Preparation Manual: Section 2: How to Prepare for the 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 Special Education Specialist EC–12 Competency 004—(Developing, Implementing, and Monitoring Individualized Programs): Apply knowledge of contributing to, monitoring, and reporting on individualized programming for students.

A special education teacher is a case manager for a seventh-grade student receiving special education services for a specific learning disability (SLD) in written expression. To best prepare for the student's annual Admission, Review, and Dismissal (ARD) committee meeting, the special education teacher should:

schedule a pre-ARD meeting with the student and their parents/guardians to ask what they would like the special education teacher to discuss during the meeting.
administer a State of Texas Assessments of Academic Readiness (STAAR) practice test to the student in English language arts and reading (ELAR).
request that a Full and Individual Initial Evaluation (FIIE) be completed before the ARD meeting.
prepare a summary of the student's progress monitoring data on their Individualized Education Program (IEP) written expression goals and objectives.

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 what is required for Admission, Review, and Dismissal (ARD) committee meetings, and think specifically about what a special education teacher should do to prepare for it. The question requires understanding the actions a special education teacher should take to prepare to provide information on a student at an ARD committee meeting. Next, look at the response options and consider which of them describes the best action for the special education teacher to take to meet this goal.

Option A suggests that the special education teacher should obtain information to discuss about the student from the student themselves and the student's parent/guardian. It is important for the student and parent/guardian to provide input and information at the ARD committee meeting, but the special education teacher must provide data that they have collected through work they have done with the student toward their Individualized Education Program (IEP) goals and cannot solely rely on information from the student and their parents/guardians. Therefore, option A can be eliminated as the correct response to this question.

Option B suggests that administering a State of Texas Assessments of Academic Readiness (STAAR) practice test to the student in English language arts and reading (ELAR) would be enough for the special education teacher to do to prepare for the student's ARD committee meeting. A STAAR practice test in ELAR could provide useful information on how the student performs on that assessment and could inform the teacher's work with the student to some extent, but it would not provide specific information about how the student is progressing toward their IEP goals. Therefore, option B can be eliminated as the correct response to this question.

Option C suggests that the special education teacher should request that a Full and Individual Initial Evaluation (FIIE) should be completed for the student before the ARD committee meeting. A FIIE would have been completed before the student received an IEP, so it would not need to be conducted again and would not provide information on the student's progress toward their IEP goals. Therefore, option C can be eliminated as the correct response to this question.

Option D suggests that to prepare for the ARD committee meeting, the special education teacher should first make sure that progress monitoring data has been collected on each of a student's IEP goals and objectives and then analyze and evaluate that data. Additionally, the special education teacher should summarize this data to be able to talk about it during the ARD committee meeting to be able to provide concrete and measurable information on the student's strengths, needs, and progress in these areas.

Of the options offered, preparing a summary of the student's progress monitoring data on their IEP goals and objectives provides the most comprehensive and thorough review of a student's strengths, needs, and progress and is the most informative and useful way for the special education teacher to prepare for and contribute to the ARD committee meeting. Therefore, the correct response is option D.

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 (information collected by a special education teacher about a student who will begin transition services).

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

A tenth-grade student receives special education services for multiple disabilities (MD) including an orthopedic impairment (OI) and speech language impairment (SLI) with a diagnosis of cerebral palsy (CP). A special education teacher has gathered the following information to begin transition services for the student.

Age 16 years

Special Education Eligibility/ Eligibilities

multiple disabilities (MD)

orthopedic impairment (OI)

speech language impairment (SLI)

Placement With consultation services, related services, and accommodations, the student's Admission, Review, and Dismissal (ARD) committee determined that the student's least restrictive environment (LRE) is in general education settings.

Strengths

history of excellent attendance

excellent academic performance

works diligently to improve speech

student leader, socially engaged

Interests and Activities

interested in becoming a lawyer after college

Student Council treasurer

church youth group

watching sports

part-time job at grocery store

Preferences

spend time with their friends

go to a four-year college and study political science and then go to law school

Needs

independent living skills

postsecondary disability support services

self-advocacy skills

speech-language services for stuttering

occupational therapy services

physical therapy services

Age	16 years
Special Education Eligibility/ Eligibilities	multiple disabilities (MD) orthopedic impairment (OI) speech language impairment (SLI)
Placement	With consultation services, related services, and accommodations, the student's Admission, Review, and Dismissal (ARD) committee determined that the student's least restrictive environment (LRE) is in general education settings.
Strengths	history of excellent attendance excellent academic performance works diligently to improve speech student leader, socially engaged
Interests and Activities	interested in becoming a lawyer after college Student Council treasurer church youth group watching sports part-time job at grocery store
Preferences	spend time with their friends go to a four-year college and study political science and then go to law school
Needs	independent living skills postsecondary disability support services self-advocacy skills speech-language services for stuttering occupational therapy services physical therapy services

Now you are prepared to respond to the first of the two questions associated with this stimulus. The first question tests Special Education Specialist EC–12 Competency 006—(Supporting Learning Using Effective Instruction): Apply knowledge of diverse strengths and needs of students to plan appropriate, effective, meaningful, and challenging instruction.

1. Based on the information provided, which of the following transition-focused activities should the teacher recommend including in the student's Individualized Education Program (IEP) goal to best support the student's efficient transition to meeting postsecondary goals?

providing resources to the student and family so they can arrange a job-shadowing experience with a lawyer who works in an area that interests the student
giving the student information about and instructions for enrolling in a postsecondary career awareness course
teaching the student about community agencies that provide services and support to people with disabilities outside of the school setting
reviewing with the student employment opportunities currently listed as available for the second semester through the counseling office

Suggested Approach

As you read the question, think about transition-focused activities and which would be effective for the student based on the information provided. The question requires an analysis of the student's strengths, interests, and needs as they transition to postsecondary life, and asks you to identify a transition-focused activity that would best support the student. Next, look at the response options and consider which of them describes an efficient transition-focused activity for this purpose.

Option A suggests that the special education teacher should work with the student and their family to provide them with information and resources to be able to arrange a job-shadowing experience for the student with a lawyer. Job-shadowing is an activity during which a student visits a business or place of employment to observe an employee working in a role that interests them to obtain a realistic view of what an employee does in that role. The student has the chance to see essential functions and duties related to the job and provides an authentic opportunity for career exploration. As becoming a lawyer is one of the student's interests, and based on the student's strengths and additional interests, this would be a valuable opportunity for them.

Option B suggests that it would be sufficient for the special education teacher to provide the student with information about and instructions for enrolling in a postsecondary career awareness course. This student already has identified a career interest and has already demonstrated postsecondary career awareness. Therefore, option B can be eliminated as the correct response to the question.

Option C suggests that the special education teacher should provide the student with information about agencies in the community that provide support to people with disabilities. The student plans to attend a four-year college after high school, so it would be more beneficial to determine what these services will be at the college the student attends. Therefore, option C can be eliminated as the correct response to the question.

Option D suggests that the special education teacher should provide the student with information about employment opportunities. In the information provided about the student, we can see that they already are employed in a part-time job at a grocery store. Therefore, option D can be eliminated as the correct response to the question.

Of the options offered, only providing the student and their family with job-shadowing information for a career in which the student has expressed interest would be considered an effective transition-focused activity for the student. Therefore, the correct response is option A.

Now you are ready to answer the second question. The second question also tests Special Education Specialist EC–12 Competency 006—(Supporting Learning Using Effective Instruction): Apply knowledge of diverse strengths and needs of students to plan appropriate, effective, meaningful, and challenging instruction.

2. The teacher looks further at the student's present levels of performance and notes that the student is not making adequate progress in oral communication because of their disability. The teacher further notes that the student has consistently been given alternative options for oral presentations as an accommodation. Recognizing the student's desire to make more substantial improvements and to develop the ability to speak in public as a lawyer, the ARD committee recommends that the student receive an assistive technology evaluation to support their Individualized Education Program (IEP) goals. The student is evaluated and it is determined that they would benefit from assistive technology. Based on the information provided, which of the following types of assistive technology should the ARD committee consider integrating into daily teaching practices for this student?

voice recognition software (VRS)
augmentative and alternative communication (AAC) device
Communication Access Realtime Translation (CART)
audio-frequency induction loop (AFIL)

Suggested Approach

As you read the question, think about effective types of assistive technology that promote oral communication. The question requires an analysis of the students' strengths and needs and specifically asks how to enhance the student's public speaking abilities. Next, look at the response options and consider which of them describes a type of assistive technology that would be most effective for this student and for this purpose.

Option A suggests that voice recognition software (VRS) would be beneficial for this student. VRS interprets speech and can identify an individual speaker. The student in this question needs support with speaking, not identifying or interpreting someone else's speech. Therefore, option A can be eliminated as the most effective assistive technology for this purpose.

Option B suggests that an augmentative and alternative communication (AAC) device would be beneficial for this student. AAC devices can support students in a variety of different ways, including through using a computer with a "voice," also known as a speech-generating device. These devices can work by typing words into a keyboard or through playing words or phrases when the user touches a switch or presses buttons or keys. These devices allow individuals to communicate thoughts through electronic voice generation. This type of AAC would be useful to this student when they need and want to speak publicly.

Option C suggests that Communication Access Realtime Translation (CART) would be beneficial for this student. CART transcribes and translates spoken text and sound into text that appears in real time on a screen while the words are spoken or played. The student in this question needs support with speaking, not with translating someone else's spoken words into text. CART is typically most effective for students who are deaf or hard of hearing (DHH), which this student is not. Therefore, option C can be eliminated as the most effective assistive technology for this purpose.

Option D suggests that audio-frequency induction loop (AFIL) would be beneficial for this student. AFIL is a special type of sound system that is used by people who use hearing aids. It provides a magnetic, wireless signal that is picked up by the hearing aid. It provides easy access to high-quality audio and promotes inclusive and equal access to intelligible sound for people who use hearing aids. This student is not deaf or hard of hearing (DHH) and does not use hearing aids. Therefore, option D can be eliminated as the most effective assistive technology for this purpose.

Of the options offered, only an augmentative and alternative communication (AAC) device can support the student in their oral communication and public speaking skills. Therefore, the correct response is option B.

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!