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Praxis School Counselor - Blogs Sample Questions

Although extremely successful, many teachers are hesitant to incorporate learner centered methods and techniques. Which of the excuses listed below is not usually given, in regards to changing to a learner center classroom?

Correct Answer:

learner centered instruction costs the school district more in the cost of curriculum, specialized activities for the students, etc.
the question asks to identify which excuse is not commonly given for hesitating to switch to a learner-centered classroom. the options provided suggest various reasons that might be argued against adopting learner-centered methods.

the first excuse, "direct methods, that have been used for years, have always been successful for most students in achieving the standards required by law," is indeed a commonly cited reason. many educators feel comfortable with traditional, teacher-directed methods that have historically met educational benchmarks and might be reluctant to change to approaches that seem less proven or predictable.

the next excuse, "learner-centered instruction costs the school district more in the cost of curriculum, specialized activities for the students, etc.," is actually not typically a valid excuse. contrary to this claim, learner-centered education often does not require significantly more financial resources. instead, it requires a shift in teaching approach and possibly more creativity in lesson planning. the repeated expense-related excuse listed in the question is a misconception and is the answer to the question as it is not usually given as a genuine reason for hesitancy.

the third excuse, "learner-centered classrooms are chaotic, loud, and unmanaged, with little regards to study and learning of the materials," is a misconception but still a frequently cited concern. some educators unfamiliar with learner-centered methods may perceive these classrooms as disorderly because they are more dynamic and involve higher levels of student engagement and interaction than traditional setups. however, this does not mean they lack structure or effective learning.

the last excuse, "teachers are not being trained in using learner-centered strategies, most teachers are not educated on using these methods," is a genuine concern and often cited. many teachers may not have received training in learner-centered techniques, making them hesitant to implement these strategies due to a lack of confidence or understanding of how to manage such a classroom effectively.

to summarize, the excuse that "learner-centered instruction costs the school district more in the cost of curriculum, specialized activities for the students, etc." is not typically a valid or commonly given reason against adopting learner-centered methods. this misconception may stem from a misunderstanding of what learner-centered education involves - creativity and flexibility in teaching rather than additional financial investment in resources.

A school counselor wants to know more about high stakes assessment tools. She looked up what high stakes assessments are used for. The counselor found which to be true?

Correct Answer:

high stakes tests are used to make important decisions about teachers, students, schools and districts.

the school counselor inquired into the nature and purpose of high stakes assessments. from her research, she discovered that high stakes tests are primarily utilized for making significant decisions regarding teachers, students, schools, and districts. these decisions may include things such as funding allocations, teacher evaluations, and whether students meet certain standards necessary for progression or graduation.

high stakes assessments contrast with low stakes exams, which are primarily used to evaluate an individual student's academic achievement, to guide instructional changes, and to identify any potential learning disabilities. the implication of "high stakes" is that the results of these tests carry significant consequences. in contrast, "low stakes" assessments generally have minimal direct impact on students' academic records, focusing more on feedback and learning progress.

criterion-referenced exams, a category under which many standardized tests fall, can be either high or low stakes. these exams assess student performance against a fixed set of standards or criteria rather than comparing them to other students, as is common in norm-referenced assessments. an example of a criterion-referenced test is the advanced placement (ap) exam, which evaluates student knowledge in specific subject areas and can influence college course placement and credit.

thus, the counselor found that high stakes tests are not primarily designed to measure the academic achievement of individual students, inform instructional adjustments, or identify learning disabilities—those are functions more typical of low stakes assessments. nor are these tests used to assess abstract student skills that can't be measured in other ways, or to determine what a student already knows before any learning has taken place. instead, their main role is in making crucial decisions that affect the educational and professional trajectories of students and the careers of educators, as well as the status and resources of educational institutions.

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