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Praxis Penn 4-8 Core Assessment Pedagogy (5153) Practice Tests & Test Prep by Exam Edge - Why Exam Edge


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Benefits of Exam Edge Praxis Pennsylvania Grades 4-8 Core Assessment Pedagogy Practice Tests & Test Prep

Exams like the Praxis Pennsylvania Grades 4-8 Core Assessment Pedagogy exam do not just measure what you know -- they also test how well you perform under pressure. The right type of test preparation helps you familiarize yourself with both the material you are being tested on and the format of the test itself. Our practice tests, exam flashcards, and other test prep resources are carefully crafted to replicate the experience of taking the Praxis Penn 4-8 Core Assessment Pedagogy exam to make you maximally prepared for the demands of test day.

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Our practice tests offer the ultimate flexibility to study whenever, wherever, and however you choose. We offer three modes to engage with your Praxis Pennsylvania Grades 4-8 Core Assessment Pedagogy practice exam:

  1. Timed Mode: Take a practice test in the timed mode to mimic the experience you will have on test day.

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  3. Study Guide Mode: Our unique study guide function shows the in-depth explanations for each practice exam question as you work through the test. Use this version to work through the questions at your own pace and take detailed notes on the answers.
Need to pause while taking one of our practice tests? No problem! Whichever mode you use, you can pause and resume it at your leisure. When you continue the test, you will pick up exactly where you left off. If you are taking a timed practice test, you will have the same amount of time left to work through the remaining Praxis Penn 4-8 Core Assessment Pedagogy practice exam questions once you resume.

Once you have completed a practice exam, you will have permanent access to that exam's review page which includes a detailed explanation for each practice test question. Are you confused by a particular question on the practice test you just completed? Simply come back to it after you have completed it and get a detailed explanation of what the correct answer is and why.

Unlike other study tools, practice exams offer the unique benefit of helping you chart your progress and improvement. Start your Praxis Pennsylvania Grades 4-8 Core Assessment Pedagogy exam preparation by taking a practice test to assess your baseline expertise and existing test-taking skills. Then, use your results to identify which topics and skills need the most improvement, and create a study plan that targets those areas. As you study from books, notes, exam flashcards, or other methods, take additional practice tests at regular intervals to evaluate how you retain the information.


Praxis Pennsylvania Grades 4-8 Core Assessment Pedagogy - Why Exam Edge Sample Questions

A feeling of mental discomfort that arises when presented with information that contradicts existing knowledge or beliefs is known as which of the following?





Correct Answer:
cognitive dissonance.
cognitive dissonance is a psychological phenomenon that refers to the mental discomfort experienced when a person holds two or more contradictory beliefs, ideas, or values, or is confronted with new information that conflicts with existing beliefs, ideas, or values. this term was first introduced by psychologist leon festinger in the 1950s.

the concept of cognitive dissonance is fundamental in understanding how and why people change their minds or justify their decisions. when faced with conflicting information, individuals are motivated to reduce this dissonance, to alleviate the discomfort it causes. this can be achieved in several ways: by changing one or more of the conflicting beliefs, by acquiring new information that outweighs the dissonant beliefs, or by reducing the importance of the conflicting beliefs.

an example of cognitive dissonance could occur when a person who considers themselves a good environmentalist is confronted with the fact that they frequently fly on airplanes, which is an activity that significantly contributes to carbon emissions. the discomfort they feel as a result of understanding the contradiction between their self-image and their actions might lead them to change their behavior, justify their actions by minimizing the impact, or seek offsetting behaviors like planting trees.

cognitive dissonance is not just a theory about discomfort but is also about the deep-seated need for harmony and consistency in our beliefs and actions. it plays a significant role in a wide range of activities including decision-making, behavior change, and attitude formation. understanding cognitive dissonance is crucial for psychology and is also applied in various fields like marketing, politics, education, and conflict resolution, where it can be used to influence opinion and behavior.

An 8th grade English teacher has approximately 22% of her students who are English Language Learners (ELLs). When designing routine instruction and planning lessons for ELLs, she would LEAST likely collaborate with which other instructional partner?





Correct Answer:
special education teachers.


in the context of an 8th grade english teacher responsible for instructing english language learners (ells), collaboration with various educational partners is crucial for enhancing learning outcomes. to effectively support ells, it’s important to involve professionals who specialize in language acquisition and cultural integration. these collaborators typically include bilingual certified educators and bilingual paraprofessionals, who have the expertise in bridging language barriers and facilitating effective communication. additionally, librarians and media specialists can be invaluable resources as they can assist in sourcing materials, such as books, multimedia resources, and other educational content, which are accessible and culturally relevant for ells.

on the other hand, while special education teachers are essential for students with specific learning disabilities or other special needs, their role might not directly align with the needs of all ells. special education teachers are trained to modify curriculum, adapt teaching strategies, and use specialized equipment and techniques to support students with special education needs. however, being an ell does not inherently imply a learning disability. therefore, unless an ell is identified as also having a specific learning disability or other condition that qualifies them for special education services, the regular education english teacher's collaboration with special education teachers may not be as frequent or necessary as it would be with those specialized in language learning and cultural acclimation.

thus, in planning routine instruction for ells, the teacher would most likely collaborate extensively with bilingual educators and paraprofessionals to ensure language barriers are addressed appropriately. similarly, librarians and media specialists would also play a significant role in providing appropriate resources that support both language learning and curriculum goals. in contrast, collaboration with special education teachers would be less frequent and primarily focused only on those ells who have additional special education needs. this tailored approach ensures that all students receive the support they need, aligned with their specific educational requirements.