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






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






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. Extent to which an assessment is consistent with its measures






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






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






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






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






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






10. 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






11. Students working together to solve problems or achieve goals






12. Student must work together to successfully accomplish task






13. Watching students interactions and learning behaviors






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






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






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






17. Reading or hearing






18. Opportunites to transition from the classroom to the workforce






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






20. Measures student progress toward meeting goals based on local - state - and/or national goals






21. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






22. Provides expectations for the knowlege stduents must demonstrate in specific content areas






23. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






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






25. Teacher/student discussion to improve comprehension






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






27. Realistic scenarios to consider during simulation






28. Essays - short - answer






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






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






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






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






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






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






36. 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






37. 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






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






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






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






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






42. Scoring guide used in assessments






43. Deciding what to believe or what to do






44. 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






45. Organizing curriculum around large themes






46. 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






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






48. 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






49. Nonlinguistic and linguistic






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