Preparation Manual
Section 2: How to Prepare for the Exams
This section of the preparation manual provides information to help you prepare to take the TExES exams.
Learn What the Exam Covers
You may have heard that there are several different versions of the same exam. It's true. You may take one version of the exam and your friend may take a different version. Each exam has different questions covering the same subject area, but both versions of the exam measure the same skills and content knowledge.
You'll find specific information on the exam you're taking in the Overview and Exam Framework section of the preparation manual, which outlines the content areas that the exam measures and what percentage of the exam covers each area.
Begin by reviewing the preparation manual for your exam in its entirety, paying particular attention to the content specifications. The content specifications detail the knowledge and skills to be measured on the exam. The Educator Standards section of the prep manual lists the standards necessary for a teacher of that subject.
Once you have reviewed the preparation manual and the standards, you can create your own personalized study plan and schedule based on your individual needs and how much time you have before exam day. Be sure to also seek other resources to strengthen your content knowledge.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your exam. Some people study better on their own, while others prefer a group setting. You may have more energy early in the day, but another test taker may concentrate better in the evening. Use this guide to develop the approach that works best for you.
Assess How Well You Know the Content
Use your review of the competencies to focus your study time on those areas containing knowledge and skills with which you are less familiar. You should leave yourself time to review the content of all domains and competencies, both the familiar and the less familiar ones, but the focus of your preparation time and priority in your studying should be placed upon those areas about which you are least confident.
Think carefully about how well you know each area; research shows that test takers tend to overestimate their preparedness. People often glance at the specifications, or at the exam questions (with "a peek" at the answers at the same time), and think that they know the content of the exam. This is why some test takers assume they did well and then are surprised to find out they did not pass.
The exams are demanding enough to require serious review. The longer you've been away from the content the more preparation you will most likely need. If it has been longer than a few months since you've studied your content area, make a concerted effort to prepare. You have everything to gain and nothing to lose from such an approach.
Familiarize Yourself with the Different Types of Exam Questions
The TExES exams include several types of exam questions, which can be broken into two categories: selected response (multiple choice) and constructed response (for which you write or record a response of your own that is scored by trained raters based on scoring guidelines). You may be familiar with these question formats from taking other standardized tests. If not, familiarize yourself with them so you don't spend time during the exam figuring out how to answer them.
How to Approach Unfamiliar Question Formats
Some questions include introductory information such as a table, graph, or reading passage (often called a stimulus) that provides the information the question asks for. New formats for presenting information are developed from time to time. Exams may include audio and video stimulus materials, such as a movie clip or some kind of animation, instead of a map or reading passage.
Exams may also include interactive types of questions. These questions take advantage of technology to assess knowledge and skills that go beyond what can be assessed using standard single-selection selected-response questions. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond.
For most questions, you will respond by clicking an oval to choose a single answer choice from a list of options. Other questions may ask you to respond by:
- Selecting all that apply. In some questions, you will be asked to choose all the options that answer the question correctly.
- Typing in an entry box. You may be asked to enter a text or numeric answer. Some questions may have more than one place to enter a response.
- Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected.
- Clicking parts of a graphic. In some questions, you will choose your answer by clicking on location(s) on a graphic such as a map or chart, as opposed to choosing from a list.
- Clicking on sentences. In questions with reading passages, you may be asked to choose your answer by clicking on a sentence or sentences within the reading passage.
- Dragging and dropping answer choices into "targets" on the screen. You may be asked to choose an answer from a list and drag it into the appropriate location in a table, paragraph of text, or graphic.
- Selecting options from a drop-down menu. This type of question will ask you to select the appropriate answer or answers by selecting options from a drop-down menu (e.g., to complete a sentence).
Remember that with every question, you will get clear instructions on how to respond.
Approaches to Answering Selected-Response Questions
The information below describes some selected-response question formats that you will typically see on TExES exams and suggests possible ways to approach thinking about and answering them. These approaches are intended to supplement and complement familiar test-taking strategies with which you may already be comfortable and that work for you. Fundamentally, the most important component in ensuring your success is familiarity with the content that is covered on the exam. This content has been carefully selected to align with the knowledge required to begin a career as a teacher in the state of Texas.
The questions on each exam are designed to assess your knowledge of the content described in the competencies of each exam. In most cases, you are expected to demonstrate more than just your ability to recall factual information. You may be asked to think critically about the information, to analyze it, to compare it with other knowledge you have, or to make a judgment about it.
Be sure to read the directions carefully to ensure that you know what is required for each exam question. Leave no questions unanswered. Your score will be determined by the number of questions you answer correctly.
Question Types
You may see the following types of selected-response questions on the exam:
- Single Questions
- Clustered Questions
Below you will find descriptions of these commonly used question formats, along with suggested approaches for responding to each type.
Single Questions
The single-question format presents a direct question or an incomplete statement. It can also include a reading passage, movie clip, graphic, table, or a combination of these.
Example
The following question is an example of the single-question format. It tests knowledge of School Counselor Competency 002—(Diversity and Cultural Competence): Understand diversity issues and cultural competencies related to school counseling and environments that promote respect and affirmation for all students.
Middle school teachers have been working with the school counselor to develop strategies for promoting a positive learning environment that will empower students to address classroom issues as a team. The teachers and the counselor have decided to implement regular class problem-solving meetings to help achieve this goal. Which of the following approaches by the counselor would best assist the teachers as they initiate the class problem-solving meetings?
- providing teachers with various professional resources related to facilitating effective meetings
- advising teachers to maintain a journal on challenges and successes in implementing the meetings
- collaborating with teachers to design an evidence-based meeting model to implement with students
- offering to observe as teachers conduct the first few meetings with their students and provide feedback
Suggested Approach
Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice, and mark your answer. As you read the question, think about various ways for the school counselor to assist the teachers in implementing class problem-solving meetings and would be the best way to help teachers begin this effort. Next, look at the response options and consider which of them describes the best way for the counselor to assist the teachers.
Option A suggests that providing teachers with various professional resources related to facilitating effective meetings would be the best approach to helping the teachers initiate class problem-solving meetings. The approach described in this response provides nonspecific resources and places the responsibility for effective class problem-solving meetings solely on the teachers and does not include any active assistance from the school counselor. Therefore, option A can be eliminated as the correct response to this question.
Option B suggests that advising teachers to maintain a journal on challenges and successes in implementing the meetings would be the best approach to helping the teachers initiate class problem-solving meetings. The approach described in this response would facilitate teachers' reflections as they initiate class problem-solving meetings, but it is a reactive rather than a proactive approach to the situation. The school counselor is not providing direct assistance. Therefore, option B can be eliminated as the correct response to this question.
Option C suggests that collaborating with teachers to design an evidence-based meeting model to implement with students would be the best approach to helping the teachers initiate class problem-solving meetings. Various problem-solving models exist that are applicable to individuals and/or groups. Collaboration with teachers to design a model to implement with students enables the school counselor to help teachers tailor meeting processes to support their specific goals and the needs of the students.
Option D suggests that offering to observe as teachers conduct the first few meetings with their students and provide feedback would be the best approach to helping the teachers initiate class problem-solving meetings. The approach described in this response may be beneficial, but it relies on addressing issues or challenges once they have occurred instead of planning steps that might prevent common issues with class problem-solving meetings. Therefore, option D can be eliminated as the correct response to this question.
Of the options offered, only collaborating with teachers to design an evidence-based meeting model to implement with students would be the best approach to helping the teachers initiate class problem-solving meetings. Collaborating with teachers to design a model to implement is a way for the school counselor to engage actively with teachers as they initiate this new strategy for promoting a positive learning environment that will empower students to address classroom issues as a team. Therefore, the correct response is option C.
Clustered Questions
Clustered questions are made up of a stimulus and two or more questions relating to the stimulus. The stimulus material can be a reading passage, graphic, table, or any other information necessary to answer the questions that follow.
You can use several different approaches to respond to clustered questions. Some commonly used strategies are listed below.
| Strategy 1 | Skim the stimulus material to understand its purpose, its arrangement, and/or its content. Then read the questions and refer again to the stimulus material to obtain the specific information you need to answer the questions. |
|---|---|
| Strategy 2 | Read the questions before considering the stimulus material. The theory behind this strategy is that the content of the questions will help you identify the purpose of the stimulus material and locate the information you need to answer the questions. |
| Strategy 3 | Use a combination of both strategies. Apply the "read the stimulus first" strategy with shorter, more familiar stimuli and the "read the questions first" strategy with longer, more complex or less familiar stimuli. You can experiment with the sample questions in the preparation manuals and then use the strategy with which you are most comfortable when you take the actual exam. |
Whether you read the stimulus before or after you read the questions, you should read it carefully and critically. You may want to note its important points to help you answer the questions.
As you consider questions set in educational contexts, try to enter into the identified teacher's frame of mind and use that teacher's point of view to answer the questions that accompany the stimulus. Be sure to consider the questions only in terms of the information provided in the stimulus — not in terms of your own experiences or individuals you may have known.
Example
First read the stimulus (a teacher-completed developmental checklist, followed by an excerpt from the school social worker's report).
Use the information below to answer the questions that follow.
An elementary school counselor will be working with a kindergarten student who is returning to school after moving into the home of a relative due to physical abuse. The student is now in a safe home environment and the counselor will be providing individual counseling. The counselor has been provided with the information below.
Developmental Checklist Completed by Teacher Not Yet Emerging Proficient
- Works and plays cooperatively in a variety of settings.
blank X blank
- Demonstrates understanding of classroom behavior guidelines.
blank blank X
- Listens to others while in large and small groups.
blank blank X
- Uses words to describe personal feelings.
X blank blank
- Expresses emotions appropriate to a situation.
X blank blank
- Demonstrates affection and kindness toward others.
X blank blank
- Initiates play with peers.
blank X blank
- Seeks assistance from adults as appropriate.
X blank blank
- Manages impulses.
blank X blank
- Participates in group discussions.
blank X blank
- Selects and completes a task while working at a learning center.
blank blank X
- Works independently to solve problems.
blank blank X
- Exhibits self-confidence.
X blank blank
- Complies with requests or redirection.
blank blank X
School Social Worker Report (excerpt) The student was removed from the home environment two weeks ago due to physical abuse. The parents have a history of drug use. The abuse was reported by a neighbor. A physician identified new and old bruises on the student's legs, a broken wrist, and a mild concussion. The student spent two days in the hospital and was released into the guardianship of an aunt and uncle. The aunt and uncle report that the student startles easily, has a poor appetite, and sleeps uneasily.
In the six weeks prior to the change in living arrangements, the student was absent an average of two days a week. The teacher reports significant gaps in literacy and math skills. The teacher will be providing 30 minutes of individual instruction each day in these areas.
At the current time, the student's parents are in a drug addiction program and do not have visitation rights. They have appealed to the courts for visitation upon successful completion of the drug program.
Now you are prepared to respond to the first of the four questions associated with this stimulus. The first question tests School Counselor Competency 001—(Human Development and Learning): Understand theories and processes of human development and learning as well as factors that influence development and learning.
1. To work effectively with this student, the school counselor should make which of the following goals the most important priority?
- maintaining regular contact with the student's parents and guardians
- teaching the student the principles of personal safety and how to apply them
- helping the student form strong relationships with same-age peers
- establishing an environment of physical and emotional safety for the student
Suggested Approach
Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice, and mark your answer. As you read the question, think about possible goals that the school counselor could have in working with this student. Next, look at the response options and consider which of them describes the counselor's most important goal in working effectively with this student.
Option A suggests that maintaining regular contact with the student's parents and guardians should be the school counselor's most important goal in working with this student. The student is not currently living with parents, having been removed from the home. It would be important for the counselor to maintain contact with the student's aunt and uncle, but that is a secondary goal as it does not relate directly to the counselor's work with the student. Therefore, option A can be eliminated as the correct response to this question.
Option B suggests that teaching the student the principles of personal safety and how to apply them should be the school counselor's most important goal in working with this student. This goal suggests that the student bears some responsibility for the situation due to lack of knowledge or an inability to self-protect. Going forward, this goal would be appropriate, but at this point it would be counterproductive to the counselor's ability to work effectively with the student. Therefore, option B can be eliminated as the correct response to this question.
Option C suggests that helping the student form strong relationships with same-age peers should be the school counselor's most important goal in working with this student. The student has experienced significant trauma according to the school social worker's report. Students who have experienced trauma are often withdrawn until they feel secure in their surroundings, and the student is showing emerging abilities to interact with peers. Therefore, option C can be eliminated as the correct response to this question.
Option D suggests that establishing an environment of physical and emotional safety for the student should be the school counselor's most important goal in working with this student. Until the student feels a sense of physical and emotional safety, the student will be unable to move on to forming trusting relationships with others, either adults or peers. According to Maslow's hierarchy of needs, students are unable to function and learn effectively unless their basic need for safety is met.
Of the options offered, only establishing an environment of physical and emotional safety for the student addresses the student's immediate needs. These immediate needs should guide the school counselor's initial goals in working effectively with this student. Once the student feels safe, the counselor will be able to work with the student toward other goals related to the student's functioning at home and school. Therefore, the correct response is option D.
Now you are prepared to respond to the second of the four questions associated with this stimulus. The second question also tests School Counselor Competency 001—(Human Development and Learning): Understand theories and processes of human development and learning as well as factors that influence development and learning.
2. Based on the information provided, which of the following potential interventions would best support the student's emotional development?
- assigning the student a buddy to provide assistance when the student feels overwhelmed
- allowing the student to retreat to a quiet space within the classroom as needed
- providing the student with an emotional thermometer to express feelings and state of mind
- giving the student a specific responsibility in the operation of the classroom
Suggested Approach
Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice, and mark your answer. As you read the question, think about potential interventions that could be used to support the student's emotional development. Next, look at the response options and consider which of them describes the best intervention for this specific student.
Option A suggests that assigning the student a buddy to provide assistance when the student feels overwhelmed is the intervention that would best support the student's emotional development. The information provided does not suggest that the student feels overwhelmed. At the kindergarten level, peers are not yet fully equipped to provide the type of assistance and support that a student who has been traumatized needs. Therefore, option A can be eliminated as the correct response to this question.
Option B suggests that allowing the student to retreat to a quiet space within the classroom as needed is the intervention that would best support the student's emotional development. The student is already somewhat withdrawn according to the checklist. Allowing the student to withdraw further would hinder rather than support continued emotional development because the student would be avoiding concerning situations and troubling emotions. Therefore, option B can be eliminated as the correct response to this question.
Option C suggests that providing the student with an emotional thermometer to express feelings and state of mind is the intervention that would best support the student's emotional development. According to the checklist, the student is not acknowledging or expressing emotions appropriately. An emotional thermometer provides the student with a concrete and developmentally appropriate support for identifying specific emotions. This intervention provides scaffolding to help the student begin naming emotions and feelings.
Option D suggests that giving the student a specific responsibility in the operation of the classroom is the intervention that would best support the student's emotional development. This intervention would be effective in drawing the student into the life of the classroom. Giving students tasks in the operation of the classroom primarily promotes social responsibility and does not address the primary goal of supporting the student's emotional development. Therefore, option D can be eliminated as the correct response to this question.
Of the options offered, only the intervention of providing the student with an emotional thermometer to express feelings and state of mind addresses one or more areas of need in relation to the student's emotional development. Learning how to name and express feelings is an important milestone in emotional development and is particularly important for students who have experienced trauma. Therefore, the correct response is option C.
Now you are prepared to respond to the third of the four questions associated with this stimulus. The third question tests School Counselor Competency 004—(Responsive Services): Understand techniques for designing supports and interventions to address the needs, concerns, and challenges affecting students' continued educational, career, personal, and social development.
3. Given the student's history and current level of functioning, which of the following counseling approaches would be most appropriate?
- rational emotive behavior therapy to help the student recognize irrational feelings of guilt
- open-ended play-based activities to work through damaging experiences
- solution-focused brief therapy to develop alternate responses to emotional situations
- cognitive behavioral techniques to develop new patterns of thinking
Suggested Approach
Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice, and mark your answer. As you read the question, think about the student's history and current level of functioning as well as the various counseling approaches that the school counselor could use with the student. Next, look at the response options and consider which of them describes the most appropriate counseling approach in relation to the student's situation and functioning.
Option A suggests that rational emotive behavior therapy to help the student recognize irrational feelings of guilt would be the most appropriate counseling approach for responding to the student's history and current level of functioning. There is no evidence in the information provided that the student is experiencing irrational feelings of guilt. Additionally, rational emotive behavior therapy is designed for students older than five. Therefore, option A can be eliminated as the correct response to this question.
Option B suggests that open-ended play-based activities to work through damaging experiences would be the most appropriate counseling approach for responding to the student's history and current level of functioning. Play-based activities are geared primarily toward young children. These activities help children explore life events that may be affecting their current circumstances through play. Play-based activities help children accept their emotions, develop trust and confidence, and improve their behavior.
Option C suggests that solution-focused brief therapy to develop alternate responses to emotional situations would be the most appropriate counseling approach for responding to the student's history and current level of functioning. Solution-focused brief therapy emphasizes a person's present and future circumstances and goals rather than past experiences. In this counseling approach, the symptoms or issues bringing a person to counseling are not typically targeted. This student still needs to work through past trauma. Therefore, option C can be eliminated as the correct response to this question.
Option D suggests that cognitive behavioral techniques to help the student develop new patterns of thinking would be the most appropriate counseling approach for responding to the student's history and current level of functioning. Cognitive behavioral techniques require a level of cognitive processing and abilities that most five-year-olds have not yet developed. This counseling approach is highly structured and has not been empirically proven to be effective with three- to seven-year-olds.
Of the options offered, only open-ended play-based activities to help the student work through damaging experiences is the appropriate counseling approach for promoting the student's emotional development. Play-based activities are developmentally appropriate and focus on overcoming traumatizing or emotionally damaging events. Therefore, the correct response is option B.
Now you are prepared to respond to the fourth of the four questions associated with this stimulus. The fourth question also tests School Counselor Competency 004—(Responsive Services): Understand techniques for designing supports and interventions to address the needs, concerns, and challenges affecting students' continued educational, career, personal, and social development.
4. The school counselor plans to provide the student with frequent opportunities to make choices related to activities and materials to work with during counseling. According to best practice in the area of trauma, the primary focus of this approach should be to:
- help the student gain a sense of empowerment.
- assist the student in establishing personal boundaries.
- encourage the student to step outside the comfort range.
- prepare the student to persist when facing challenges.
Suggested Approach
Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice, and mark your answer. As you read the question, think about the student's history and current level of functioning as well as best practices for students who have experienced trauma and the expected outcomes of the practices. Next, look at the response options and consider which of them describes what the primary focus should be of providing the student with frequent opportunities to make choices during counseling.
Option A suggests that the primary focus of providing the student with frequent opportunities to make choices related to activities and materials to work with during counseling should be to help the student gain a sense of empowerment. Children with a history of trauma have experienced a lack of control. When children have an opportunity to exercise choice and control in an activity, they gain a sense of control within their environment, which in turn can lead to feeling empowered and confident.
Option B suggests that the primary focus of providing the student with frequent opportunities to make choices related to activities and materials to work with during counseling should be to assist the student in establishing personal boundaries. Establishing personal boundaries is an important skill for children to acquire. However, this skill is best developed through strategies such as role playing, modeling, and activities to help children develop empathy. Therefore, option B can be eliminated as the correct response to this question.
Option C suggests that the primary focus of providing the student with frequent opportunities to make choices related to activities and materials to work with during counseling should be to encourage the student to step outside the comfort range. The student's sense of personal safety has been damaged through the experienced trauma. The student first needs to regain a sense of safety in order to take risks associated with stepping outside the comfort range. Therefore, option C can be eliminated as the correct response to this question.
Option D suggests that the primary focus of providing the student with frequent opportunities to make choices related to activities and materials to work with during counseling should be to prepare the student to persist when facing challenges. Persistence is not developed through choices but through the development of coping strategies and resilience. Therefore, option D can be eliminated as the correct response to this question.
Of the options offered, helping the student gain a sense of empowerment as a primary focus aligns with best practice in the area of trauma. Providing choices to promote a sense of empowerment helps repair the damage caused by the student's trauma and builds the student's confidence. Therefore, the correct response is option A.
Preparing for the Constructed-Response Question
When preparing for the examination's constructed-response question, read the sample question and scoring rubric carefully (both are available in Section 5 of this preparation manual). You may wish to draft a response to the sample question by reading the question and planning, writing, and revising your essay.
Please note that, on the actual examination, you will be scored only on the response that you type on the computer. Also, because you may not use any reference materials during the exam, it is recommended that you refrain from using a dictionary, a thesaurus, or textbooks while writing your practice response.
Once you have written your practice response, reread the scoring rubric, and then read the sample responses. Rationales that explain how the responses characterize the score point description are provided for each response. After you have read through these materials, review your own response in light of the score point descriptions. You may also wish to review your response and the score scale with staff in your educator preparation program.
Gather Study Materials
For all content areas, think about where you might be able to obtain materials for review:
- Did you have a course in which the area was covered?
- Do you still have your book or your notes?
- Does your college library have a good introductory college-level text in this area?
- Does your local library have a high school-level text?
Do you know a teacher or professor who can help you organize your study? Would a study group suit you and help you maintain momentum? People have different study methods that work for them — use whatever you know that works for you.
Preparation manuals are available for all Texas educator certification program exams. Each prep manual provides a combination of exam preparation and practice, including sample questions and answers with explanations. You can also find informational tutorials and interactive practice exams for some fields.
Plan and Organize Your Time
You can begin to plan and organize your time while you are still collecting materials. Allow yourself plenty of review time to avoid cramming new material at the end. Here are a few tips:
- Choose a testing date far enough in the future to leave you plenty of preparation time. For exam date information, refer to the exam's information page on the Texas Educator Certification Examination Program website.
- Work backward from the exam date to figure out how much time you will need for review.
- Set a realistic schedule — and stick to it.
Develop Your Study Plan
A study plan provides a roadmap to prepare for the exams. It can help you understand what skills and knowledge are covered on the exam and where to focus your attention. A study plan worksheet is available on the Texas Educator Certification Examination Program website. You can use this worksheet to:
- Define Content Areas: List the most important content areas for your exam as defined in the preparation manual.
- Determine Strengths and Weaknesses: Identify where you have thorough understanding and where you need additional study in each content area.
- Identify Resources: Identify the books, courses, and other resources you plan to use to study for each content area.
- Study: Create and commit to a schedule that provides for regular study periods.
Practice
Exams with constructed-response questions assess your ability to explain material effectively. As a teacher, you'll need to be able to explain concepts and processes to students in a clear, understandable way. What are the major concepts you will be required to teach? Can you explain them in your own words accurately, completely, and clearly? Practice explaining these concepts to test your ability to effectively explain what you know.
Using Study Materials as Part of a Study Group
People who have a lot of studying to do sometimes find it helpful to form a study group with others who are working toward the same goal. Study groups give members opportunities to ask questions and get detailed answers. In a group, some members usually have a better understanding of certain topics, while others in the group may be better at other topics. As members take turns explaining concepts to each other, everyone builds self-confidence.
If the group encounters a question that none of the members can answer well, the group can go to a teacher or other expert and get answers efficiently. Because study groups schedule regular meetings, members study in a more disciplined fashion. They also gain emotional support. The group should be large enough so that various people can contribute various kinds of knowledge, but small enough so that it stays focused. Often, three to six members is a good size.
Here are some ways to use the preparation manual as part of a study group:
- Plan the group's study program. Parts of the study plan template can help to structure your group's study program. By filling out the first five columns and sharing the worksheets, everyone will learn more about your group's mix of abilities and about the resources, such as textbooks, that members can share with the group. In the sixth column ("Dates planned for study of content"), you can create an overall schedule for your group's study program.
- Plan individual group sessions. At the end of each session, the group should decide what specific topics will be covered at the next meeting and who will present each topic. Use the content domains and competencies in the preparation manual to select topics, and then select practice questions.
- Prepare your presentation for the group. When it's your turn to present, prepare something that is more than a lecture. Write two or three original questions to pose to the group. Practicing writing actual questions can help you better understand the topics covered on the exam as well as the types of questions you will encounter on the exam. It will also give other members of the group extra practice at answering questions.
- Take a practice exam together. The idea of a practice exam is to simulate an actual administration of the exam, so scheduling an exam session with the group will add to the realism and may also help boost everyone's confidence. Remember, if you take a practice exam, allow only the time that will be allotted for that exam on your administration day. You can use the questions in the preparation manual for your practice exam. Interactive practice exams are available for some fields.
- Learn from the results of the practice exam. Check each other's answers. Answers for the selected-response questions with explanations for the answers are included
in the prep manual. If your exam includes constructed-response questions, look at
the constructed-response sample questions, which contain sample responses to those
types of questions and shows how they were scored. Then try to follow the same guidelines
that the test raters use.
- Be as critical as you can. You're not doing your study partner a favor by letting him or her get away with an answer that does not cover all parts of the question adequately.
- Be specific. Write comments that are as detailed as the comments about the sample responses. Indicate where and how your study partner is doing an inadequate job of answering the question. Writing notes for your study partner may also help.
- Be supportive. Include comments that point out what your study partner got right and that therefore earned points.
Then plan one or more study sessions based on aspects of the questions on which group members did not perform well. For example, each group member might be responsible for rewriting one paragraph of a response in which someone else did an inadequate job.
Whether you decide to study alone or with a group, remember that the best way to prepare is to have an organized plan. The plan you follow should set goals based on specific topics and skills that you need to learn, and it should commit you to a realistic set of deadlines for meeting these goals. Then you need to discipline yourself to stick with your plan and accomplish your goals on schedule.
Smart Tips for Success
Learn from the experts. Take advantage of these answers to questions you may have and practical tips to help you navigate the exam and make the best use of your time.
Should I guess?
Yes. Your score is based on the number of questions you answer correctly, with no penalty or subtraction for an incorrect answer. When you don't know the answer to a question, try to eliminate any obviously wrong answers and then guess at the correct one. Try to pace yourself so that you have enough time to carefully consider every question.
Are there trick questions on the exam?
No. There are no hidden meanings or trick wording. All of the questions on the exam ask about subject matter knowledge in a straightforward manner.
Are there answer patterns on the exam?
No. You might have heard this myth: The answers on selected-response exams follow patterns. Another myth is that there will never be more than two questions with the same lettered answer following each other. Neither myth is true. Select the answer you think is correct based on your knowledge of the subject.
Can I write on the erasable sheet(s) I am given?
Yes. You can work out problems or make notes to yourself on the erasable sheet(s) provided to you by the test administrator. You may use your notes in any way that is useful to you, but be sure to enter your final answers on the computer. No credit is given for anything written on the erasable sheet(s).
Tips for Taking the Exam
- Skip the questions you find extremely difficult. Rather than trying to answer these on your first pass through the exam, leave them blank and mark them. Pay attention to the time as you answer the rest of the questions on the exam, and try to finish with 10 or 15 minutes remaining so that you can go back over the questions you left blank. Even if you don't know the answer the second time you read the questions, see if you can narrow down the possible answers and then guess.
- Keep track of the time. Keep an eye on the timer, and be aware of how much time you have left to complete your exam. You will probably have plenty of time to answer all of the questions, but if you find yourself becoming stuck on one question, you might decide to move on and return to that question later.
- Read all of the possible answers before selecting one. Then, reread the question to be sure the answer you have selected really answers the question. Remember, a question that contains a phrase such as "Which of the following does NOT ..." is asking for the one answer that is NOT a correct statement or conclusion.
- Check your answers. If you have extra time left over at the end of the exam, look over each question and make sure that you have answered it as you intended. Many test takers make careless mistakes that they could have corrected if they had checked their answers.
- Don't worry about your score when you are taking the exam. No one is expected to answer all of the questions correctly. Your score on this exam is not analogous to your score on other similar-looking (but in fact very different!) exams. It doesn't matter on the exams whether you score very high or barely pass. If you meet the minimum passing scores along with any other requirements for obtaining teaching certification, you will receive a license. In other words, what matters is meeting the minimum passing score.
- Use your energy to take the exam, not to get angry at it. Getting angry at the exam only increases stress and decreases the likelihood that you will do your best. Highly qualified educators and exam development professionals, all with backgrounds in teaching and educational leadership, worked diligently to make the exam a fair and valid measure of your knowledge and skills. The best thing to do is concentrate on answering the questions.
Do Your Best on Exam Day
You followed your study plan. You are ready for the exam. Now it's time to prepare for exam day.
Plan to end your review a day or two before the actual exam date so you avoid cramming. Take a dry run to the test center so you're sure of the route, traffic conditions, and parking. Most of all, you want to eliminate any unexpected factors that could distract you from your ultimate goal — passing the exam!
On the day of the exam, you should:
- Be well-rested.
- Bring two pieces of original (no photocopies or digital ID) and valid (unexpired) identification, printed in English in the name in which you registered. Your identification must contain your name, a recent recognizable photograph, and your signature. For more information, refer to the ID Policy page on the Texas Educator Certification Examination Program website.
- Arrive at least 30 minutes before the scheduled reporting time.
- Eat before you take the exam to keep your energy level up.
- Wear comfortable clothes and dress in layers.
You cannot control the testing situation, but you can control yourself. Stay calm. The supervisors are well trained and make every effort to provide uniform testing conditions. You can think of preparing for this exam as training for an athletic event. Once you have trained, prepared, and rested, give it your best effort...and good luck!
Are You Ready?
Review this list to determine if you're ready to take your exam.
- Do you know the Texas testing requirements for your teaching field?
- Have you followed all of the exam registration procedures?
- Do you know the topics that will be covered in each exam you plan to take?
- Have you reviewed any textbooks, class notes, and course readings that relate to the topics covered?
- Do you know how long the exam will take and the number of questions it contains?
- Have you considered how you will pace your work?
- Are you familiar with the types of questions that you may encounter during your exam?
- Are you familiar with the recommended test-taking strategies?
- Have you practiced by working through the practice questions in the preparation manual?
- If constructed-response questions are part of your exam, do you understand the scoring criteria for these items?
- If you are repeating an exam, have you analyzed your previous score report to determine areas where additional study and exam preparation could be useful?
If you answered "yes" to the questions above, your preparation has paid off. Now take the exam, do your best, pass it — and begin your teaching career!
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