PRAXIS II Elementary Education Study Questions
Already Passed
constructivism
students learn by building on prior knowledge and by doing
Bronfenbrenner Ecological Model
microsystem, mesosystem, exosystem, macrosystem
domains of learning
conitive, language, physical, social-emotional, adaptive
Learning Theories
cognitive, behavioral, developmental, psychodynamic, sociological, ecological, eclectic
developmental theory
level of readiness must be reached to learn
sociological theory
children learn through their observations of others
ecological theory
influences from home, school, and community affect how well the student will learn
Strategies for teaching
developmentally appropriate practice, integration, scaffolding, cooperative learning,
questioning, task analysis, content enhancements, graphic organizers, wait time, peer tutoring,
student responses, instructional pacing, feedback
Aids for ELL learners
,use language above abilities, repeat key words, slow speech rate, clearly articulate, avoid using
difficult words, simplify materials
enrichment strategies
self-paced instruction, mentoring, ability grouping, compacting, telescoping, tiered lessons
performance tasks
complete a problem or project with an explanation for an answer
observation
anecdotal records and checklists to record students being observed doing tasks
journal writing
determine student learning from thinking processes, formation of ideas, and development of
skills in creative and factual writing
portfolios
collection of completed student work selected by the student and the teacher
achievement test
formal tool measuring student proficiency of a subject area already learned
alternative assessment
solve realistic problems and completing projects using close to real-life situations
anecdotal record
informal measurement based on observation of student work or performance
aptitude test
formal measure of tests to evaluate student ability to acquire skills
authentic assessment
, determines a student's understanding and performance of specific criteria
criterion-referenced test
formal measure that evaluates a student on a subject area by answering specific questions
curriculum-based measure
determines student progress and performance based on lessons presented in curriculum
dynamic assessment
determines student's ability to learn in a certain situation
diagnostic assessment
collect information about a student to use in assessment throughout the period of instruction
direct daily measurement
daily assessment of a student's performance on the skills taught each day and used to modify
instruction
ecological-based assessment
informal observation of student interacting with the evironment
norm-referenced test
formal standardized evaluation comparing a student to other peers in the same age group
standards-based assessment
formal evaluation that measures student progress towards meeting goals
factors that predict reading achievement
recognize and name letters of the alphabet, print knowledge, phonemic awareness
skills needed to read
word recognition, comprehension, and fluency
Already Passed
constructivism
students learn by building on prior knowledge and by doing
Bronfenbrenner Ecological Model
microsystem, mesosystem, exosystem, macrosystem
domains of learning
conitive, language, physical, social-emotional, adaptive
Learning Theories
cognitive, behavioral, developmental, psychodynamic, sociological, ecological, eclectic
developmental theory
level of readiness must be reached to learn
sociological theory
children learn through their observations of others
ecological theory
influences from home, school, and community affect how well the student will learn
Strategies for teaching
developmentally appropriate practice, integration, scaffolding, cooperative learning,
questioning, task analysis, content enhancements, graphic organizers, wait time, peer tutoring,
student responses, instructional pacing, feedback
Aids for ELL learners
,use language above abilities, repeat key words, slow speech rate, clearly articulate, avoid using
difficult words, simplify materials
enrichment strategies
self-paced instruction, mentoring, ability grouping, compacting, telescoping, tiered lessons
performance tasks
complete a problem or project with an explanation for an answer
observation
anecdotal records and checklists to record students being observed doing tasks
journal writing
determine student learning from thinking processes, formation of ideas, and development of
skills in creative and factual writing
portfolios
collection of completed student work selected by the student and the teacher
achievement test
formal tool measuring student proficiency of a subject area already learned
alternative assessment
solve realistic problems and completing projects using close to real-life situations
anecdotal record
informal measurement based on observation of student work or performance
aptitude test
formal measure of tests to evaluate student ability to acquire skills
authentic assessment
, determines a student's understanding and performance of specific criteria
criterion-referenced test
formal measure that evaluates a student on a subject area by answering specific questions
curriculum-based measure
determines student progress and performance based on lessons presented in curriculum
dynamic assessment
determines student's ability to learn in a certain situation
diagnostic assessment
collect information about a student to use in assessment throughout the period of instruction
direct daily measurement
daily assessment of a student's performance on the skills taught each day and used to modify
instruction
ecological-based assessment
informal observation of student interacting with the evironment
norm-referenced test
formal standardized evaluation comparing a student to other peers in the same age group
standards-based assessment
formal evaluation that measures student progress towards meeting goals
factors that predict reading achievement
recognize and name letters of the alphabet, print knowledge, phonemic awareness
skills needed to read
word recognition, comprehension, and fluency
