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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. 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
tiered instruction
criterion - referenced tests
Numbered Heads together
simulations
2. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
positive interaction
self - evaluation
grade - level equivalent scores
direct instruction
3. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
individual and group accontability
grade - level equivalent scores
Identifying similarities and differences
anecdotal records
4. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
Numbered Heads together
individual and group accontability
service learning
Jigsaw
5. Equivalent number of questions he or she answered correctly
aptitude tests
Identifying similarities and differences
cooperative learning
raw score
6. Scoring guide used in assessments
transfer
cues - questions - and advance organizers
rubrics
self - evaluation
7. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
learning centers
graphic organizer
field trips
standard error of measurment
8. Combining information from two or more content areas (English and history)
individual and group accontability
interdisciplinary instruction
linguistic
double - entry page
9. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
samples
discussion
formative evaluations
diagnostic evaluations
10. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
direct instruction
curriculum chunking
samples
11. 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
reliability
formative evaluations
curriculum compacting
curriculum frameworks
12. 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
flexible grouping
anecdotal records
quartiles
anchored instruction
13. Watching students interactions and learning behaviors
technology
samples
observation
responses
14. Nonlinguistic and linguistic
formative evaluations
generating and testing hypotheses
group processing
Knowledge storage
15. Visual - kinesthetic - whole body
anticipatory set
nonlinguistic
standards - based assessments
graphic organizer
16. Instructional strategies suggested by researchers that improve achievement across the content area
interdisciplinary instruction
self - evaluation
validity
Essential Nine
17. Groups that change as the students' learnng needs change
criterion - referenced tests
flexible grouping
performance assessments
curriculum frameworks
18. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
Identifying similarities and differences
graphic organizer
interpersonal skills
field trips
19. Deciding what to believe or what to do
critical thinking
assigning home and practice
Summarizing and Note - taking
performance assessments
20. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
achievement tests
differentiated instruction
standard error of measurment
stanines
21. 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
learning centers
observation
cues - questions - and advance organizers
group processing
22. Where the student's score is in comparison to national or local norm
percentile rank
mastery learning
group processing
critical thinking
23. Written work that makes connections between new and previously learned context
simulations
essay
primary source documents
service learning
24. Extent to which an assessment is consistent with its measures
reliability
validity
learning centers
standards
25. 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)
field trips
grouping practices
stanines
cues - questions - and advance organizers
26. 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
Hunter's Model
reliability
Jigsaw
responses
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
Knowledge storage
grade - level equivalent scores
standards - based assessments
anticipatory set
28. Students work as a class to read - discuss - or solve problem (don't use all the time)
reinforcing effort/providing recognition
whole - group instrcution
journals
rubrics
29. Reading or hearing
Student Teams Achievement Divisions (STAD)
inquiry model
school - to - work
linguistic
30. Student must perform a task or generate his or her own response during assessment
inquiry model
flexible grouping
performance assessments
Student Teams Achievement Divisions (STAD)
31. Focus on oberservable behaviors and focus on congnitive objectives
samples
SQ3R
simulations
behavioral and cognitive objectives
32. 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
raw score
curriculum chunking
Summarizing and Note - taking
authentic assessments
33. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
essay
Knowledge storage
think - pair - share
simulations
34. 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
formative evaluations
differentiated instruction
generating and testing hypotheses
performance standards
35. Opportunites to transition from the classroom to the workforce
school - to - work
Knowledge storage
think - pair - share
rubrics
36. Small groups or pairs to solve a problem or learn more about topic
project - based learning
reciprocal teaching
standard error of measurment
criterion - referenced tests
37. Tool for learning in schools today
technology
independent study
SQ3R
Summarizing and Note - taking
38. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
portfolio
discussion
demonstrations
39. Excursions off the main campus to acheive deeper meaning
authentic assessments
play
field trips
graphic organizer
40. Grade - level expectations or mastery (teacher - made or textbood made exam)
flexible grouping
holistic scoring
performance assessments
criterion - referenced tests
41. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
validity
summative evalutations
learning centers
aptitude tests
42. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
technology
anchored instruction
grouping practices
43. Essays - short - answer
analytical scoring
project - based learning
service learning
curriculum compacting
44. 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)
Summarizing and Note - taking
mastery learning
Hunter's Model
questioning
45. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
interpersonal skills
Student Teams Achievement Divisions (STAD)
grouping practices
linguistic
46. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
positive interaction
discovery learning
Knowledge storage
rubrics
47. Students must be taught and learn to use teamwork and positive social skills when working with others
anecdotal records
emergent curriculum
interpersonal skills
flexible grouping
48. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
mean - median - and mode
holistic scoring
direct instruction
Essential Nine
49. 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
aptitude tests
Identifying similarities and differences
emergent curriculum
50. Based on mathematical transformation of a raw scores
Hunter's Model
questioning
scaled scores
Numbered Heads together