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Praxis PLT K-6 Practice Test 2 Questions and Answers
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Praxis PLT K-6 Practice Test 2
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Praxis PLT K-6: Practice Test 2Second-grade iiiiteachers iiiimeet iiiito iiiireview iiiithe iiiiresults iiiiof iiiia iiiibenchmark iiiireading
iiiiassessment. iiiiAfter iiiireviewing iiiithe iiiidata, iiiithey iiiidiscuss iiiistrategies iiiithey iiiican iiiiuse
iiiito iiiisupport iiiistruggling iiiireaders. iiiiThe iiiiteachers iiiiagree iiiito iiiimeet iiiithe iiiifollowing
iiiimonth iiiito iiiidiscuss iiiihow iiiithe iiiistruggling iiiireaders iiiiare iiiiprogressing. iiiiThe
iiiiprofessional iiiidevelopment iiiipractice iiiithe iiiiteachers iiiiare iiiiusing iiiiis
A.participating iiiiin iiiia iiiiprofessional iiiilearning iiiicommunity
B.completing iiiiindependent iiiiresearch
C.holding iiiia iiiistudy iiiigroup
D.conducting iiiiaction iiiiresearch iiii- iiiiAnswers iiii-Correct iiiiAnswer: iiiiA
Option iiii(A) iiiiis iiiicorrect. iiiiA iiiicommon iiiifeature iiiiof iiiiprofessional iiiilearning
iiiicommunities iiiiis iiiiusing iiiistudent iiiiassessment iiiiresults iiiito iiiidevelop iiiistrategies iiiifor
iiiiresponding iiiito iiiithe iiiiinformation iiiirevealed iiiiin iiiithe iiiidata.
Before iiiistudents iiiiread iiiia iiiichapter iiiifrom iiiithe iiiiclass iiiinovel, iiiithe iiiiteacher iiiiasks
iiiithem iiiito iiiirecord iiiia iiiiprediction iiiiin iiiitheir iiiireading iiiijournals iiiiabout iiiiwhat iiiithey iiiithink
iiiiis iiiigoing iiiito iiiihappen. iiiiAfter iiiithey iiiifinish iiiireading iiiithe iiiichapter, iiiithe iiiiteacher iiiiasks
iiiithem iiiito iiiicomment iiiion iiiithe iiiipredictions iiiithey iiiimade iiiibefore iiiireading. iiiiThe iiiiact
iiiiof iiiimaking iiiiand iiiithinking iiiiabout iiiipredictions iiiiis iiiiprimarily iiiian iiiiexample iiiiof
A.reflection
B.metacognition
C.adding iiiimeaning
D.transfer iiiiof iiiiknowledge iiii- iiiiAnswers iiii-Correct iiiiAnswer: iiiiB
Option iiii(B) iiiiis iiiicorrect. iiiiMetacognition iiiiis iiiithe iiiiawareness iiiiand iiiiunderstanding iiiiof
iiiione's iiiithinking iiiiand iiiicognitive iiiiprocesses. iiiiAn iiiiaspect iiiiof iiiimetacognition iiiiis
iiiiprediction iiiibecause iiiiit iiiirequires iiiistudents iiiito iiiiuse iiiiprior iiiiknowledge iiiior iiiievidence
iiiito iiiianticipate iiiiwhat iiiimight iiiihappen iiiiat iiiia iiiilater iiiitime iiiior iiiias iiiia iiiiresult iiiiof iiiian
iiiiaction iiiior iiiisituation.
Which iiiiof iiiithe iiiifollowing iiiiis iiiithe iiiimost iiiiimportant iiiiquestion iiiifor iiiia iiiiteacher iiiito
iiiiconsider iiiiwhen iiiireading iiiithe iiiiresults iiiiof iiiia iiiistudy iiiion iiiian iiiiinstructional
iiiiintervention?
A.Does iiiithe iiiiintervention iiiimeet iiiia iiiineed iiiiof iiiimy iiiistudents?
B.What iiiiother iiiischools iiiiare iiiiusing iiiithe iiiiintervention?
,C.How iiiilarge iiiiwas iiiithe iiiisample iiiithe iiiiresearchers iiiistudied?
D.Have iiiithe iiiiresults iiiiof iiiithe iiiistudy iiiibeen iiiirepeated iiiiin iiiiother iiiistudies? iiii- iiiiAnswers
iiii-Correct iiiiAnswer: iiiiA
Option iiii(A) iiiiis iiiicorrect. iiiiInstructional iiiiinterventions iiiiare iiiiused iiiito iiiiaddress
iiiiidentified iiiistudent iiiineeds. iiiiTherefore, iiiino iiiimatter iiiihow iiiilarge iiiia iiiistudy iiiiis iiiior
iiiihow iiiiwell iiiiit iiiihas iiiibeen iiiivalidated, iiiithe iiiimost iiiiimportant iiiiquestion iiiifor iiiithe
iiiiteacher iiiito iiiianswer iiiiis iiiiif iiiithe iiiiintervention iiiiis iiiiappropriate iiiifor iiiihis iiiior iiiiher
iiiistudents.
Which iiiiof iiiithe iiiifollowing iiiiis iiiithe iiiidefining iiiicharacteristic iiiiof iiiia iiiicriterion-referenced
iiiitest?
A.It iiiicompares iiiistudents' iiiiperformance iiiiwith iiiithe iiiiperformance iiiiof iiiipeers.
B.It iiiiidentifies iiiiinnate iiiitalents iiiiand iiiiaptitudes.
C.It iiiiprovides iiiifactual iiiidata iiiiabout iiiian iiiiobserved iiiievent iiiior iiiibehavior.
D.It iiiimeasures iiiistudent iiiiperformance iiiiagainst iiiispecific iiiilearning iiiistandards. iiii-
iiiiAnswers iiii-Correct iiiiAnswer: iiiiD
Option iiii(D) iiiiis iiiicorrect. iiiiCriterion-referenced iiiitests iiiiare iiiidesigned iiiito iiiimeasure
iiiihow iiiiwell iiiia iiiistudent iiiihas iiiiachieved iiiia iiiilearning iiiigoal, iiiistandard, iiiior iiiiobjective.
According iiiito iiiiPiaget's iiiitheories iiiiof iiiicognitive iiiidevelopment, iiiiwhich iiiiof iiiithe
iiiifollowing iiiiis iiiithe iiiistructure iiiithat iiiichildren iiiiuse iiiito iiiicontinually iiiiadapt iiiito iiiiand
iiiiorganize iiiiconcepts?
A.Metacognition
B.Equilibrium
C.Schema
D.Zone iiiiof iiiiproximal iiiidevelopment iiii- iiiiAnswers iiii-Correct iiiiAnswer: iiiiC
Option iiii(C) iiiiis iiiicorrect. iiiiPiaget iiiicalled iiiithe iiiischema iiiithe iiiibasic iiiibuilding iiiiblock iiiiof
iiiiintelligent iiiibehavior. iiiiSchemata iiiienable iiiipeople iiiito iiiiform iiiia iiiimental
iiiirepresentation iiiiof iiiithe iiiiworld iiiiby iiiiorganizing iiiiand iiiiadapting iiiiunits iiiiof iiiiknowledge.
Which iiiiof iiiithe iiiifollowing iiiivariables iiiiexerts iiiithe iiiimost iiiiinfluence iiiion iiiia iiiistudent's
iiiiacademic iiiiachievement?
A.Parents' iiiiemployment iiiistatus
B.Student's iiiiculture
C.Number iiiiof iiiisiblings iiiiin iiiithe iiiihousehold
, D.Parents' iiiilevel iiiiof iiiieducation iiii- iiiiAnswers iiii-Correct iiiiAnswer: iiiiD
Option iiii(D) iiiiis iiiicorrect. iiiiA iiiilarge iiiibody iiiiof iiiiresearch iiiihas iiiishown iiiia iiiilink iiiibetween
iiiiparental iiiieducation iiiilevels iiiiand iiiichild iiiioutcomes iiiisuch iiiias iiiieducational
iiiiexperience, iiiiattainment, iiiiand iiiiacademic iiiiachievement.
After iiiitwo iiiistudents iiiirefuse iiiito iiiihelp iiiitheir iiiitable iiiimates iiiiclean iiiiup iiiithe iiiilearning
iiiicenter, iiiithe iiiiteacher iiiigives iiiitokens iiiifor iiiigood iiiibehavior iiiito iiiithose iiiistudents iiiiwho
iiiihelped iiiiclean iiiiup. iiiiWhich iiiiof iiiithe iiiifollowing iiiiis iiiithe iiiiteacher iiiiusing iiiito iiiideal iiiiwith
iiiithe iiiitwo iiiiunhelpful iiiistudents?
A.Positive iiiireinforcement
B.Negative iiiireinforcement
C.Negative iiiipunishment
D.Positive iiiipunishment iiii- iiiiAnswers iiii-Correct iiiiAnswer: iiiiC
Option iiii(C) iiiiis iiiicorrect. iiiiNegative iiiipunishment iiiiis iiiithe iiiiremoval iiiiof iiiia iiiidesired
iiiistimulus, iiiiin iiiithis iiiicase, iiiitokens, iiiiafter iiiian iiiiundesired iiiibehavior iiiiis iiiiexhibited.
iiiiThe iiiihoped iiiifor iiiiresult iiiiis iiiia iiiireduction iiiiof iiiithe iiiiundesired iiiibehavior iiiiin iiiithe
iiiifuture.
The iiiiprimary iiiiadvantage iiiiof iiiitesting iiiistudent iiiiknowledge iiiiwith iiiian iiiiessay iiiitest
iiiirather iiiithan iiiia iiiiselected-response iiiitest iiiiis iiiithat iiiian iiiiessay iiiitest
A.is iiiieasier iiiiand iiiifaster iiiito iiiiscore
B.provides iiiimore iiiireliable iiiiscores
C.requires iiiimore iiiicritical iiiithinking
D.tests iiiimore iiiicontent iiii- iiiiAnswers iiii-Correct iiiiAnswer: iiiiC
Option iiii(C) iiiiis iiiicorrect. iiiiEssay iiiiquestions iiiiare iiiimore iiiiefficient iiiithan iiiiselected-
response iiiiquestions iiiiat iiiimeasuring iiiihigher-order iiiicognitive iiiiobjectives iiiisuch iiiias
iiiianalysis, iiiisynthesis, iiiiand iiiievaluation.
Which iiiiof iiiithe iiiifollowing iiiiis iiiithe iiiimost iiiiimportant iiiireason iiiifor iiiithe iiiiefficient iiiiuse iiiiof
iiiiphysical iiiispace iiiiin iiiia iiiiclassroom?
A.Creating iiiia iiiiquiet iiiilearning iiiienvironment
B.Providing iiiisufficient iiiispace iiiito iiiiorganize iiiiclassroom iiiimaterials
C.Providing iiiistudent iiiiaccess iiiito iiiithe iiiiteacher
D.Creating iiiisafe iiiimovement iiiithrough iiiithe iiiiroom iiii- iiiiAnswers iiii-Correct iiiiAnswer: iiiiD
Option iiii(D) iiiiis iiiicorrect. iiiiStudent iiiisafety iiiiis iiiithe iiiimost iiiiimportant iiiifactor iiiiin
iiiidetermining iiiithe iiiiphysical iiiilayout iiiiof iiiia iiiiclassroom.
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