Praxis® PLT (5622) Practice Test & Study Guide

Praxis Principles of Learning and Teaching (5622) Examination

The Praxis exam includes the Praxis Core, the Praxis Subject Assessments, and the Praxis Content Knowledge for Teaching (CKT). In general, a vast majority of state education agencies require prospective teachers to pass particular Praxis tests to earn their teacher certification. These various exams are also used by different states to test aspiring teachers' knowledge and skills in different areas of education. The Praxis Principles of Learning and Teaching (Praxis PLT) tests are part of the Praxis Subject Assessments or Praxis 2. These Praxis 2 Principles of Learning and Teaching exams are designed to test students' pedagogical knowledge at 4 different grade level ranges. The Praxis 5622 aims to test students' knowledge specifically for grades K through 6th. Below, we will explore aspects of this exam in greater detail.

Practice tests give you a better idea of the topics you have mastered and those you should keep studying.

What Is the Praxis PLT (5622) Exam?

The Praxis PLT Grades K-6 is designed to test students' knowledge of the educational practices that are necessary for starting a career in education. Students may take this Praxis exam when they have completed or are close to completing their bachelor's degree. The content of the exam is based on the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and covers a wide range of topics, including those in instructional processes, learning processes, professional issues, human development, and more. Specifically, the exam content is broken up into the following categories:

  • Students as learners
  • Instructional process
  • Assessment
  • Professional development, leadership, and community
  • Analysis of instructional scenarios

Students who need to take the Praxis PLT (5622) exam have an option to take the Praxis test at home or in person at a Praxis testing center. Students can register online, via the mail, or over the phone. While taking the exam, students will have to answer both selected-response questions (multiple choice) and constructed-response questions. In order to prepare, students should take advantage of a range of study materials, including Praxis 2 PLT practice tests (discussed in greater detail below).

Practice Tests and Resource Materials for the Praxis

Students can utilize a wide range of study and resource materials to help them pass the Praxis PLT (5622) exam. One source for study materials is the ETS website for the Praxis PLT (5622) exam. There is a study companion for the exam that explains its format and goes into detail about the content covered in the exam. Students can read about selected-response and constructed-response questions, as well as practice with some Praxis test sample questions. The companion also discusses general information about Praxis, such as how to understand computer-delivered questions, how to develop a study plan, and tips for performing well on the exam. The ETS website also provides students with a sample study plan, videos for Praxis exam preparation, and an interactive Praxis 2 PLT practice test. Students must buy the practice test, and it is timed just like the real exam but shows students the correct answers at the end.

Praxis PLT Test Format

The Praxis PLT test includes 70 selected-response questions and 4 constructed-response questions. The constructed-response questions relate to two case studies. The following table represents the approximate percentage of the exam that each content category makes up:

Content category Approximate percentage of exam
Students as Learners 22.5%
Instructional Process 22.5%
Assessment 15%
Professional Development, Leadership, and Community 15%
Analysis of Instructional Scenarios 25%

The Students as Learners section examines student development and the learning process, students as diverse learners, and student motivation and learning environment. The Instructional Process section includes questions on planning instruction, instructional strategies, questioning techniques, and communication techniques. Assessment tests students' knowledge of assessment and evaluation strategies and assessment tools. The Professional Development, Leadership, and Community section includes competencies that examine the role of a teacher in the community, how to develop relationships with colleagues, ways to participate in professional growth, and more. Finally, the Analysis of Instructional Scenarios section consists of the constructed-response questions that analyze the prior 4 categories of students as learners, instructional process, assessment, and professional development, leadership, and community.

While candidates have 2 hours to answer all questions, it is expected that they will spend around 70 minutes on the selected-response questions and 50 minutes on the constructed-response questions.

Praxis PLT Scoring

Students asking 'how hard is the Praxis PLT K through 6 exam?' may want to better understand the Praxis scoring system. The selected-response questions on the exam are graded by the computer and are worth one raw point. The total raw score is later converted to a scaled score to account for different editions of the Praxis test. The constructed-response questions are scored by two or more scorers who are professionals in the given field. Specifically for the PLT exams, the total raw score is the summation of the scores for the constructed-response questions and the number of selected-response questions that were answered correctly.

The Praxis 5622 passing score may vary by state, but some Praxis states, including Indiana and Kentucky, require students to score a 160 or above. Depending on their testing date, students may have to wait over a month to receive their test scores. This is because constructed-response questions can take longer to score. Students can use the Praxis Scores page to select the exam and their specific test date to see when they will receive their scores. Scores will be posted on students' accounts after 5 pm Eastern Time on their score reporting day. The score reports will notify students whether they passed or not and list students' scores, the range of possible scores, the raw points in each category, and the range of the middle 50% on the exam. Students who have already taken the Praxis will also see their prior scores.

Expert Contributor

Daniel Bal

Daniel Bal, M.S. Ed. has over 12 years of experience as a high school English teacher. As an educator, he has developed and executed curriculum that revolves around the creative process and the practical application of reading and writing. He continues to focus on helping the educational community by working as a content developer and academic researcher. Daniel earned his M.S. in Secondary English Education at Duquesne University and his B.A. in English and Philosophy from Penn State University.

Frequently Asked Questions

  • What is on the Praxis PLT?

    The Principles of Learning and Teaching (PLT) tests students' knowledge of the instructional process, assessment, students as learners, and professional development across different grade levels.

  • What is on the Praxis PLT K-6?

    The Praxis PLT K-6 is designed to test students' pedagogical knowledge specifically for grades K through 6. Students are tested in the categories of students as learners, instructional process, assessment, and professional development, leadership, and community.

  • What is the Praxis Principles of Learning and Teaching?

    The Principles of Learning and Teaching (PLT) tests are part of the Praxis Subject Assessments and are used to measure students' pedagogical knowledge across different grade levels.

  • What is the passing score for the Praxis 5622?

    The passing score for the Praxis 5622 may vary by state, but several states require a passing score of 160 or higher. Students who do not pass can opt to retake the exam.

  • What is on the PLT K-6?

    The PLT K-6 examines the categories of students as learners, instructional process, assessment, and professional development, leadership, and community specifically for grades K through 6.


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Exam Instructions:

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  1. A student fully believes in getting work done on time and doing so with 100% effort. However, at the end of the school year, the student struggles to finish their final project for History class. The student asks for extra time, but the teacher does not allow it. The student opts to turn the project in a day late, even if late deductions will apply. The student feels bad but realizes that they struggled but got the project in and should not be too concerned, as turning homework in late does not necessarily hurt their work. The scenario describes which of the following?

    • Correct Answer
  2. Use this material to answer question #2

    A history teacher has assigned groups of three. The students must come to a consensus about the person from the Enlightenment that has influenced modern society the most. In one group, each student has a strong opinion and each opinion differs. The teacher overhears students holding the following conversation.

    Student 1: John Locke must be the largest contributor because he coaxed people into realizing that they are free and monarchies are too controlling.

    Student 2: Yes, but not every system relies on a monarchy for control. One thing that has persisted has been how people make decisions, and Emmanuel Kant had a tremendous impact on this. Case in point, many modern civilizations rely on determining what is best for most people.

    Student 3: I entirely disagree with both of you. Rousseau has had the greatest impact, considering that he not only emphasized the need for freedom but also influenced schools of thought in politics, economics, and education. There are no more far-reaching institutions than those associated with these.

  3. The students end up getting into an argument, each holding firm to their views. As the students try to convince each other, their voices begin to raise. Student 3 starts yelling at students 1 and 2. Which should be the teacher's response to the group?
    • Correct Answer
  4. A fifth-grade teacher realizes that she often speaks in a softer tone to the girls in the classroom. The teacher should remain cognizant of which of the following?

    • Correct Answer
  5. Which support personnel would work with students with physical disabilities to help the students with gross motor skills and spatial awareness?

    • Correct Answer
  6. A gifted student has been finishing work early and then reading thereafter. Which of the following would be the most effective approach for the gifted specialist to take?

    • Correct Answer
  7. Which of the following instructional model most commonly considers students' personalities, emotions, and previous knowledge?

    • Correct Answer
  8. Use this material to answer question #7

    A group of seventh-grade teachers work together using the ABCD method to create some Language Arts learning objectives for their students. They begin with ''All seventh-grade students will be able to construct an effective thesis statement with a clear claim and reasoning and use the reasoning to focus body paragraphs.'' They write another: ''All seventh-grade students will be able to use commas effectively 80% of the time after introductory elements, in a series of items, and within compound sentences before coordinating conjunctions.'' The teachers take these learning objectives to the administrator, who does not approve them.

  9. The team gathers to try rewriting the objectives. Which of the following identifies the action the team needs to make to ensure that their learning objectives are approved by the administrator?
    • Correct Answer
  10. Eighth-grade teachers are required to develop various lessons and objectives that align with Bloom's domains. The language arts teacher sits down to develop activities that would align with the affective domain. Which of the following would help the teacher accomplish their goal?

    • Correct Answer
  11. School systems are required to use funding to purchase resources that will help ESL students receive an equal education to their native English-speaking peers. This is the result of which of the following?

    • Correct Answer
  12. Which of the following is best for a teacher to do if the teacher has recognized that, for three days, a student has arrived to school in the same clothes and has not brought any lunch or any lunch money?

    • Correct Answer
  13. Which of the following is best for a teacher to do when teaching a lesson on photosynthesis and wanting to give a formative assessment?

    • Correct Answer
  14. Three sixth-grade teachers have administered the same test to their students. Teacher A's students score, on average, in the 82nd percentile. Teacher B's students score, on average, in the 75th percentile, while Teacher C's students score, on average, in the 32nd percentile. What should administrators do to help equalize the scores?
    • Correct Answer
  15. A teacher is setting up a classroom library and orders the books, from left to right, starting with the lowest Lexile numbers and ending with the highest Lexile numbers. The books' difficulties range from two levels below grade level to two levels above grade level. A student reading at grade level should be directed in which way?

    • Correct Answer
  16. A teacher recognizes that a student has difficulty with physical tasks. However, when it comes to creativity and analysis, the student far exceeds their peers. Which of the following is the most likely approach the teacher should take?

    • Correct Answer
  17. Which of the following is most likely to encourage a student to put more effort into their work?

    • Correct Answer