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PRAXIS II PLT Practice Test
Practice PRAXIS II PLT - Multiple Choice

Use the following Case Histories to answer the appropriate questions on the practice exam. You will also be able to link directly to the appropriate Case Study from each question.

Questions 1-5:
Case History 1
Questions 6-17:
Case History 2
Questions 18-24:
Case History 3
Questions 25-33:
Case History 4
Questions 34-42:
Case History 5
Questions 43-47:
Case History 6
Questions 48-54:
Case History 7
Questions 55-64:
Case History 8
Questions 65-75:
Case History 9

1.   The lower SES children that Alana taught over the years tended to score lower on the yearly achievement tests than higher SES children. Which of the following factors should this difference NOT be attributed to? (Review Case History 1

2.   Based on research into the effects of SES on student achievement, which one of these effects could be safely predicted about the redistricting of the schools? (Review Case History 1

3.   The statistically significant increase in scores that resulted from use of the new language arts program indicates that (Review Case History 1

4.   The cause-and-effect nature of the study (i.e., use of the new program results in higher test scores) indicates that the study was which type in nature? (Review Case History 1

5.   Some teachers argued that comparisons of school scores between last year's scores and this year's scores would be flawed. Which of these statements would BEST support their argument?(Review Case History 1

6.   Katie and her classmates know exactly what to do when they enter the classroom each morning. Mr. Brown clearly has devoted much attention to which aspect of classroom management?(Review Case History 2

7.   Katie was quite interested in learning what was going on between the two students who were having problems with each other. As an effective classroom manager Mr. Brown would be most likely to (Review Case History 2

8.   Mr. Brown understands the impact that observational learning can have on student learning and behaviors, and he used observational learning effectively in his classroom. Observational learning is a major factor in which of these theoretical perspectives? (Review Case History 2

9.   Katie's father, at conference time, mentioned that he and his wife delight in listening to Katie read each day's chapter. She incorporates accents and voicing patterns that she hears from Mr. Brown. In this case Katie's parents are witnessing the influence of (Review Case History 2

10.   Re-examine the manner in which Mr. Brown introduces a new mathematics skill or concept to the class. Based on the instructional strategy that Katie described, when Mr. Brown introduced the unit on fractions, he worked from which perspective of instruction? (Review Case History 2

11.   Mr. Brown endeavors to incorporate a variety of instructional taxonomies and levels into lessons and other activities. One of his objectives for the daily chapter reading is to help students "value" literature. This objective is associated with which taxonomy? (Review Case History 2

12.   Re-examine the passage in the case history that discusses Mr. Brown's instructional objectives. Which of those objectives would be classified as behavioral objectives? (Review Case History 2

13.   Which of those instructional objectives would be best described as cognitive objectives? (Review Case History 2

14.   Prior to a reading of Tim and Tess: Time Travelers, Mr. Brown will often pose questions and comments to the students to help them break down the plot into pieces so they can understand the relationship between the characters, events, and setting. Which level of the cognitive taxonomy of objectives is Mr. Brown addressing with the questions and comments? (Review Case History 2

15.   Mr. Brown was adept at developing his students' motivation to learn. When he first incorporated "free time" into the daily schedule, he was confident that it would be well-received and trouble-free because he incorporated which one of these principles of intrinsic motivation into its design. (Review Case History 2

16.   In planning the weather station and the learning tasks related to it, Mr. Brown emphasized real-life experiences, the integration of content areas (e.g., reading, mathematics, science), problem-solving activities, and group work. Such types of learning activities are associated with which major approach to instruction and learning? (Review Case History 2

17.   As the principal walked through the school's hallways and cafeteria each day, he'd elicit answers from students about the daily brainteaser or riddle. The next morning a student who got it right would reveal the correct answer during the daily announcements. His goal was very simple. He wanted the students to pair pleasant events with attendance in school. This goal is associated with which of these theoretical perspectives? (Review Case History 2

18.   Aggressive behavior has surrounded Nick (toward him and against him) during his first couple of weeks in the school. Which of these techniques would NOT be useful in dealing with aggressive classroom actions (e.g., name calling, bullying, punching)? (Review Case History 3

19.   Based on the signs observed by the educators who deal with Nick, which of these experiences likely has had the most profound effect on Nick's development? (Review Case History 3

20.   The learning specialist will administer a set of tests to identify specific weaknesses in Nick's learning processes. These types of tests are known as ______________ tests. (Review Case History 3

21.   When looking through Nick's thick confidential student folder, Mrs. Snell located an achievement test for Nick from second grade. The test indicated that Nick scored at the 87th percentile for reading comprehension. This scores indicates that Nick's (Review Case History 3

22.   The school psychologist tested Nick on an individual basis, and the test yielded an IQ score of 105. This IQ score is (Review Case History 3

23.   From the perspective of Erikson's theory of psychosocial development, at his age Nick has probably entered the stage of Identity versus Role Confusion. The important events that help shape an individual's successful resolution of this stage are centered on (Review Case History 3

24.   There are times Nick's must impose penalties on him to maintain order in the classroom. When imposing penalties on students, good practice suggests that teachers (Review Case History 3

25.   The principle of least restrictive placement of students with special needs requires school districts to (Review Case History 4

26.   Alexander's IEP must be (Review Case History 4

27.   Alexander's behavior was a challenge to Ms. Sterling's classroom management skills. Which one of the following outcomes is NOT a goal of effective classroom management? (Review Case History 4

28.   The principal observed, "Based on the schedule I see here, it looks like Alexander is out of the kindergarten room more than he is in it. Would it be a good idea revise the IEP and reassign Alexander to a special education classroom, and have him go to the kindergarten just for specific learning activities - at least until his behavior improves dramatically?" The principal is pondering which type of special needs placement? (Review Case History 4

29.   Ms. Sterling realizes that it is not possible for Alexander to immediately reach the behavior goals specified in the IEP. Instead, she reinforced progress toward those goals. This technique is known as (Review Case History 4

30.   The guidance counselor realized that the assumption that the daily report needed to be written was irrelevant to the problem. He suggested that Ms. Sterling send home a daily chart, broken down into time segments that used icons (ex: happy faces, sad faces, angry faces, and so on) in place of a written report. The counselor's re-representation of this problem is an example of (Review Case History 4

31.   When first facing Alexander's refusal to leave the classroom for his other activities, Ms. Sterling employed strategies that had been effective in the past with other students. This type of problem solving approach is known as (Review Case History 4

32.   s. Sterling, after exhausting all other strategies that she could think of, decided to give Alexander a sticker each time he left the classroom peacefully. When Alexander collected five stickers, he could exchange them for a visit with the paraprofessional to the library for a book. Ms. Sterling is employing which type of reinforcement schedule? (Review Case History 4

33.   Soon after Ms. Sterling began to present Alexander stickers for leaving the room peacefully, a couple of other children who also left the room for special purposes began to act out. Which of these major perspectives or theories would best offer an explanation for these behaviors? (Review Case History 4

34.   From time to time, Mr. Wolper would invite students to write anonymous comments about the quality of his instructional activities, including his lectures, questions, and explanations. He would analyze the comments, and use them to improve his performance. Mr. Wolper's effort at improvement is an example of (Review Case History 5

35.   Mr. Wolper primarily saw himself as an "explainer," someone who helped students understand and apply the major principles and concepts that have shaped U. S. history. Mr. Wolper would generally use which type of thinking in his lessons? (Review Case History 5

36.   Mr. Wolper usually began a lesson with an advance organizer. The primary purpose of this instructional device is to (Review Case History 5

37.   Which one of these teacher behaviors is NOT a characteristic of student-centered instruction? (Review Case History 5

38.   One disadvantage of cooperative learning is that (Review Case History 5

39.   Critics of discovery learning suggest that it is often NOT an effective instructional strategy because (Review Case History 5

40.   A key element in the use of successful guided discovery learning is (Review Case History 5

41.   An advantage of elaboration in learning activities is that elaboration (Review Case History 5

42.   When using a scoring rubric, it is good practice to (Review Case History 5

43.   Mr. Zebrowski's use of incentives is a form of (Review Case History 6

44.   Which one of the following behaviors is NOT an element of cognitive apprenticeships? (Review Case History 6

45.   What would likely be a major problem with homogeneous grouping for the low ability students in Mr. Skowronski's plan for ability grouping? (Review Case History 6

46.   In schools that employ within-class ability grouping, effective practice requires teachers to (Review Case History 6

47.   Each of these descriptions is likely to be true of each of the expert teachers assigned to the third grade EXCEPT (Review Case History 6

48.   Charlayne's approach to science instruction is MOST characteristic of which approach to learning? (Review Case History 7

49.   When Charlayne modeled the approaches scientists would take in attacking a problem, she demonstrated how to predict, hypothesize, review, estimate - thinking skills that the students had difficulty performing on their own. While Charlayne was available to provide tips, example, and cues the students were able to perform those tasks well enough to solve many of their problems. From Vygotsky's sociocultural perspective of learning, Charlayne was guiding the students in the (Review Case History 7

50.   The incorporation of music, dance, poetry and other forms of expression into science activities suggests that Charlayne understands the implications of which view of intelligence? (Review Case History 7

51.   Which one of the following descriptions is TRUE of authentic tests? (Review Case History 7

52.   Which one of the following test formats is NOT considered a traditional form of testing? (Review Case History 7

53.   Take a second look at the approach that Charlayne's school takes to the teaching of academically gifted students. Educators refer to such a program as (Review Case History 7

54.   Charlayne's contract system was designed to judge whether students' attained certain standards or benchmarks of knowledge and skills. This is a form of __________ grading. (Review Case History 7

55.   Sandra is sensing that she is not as successful in many of classroom activities as her classmates. If she does not experience a sense of accomplishment during these early years of school, she may not successfully resolve which of Erikson's stages of psychosocial development? (Review Case History 8

56.   During literature activities, Lisa often poses questions that require the students to take the perspective of a storybook character. Students who can perform this task are employing which type of thinking? (Review Case History 8

57.   The inability of a young child to understand experiences from the points of view of other people is known as ___________________. (Review Case History 8

58.   When teaching students who employ preoperational thought, it is advisable to (Review Case History 8

59.   When Daniel realizes that he is not performing as well as his classmates, he folds his arms on the table, cradles his head in them, and sobs in embarrassment. Which stage in Erikson's theory of psychosocial development might Daniel not have resolved satisfactorily before he attended kindergarten? (Review Case History 8

60.   Sandra's classroom and home behaviors are indicative of which condition? (Review Case History 8

61.   Daniel's classroom behaviors and his history are indicative of which condition? (Review Case History 8

62.   Lisa hoped that the more-capable students who sat the same tables as Sandra and Daniel would be able to provide valuable assistance with certain tasks. This type of assistance is known as __________________. (Review Case History 8

63.   When Lisa was working with Daniel in his zone of proximal development for a learning task, she would be likely to (Review Case History 8

64.   One morning Sandra caused two injuries to classmates. Sandra accidentally scratched Jared's eye when she flapped her hands when imitating a bird while playing a classroom game. Later, she elbowed Tim while in line when he said that he was "not Sarah's friend" because she cut in front of him while lining up. Sarah was visibly upset for hurting Jared, but she only produced a perfunctory apology to Tim. From Kohlberg's perspective, Sarah would be at which level of moral reasoning? (Review Case History 8

65.   Research into the relationship between socioeconomic status (SES) and school achievement suggests that poverty (Review Case History 9

66.   Which of these explanations is NOT considered a legitimate reason for the poor achievement of many lower-SES students? (Review Case History 9

67.   When researchers compare differences in tests of cognitive ability among ethnic groups who are at the same SES level, they find that (Review Case History 9

68.   Heather was diligent in selecting instructional and supplementary materials that exposed the students to a wide variety of cultural and ethnic experiences. This element of multicultural education is known as (Review Case History 9

69.   Heather often incorporated cooperative learning into the set of instructional activities because many students came from backgrounds in which cooperative behaviors were emphasized over competitive behaviors. This element of multicultural education is known as (Review Case History 9

70.   Research indicates that higher degrees of bilingualism are correlated with increased (Review Case History 9

71.   Experts in multicultural educators caution teachers (Review Case History 9

72.   Heather is developing a culturally relevant approach to teaching. Which of these items is NOT a component of such an approach? (Review Case History 9

73.   Heather saw that many of her students did not understand the informal or tacit rules for participation in her classroom. Of these techniques, which would be the LEAST effective in promoting appropriate classroom participation? (Review Case History 9

74.   A few of Heather's students speak a dialect of English. To promote her students' academic achievement, Heather would be advised to (Review Case History 9

75.   Many educational psychologists caution teachers about the instructional implications of learning styles research in diverse classrooms because (Review Case History 9

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