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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. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
Hunter's Model
anchored instruction
mnemonics
2. Excursions off the main campus to acheive deeper meaning
field trips
graphic organizer
performance assessments
reinforcing effort/providing recognition
3. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
anchored instruction
questioning
Identifying similarities and differences
essay
4. Effective teaching model of lessons
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5. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
standards - based assessments
tiered instruction
double - entry page
6. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
setting objectives and providing feedback
discussion
linguistic
discovery learning
7. Based on mathematical transformation of a raw scores
observation
scaled scores
quartiles
linguistic
8. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
cooperative learning
holistic scoring
critical thinking
portfolio
9. Given before teaching so teachers understand areas of weaknesses
behavioral and cognitive objectives
transfer
diagnostic evaluations
reinforcing effort/providing recognition
10. Small groups or pairs to solve a problem or learn more about topic
Numbered Heads together
scaled scores
reciprocal teaching
project - based learning
11. Combining information from two or more content areas (English and history)
Hunter's Model
project - based learning
achievement tests
interdisciplinary instruction
12. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
demonstrations
content standards
mastery learning
13. Watching students interactions and learning behaviors
observation
interdisciplinary instruction
project - based learning
performance assessments
14. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
whole - group instrcution
service learning
journals
criterion - referenced tests
15. Realistic scenarios to consider during simulation
observation
summative evalutations
simulations
Hunter's Model
16. Interests of the children (early childhood - based)
questioning
group processing
validity
emergent curriculum
17. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
discovery learning
rubrics
SQ3R
18. Test is found to be valid if it measures what it was designed to measure
Essential Nine
primary source documents
validity
play
19. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
emergent curriculum
SQ3R
critical thinking
double - entry page
20. Deciding what to believe or what to do
think - pair - share
standards
critical thinking
mnemonics
21. Showing a student what something is or how to do something
reliability
demonstrations
standards - based assessments
content standards
22. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
linguistic
SQ3R
summative evalutations
23. Demonstrate the grade and month of the school year to which a student score can be compared
Summarizing and Note - taking
field trips
positive interaction
grade - level equivalent scores
24. Organizing curriculum around large themes
Knowledge storage
technology
thematic instruction
double - entry page
25. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
discovery learning
double - entry page
performance assessments
26. Develop the response
authentic assessments
analytical scoring
tiered instruction
grade - level equivalent scores
27. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
quartiles
generating and testing hypotheses
curriculum frameworks
linguistic
28. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
Jigsaw
authentic assessments
cues - questions - and advance organizers
29. 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
lesson planning
generating and testing hypotheses
standards - based assessments
30. 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)
anticipatory set
interdisciplinary instruction
stanines
questioning
31. Collection of products that reflect progress in a content area
portfolio
Summarizing and Note - taking
service learning
performance assessments
32. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
technology
diagnostic evaluations
individual and group accontability
samples
33. Set the level of performance expectation for students; set at state level
differentiated instruction
performance standards
standards
think - pair - share
34. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
whole - group instrcution
play
rubrics
stanines
35. Combines service to the community with learning inside and outside the classroom
performance standards
service learning
Student Teams Achievement Divisions (STAD)
cooperative learning
36. Groups that change as the students' learnng needs change
performance assessments
graphic organizer
achievement tests
flexible grouping
37. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
anecdotal records
formative evaluations
reinforcing effort/providing recognition
questioning
38. Focus on oberservable behaviors and focus on congnitive objectives
authentic assessments
grade - level equivalent scores
behavioral and cognitive objectives
rubrics
39. 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
standard deviation
discovery learning
anchored instruction
lesson planning
40. Grade - level expectations or mastery (teacher - made or textbood made exam)
Jigsaw
anchored instruction
criterion - referenced tests
grade - level equivalent scores
41. Tool for learning in schools today
norm - referenced tests
simulations
technology
setting objectives and providing feedback
42. Written work that makes connections between new and previously learned context
validity
simulations
essay
service learning
43. Smaller number of particpants drawn from a total population
samples
Essential Nine
Jigsaw
service learning
44. 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)
nonlinguistic
inquiry model
standard error of measurment
setting objectives and providing feedback
45. Measures student progress toward meeting goals based on local - state - and/or national goals
group processing
Numbered Heads together
mnemonics
standards - based assessments
46. Equivalent number of questions he or she answered correctly
journals
self - evaluation
raw score
grouping practices
47. Opportunites to transition from the classroom to the workforce
responses
school - to - work
questioning
Student Teams Achievement Divisions (STAD)
48. Double - entry page - graphic organziers - and SQ3R
rubrics
summative evalutations
Summarizing and Note - taking
formative evaluations
49. Reading or hearing
standards - based assessments
raw score
curriculum frameworks
linguistic
50. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
group processing
analytical scoring
SQ3R
play