GIFTED PRAXIS CERTIFICATION II PRACTICE
TEST 2026 FULL SOLUTIONS REVIEW PACK
◉ Gifted children typically get similar results with different types of
I.Q. tests, such as the Wechsler Preschool and Primary Scale of
Intelligence (WPPSI), the Stanford-Binet Intelligence Scale (SB), and
the Wechsler Intelligence Scale for Children (WISC).
A Neither true nor false
B True
C These I.Q. tests are not given to gifted students
D False.
Answer: D False. While average and developmentally delayed
children typically get very similar scores in a variety of I.Q. tests,
gifted children more often get radically differing scores from test to
test.
◉ Binh is in fifth grade. He was identified as gifted in leadership in
third grade and entered into a Gifted and Talented program. He has
always been mercurial, energetic, and moody, but until now it was
not apparent that his studies were affected. Because his classroom
behavior has worsened and his grades have been affected, his fifth
grade teacher wanted him evaluated for Attention Deficit
Hyperactivity Disorder. Should he be diagnosed with ADHD, what
will happen to his gifted and talented status?
,A He will be removed from the Gifted and Talented program; his
learning issues preclude advanced studies. If, at some future point,
he wants to return to the program, he will have to be re-evaluated
for it
B He will remain in the program and it will be modified to become
more appropriate for his learning needs. It is illegal to discriminate
against students with learning or behavioral disorders
C Because this has been a doc.
Answer: B He will remain in the program and it will be modified to
become more appropriate for his learning needs. It is illegal to
discriminate against students with learning or behavioral disorders
◉ Students identified as gifted and talented can demonstrate serious
lack of motivation that hinders their performances. Some of the
factors contributing to underachievement are low self-efficacy, not
finding the class interesting, not finding the class useful, a student's
lack of self-regulation skills, and
A The work isn't challenging enough
B When the work is too challenging
C If the student is ostracized and unwilling to participate in class
D Because the child is so bright, the family has treated him or her
with indulgence. As a result, the child expects to be treated as
special.
Answer: A The work isn't challenging enough. Gifted and talented
students learn best when they are interested in the material, allowed
,to explore it independently and are challenged by it. They are not
motivated by grades or products so much as by the learning process.
◉ According to Sternberg's triarchic model of intelligence, three
central qualities comprise giftedness: componential intelligence (the
ability to analyze), experiential intelligence (the ability to think
abstractly), and
A Essential intelligence
B Contextual intelligence
C Analytic intelligence
D Creative intelligence.
Answer: B Contextual intelligence. According to Sternberg's
Triarchic Theory of Intelligence, componential intelligence (the
ability to analyze, think in abstract terms and efficiently process
information), experiential intelligence (the ability to creatively
combine unrelated information and to perceive patterns in material
that, on the surface, appears to be unrelated) and contextual
intelligence (the ability to apply thinking skills to practical situations
by reassessing one's position in terms of strengths and weaknesses)
are the three core qualities of giftedness.
◉ What type of assessment is often used to identify gifted students
in leadership, creativity, or artistic areas?
A Quantitative
B Formal and informal
, C Qualitative
D Both qualitative and quantitative.
Answer: C Qualitative
◉ The steps to curriculum compacting includes understanding
learning objectives, identifying students who can master objectives
most quickly, pretesting, streamlining instructional periods for
students who understand objectives, and:
A Recommending acceleration opportunities
B Recommending students be advanced a grade
C Reviewing assessments
D Passing these students on to a Gifted and Talented teacher.
Answer: A Recommending acceleration opportunities
◉ When creating a Total Talent Portfolio, who is primarily
responsible for deciding what to include, maintaining the portfolio,
and establishing goals?
A The student in the primary position, with the teacher to review
and approve
B The student and the teacher working as partners
C The teacher in the primary position, supported by the student
D The student is primarily responsible.
Answer: A The student in the primary position, with the teacher to
review and approve
TEST 2026 FULL SOLUTIONS REVIEW PACK
◉ Gifted children typically get similar results with different types of
I.Q. tests, such as the Wechsler Preschool and Primary Scale of
Intelligence (WPPSI), the Stanford-Binet Intelligence Scale (SB), and
the Wechsler Intelligence Scale for Children (WISC).
A Neither true nor false
B True
C These I.Q. tests are not given to gifted students
D False.
Answer: D False. While average and developmentally delayed
children typically get very similar scores in a variety of I.Q. tests,
gifted children more often get radically differing scores from test to
test.
◉ Binh is in fifth grade. He was identified as gifted in leadership in
third grade and entered into a Gifted and Talented program. He has
always been mercurial, energetic, and moody, but until now it was
not apparent that his studies were affected. Because his classroom
behavior has worsened and his grades have been affected, his fifth
grade teacher wanted him evaluated for Attention Deficit
Hyperactivity Disorder. Should he be diagnosed with ADHD, what
will happen to his gifted and talented status?
,A He will be removed from the Gifted and Talented program; his
learning issues preclude advanced studies. If, at some future point,
he wants to return to the program, he will have to be re-evaluated
for it
B He will remain in the program and it will be modified to become
more appropriate for his learning needs. It is illegal to discriminate
against students with learning or behavioral disorders
C Because this has been a doc.
Answer: B He will remain in the program and it will be modified to
become more appropriate for his learning needs. It is illegal to
discriminate against students with learning or behavioral disorders
◉ Students identified as gifted and talented can demonstrate serious
lack of motivation that hinders their performances. Some of the
factors contributing to underachievement are low self-efficacy, not
finding the class interesting, not finding the class useful, a student's
lack of self-regulation skills, and
A The work isn't challenging enough
B When the work is too challenging
C If the student is ostracized and unwilling to participate in class
D Because the child is so bright, the family has treated him or her
with indulgence. As a result, the child expects to be treated as
special.
Answer: A The work isn't challenging enough. Gifted and talented
students learn best when they are interested in the material, allowed
,to explore it independently and are challenged by it. They are not
motivated by grades or products so much as by the learning process.
◉ According to Sternberg's triarchic model of intelligence, three
central qualities comprise giftedness: componential intelligence (the
ability to analyze), experiential intelligence (the ability to think
abstractly), and
A Essential intelligence
B Contextual intelligence
C Analytic intelligence
D Creative intelligence.
Answer: B Contextual intelligence. According to Sternberg's
Triarchic Theory of Intelligence, componential intelligence (the
ability to analyze, think in abstract terms and efficiently process
information), experiential intelligence (the ability to creatively
combine unrelated information and to perceive patterns in material
that, on the surface, appears to be unrelated) and contextual
intelligence (the ability to apply thinking skills to practical situations
by reassessing one's position in terms of strengths and weaknesses)
are the three core qualities of giftedness.
◉ What type of assessment is often used to identify gifted students
in leadership, creativity, or artistic areas?
A Quantitative
B Formal and informal
, C Qualitative
D Both qualitative and quantitative.
Answer: C Qualitative
◉ The steps to curriculum compacting includes understanding
learning objectives, identifying students who can master objectives
most quickly, pretesting, streamlining instructional periods for
students who understand objectives, and:
A Recommending acceleration opportunities
B Recommending students be advanced a grade
C Reviewing assessments
D Passing these students on to a Gifted and Talented teacher.
Answer: A Recommending acceleration opportunities
◉ When creating a Total Talent Portfolio, who is primarily
responsible for deciding what to include, maintaining the portfolio,
and establishing goals?
A The student in the primary position, with the teacher to review
and approve
B The student and the teacher working as partners
C The teacher in the primary position, supported by the student
D The student is primarily responsible.
Answer: A The student in the primary position, with the teacher to
review and approve
