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Praxis Instruction And Assessment

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. Test is found to be valid if it measures what it was designed to measure






2. Set the level of performance expectation for students; set at state level






3. 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






4. Combines service to the community with learning inside and outside the classroom






5. Nonlinguistic and linguistic






6. Tool for learning in schools today






7. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






8. Given before teaching so teachers understand areas of weaknesses






9. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






10. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






11. Oral - written - or through visual performance






12. 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






13. Extended practice of lesson that is meaninful (time - limit appropriate)






14. Standarized tests (used against peer's scores)






15. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






16. 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






17. Students work as a class to read - discuss - or solve problem (don't use all the time)






18. Instructional strategies suggested by researchers that improve achievement across the content area






19. Based on mathematical transformation of a raw scores






20. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






21. 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






22. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






23. Scoring guide used in assessments






24. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






25. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)






26. Interaction that promotes face - to - face or individual interaction and relationships






27. 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)






28. Small groups or pairs to solve a problem or learn more about topic






29. Groups that change as the students' learnng needs change






30. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






31. In original unaltered form






32. Where the student's score is in comparison to national or local norm






33. Reading or hearing






34. Equivalent number of questions he or she answered correctly






35. 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)






36. Effective teaching model of lessons

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37. Responding to a wide range of abilities present in the classroom






38. 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






39. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






40. Written work that makes connections between new and previously learned context






41. Combining information from two or more content areas (English and history)






42. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






43. Excursions off the main campus to acheive deeper meaning






44. Deciding what to believe or what to do






45. Demonstrate the grade and month of the school year to which a student score can be compared






46. 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






47. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






48. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






49. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






50. Develop the response