Praxis 5857 Practice Test
Question 1 of 5.
A physical education teacher plans to incorporate technology into a unit of instruction on soccer. Place each of the following steps of the teacher's plan in the most appropriate order for instructing sixth-grade students on the skills they need to develop to pass a soccer ball.
- A. Examining a video of groups of students passing a soccer ball down a field and evaluating each student's individual growth and group performance
- B. Showing a three-minute instructional video on how to pass a soccer ball before facilitating a question-and-answer session followed by a basic circle game
- C. Having students extensively practice passing skills with a partner and then record a video of themselves demonstrating their skills
- B. Showing a three-minute instructional video on how to pass a soccer ball before facilitating a question-and-answer session followed by a basic circle game
- C. Having students extensively practice passing skills with a partner and then record a video of themselves demonstrating their skills
- A. Examining a video of groups of students passing a soccer ball down a field and evaluating each student's individual growth and group performance
Correct arrangement
Explanation: First, show the instructional video (B) to introduce the skill. Next, practice and record (C) to develop and assess skills. Finally, evaluate a group video (A) for growth.
Question 2 of 5.
Which of the following would be the most valid source of health information?
A. An article on vitamin supplements written by a nutrition expert and quoted on a commercial website
B. An article on weight-lifting techniques written for a fitness magazine by a body builder
C. An article on weight loss written for a newspaper article by a person who has lost 45 pounds
D. An article about caffeine use written by a registered dietician appearing on a professional organization's website
Explanation: A registered dietician is a credentialed professional with expertise in nutrition, and a professional organization's website is likely to have peer-reviewed or evidence-based content, making it the most valid source. Choice A is less reliable due to the commercial website's potential bias. Choice B, written by a body builder, may lack scientific rigor. Choice C relies on personal experience, which is anecdotal and not necessarily generalizable.
Question 3 of 5.
As discussed by Maslow, self-actualization can best be defined as
A. A deliberate effort to help people understand, care about, and act upon core ethical values
B. A sense of positive regard and valuation for oneself
C. The ability to bounce back from adversity
D. The state attained when a person has reached his or her full potential
Explanation: Maslow's hierarchy of needs defines self-actualization as the realization of one's full potential, occurring after basic physiological, safety, love, and esteem needs are met. Choice A relates more to ethical education, Choice B to self-esteem, and Choice C to resilience, none of which align with Maslow's definition.
Question 4 of 5.
Which of the following is the best example of an external developmental asset that can empower a person while growing up?
A. A commitment to learning
B. A positive identity
C. Boundaries and expectations
D. Social competencies
Explanation: External developmental assets, as per the Search Institute's framework, are provided by the environment, such as family, school, or community. Boundaries and expectations, like clear rules and guidance from adults, empower youth externally. Choices A, B, and D are internal assets, as they reflect personal traits or skills.
Question 5 of 5.
A student is having difficulty developing peer relationships. Which of the following strategies would help this student develop such relationships?
A. Avoid having students share peer-related concerns, as this may create a threatening environment
B. Devise cooperative classroom projects involving small groups
C. Allow the student to work alone to avoid uncomfortable peer interaction
D. Create nonthreatening social experiences involving large-group activities
Explanation: Cooperative small-group projects foster peer interaction in a structured, supportive setting, helping students build relationships through collaboration. Choice A avoids addressing the issue, Choice C isolates the student, and Choice D may overwhelm the student due to the large group size.