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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. Based on mathematical transformation of a raw scores






2. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






3. Focus on oberservable behaviors and focus on congnitive objectives






4. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






5. Measure a student's knowledge or proficiency in something that has been learned






6. Given before teaching so teachers understand areas of weaknesses






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






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






9. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






10. In original unaltered form






11. 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






12. Interests of the children (early childhood - based)






13. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






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






15. Grade - level expectations or mastery (teacher - made or textbood made exam)






16. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






17. Double - entry page - graphic organziers - and SQ3R






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






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






20. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






21. Deciding what to believe or what to do






22. Equivalent number of questions he or she answered correctly






23. Realistic scenarios to consider during simulation






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






25. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






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






27. 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






28. 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






29. Oral - written - or through visual performance






30. Standardized tests desired to measure ability to develop or acquire skills and knowledge






31. 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)






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






33. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






34. Opportunites to transition from the classroom to the workforce






35. Showing a student what something is or how to do something






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






37. Student must perform a task or generate his or her own response during assessment






38. Mean = average median = midpoint mode= most common






39. 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






40. Watching students interactions and learning behaviors






41. Students must be taught and learn to use teamwork and positive social skills when working with others






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






43. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






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






45. Effective teaching model of lessons

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46. Teacher offers same core content to each student but provides varying levels of support for students






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






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






49. Students working together to solve problems or achieve goals






50. What the student feels is his or her area of weakness or strength