Preparation Manual: Section 2: How to Prepare for the TExES Exams

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, graphic, table or a combination of these. Four answer options appear below the question.

Example

The following question is an example of the single-question format. It tests knowledge of Visually Impaired Competency 015: The teacher of students with visual impairments, including students with additional disabilities, knows how to establish partnerships with other professionals, paraprofessionals, service providers and organizations to enhance learning opportunities for students with visual impairments.

Which of the following is the best example of the use of role release by a teacher of students with visual impairments in the case of a child with severe multiple and visual impairments?

The teacher of students with visual impairments recommends instructional modifications in the classroom.
The teacher of students with visual impairments teaches parents/guardians how to practice choice-making activities with the child at home.
The child's general education teacher sends the child to a resource room for vision-related instruction.
The child's parents/guardians agree that the teacher of students with visual impairments may perform tasks generally associated with parenting, such as feeding.

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.

This question addresses the concept of role release, an important practice in the provision of special education services for students with severe multiple and visual impairments. Look at the answer choices and consider which of them is the best example of the concept of role release.

Option A suggests that role release occurs when the teacher of students with visual impairments recommends instructional modifications in the classroom. The term "role release" does not refer to such a situation. Option A may be eliminated as the best response to the question.

Option B suggests that a teacher of students with visual impairments should teach the parents/guardians how to practice choice-making activities with the child at home. This is the best example of role release. The teacher of students with visual impairments, who is a highly trained specialist, has a specific role in addressing the child's needs, which in this case can be met with choice-making activities. Through careful training and monitoring, the teacher can ensure that the parents/guardians learn to provide this service for the child at home; that is, the teacher releases a specific role to the parents/guardians after ensuring that they can perform that role safely and effectively. Option B may be the best response to the question.

Option C suggests that a general education teacher sending a child to a resource room for vision-related instruction is an example of role release. Although general education teachers are commonly responsible for implementing instructional adaptations for students with special needs, the teachers' primary role is to provide content-area instruction. When a general education teacher sends a child to a resource room for disability-related instruction, the teacher is not releasing his or her role as the child's general education teacher. Option C may be eliminated as the best response to the question.

Option D suggests that parents/guardians who agree to allow professionals in the school to perform tasks generally associated with parenting are engaging in role release. However, all teachers help children with activities that are also performed by parents at home. For example, teachers may help with feeding, toileting, disciplining, consoling and so forth. The term "role release" is not typically used to refer to those types of situations. Option D may be eliminated as the best response to the question.

Of the alternatives offered, only option B, which describes a teacher of students with visual impairments who trains parents/guardians to practice choice-making activities, provides an example of role release as the term is used in regard to special education services for students with severe multiple and visual impairments. Therefore, the correct response is option B.

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 (excerpts from a case file on Jill, a student with a visual impairment).

Jill Harding
REPORT OF EYE EXAMINATION

Patient name: Jill Harding
Date of birth: January 29, 20XX
Age: 1 year, 10 months
Date of exam: November 12, 20XX

Ocular History
Jill demonstrates a history of congenital pendular nystagmus, infantile cataracts, and microphthalmia. Additionally, she developed glaucoma at the age of 6 months. Jill's father, James, reported a history of similar conditions during intake.

Visual Acuity

	Near	Distance
OS	corrected 20/600	corrected N/A uncorrected HM at 4 feet
OD	corrected 20/450	corrected N/A uncorrected HM at 8 feet
OU	corrected 20/450	corrected N/A uncorrected HM at 8 feet

Examination of the Eyes
Jill's muscle function was determined to be abnormal due to nystagmus. Her current intraocular pressure was 23 mm Hg OS and 24 mm Hg OD. Her lids, lashes, and pupillary responses are all shown to be within normal measures.

Visual Abilities
Jill demonstrated a substantial field loss in the peripheral areas in each eye. She also has difficulty maintaining ocular stability and that makes the use of her peripheral vision even more problematic. She appeared to be sensitive to light.

Prognosis and Treatment
Jill's condition is considered to be permanent and will probably be progressive. It is recommended that her medical team continue to monitor her glaucoma, the condition of her retina, and overall eye health carefully.

EYE CARE PROFESSIONAL: Dr. Ashley Frietag, MD, Pediatric Ophthalmology

Now you are prepared to respond to the first of five questions associated with this stimulus. The first question tests knowledge of Visually Impaired Competency 001: The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual students' needs.

1. Jill's visual acuity is obviously very depressed due to her microphthalmia. However, even if she had normal visual development, a child her age would typically experience the following refractive error.

Myopia
Hyperopia
Astigmatism
Nystagmus

Suggested Approach

Option A suggests that a child with normal visual development would experience the refractive error of myopia or nearsightedness. Because most babies are born farsighted, option A may be the eliminated as the best response to this question.

Option B suggests that a child with normal visual development likely would have hyperopia. This question tests the knowledge of the human visual system, including diseases and disorders that affect vision so that the teacher can respond to individual student's needs. Because most babies are indeed born with farsighted, or hyperopic, option B should be selected as the best answer for this question.

Option C suggests that a child with normal visual development would experience astigmatism. Astigmatism is a vision condition that causes blurred vision due either to the irregular shape of the cornea, the clear front cover of the eye, or sometimes the curvature of the lens inside the eye. There is no evidence of normal development in Jill's case file that indicates that she has this particular visual defect which results in blurred vision. Option C is not the best response to this question.

Option D suggests that a child with normal visual development would experience nystagmus. Nystagmus is not part of normal development. Even though the "Visual Function" section of Jill's case file indicated the presence of the rapid, involuntary, pendular motion of the eyeball that is characteristic of nystagmus, the question asked about normal development. Option D is not the best response to this question.

Of the alternatives offered, the one that demonstrates knowledge of diseases and disorders that affect vision, and uses this knowledge from Jill's Functional Vision information to respond to her needs. Therefore, the correct response is option B.

Now you are ready to answer the next question. The second question measures Visually Impaired Competency 005: The teacher of students with visual impairments, including students with additional disabilities, understands the process of functional vision/learning media assessment, is familiar with a wide range of formal and informal assessments, understands how to adapt assessments for students with visual impairments and applies appropriate procedures for administering assessments.

2. During preparation for Jill's Functional Vision Evaluation (FVE), the TVI reviews the Eye Report and immediately notices that the most important piece of information that needs to be determined during the completion of the evaluation is

a better and more accurate determination of her visual acuity.
a detailed definition of the type of nystagmus that Jill has.
a better understanding of where Jill's best visual fields are located.
a better understanding of how Jill visually performs different tasks in different environments.

Suggested Approach

Carefully consider the information presented in the case file, then read and reflect on the question, which asks: What is the most important piece of information that needs to be determined during the completion of the Functional Vision Evaluation (FVE)?

Option A suggests that the most important piece of information that needs to be determined during the completion of the Functional Vision Evaluation (FVE) is a better and more accurate determination of her visual acuity. The report presented on Jill does provide a very detailed description of her acuity as determined in the doctor's office. It is important to make a determination of acuity but an essential aspect of a FVE is to determine how well she uses her vision in her natural environments and under different conditions. The teacher of the students with visual impairments therefore must determine more than an acuity. Option A is not the best response to this question.

Option B suggests that a specific definition of the type of nystagmus that Jill has is the most important piece of information the teacher of the visually impaired needs to determine in the completion of the Functional Vision Evaluation (FVE). The eye medical professional has identified the type of nystagmus as a congenital pendular nystagmus. Again, while the definition is useful, a clearer understanding of how Jill uses her vision is essential to the completion of the FVE. Option B may be eliminated as the best response to this question.

Option C suggests that a better understanding of where Jill's best visual fields are located is the most important piece of information that needs to be determined to complete the Functional Vision Evaluation (FVE). Jill has been determined by the eye medical staff to have peripheral field loss. To assess the impact of that loss on Jill's performance, it is essential that the TVI assess her performing tasks in her functional environment. Therefore, option C is not the best response to this question.

Option D suggests that a better understanding of how Jill visually performs different tasks in different environments is the most important piece of information needed at this time. The Eye Report does not contain this piece of information, which is needed to perform the FVE on Jill. Option D is the best response to this question.

Of the alternatives offered, only the one that best suggests the most important piece of information that needs to be determined during the completion of the Functional Vision Evaluation (FVE), in this case a better understanding of how Jill visually performs different tasks in different environments, should be selected. Therefore, the correct response is option D.

Now you are ready to respond to the next question. This question tests knowledge of Visually Impaired Competency 006: The teacher of students with visual impairments, including students with additional disabilities, knows how to interpret scores, reports and other formal and informal assessment data and communicates those results in oral and written reports.

3. In reading the Eye Report, you notice that Jill's intraocular pressures are 23 and 24. This is unsettling to you because you immediately realize that Jill

may be at increased risk of optic nerve and retinal damage.
may develop a retinal detachment because of the pressure levels.
has an overly large Canal of Schlemm.
will continue to have progressively worse myopia as the pressure from the eye causes the cornea to expand.

Suggested Approach

Carefully review the information presented in the case file, then read and reflect on the question, which asks for an interpretation of the information contained in the Eye Report.

Option A suggests that the information in Jill's Eye Report indicates the possibility of increased risk of damage to the optic nerve and the retinal cells. The pressure levels of 23 and 24 are above normal limits and she is being treated for glaucoma. Increased pressure and glaucoma can cause retinal and optic nerve damage. Option A may be the best response to this question.

Option B suggests that Jill may develop a retinal detachment or a split because of the pressure levels indicated on the Eye Report. Retinal detachments are typically caused by the loss of vitreous, trauma, or diabetes rather than increased pressure or glaucoma. Option B may be eliminated as the best response to this question.

Option C suggests that Jill has an overly large Canal of Schlemm based on the Eye Report. In some cases glaucoma and increased eye pressure can be linked to a blockage in the Canal of Schlemm. Increased pressure is not associated with an overly large canal. Option C may be eliminated as the best response to this question.

Option D suggests that Jill will continue to have progressively worse myopia as the pressure from the eye causes the cornea to expand. Increased pressure can impact the health of various parts of the eye including the cornea and optic nerve. Additionally, bulging of the cornea, as with keratoconus, could present initially as myopia. But, there is no indication that increased pressure would cause the cornea to expand. Option D is not the best response to this question.

Of the alternatives offered, the information in Jill's Eye Report indicates that she has increased eye pressure. That increase in pressure would indicate the possibility of an increased risk of optic nerve and retinal damage as stated in option A. Therefore, the correct response is option A.

Now you are ready to respond to the next question. This question tests knowledge of Visually Impaired Competency 015: The teacher of students with visual impairments, including students with additional disabilities, knows how to establish partnerships with other professionals, paraprofessionals, service providers and organizations to enhance learning opportunities for students with visual impairments.

4. A teacher of students with visual impairments completes a functional vision evaluation and learning media assessment (FVE/LMA) for Jill. Under the provisions of the memorandum of understanding between the Early Childhood Intervention (ECI) program and the Texas Education Agency (TEA), when should Jill's FVE/LMA first be reassessed?

At the time of her three-year reevaluation
At the time she begins public school
At a time one year from the report or before
At the time she begins first grade

Suggested Approach

Carefully review the information presented in the case file, then read and reflect on the question, which asks for the length of time between completion of the FVE/LMA and the next visit with Jill.

Option A suggests that the next time Jill will be seen after completion of the FVE/LMA is at the time of her 3-year reevaluation. Because Jill is served by ECI, her assessments must be updated on a yearly basis. If Jill was above 3 years old you may have considered this option. Because Jill is under 3 years of age and is served by ECI, option A may be eliminated as the best response to this question.

Option B suggests that the next time Jill will be seen after completion of the FVE/LMA will be at the time she begins public school. Because Jill is served by ECI, her assessments must be updated on a yearly basis. In spite of the fact that Jill may start school when she turns 3 years of age, the TVI should not wait until she begins school to update her evaluation. Option B may be eliminated as the best response to this question.

Option C suggests that the next time Jill will be seen after the completion of the FVE/LMA will be at a time one year from the report or before. Again, because Jill is served by ECI, her assessments must be updated on a yearly basis. Early intervention is vital to the success of students with visual impairments because visual abilities can change quickly at this early stage of development, and accurate assessment data is essential. Option C is the best response to this question.

Option D suggests that the next time Jill will be seen after the completion of the FVE/LMA will be at the time she begins first grade. This is beyond the previous mentioned standards for ECI and, even if Jill stays on schedule, this would represent a period beyond what is expected for older students served in special education (3-year reevaluation). Option D may be eliminated as the best response to this question.

Of the alternatives offered, the period of a time one year from the report or before best meets the evaluation criteria required by ECI. Therefore, the correct response is option C.

Now you are ready to respond to the last question. This question tests knowledge of Visually Impaired Competency 005: The teacher of students with visual impairments, including students with additional disabilities, understands the process of functional vision/learning media assessment, is familiar with a wide range of formal and informal assessments, understands how to adapt assessments for students with visual impairments and applies appropriate procedures for administering assessments.

5. While performing Jill's functional vision evaluation, a teacher of students with visual impairments notes that Jill's eyes move from side to side at irregular intervals. The teacher also notes that when Jill concentrates intently on a visual target, her head turns down and to the right. The angle of Jill's head as she gazes at the target is her

nystagmus.
diplopia point.
aphakia.
null point.

Suggested Approach

Carefully review the information presented in the case file, then read and reflect on the question, which asks for the term for the angle of Jill's head as she focuses intently on a visual target.

Option A suggests that when Jill concentrates very hard on looking at a visual target, her head turns down and to the right and that angle is nystagmus. Therefore, option A may be eliminated as the best response to this question.

Option B suggests that when Jill concentrates very hard on looking at a visual target, her head turns down and to the right and that angle is the diplopia point. Therefore, option B may be eliminated as the best response to this question.

Option C suggests that when Jill concentrates very hard on looking at a visual target, her head turns down and to the right and that angle is aphakia. Therefore, option C may be eliminated as the best response to this question.

Option D suggests that when Jill concentrates very hard on looking at a visual target, her head turns down and to the right and that angle is the null point. Option D is the best response to this question.

Of the alternatives offered, option D is the only one that indicates the correct term. Therefore, the correct response is option D.

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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