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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:

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:

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 Computer Science 8–12 Competency 003: The computer science teacher knows how to plan, organize, deliver and evaluate instruction that effectively utilizes current technology for teaching the Technology Applications Texas Essential Knowledge and Skills (TEKS) to all students.

The most effective method of helping students improve their comprehension of the concepts and constructs of a specific programming language is to

  1. have the students memorize the syntax of the language.
  2. require the students to read several books about the language.
  3. give the students quizzes on a variety of topics related to the language.
  4. ask the students to write and test several programs using the language.
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.

In this situation, think about the most effective method of helping students improve their comprehension of the concepts and constructs of a specific programming language. Now look at the answer options and consider which describes the most effective method.

Option A indicates that having students memorize the syntax of a programming language is the most effective way of helping them improve their comprehension of its concepts and constructs. Knowledge of the syntax of a programming language is important. However, memorizing syntax is not effective in improving comprehension of the language. Therefore, Option A is not an appropriate response.

Option B indicates that having students read several books on a programming language is the most effective way of helping them improve their comprehension of its concepts and constructs. Reading books on the language is worthwhile. However, doing so is not an extremely effective way of improving comprehension of the concepts and constructs of the language. Therefore, Option B is not an appropriate response.

Option C indicates that giving students quizzes on several topics related to a programming language is the most effective way of helping them improve their comprehension of its concepts and constructs. Testing students on their knowledge of the language is worthwhile. However, doing so in the form of quizzes is not effective in helping them improve their comprehension of the concepts and constructs of the language. Therefore, Option C is not an appropriate response.

Option D indicates that asking students to write and test several programs using the language is the most effective way of helping them improve their comprehension of its concepts and constructs. When writing and testing programs, students use the programming concepts they have learned, improving their understanding of those concepts. Therefore, Option D is an appropriate response.

Of the alternatives offered, having students write and test several programs using a particular programming language is the most effective way of helping them improve their comprehension of the language’s concepts and constructs. Therefore, the correct response is Option D.

Example 2

The following question tests knowledge of Computer Science 8–12 Competency 004: The computer science teacher knows problem-solving strategies and different procedures for program design.

Which of the following distinguishes an object-oriented programming design strategy from other design strategies?

  1. Modules are tested individually and then together.
  2. A requirements specification is created as a first step.
  3. Functions and data are treated as integrated components.
  4. An incremental approach is used in the system development.
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.

In this situation, think about the design characteristics of an object-oriented programming design strategy that are distinct from those of a procedural programming design strategy. Now look at the answer options and consider which best describes one such distinction.

Option A suggests that a feature that distinguishes an object-oriented programming design strategy from other design strategies is that modules are tested individually and then together. This is a feature of object-oriented programming design strategies. However, it is also a feature of other programming design strategies, including procedural programming designs. Therefore, Option A is not a feature that distinguishes an object-oriented programming design strategy from other design strategies.

Option B suggests that a feature that distinguishes an object-oriented programming design strategy from other design strategies is that a requirements specification is created as a first step in the design. This is a feature of object-oriented programming design strategies. However, it is also a feature of other programming design strategies, including procedural programming designs. Therefore, Option B is not a feature that distinguishes an object-oriented programming design strategy from other design strategies.

Option C suggests that a feature that distinguishes an object-oriented programming design strategy from other design strategies is that functions and data are treated as integrated components. This is a feature of object-oriented programming design strategies that is not present in other programming design strategies, including procedural programming designs. Therefore, Option C is a feature that distinguishes an object-oriented programming design strategy from other design strategies.

Option D suggests that a feature that distinguishes an object-oriented programming design strategy from other design strategies is that an incremental approach is used in the system development. This is a feature of object-oriented programming design strategies. However, it is also a feature of other programming design strategies, including procedural programming designs. Therefore, Option D is not a feature that distinguishes an object-oriented programming design strategy from other design strategies.

Of the alternatives offered, only treating functions and data as integrated components could be considered a distinguishing feature of an object-oriented programming design strategy. Therefore, the correct response is Option C.

Questions with Stimulus Materials (Code Segments)

Some questions on this test are preceded by stimulus material that relates to the question. Some types of stimulus material included on the test are reading passages, code segments, graphics, tables or a combination of these. In such cases, you will generally be given information followed by an event to analyze, a problem to solve or a decision to make.

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.

Some stimulus material contains code segments written in pseudocode. The notation used in the pseudocode is described below.

Pseudocode Notation

Explanation Notation
Assignment operator Left Arrow
Arithmetic operators Minus, Division Slash, Asterisk or Multiply, Caret or Circumflex, and a Percentage sign.
Relational operators Equality, Greater than, Less than, Less than or equal to, Greater than or equal to, and a inequality or not equal sign.
Logical operators and
or
not
String concatenation operator +
Boolean values true
false
Null null
Comments // this is a single-line comment

/* this is a C-style comment */
Pre- and post-increment ++i
i++
Print

A comment is used to describe if a line feed or blank is printed between arguments, where necessary.		 print arg
print ( arg )
print ( arg1, arg2, ... )
Data types boolean
char
double
float
int
int[]
int[][]
int array
short
String
Array initialization and reference int[] a ← {1, 2, 3}
int array b ← {1, 2, 3}
int c[0..2] ← {1, 2, 3}
int[][] d

a[0]
Conditional statements: Indentation and end if are significant; no braces used.

Example:
if left paren x greater than 10 right paren.
print ( "big number" )
else
print ( "small number" )
end if 		if ( condition )
block of statements
end if

if ( condition )
block of statements
else
another block of statements
end if
Iterative statements: Indentation and end statements are significant. for ( initialization; condition;
increment )
{
block of statements
}

for ( initialization; condition;
increment )
block of statements
end for

while ( condition )
block of statements
end while

do {
block of statements
} while ( condition )

repeat
block of statements
until ( condition )
Procedures: Indentation and end statements are significant; no braces are used.

The return type is indicated in the procedure header based on the return statement in the procedure. When the return type is not indicated, the return type is void.		 int procedureName ( arg1,
arg2,
... )
block of statements
return value
end procedureName

procedure procedureName ( arg1,
arg2,
... )
block of statements
end procedure procedureName
Parameter passing

Example: int p ( pass-by-reference x,
pass-by-value y )		 pass-by-reference
pass-by-value
Classes class className
variable declarations
procedures
end class className
Object-oriented keywords extends
new
public
private

Logic Notation

Explanation Notation
Conjunction, and ∧
Disjunction, or ∨
Negation, not Not sign.
Implication, implies ⇒
Biconditional, is equivalent ↔
Universal quantifier, for all ∀
Existential quantifier, there exists ∃
Example

The following question contains a code segment as stimulus material. The question measures the knowledge of Computer Science 8–12 Competency 008: The computer science teacher correctly and efficiently uses statements and control structures in the development of code.

Consider the following pseudocode segment.

int k ← 18
for ( int j ← 1; j ≤ 5; j ← j + 1 )
if ( k > 10 )
/* missing if body */
end if
end for

If the value of k at the end of the code segment is 10, which of the following expressions should replace /* missing if body */ ?

  1. k ← k – 1
  2. k ← k – 3
  3. k ← k – 4
  4. k ← k – 6
Suggested Approach

Examine carefully the pseudocode segment presented in the stimulus; then read the question. Now substitute each response choice and hand trace each resulting code segment to determine which one yields a value of 10 for the variable k. The initial value of k is 18. The index variable j in the for statement increases from 1 to 5 by 1.

Option A, which indicates that k ← k − 1 should be the missing code, would result in a value of 13 for k. Thus, Option A is an incorrect response.

Option B, which indicates that k ← k − 3 should be the missing code, would result in a value of 9 for k. Thus, Option B is an incorrect response.

Option C, which indicates that k ← k − 4 should be the missing code, would result in a value of 10 for k. Thus, Option C is a correct response.

Option D, which indicates that k ← k − 6 should be the missing code, would result in a value of 6 for k. Thus, Option D is an incorrect response.

Of the alternatives offered, only k ← k − 4 results in a value of 10 for k. Therefore, the correct response is Option C.

Code Segments

Example 1

The following are some examples of pseudocode stimulus material.

Class declaration and object instantiation

class StudentInfo
int studentID
String name
end class StudentInfo

StudentInfo x ← new StudentInfo ()
x.studentID ← 1234
// the value 1234 is assigned to x.studentID
x.name ← "John"
print ( x.studentID )
print ( x.name )
Example 2

The following procedure uses different parameter-passing mechanisms for the two parameters.

void f ( pass-by-reference int x, pass-by-value int y )
x ← y + 1
y ← x + 2
end f
Example 3

Insertion sort

// precondition 1: A is an array of integers.
// precondition 2: The length of array A is n.
// precondition 3: The index of array A starts at 0.
int[] insertionSort ( pass-by-reference int[] A, int n )
for ( int j ← 1; j ≤ n − 1; j ← j + 1 )
int temp ← A[j]
int k ← j − 1
while ( ( k ≥ 0 ) and ( A[k] > temp ) )
A[k + 1] ← A[k]
k ← k − 1
end while
A[k + 1] ← temp
end for
return A // returns the sorted array
end insertionSort

Gather Study Materials

For all content areas, think about where you might be able to obtain materials for review:

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:

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:

  1. Define Content Areas: List the most important content areas for your exam as defined in the preparation manual.
  2. Determine Strengths and Weaknesses: Identify where you have thorough understanding and where you need additional study in each content area.
  3. Identify Resources: Identify the books, courses, and other resources you plan to use to study for each content area.
  4. 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:

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

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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:

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.

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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