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

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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 1

The following question is an example of the single-question format; it tests knowledge of Mathematics/Science 4–8 Competency 010: The teacher analyzes the properties of two- and three-dimensional figures.

The Great Pyramid at Giza is approximately 150 meters high and has a square base approximately 230 meters on a side. What is the approximate area of a horizontal cross section of the pyramid taken 50 meters above its base?

5,880 square meters
11,760 square meters
23,510 square meters
35,270 square meters

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.

The horizontal cross section will be a square in the plane parallel to the base of the pyramid and 50 meters above it. In order to estimate the area of the cross section, you will need to know the approximate length of one of its sides. This can be calculated using your knowledge of proportions and the properties of similar geometric figures. In solving problems that involve geometry, drawing a diagram is often helpful.

a drawing of a pyramid with a vertical cross section

The left end of the base is labeled A, the apex is labeled C, and the right end of the base is labeled E. The height of the triangle is dimensioned as 100 meters, and the width of the base is dimensioned as 230 meters. There is a vertical line from the apex to the base, with the end point on the base labeled F. There is a horizontal line from one side of the triangle to the other at a height dimensioned as 50 meters from the base. The left end point of this line is labeled B, the right end point is labeled D, and its intersection with the vertical center line is labeled G. The vertical center lines CG and CF are perpendicular to the horizontal line BD and to the triangle base AE, respectively.

The figure shows a vertical cross section through the center of the square base of the pyramid perpendicular to a side of the base. The measurements given in the test question have been transferred to the diagram. Notice that since CG + GF = 150, and it is given that GF = 50, then CG = 100. You must find BD, the length of the sides of the square cross section. Also note that triangle CBD and triangle CAE are similar because they have two angles whose measures are equal; they share angle C and the measure of angle B is equal to the measure of angle A since they are corresponding angles formed by a transversal and two parallel lines. Because the two triangles are similar, their altitudes and sides must be proportional and you can write: CG over CF = BD over AE. Now substitute the values for the lengths of the line segments to get 100 divided by 150 = BD divided by 230. Solving this gives BD = 153.33. Since the horizontal cross section is a square, its area is the square of the length of BD, or (153.33) squared = 23,511.11 square meters. Now look at the response options. The correct response is option C, rounded to the nearest ten square meters.

Setting up the proportion incorrectly as 50 over 150 = BD over 230 and using this value for the side of the cross section leads to option A. Option B results from assuming that the cross section is an isosceles right triangle instead of a square, and option D comes from assuming that the area of the cross section is 100 over 150 = two thirds of the area of the base of the pyramid.

Example 2

The following question is an example of the single-question format; it tests knowledge of Mathematics/Science 4–8 Competency 030: The teacher understands the structure and function of living things.

Use the diagram below to answer the question that follows.

On a class field trip, students encounter some brightly colored shelf-like structures attached to the trunk of a dead tree. Which of the following is the best description of how this organism obtains matter and energy from its environment?

It obtains energy from the dead wood and absorbs carbon dioxide and water vapor from the air
It obtains energy from the sunlight, absorbs carbon from the dead wood and obtains water vapor from the air
It obtains energy from sunlight and obtains carbon and water from the dead wood
It obtains energy, carbon and water from the dead wood

Suggested Approach

As you read this question, it should be clear from the diagram that the shelf-like structures are fungi. Think about the characteristics that distinguish fungi from other organisms. One important difference is how fungi obtain energy and nutrients. Unlike plants, fungi lack chlorophyll and do not photosynthesize, obtaining all their energy and nutrients from the absorption of organic matter.

Now look at the response options. The correct response is option D. All other options refer to some part of the photosynthetic cycle and therefore do not pertain to fungi.

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 1

First read the stimulus (a description of the concept being studied).

Use the diagram and the information below to answer the two questions that follow.

The vertical axis is labeled Velocity in m over s, with values marked at 1 and 2. The horizontal axis is labeled Time in s, with values marked from 1 to 9 in increments of 1. The segments of the line are straight. The data points are as follows. The velocity values are approximate.
Time, 0; Velocity 0.
Time, 1; Velocity 0.3.
Time, 2; Velocity 0.3.
Time, 3; Velocity 0.3.
Time, 4; Velocity 0.8.
Time, 5; Velocity 1.2.
Time, 6; Velocity 1.2.
Time, 7; Velocity 1.2.
Time, 8; Velocity 0.2.
Time, 9; Velocity 0.

Students in a math class are investigating concepts related to motion in one dimension. The velocity-versus-time graph shows the velocity of a student walking in a straight line, collected at one-second intervals over a period of nine seconds.

Now you are prepared to address the first of the two questions associated with this stimulus. The first question measures Mathematics/Science 4–8 Competency 007: The teacher uses and understands the conceptual foundations of calculus related to topics in middle school mathematics.

1. Which of the following methods could be used to estimate the student’s acceleration between t = 3 and t = 5 seconds?

Find the average of the velocities at t = 3 and t = 5 seconds
Find the equation of the curve that best fits the data and evaluate it at t = 4 seconds
Find the length of the line connecting the velocities between t = 3 and t = 5 seconds
Find the slope of the line connecting the velocities at t = 3 and t = 5 seconds

Suggested Approach

You are asked to estimate the acceleration of the student between 3 and 5 seconds, that is, the average acceleration over this time period. Average acceleration is the rate of change of velocity with respect to time. Therefore, divide the difference in the velocities at 5 and 3 seconds by the total time elapsed, here 5 minus 3 = 2 seconds. You should recognize this expression as representing the slope of a line connecting two points, or the difference in the y-coordinates divided by the difference in the x-coordinates. Therefore, the correct response is option D.

Option A finds the average velocity in the time interval, while option B finds an expression for velocity as a function of time and interpolates how fast the student is moving at t = 4s. Option C determines the length of the curve and has no physical significance.

Now you are ready to answer the second question. This question also measures Mathematics/Science 4–8 Competency 007: The teacher uses and understands the conceptual foundations of calculus related to topics in middle school mathematics.

2. Which of the following methods could be used to estimate the total distance the student has traveled between t = 0 and t = 5 seconds?

Find the median value of the velocities from t = 0 and t = 5 seconds, inclusive.
Find the ratio of the velocities at t = 0 and t = 5 seconds.
Find the area under the curve between t = 0 and t = 5 seconds.
Find the average value of the velocity-over-time ratios for t = 0 and t = 5 seconds.

Suggested Approach

In order to calculate the distance traveled by the student during a particular time interval, multiply the rate of travel by the length of time the student is moving; in other words, d = rt where d represents distance, r represents rate (velocity), and t represents time. For example, during the interval from t = 1 to t = 2 seconds, multiply the average velocity during the interval, approximately 0.25 m/s by the length of the interval, 2 minus 1 = 1 second. This can be represented geometrically by the area of the rectangle of height = 0.25 m/s and base = 1 under the curve between t = 1 second and t = 2 seconds. To get an estimate of the total distance traveled by the student, you need to sum the distance traveled during each of the one-second intervals from 0 through 5 seconds. This is approximately equal to the area under the curve from t = 0 to t = 5 seconds. Therefore, option C is the correct response.

Example 2

First read the stimulus (a diagram of a stratigraphic section of rock).

Read the passage below; then answer the two questions that follow.

The diagram shows a layer of shale at the top, followed by a layer of sandstone. In the center is an area labelled 'Igneous Intrusion Along Fault'. There is an arrow labelled X that points to a fossil on the right side. There is an arrow labelled Y that points to a fossil on the left side. There is an arrow labelled W that points to an area of shale on the left side. After the sandstone area, there are layers on the left labelled shale, limestone, sandstone, shale, limestone, shale, sandstone, volcanic ash, sandstone, shale, and sandstone. There are layers on the right labelled limestone, sandstone, shale, limestone, shale, sandstone, volcanic ash, sandstone, shale, sandstone, and limestone.

Now you are prepared to address the first of the two questions associated with this stimulus. The first question tests measures Mathematics/Science 4–8 Competency 039: The teacher understands the history of the Earth system.

1. The igneous intrusion in the diagram has been dated to be 13 million years old, and the volcanic ash layer has been dated to be 24 million years old. Which of the following statements about the ages of fossil X and fossil Y is most accurate?

Fossil X is younger than fossil Y, and both fossils are older than 24 million years old
Fossil X and fossil Y are both between 13 million and 24 million years old
Fossil X is older than fossil Y, and both fossils are younger than 13 million years old
Fossil X is younger than 13 million years old, and fossil Y is older than 13 million years old

Suggested Approach

First examine the figure in the stimulus, noting the positions of the rock layers and the fossils labeled X and Y. You should be able to create a combined stratigraphy for the entire section by matching up the pattern of layers on either side of the igneous intrusion. Locate the fossils labeled X and Y and consider their relationship in the combined stratigraphy. It is clear that the two fossils are found in the same stratigraphic layer located above the 24-million-year-old volcanic ash. Since they are above the volcanic ash layer, they must be younger than 24 million years old. Since the igneous intrusion cut through the layer in which the fossils were located 13 million years ago, both fossils must be at least that old. Options A, C and D all state that one fossil is older than the other. Therefore, the correct response is option B.

Now you are ready to answer the second question. This question also measures Mathematics/Science 4–8 Competency 039: The teacher understands the history of the Earth system.

2. The discontinuity represented by the line labeled W in the illustration is most likely to be

a thrust fault.
an igneous intrusion.
a transverse fault.
an erosion surface.

Suggested Approach

The second question requires you to recognize the characteristics of an unconformity in a stratigraphic section. Note that the unconformity in the diagram cuts across several stratigraphic layers and the igneous intrusion and that these are missing above the unconformity. Options A, B and C all refer to faults or intrusions. Faults result in the displacement of layers relative to other layers, while intrusions are characterized by the insertion of igneous rock through or between layers. In this case, the relationship of the layers to one another and to the sandstone above the unconformity indicates that the unconformity is an erosion surface and that option D is the correct response.

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 some interactive practice exams.

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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