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FAQ's for Exam Edge Praxis Pennsylvania Grades 4-8 Core Assessment Pedagogy practice tests

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What score do I need to pass the Praxis Penn 4-8 Core Assessment Pedagogy Exam?

That depends on what state you are getting certified in. Each state sets its own passing score.

How do I know the practice tests are reflective of the actual Praxis Pennsylvania Grades 4-8 Core Assessment Pedagogy ?

At Exam Edge, we are proud to invest time and effort to make sure that our practice tests are as realistic as possible. Our practice tests help you prepare by replicating key qualities of the real test, including:

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We have a team of professional writers that create our Praxis Pennsylvania Grades 4-8 Core Assessment Pedagogy practice test questions based on the official test breakdown provided by the Educational Testing Service. We continually update our practice exams to keep them in sync with the most current version of the actual certification exam, so you can be certain that your preparations are both relevant and comprehensive.

Do you offer practice tests for other Educational Testing Service subjects?

Yes! We offer practice tests for 134 different exam subjects, and there are 2,025 unique exams utilizing 201085 practice exam questions. Every subject has a free sample practice test you can try too!

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How do I register for the real Educational Testing Service?

For up-to-date information about registration for the Educational Testing Service, refer to the Educational Testing Service website.

What are the Praxis exams?

What is the Praxis Series of Tests?

You’ve made the decision to pursue a career in teaching and learn that at least one of the Praxis exams is required by most states for educator licensing and certification. What exactly is a Praxis exam?

Praxis Core Academic Skills

The Praxis Core Academic Skills for Educators is designed to measure knowledge and skills in reading, writing, and mathematics. A passing score on the Praxis Core is often required before a candidate begins a teacher education program. These three computer-delivered exams can be taken together for a 5-hour session or separately in 3 individual 2-hour sessions. 

  • The Reading exam includes 56 self-selected response questions focusing on comprehension, integration, and analysis of multiple passages.
  • The Writing portion is divided into two parts:  40 self-selected response questions assessing research strategies and revising and improving text and two writing tasks involving argumentative and explanatory writing types.
  • The Mathematics exam is comprised of 56 self-selected response or numeric entry response questions. To ensure math reasoning is assessed, an on-screen calculator is provided to alleviate errors in arithmetic.

Praxis Subject Assessments

The Praxis Subject Assessments are designed to ensure that prospective educators possess the skills and knowledge necessary to begin teaching. Some colleges and universities require these exams prior to the student teaching experience. The Praxis Subject Assessments encompass more than 90 subjects, specialty areas, and techniques. The exams can measure just content, just pedagogy, or both content and pedagogy as it relates to level (Early Childhood, K-6, 5-9, or 7-12) and/or subject area. Tests can range from 1 – 4 hours in length depending on the test, and the format can include self-selected response items and/or essay questions. 

You should check the ETS website to find out the praxis exams required in your state. 


Praxis Pennsylvania Grades 4-8 Core Assessment Pedagogy - FAQ Sample Questions

Which motivational strategy is used in designing lessons?





Correct Answer:
relate to lives of students.
the question presented inquires about the motivational strategy used in designing educational lessons. the correct answer is to "relate to the lives of students." let's expand on why this is considered an effective motivational strategy in educational settings.

motivation is a critical element in the educational process, influencing both the engagement and achievement of students. when lessons are designed to relate to the lives of students, they naturally become more engaging and relevant. this strategy taps into intrinsic motivation, where students find a personal and direct connection to the subject matter based on their experiences, interests, and future aspirations.

by integrating real-world applications or reflecting students' cultural backgrounds and personal experiences, educators can make learning more meaningful. this relevance helps students perceive the material as valuable, thus increasing their motivation to learn and participate. for instance, a math teacher might use examples from sports statistics or culinary measurements to teach concepts of probability and proportion, respectively, catering to students interested in sports or cooking.

furthermore, relating lessons to students' lives supports a deeper emotional and intellectual investment in the learning process. students are more likely to engage with and retain information that they find directly impactful to their own lives or that they can see applying in real-world scenarios. this approach not only motivates but also enhances comprehension and critical thinking by encouraging students to relate new knowledge to what they already know or experience daily.

in comparison to other motivational strategies like extrinsic rewards (e.g., grades, prizes), relating coursework to students' lives fosters a more sustainable form of motivation. extrinsic motivators can indeed be effective in the short term but might not sustain interest and engagement over longer periods. intrinsic motivation, on the other hand, which is fostered by making lessons relevant to students' lives, promotes a lifelong interest in learning.

in conclusion, among various strategies to motivate students, relating the content of lessons to their lives is particularly effective. it not only boosts engagement and participation but also supports deeper understanding and retention of material, fostering both immediate educational success and long-term developmental growth. this strategy exemplifies a student-centered approach that respects and utilizes students' backgrounds and interests as integral elements of the educational process.

Which legislation ensures education for emotional disturbed children?





Correct Answer:
individuals with disabilities education act (idea).
*

*the correct legislation that ensures education for emotionally disturbed children is the individuals with disabilities education act (idea). this federal law, first enacted in 1975 and subsequently revised, mandates that public schools provide free and appropriate education (fape) to children with disabilities, including those who are emotionally disturbed. *

*idea covers children with a wide range of disabilities. this includes both mental disabilities, such as emotional disturbances, and physical disabilities. the act recognizes that children with emotional disturbances might face unique challenges that impact their ability to learn in a traditional educational setting. emotional disturbances under idea are characterized by one or more of the following over a long period of time and to a marked degree, which adversely affects educational performance: an inability to learn which cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems. *

*under idea, each child with a disability must have an individualized education program (iep) that is tailored to their specific needs. this plan is developed by a team of professionals in conjunction with the child's parents or guardians. it outlines the special educational services that the child will receive, including the type of support and the setting in which the education will be delivered. for emotionally disturbed children, this might include access to special education teachers, counselors, and possibly adjustments in teaching methods and classroom environment. *

*the primary goal of idea is to ensure that all children with disabilities have the opportunity to receive an education that is appropriate to their individual needs. this law is pivotal in breaking down barriers that children with disabilities, including those with emotional disturbances, might face in accessing education, thereby helping them to achieve a better quality of life and the possibility of a more productive and fulfilling future. *

*in contrast, other laws like the americans with disabilities act (ada) and the civil rights act of 1964, while also crucial for ensuring rights and preventing discrimination, do not specifically address educational standards for children with disabilities in the same way as idea. the family educational rights and privacy act (ferpa) also plays a different role, primarily dealing with the privacy of student education records rather than directly addressing educational provisions for disabilities. thus, when discussing educational rights for emotionally disturbed children, idea stands out as the most directly relevant legislation.