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






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






3. 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)






4. 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






5. 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






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






7. 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






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






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






10. Collection of products that reflect progress in a content area






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






12. Visual - kinesthetic - whole body






13. Effective teaching model of lessons

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






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






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






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






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






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






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






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






22. Based on mathematical transformation of a raw scores






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






24. 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






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






26. Deciding what to believe or what to do






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






28. 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






29. 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)






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






31. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






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






33. 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






34. Specific expectations of what a student must know and be able to do






35. Organizing curriculum around large themes






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






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






38. 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






39. Tool for learning in schools today






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






41. Extent to which an assessment is consistent with its measures






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






43. Nonlinguistic and linguistic






44. Equivalent number of questions he or she answered correctly






45. In original unaltered form






46. Smaller number of particpants drawn from a total population






47. Used for students with memory difficulties or learning disabilties






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






49. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






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