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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. 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
reinforcing effort/providing recognition
Jigsaw
service learning
rubrics
2. Extent to which an assessment is consistent with its measures
essay
reliability
primary source documents
learning centers
3. Visual - kinesthetic - whole body
behavioral and cognitive objectives
responses
diagnostic evaluations
nonlinguistic
4. 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)
project - based learning
anecdotal records
validity
setting objectives and providing feedback
5. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum chunking
performance assessments
mean - median - and mode
curriculum frameworks
6. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
graphic organizer
aptitude tests
discovery learning
service learning
7. Equivalent number of questions he or she answered correctly
raw score
simulations
group processing
achievement tests
8. Develop the response
authentic assessments
reinforcing effort/providing recognition
standard error of measurment
analytical scoring
9. Oral - written - or through visual performance
curriculum frameworks
responses
samples
play
10. Showing a student what something is or how to do something
achievement tests
demonstrations
cooperative learning
setting objectives and providing feedback
11. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
self - evaluation
quartiles
setting objectives and providing feedback
Knowledge storage
12. Organizing curriculum around large themes
performance standards
aptitude tests
thematic instruction
demonstrations
13. Set the level of performance expectation for students; set at state level
grouping practices
cues - questions - and advance organizers
criterion - referenced tests
performance standards
14. Extended practice of lesson that is meaninful (time - limit appropriate)
raw score
thematic instruction
anticipatory set
assigning home and practice
15. Where the student's score is in comparison to national or local norm
percentile rank
independent study
aptitude tests
achievement tests
16. Teacher offers same core content to each student but provides varying levels of support for students
achievement tests
tiered instruction
standards
observation
17. What the student feels is his or her area of weakness or strength
journals
questioning
Knowledge storage
self - evaluation
18. Measure a student's knowledge or proficiency in something that has been learned
standard deviation
achievement tests
cues - questions - and advance organizers
discussion
19. Responding to a wide range of abilities present in the classroom
anchored instruction
authentic assessments
differentiated instruction
norm - referenced tests
20. Watching students interactions and learning behaviors
observation
tiered instruction
grade - level equivalent scores
lesson planning
21. Tool for learning in schools today
interdisciplinary instruction
Jigsaw
mastery learning
technology
22. Students must be taught and learn to use teamwork and positive social skills when working with others
mean - median - and mode
tiered instruction
interpersonal skills
positive interaction
23. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
SQ3R
mastery learning
journals
Identifying similarities and differences
24. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
double - entry page
mnemonics
curriculum chunking
validity
25. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
rubrics
direct instruction
independent study
lesson planning
26. Teacher/student discussion to improve comprehension
reciprocal teaching
observation
critical thinking
transfer
27. Student must work together to successfully accomplish task
discussion
demonstrations
positive interdependence
flexible grouping
28. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
generating and testing hypotheses
essay
interpersonal skills
29. In original unaltered form
graphic organizer
anecdotal records
primary source documents
holistic scoring
30. 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
responses
reliability
play
31. Used for students with memory difficulties or learning disabilties
portfolio
reinforcing effort/providing recognition
mnemonics
interpersonal skills
32. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
performance standards
play
graphic organizer
33. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
discovery learning
questioning
tiered instruction
direct instruction
34. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
self - evaluation
independent study
formative evaluations
raw score
35. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
journals
formative evaluations
essay
independent study
36. Essays - short - answer
Identifying similarities and differences
analytical scoring
criterion - referenced tests
cues - questions - and advance organizers
37. Combines service to the community with learning inside and outside the classroom
service learning
portfolio
performance standards
play
38. Grade - level expectations or mastery (teacher - made or textbood made exam)
positive interdependence
school - to - work
nonlinguistic
criterion - referenced tests
39. 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
primary source documents
reciprocal teaching
questioning
anticipatory set
40. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
inquiry model
performance assessments
aptitude tests
questioning
41. Collection of products that reflect progress in a content area
portfolio
demonstrations
performance assessments
grouping practices
42. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
anchored instruction
anticipatory set
positive interdependence
reinforcing effort/providing recognition
43. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
behavioral and cognitive objectives
summative evalutations
rubrics
discussion
44. Effective teaching model of lessons
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45. Opportunites to transition from the classroom to the workforce
grouping practices
questioning
school - to - work
interdisciplinary instruction
46. Focus on oberservable behaviors and focus on congnitive objectives
play
generating and testing hypotheses
behavioral and cognitive objectives
learning centers
47. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
quartiles
Identifying similarities and differences
Knowledge storage
SQ3R
48. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
reliability
rubrics
standard deviation
diagnostic evaluations
49. Students working together to solve problems or achieve goals
linguistic
curriculum compacting
cooperative learning
content standards
50. Nonlinguistic and linguistic
Numbered Heads together
Knowledge storage
Student Teams Achievement Divisions (STAD)
Jigsaw