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, 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 Pedagogy and Professional Responsibilities for Trade and Industrial Education Competency 002—(Resources, Technologies, and Materials): Understand how to select, adapt, and incorporate resources, technologies, and standards-aligned instructional materials to promote student success in meeting learning goals.

A twelfth-grade automotive-technology student who is doing project-based research will be using advanced technical tools to collect a large amount of data on the power and torque of a car engine. The student needs to apply statistical concepts to analyze data, evaluate results, and draw conclusions. Which of the following technology resources is likely to be most appropriate for this student in completing the project?

spreadsheet software
Web browser
graphing calculator
presentation application

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 technology tools that can be used in project-based learning, specifically tools for the specific purpose of data analysis. The question requires an understanding of the uses and capabilities of various technology tools and asks which tool would best support the student's task of data analysis. Next, look at the response options and consider which of them describes the best technology tool for this purpose.

Option A suggests that spreadsheet software would be the most appropriate tool to help the student analyze data, evaluate results, and draw conclusions. Spreadsheet software is an application that performs mathematical calculations on statistical data. If raw numbers put into the spreadsheet change, the spreadsheet will update all the calculations based on the new numbers. Spreadsheet software is also used to generate data visualizations to display statistical information.

Option B suggests that a Web browser would be the most appropriate tool to help the student analyze data, evaluate results, and draw conclusions. A Web browser is software that is used to access the Internet. A browser lets the user visit Web sites, view multimedia, link from one site to another, visit one page from another, print, and send and receive email, among many other activities. These activities do not support data analysis. Therefore, option B can be eliminated as the correct response to this question.

Option C suggests that a graphing calculator would be the most appropriate tool to help the student analyze data, evaluate results, and draw conclusions. A graphing calculator is a handheld computer that is used for plotting graphs, solving simultaneous equations, and performing other tasks with variables. While a graphing calculator can be used to create projections based on changing variables, it does not facilitate an analysis of data. Therefore, option C can be eliminated as the correct response to this question.

Option D suggests that a presentation application would be the most appropriate tool to help the student analyze data, evaluate results, and draw conclusions. Presentation applications are used to share information with an audience in person or online using a sequence of images, video, audio, and text. A presentation application would enable the student to share conclusions drawn from data but would not be useful for analysis of data. Therefore, option D can be eliminated as the correct response to this question.

Of the options offered, only spreadsheet software would support the student in performing the task of analyzing data, evaluating data, and drawing conclusions based on data. Therefore, the correct response is option A.

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's self-assessment rating scale, followed by a table of student passing rates in the teacher's courses).

Use the information below to answer the five questions that follow.

A career and technical education teacher completes a self-assessment rating scale at the end of each instructional unit. A summary of the teacher's self-assessment ratings for the current school year is shown below.

Self-Assessment Rating Scale
Area Average Rating for Current School Year

Lesson Alignment with Standards 2.7

Use of Assessment Data 1.2

Communication 2.8

Instructional Delivery 2.5

Differentiation 1.2

Learning Environment 2.5

Classroom Management 1.4

Professionalism 3.0

1 = Needs Improvement
2 = Developing
3 = Proficient

As part of the self-assessment process, the teacher also reviews data on students' average passing rates in the teacher's classes for a three-year period.

Passing Rates
Course All Students English Learners Students with Disabilities

Principles of Arts, A/V Technology, and Communications 78% 71% 70%

Professional Communications 79% 72% 69%

Web Communications 86% 84% 80%

Digital Communications in the Twenty-first Century 90% 88% 87%

**Self-Assessment Rating Scale**
Area	Average Rating for Current School Year
Lesson Alignment with Standards	2.7
Use of Assessment Data	1.2
Communication	2.8
Instructional Delivery	2.5
Differentiation	1.2
Learning Environment	2.5
Classroom Management	1.4
Professionalism	3.0
1 = Needs Improvement 2 = Developing 3 = Proficient

**Passing Rates**
Course	All Students	English Learners	Students with Disabilities
Principles of Arts, A/V Technology, and Communications	78%	71%	70%
Professional Communications	79%	72%	69%
Web Communications	86%	84%	80%
Digital Communications in the Twenty-first Century	90%	88%	87%

Now you are prepared to respond to the first of the five questions associated with this stimulus. The first question tests Pedagogy and Professional Responsibilities for Trade and Industrial Education Competency 008—(Ethics and Integrity): Understand the importance of maintaining the highest standards of ethics and integrity in personal and professional behavior.

1. The teacher's self-assessment most clearly suggests the need to develop professional goals related to which of the following topics first?

applying assessment data to guide instructional decisions
selecting appropriate and responsive instructional goals
unpacking the academic standards associated with each course
communicating high expectations for learning and achievement

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 teacher's self-assessment of performance in each area listed in the rating table. The question requires an examination of the teacher's self-assessed strengths and needs and asks which area should be the first topic to address when developing professional goals. Next, look at the response options and consider which of them describes the area in which the teacher should develop professional goals first.

Option A suggests that developing professional goals related to applying assessment data to guide instructional decisions should be the first topic to address. The teacher's self-assessment ratings in the area of Use of Assessment Data and in Differentiation, a related area, are both 1.2, indicating a need for improvement in these areas.

Option B suggests that developing professional goals related to selecting appropriate and responsive instructional goals should be the first topic to address. The development of instructional goals is not an area that is listed in the teacher's self-assessment table. In a related area, Instructional Delivery, the teacher's self-assessment is 2.5, nearing proficiency. Therefore, option B can be eliminated as the correct response to this question.

Option C suggests that developing professional goals related to unpacking the academic standards associated with each course should be the first topic to address. The teacher's self-assessment rating of 2.7 in the area of Lesson Alignment with Standards indicates that the teacher is nearing proficiency in this area, making it a lower priority for professional goals. Therefore, option C can be eliminated as the correct response to this question.

Option D suggests that developing professional goals related to communicating high expectations for learning and achievement should be the first topic to address. Three areas related to communicating high expectations—Communication, Instructional Delivery, and Learning Environment—are assessed by the teacher at 2.5 or higher, indicating a lower priority for professional goals. Therefore, option D can be eliminated as the correct response to this question.

Of the options offered, the topic of applying data to guide instructional decisions is rated as most in need of improvement in the teacher's self-assessment, indicating the first area for the teacher to address when developing professional goals. Therefore, the correct response is option A.

Now you are ready to answer the second question. The second question tests Pedagogy and Professional Responsibilities for Trade and Industrial Education Competency 009—(Professional Practice): Apply strategies for collaborating with other professionals, maintaining professional relationships, and fulfilling professional duties.

2. The teacher wants to pursue professional development that will address needs reflected by both the self-assessment ratings and students' passing rates. Which of the following professional development workshops would be most effective for this purpose?

Integrating Emerging Technologies into Classroom Instruction
Communication Strategies to Promote Students' Skill Acquisition
Supporting All Students' Achievement with Universal Design for Learning
How to Build a Productive and Supportive Learning Community

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 teacher's self-assessment of performance in each area listed in the rating table and the students' passing rates in the second data table. The question requires an examination of the teacher's self-assessed strengths and needs as well as an examination of the students' comparative passing rates and asks which professional development workshop would be most effective in addressing needs revealed in both areas. Next, look at the response options and consider which of them describes the professional development workshop that would be most effective for this purpose.

Option A suggests that a professional development workshop on Integrating Emerging Technologies into Classroom Instruction would be most effective in addressing areas of need revealed in the teacher's self-assessment as well as in the students' passing rates. The teacher's courses focus on technology-related content and neither the teacher's self-assessment ratings in the area of Lesson Alignment with Standards nor ratings in the area of Instructional Delivery are rated as needs improvement. Therefore, option A can be eliminated as the correct response to this question.

Option B suggests that a professional development workshop on Communication Strategies to Support Students' Skill Acquisition would be most effective in addressing areas of need revealed in the teacher's self-assessment as well as in the students' passing rates. The teacher's self-assessment in the area of Communication is the highest rated of all areas at 2.8, nearing full proficiency. The development of instructional goals is not an area that is listed in the teacher's self-assessment table. In a related area, Instructional Delivery, the teacher's self-assessment is 2.5, nearing proficiency. All students are passing the teacher's courses. Therefore, option B can be eliminated as the correct response to this question.

Option C suggests that a professional development workshop on Supporting All Students' Achievement with Universal Design for Learning would best address areas of need revealed in the teacher's self-assessment as well as in the students' passing rates. Universal Design for Learning is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed. This approach offers flexibility in the way students access material, engage with it, and show what they know. The teacher's self-assessment in the area of Differentiation and the achievement gap for some subgroups of students as revealed by the passing scores are needs that can be addressed through a professional development workshop on this topic.

Option D suggests that a professional development workshop on How to Build a Productive and Supportive Learning Community would be most effective in addressing areas of need revealed in the teacher's self-assessment as well as in the students' passing rates. The teacher's self-assessment ratings indicate that Learning Environment is a relative strength for the teacher. Therefore, option D can be eliminated as the correct response to this question.

Of the options offered, only the professional development workshop on Supporting All Students' Achievement with Universal Design for Learning addresses both the teacher's professional needs and the students' learning needs. Therefore, the correct response is option C.

Now you are ready to answer the third question. The third question tests Pedagogy and Professional Responsibilities for Trade and Industrial Education Competency 007 (Safe, Supportive Learning Environment): Understand principles and strategies for maintaining a physically and emotionally safe, supportive learning environment that maximizes student learning.

3. Which of the following actions by the teacher is best supported by the self-assessment ratings?

seeking opportunities to serve in a leadership capacity at the campus level
analyzing the instructional texts and other materials that are currently being used in classes
reviewing the measurability and clarity of instructional objectives
revisiting current behavior guidelines and strategies for promoting positive student behavior

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 teacher's self-assessment of performance in each area listed in the rating table. The question requires an examination of the teacher's self-assessed strengths and needs and asks which action by the teacher is best supported by the self-assessment ratings. Next, look at the response options and consider which of them describes the action that most closely aligns with the teacher's self-assessment ratings.

Option A suggests that seeking opportunities to serve in a leadership capacity at the campus level is the action by the teacher that is best supported by the self-assessment ratings. Seeking leadership opportunities is a worthwhile action, but this action is related to the teacher's area of greatest strength: Professionalism. One of the main purposes of self-assessment is to identify areas in need of development. Therefore, option A can be eliminated as the correct response to this question.

Option B suggests that analyzing the instructional texts and other materials that are currently being used in classes is the action by the teacher that is best supported by the self-assessment ratings. This action is good practice and should be performed on a regular basis, but it relates most directly to areas in which the teacher demonstrates relative strength: Instructional Delivery and Learning Environment. Therefore, option B can be eliminated as the correct response to this question.

Option C suggests that reviewing the measurability and clarity of instructional objectives is the action by the teacher that is best supported by the self-assessment ratings. The teacher's self-assessment ratings in the areas of Instructional Delivery and Lesson Alignment with Standards suggest that the clarity of instructional objectives is not an area of need. Therefore, option C can be eliminated as the correct response to this question.

Option D suggests that reviewing behavior guidelines and strategies for promoting positive student behavior is the action by the teacher that is best supported by the self-assessment ratings. The teacher's self-assessment rating in the area of Classroom Management of 1.4 is one of the lowest ratings across all areas of the self-assessment. Behavior guidelines and strategies for promoting positive student behavior are important elements of effective classroom management.

Of the options offered, only revisiting current behavior guidelines and strategies for promoting positive student behavior is directly related to one of the areas most in need of improvement in the teacher's self-assessment ratings. Therefore, the correct response is option D.

Now you are ready to answer the fourth question. The fourth question tests Pedagogy and Professional Responsibilities for Trade and Industrial Education Competency 003—(Data-Driven Practices and Student Assessments): Understand how to collect, analyze, evaluate, and communicate data and how to design and implement appropriate and effective student assessments.

4. Based on students' passing rate data, which of the following issues is most important to address?

relatively low passing rates related to principles of the field
gaps in passing rates between all students and student subgroups
stagnant growth in passing rates for the digital communications course
disparity in passing rates across the scope of courses being taught

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 passing rates of all student groups in the courses listed. The question requires an examination of the students' passing rates and asks which issue as revealed by the passing rate data is most important to address. Next, look at the response options and consider which of them describes the issue that is most important to address.

Option A suggests that relatively low passing rates related to principles of the field is the issue that is most important to address. The passing rates for Principles of Arts, A/V Technology, and Communications are relatively lower than for other courses; however, students in all groups are achieving passing scores. Therefore, option A can be eliminated as the correct response to this question.

Option B suggests that gaps in passing rates between all students and student subgroups is the issue that is most important to address. This issue is directly related to educational equity for students. English learners and students with disabilities are consistently performing at lower levels than students as a whole group. This situation points to a need to provide instructional supports or adapt the learning environment to help ensure that English learners and students with disabilities are able to access the content and fully demonstrate their learning.

Option C suggests that stagnant growth in passing rates for the digital communications course is the issue that is most important to address. Passing rates for all student groups in Digital Communications in the Twenty-first Century are higher than for all other courses represented. Additionally, the passing rates are represented as averages and do not show growth. Therefore, option C can be eliminated as the correct response to this question.

Option D suggests that disparity in passing rates across the scope of courses being taught is the issue that is most important to address. The passing rates data does reveal disparity across the scope of courses taught. However, students are generally achieving passing rates in all courses and there are many factors that could be contributing to the disparity, such as student engagement and content complexity. Therefore, option D can be eliminated as the correct response to this question.

Of the options offered, only the gaps in passing rates between all students and student subgroups is an issue of significance that is important to address. Therefore, the correct response is option B.

Now you are ready to answer the fifth question. The fifth question tests Pedagogy and Professional Responsibilities for Trade and Industrial Education Competency 009—(Professional Practice): Apply strategies for collaborating with other professionals, maintaining professional relationships, and fulfilling professional duties.

5. The teacher makes a point of ensuring compliance with the requirements of students' Individualized Education Programs (IEPs). Which of the following additional actions by the teacher would be most effective in improving the passing rates for students with disabilities?

implementing procedures for ongoing collaboration with special education staff on instructional planning and delivery
meeting with students who receive special education services to seek input about classroom instruction
researching the general needs of students who receive special education services in the general education classroom
requesting that a member of the special education staff observe classroom instruction 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 additional actions the teacher could take to support students with disabilities. The question requires an examination of the passing rates for students with disabilities as well as an understanding of different actions a teacher can take to improve learning outcomes for students with disabilities and asks which action by the teacher would be most effective. Next, look at the response options and consider which of them describes the action that would be most effective in improving the passing rates for students with disabilities.

Option A suggests that implementing procedures for ongoing collaboration with special education staff on instructional planning and delivery would be most effective in improving the passing rates for students with disabilities. Special education staff have the professional expertise to provide guidance about different supports, accommodations, and modifications used for students with disabilities. Engaging in ongoing collaboration with special education staff would enable the teacher to address the learning needs of students with disabilities at time and point of need, which would help improve their academic achievement and passing rates.

Option B suggests that meeting with students who receive special education services to seek input about classroom instruction delivery would be most effective in improving the passing rates for students with disabilities. Gathering feedback and input from students is considered a good practice and promotes engagement in the learning process. Since students are not educational experts, this action would have a somewhat limited impact on passing rates for students with disabilities. Therefore, option B can be eliminated as the correct response to this question.

Option C suggests that researching the general needs of students who receive special education services in the general education classroom would be most effective in improving the passing rates for students with disabilities. This action would provide the teacher with background knowledge about the needs of students with disabilities. To achieve improvement in the passing rates of students with disabilities, the teacher needs to tailor strategies to the specific needs of individual students. Therefore, option C can be eliminated as the correct response to this question.

Option D suggests that requesting that a member of the special education staff observe classroom instruction and provide feedback would be most effective in improving the passing rates for students with disabilities. This action would help the teacher improve general instructional practice, but the teacher will need support in identifying and implementing specific strategies for individual students to see positive changes in passing rates for students with disabilities. Therefore, option D can be eliminated as the correct response to this question.

Of the options offered, only implementing procedures for ongoing collaboration with special education staff on instructional planning and delivery would help the teacher ensure that all students are able to achieve and improve passing rates for students with disabilities. 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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