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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. Based on mathematical transformation of a raw scores
reinforcing effort/providing recognition
Numbered Heads together
scaled scores
criterion - referenced tests
2. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
mastery learning
reinforcing effort/providing recognition
quartiles
performance assessments
3. Combining information from two or more content areas (English and history)
interdisciplinary instruction
questioning
performance assessments
discovery learning
4. Extent to which an assessment is consistent with its measures
discovery learning
anchored instruction
generating and testing hypotheses
reliability
5. Grade - level expectations or mastery (teacher - made or textbood made exam)
transfer
essay
standard deviation
criterion - referenced tests
6. Oral - written - or through visual performance
double - entry page
primary source documents
validity
responses
7. Tool for learning in schools today
technology
field trips
Knowledge storage
individual and group accontability
8. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
linguistic
performance standards
assigning home and practice
Student Teams Achievement Divisions (STAD)
9. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
discussion
positive interdependence
curriculum compacting
transfer
10. In original unaltered form
Jigsaw
primary source documents
quartiles
anecdotal records
11. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
analytical scoring
setting objectives and providing feedback
aptitude tests
standard deviation
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
holistic scoring
curriculum frameworks
transfer
Numbered Heads together
13. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
field trips
think - pair - share
direct instruction
authentic assessments
14. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
standard deviation
think - pair - share
questioning
15. Small groups or pairs to solve a problem or learn more about topic
reinforcing effort/providing recognition
project - based learning
assigning home and practice
mnemonics
16. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
cues - questions - and advance organizers
formative evaluations
standard deviation
mastery learning
17. Responding to a wide range of abilities present in the classroom
reinforcing effort/providing recognition
transfer
differentiated instruction
aptitude tests
18. 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
emergent curriculum
interpersonal skills
school - to - work
generating and testing hypotheses
19. Smaller number of particpants drawn from a total population
raw score
behavioral and cognitive objectives
mastery learning
samples
20. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
diagnostic evaluations
learning centers
lesson planning
holistic scoring
21. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
reciprocal teaching
anecdotal records
graphic organizer
content standards
22. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
technology
service learning
demonstrations
quartiles
23. Demonstrate the grade and month of the school year to which a student score can be compared
setting objectives and providing feedback
grade - level equivalent scores
summative evalutations
interdisciplinary instruction
24. Deciding what to believe or what to do
interpersonal skills
diagnostic evaluations
critical thinking
mastery learning
25. Develop the response
curriculum frameworks
generating and testing hypotheses
authentic assessments
scaled scores
26. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
cues - questions - and advance organizers
transfer
cooperative learning
27. 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
curriculum chunking
linguistic
questioning
diagnostic evaluations
28. Realistic scenarios to consider during simulation
simulations
observation
aptitude tests
curriculum compacting
29. 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
norm - referenced tests
cues - questions - and advance organizers
double - entry page
journals
30. 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)
direct instruction
mnemonics
scaled scores
setting objectives and providing feedback
31. Extended practice of lesson that is meaninful (time - limit appropriate)
group processing
differentiated instruction
assigning home and practice
summative evalutations
32. 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
mnemonics
anticipatory set
standards - based assessments
lesson planning
33. Organizing curriculum around large themes
reciprocal teaching
positive interaction
criterion - referenced tests
thematic instruction
34. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
stanines
reinforcing effort/providing recognition
standard error of measurment
journals
35. Students working together to solve problems or achieve goals
direct instruction
samples
cooperative learning
differentiated instruction
36. Written work that makes connections between new and previously learned context
positive interdependence
journals
essay
rubrics
37. Interests of the children (early childhood - based)
emergent curriculum
field trips
transfer
analytical scoring
38. Scoring guide used in assessments
rubrics
Summarizing and Note - taking
learning centers
anticipatory set
39. Student must perform a task or generate his or her own response during assessment
generating and testing hypotheses
questioning
performance assessments
reliability
40. Excursions off the main campus to acheive deeper meaning
performance standards
positive interaction
field trips
Summarizing and Note - taking
41. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
Hunter's Model
independent study
performance standards
holistic scoring
42. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
criterion - referenced tests
reinforcing effort/providing recognition
independent study
SQ3R
43. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
raw score
inquiry model
quartiles
linguistic
44. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
field trips
curriculum frameworks
scaled scores
anchored instruction
45. Measure a student's knowledge or proficiency in something that has been learned
raw score
achievement tests
cues - questions - and advance organizers
Summarizing and Note - taking
46. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
think - pair - share
authentic assessments
responses
play
47. Equivalent number of questions he or she answered correctly
stanines
raw score
self - evaluation
essay
48. 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
Identifying similarities and differences
SQ3R
independent study
Student Teams Achievement Divisions (STAD)
49. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
direct instruction
percentile rank
thematic instruction
50. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
transfer
reinforcing effort/providing recognition
analytical scoring
individual and group accontability