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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. Students working together to solve problems or achieve goals
stanines
field trips
cooperative learning
authentic assessments
2. Nonlinguistic and linguistic
group processing
Knowledge storage
think - pair - share
field trips
3. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
demonstrations
Student Teams Achievement Divisions (STAD)
mean - median - and mode
learning centers
4. Tool for learning in schools today
holistic scoring
linguistic
Identifying similarities and differences
technology
5. 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
generating and testing hypotheses
questioning
emergent curriculum
Numbered Heads together
6. 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
aptitude tests
play
observation
Jigsaw
7. Combining information from two or more content areas (English and history)
interdisciplinary instruction
curriculum frameworks
percentile rank
reinforcing effort/providing recognition
8. Provides expectations for the knowlege stduents must demonstrate in specific content areas
cooperative learning
content standards
responses
Jigsaw
9. Extent to which an assessment is consistent with its measures
mastery learning
samples
reliability
simulations
10. 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
curriculum compacting
think - pair - share
criterion - referenced tests
behavioral and cognitive objectives
11. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
curriculum compacting
direct instruction
reciprocal teaching
independent study
12. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
Jigsaw
mastery learning
reinforcing effort/providing recognition
samples
13. 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
grade - level equivalent scores
Identifying similarities and differences
cues - questions - and advance organizers
play
14. 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
tiered instruction
curriculum chunking
percentile rank
authentic assessments
15. Small groups or pairs to solve a problem or learn more about topic
mnemonics
SQ3R
project - based learning
behavioral and cognitive objectives
16. Excursions off the main campus to acheive deeper meaning
analytical scoring
transfer
field trips
questioning
17. 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)
curriculum chunking
formative evaluations
questioning
achievement tests
18. Scoring guide used in assessments
rubrics
scaled scores
demonstrations
authentic assessments
19. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
group processing
school - to - work
reciprocal teaching
20. Deciding what to believe or what to do
Knowledge storage
school - to - work
critical thinking
Numbered Heads together
21. Responding to a wide range of abilities present in the classroom
reinforcing effort/providing recognition
holistic scoring
differentiated instruction
direct instruction
22. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
mnemonics
performance standards
responses
anecdotal records
23. Opportunites to transition from the classroom to the workforce
double - entry page
school - to - work
anticipatory set
Knowledge storage
24. Written work that makes connections between new and previously learned context
essay
anecdotal records
anchored instruction
mnemonics
25. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
demonstrations
anticipatory set
samples
standard deviation
26. Watching students interactions and learning behaviors
observation
transfer
curriculum compacting
criterion - referenced tests
27. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
portfolio
holistic scoring
mastery learning
double - entry page
28. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
portfolio
rubrics
questioning
29. Effective teaching model of lessons
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30. Given before teaching so teachers understand areas of weaknesses
content standards
cooperative learning
diagnostic evaluations
tiered instruction
31. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
positive interaction
field trips
cues - questions - and advance organizers
32. 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)
discovery learning
mastery learning
setting objectives and providing feedback
independent study
33. Teacher/student discussion to improve comprehension
SQ3R
reciprocal teaching
raw score
questioning
34. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
standards - based assessments
demonstrations
project - based learning
play
35. 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
grouping practices
generating and testing hypotheses
standard deviation
Numbered Heads together
36. Based on mathematical transformation of a raw scores
nonlinguistic
simulations
scaled scores
formative evaluations
37. Combines service to the community with learning inside and outside the classroom
group processing
service learning
reliability
Summarizing and Note - taking
38. Showing a student what something is or how to do something
holistic scoring
demonstrations
questioning
independent study
39. 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)
grouping practices
interpersonal skills
journals
discovery learning
40. What the student feels is his or her area of weakness or strength
self - evaluation
whole - group instrcution
norm - referenced tests
group processing
41. Essays - short - answer
analytical scoring
standard error of measurment
Numbered Heads together
tiered instruction
42. Interests of the children (early childhood - based)
simulations
emergent curriculum
formative evaluations
reciprocal teaching
43. Reading or hearing
linguistic
interpersonal skills
authentic assessments
discussion
44. Visual - kinesthetic - whole body
nonlinguistic
independent study
stanines
individual and group accontability
45. Extended practice of lesson that is meaninful (time - limit appropriate)
Hunter's Model
curriculum chunking
assigning home and practice
cues - questions - and advance organizers
46. Student must work together to successfully accomplish task
Identifying similarities and differences
positive interaction
positive interdependence
linguistic
47. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
differentiated instruction
standard deviation
reinforcing effort/providing recognition
positive interdependence
48. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Jigsaw
aptitude tests
Identifying similarities and differences
rubrics
49. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
mean - median - and mode
formative evaluations
anchored instruction
critical thinking
50. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
Essential Nine
graphic organizer
Hunter's Model
reinforcing effort/providing recognition