cooperative learning
play
curriculum chunking
validity
41. Students must be taught and learn to use teamwork and positive social skills when working with others
grade - level equivalent scores
Knowledge storage
interpersonal skills
Hunter's Model
42. Extended practice of lesson that is meaninful (time - limit appropriate)
reciprocal teaching
assigning home and practice
Knowledge storage
direct instruction
43. Smaller number of particpants drawn from a total population
samples
service learning
responses
essay
44. Student must perform a task or generate his or her own response during assessment
project - based learning
technology
performance standards
performance assessments
45. Interests of the children (early childhood - based)
think - pair - share
emergent curriculum
grade - level equivalent scores
Summarizing and Note - taking
46. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
grouping practices
standards
summative evalutations
stanines
47. Effective teaching model of lessons
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48. Based on mathematical transformation of a raw scores
individual and group accontability
holistic scoring
scaled scores
cooperative learning
49. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
group processing
independent study
flexible grouping
thematic instruction
50. Collection of products that reflect progress in a content area
portfolio
norm - referenced tests
authentic assessments
observation