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

You may see the following types of selected-response questions on the exam:

Single Questions
Questions Based on Instructional Practice
Questions with Stimulus Material

Below you will find descriptions of these commonly used question formats, along with suggested approaches for responding to each type.

Single Questions

Many questions on this exam are simply discrete questions that do not involve referencing any material other than that presented as part of the question itself. Within the Interpretive Reading and Cultural Knowledge and Foreign Language Pedagogy: Instructional Practice sections of the exam, you will see some single questions. Be sure to consider each question in terms of only the information provided in the question—not in terms of specific situations or individuals you may have encountered.

Questions Based on Instructional Practice

In this section of the exam there will be questions that measure pedagogical knowledge and competence in the theories, methods, and techniques associated with teaching a foreign language. The questions are related to instructional practice, understanding linguistic theories, integration of the national standards into curriculum and instruction as well as assessment of languages and cultures.

Example 1

As part of a class activity, a foreign-language teacher asks students about their plans for the upcoming spring break. One student replies in the target language with the equivalent of "Tomorrow, by car." Apparently, the student has only partially understood the question.

Which of the following strategies would be most effective in getting the student to provide a more complete response?

Repeating the question "What are you planning to do on vacation?" and giving the student another opportunity to respond
Conducting a quick review on the interrogative words in the target language in order to take advantage of this teaching opportunity
Echoing the answer quietly, as if contemplating it, and then asking, "Where are you going and for how long?"
Translating the question into English, translating the student's answer into English and then asking the question a second time in the target language

Example 2

Which of the following activities is most appropriate to assess students' skills in the interpersonal mode at the end of a unit?

Spontaneous role-play with partners
Staged skits performed in groups
Formal oral presentations
Recited poem or song

Suggested Approach

Example 1 measures knowledge of instructional practices in order to create a supportive classroom where students use the target language and participate actively during class discussions.

Option A is a repetition of the same question that the teacher had already asked when the student gave the partial response and, consequently, the teacher may not get a more complete response from the student. Therefore, option A may be eliminated as the best answer to this question.

Option B includes a review of the interrogative words and does not emphasize productive language skills. Explicit grammar instruction may not necessarily improve the student's linguistic output. Therefore, option B may be eliminated as the best answer to this question.

Option C is an effective strategy because the teacher is providing meaningful feedback while encouraging the student to clarify the answer given previously. The teacher is negotiating meaning with the student and providing the opportunity for the student to expand the original response. Therefore, option C is the best response to this question.

Option D includes a translation into English of the question and the student's answer, but it does not use the target language to help the student with a correct answer. The student may lack the linguistic resources in the target language to give an appropriate answer and the English translation of the question may not lead into a more complete response in the target language. Therefore, option D may be eliminated as the best answer to this question.

Example 2 measures knowledge of assessment models and their appropriate use. It requires selecting an assessment practice appropriate to an interpersonal task.

Option A includes an activity that will require students to use the language while having a conversation with one another, which will require active negotiation of meaning among the partners. Since it is a spontaneous role-play, the two people participating in the conversation will need to introduce adjustments and clarifications when needed. Therefore, option A is the best response to this question.

Option B indicates that the skits will be performed in groups, which may not allow participants to change what they want to say in order to clarify what they mean. Since the skits are staged, there will be an opportunity for participants to rehearse the conversations based on a previously agreed upon script. Therefore, option B may be eliminated as the best answer to this question.

Option C consists of an activity that will demonstrate a student's skills in the presentational mode, where one student will present to an audience. In the oral presentation, the student will be directing the message to the members of the audience and there will be no opportunity for interaction. Therefore, option C may be eliminated as the best answer to this question.

Option D involves presentational communication where the speaker will be reciting a poem or singing a song to others, requiring the audience to interpret the meaning of the poem or song. This is an example of "one-way" speaking, with no direct opportunity for the audience to interact with the speaker to get a clarification of the message. Therefore, option D may be eliminated as the best answer to this question.

Questions with Stimulus Material

Many questions on this exam are preceded by stimulus material that relates to the question or questions. Types of stimulus material will include reading comprehension passages, photographs, and listening comprehension selections. You will be asked to read, view, or listen to the stimulus material and identify important characteristics or draw conclusions based on the stimulus material. To listen to the stimulus material in this preparation manual, click the play button on the audio player to listen to the selection. For the reading section of the exam, you will see a reading stimulus and then be asked to respond to six selected-response questions related to that stimulus. You will be able to refer to the stimulus as you answer the questions. For the listening section of the exam, you will be asked to listen to a selection and then respond to six selected-response questions related to that selection. You will hear each selection once and then will have time to preview the questions before you listen to the selection a second time. You will then have a short period of time to think about and select your response. For both the reading and listening sections of the exam, the last two selected-response questions in each set are a culture question and a linguistics question more or less closely tied to the stimulus. You may need information not directly provided in the stimulus to answer these questions.

You can use several different approaches to respond to these types of questions. Some commonly used approaches for reading and listening comprehension are listed below.

Strategy 1	For reading comprehension, skim the stimulus material to understand its purpose, its arrangement, and/or its content. Then read the question and refer again to the stimulus material to verify the correct answer. For listening comprehension, listen to the stimulus the first time to get a general sense of its purpose, its arrangement, and/or its content. Listen to the stimulus the second time more carefully and critically.
Strategy 2	For reading comprehension, skim the question before considering the stimulus material. The content of the question will help you identify the purpose of the stimulus material and locate the information you need to respond to the question.
Strategy 3	For reading comprehension, use a combination of both strategies; apply the "read the stimulus first" strategy with shorter, more familiar stimuli and the "skim the question first" strategy with longer, more complex or less familiar stimuli. You can experiment with the sample questions in this manual 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.

For the first four questions in each listening and reading set, be sure to consider the questions in terms of only the information provided in the stimulus—not in terms of specific situations or individuals you may have encountered. For questions 5 and 6, you may need to consider other factors.

Example 1 — Listening

SCRIPT TEXT – Materials in brackets is only heard.

[N: Dans la présentation suivante, Sara Jules, spécialiste, explique le travail d'un directeur marketing.

WA: Bonjour. Je m'appelle Sara Jules et je suis enseignante dans une école de commerce, où je mène aussi des recherches sur la culture générale d'entreprise. Aujourd'hui je vais vous parler des missions et des enjeux clés d'un directeur marketing au sein d'une entreprise typique en France. Je vais aborder quatre dimensions principales : la connaissance du marché et de la concurrence, la définition de la stratégie et du mix produit, la définition et l'animation du réseau de distribution et enfin la gestion de la base de client et la mesure de sa satisfaction. Tout d'abord, il est fondamental de développer une connaissance du marché et de la concurrence. Pour faire cela, le directeur marketing doit en premier lieu réaliser des études comparatives afin de mesurer et garantir la compétitivité de l'entreprise et de son offre comparée aux entreprises dans le même domaine. Deuxièmement, il doit mener des études de marché afin de définir une segmentation pertinente du marché adressable. C'est-à-dire que vous allez d'abord devoir identifier le profil de client que vous souhaitez cibler. Cette étape de segmentation du marché est fondamentale, car c'est un tort d'essayer de plaire à tout le monde. Au cœur de la compétence du directeur marketing, il est question de définir la stratégie et le mix produit. Il faut ensuite définir le mix marketing—c'est-à-dire les familles de produits et leurs canaux de distribution—en fonction de la stratégie de l'entreprise et de son positionnement. La prochaine étape consiste à développer de nouvelles fonctionnalités ou à améliorer celles des produits existants. Par exemple, si vous ciblez des clients cherchant une expérience unique, vous allez consacrer la plus grande partie des ressources à améliorer cet aspect et à mettre en valeur les qualités qui distinguent votre marque de celle du concurrent. Cela implique une analyse continue du marché et des remontées terrains. La troisième dimension consiste à définir et à animer le réseau de distribution—c'est-à-dire identifier les meilleurs réseaux de distribution en fonction de l'offre et les animer en partageant de bonnes pratiques. Il est aussi important de mesurer leur efficacité respective. Enfin, il est indispensable de gérer la base client et de mesurer la satisfaction client. Pour cela, il faut mettre en place une base de données clients qualifiée et alimentée à travers la force commerciale, à partir de laquelle le directeur marketing peut ensuite conduire des enquêtes de satisfaction. Cette étape est suivie par l'engagement des actions nécessaires pour améliorer la satisfaction client. Finalement, il faut faire évoluer les offres en fonction des attentes clients identifiées. Si vous désirez des renseignements détaillés sur ce sujet, je vous suggère mon livre intitulé Le marketing au sein des entreprises françaises.]

1. Une fois l'offre établie, dans quel but doit-elle être modifiée selon la présentation ?

Augmenter la satisfaction des clients
Faire des économies de production
Contribuer à l'innovation dans le domaine
Établir un mix élargi de produits

2. Dans quelle école française est-ce qu'on se prépare d'habitude pour devenir directeur marketing ?

École supérieure d'ingénieurs
École supérieure de commerce
Institut d'études politiques
Institut français de la mode

3. Par quelle préposition est-ce qu'on pourrait remplacer la locution prépositionnelle afin de dans « afin de définir une segmentation » ?

après
à
par
pour

Suggested Approach — Listening

Listen to the stimulus carefully and critically. Then read the questions and think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, determine the correct option, and select it on the computer.

The first question asks about the main factor influencing adjustments in the product offer. Option A is correct because the presentation emphasizes the importance of market research and maintaining a client database so that the company can identify customer wants and needs, and subsequently act to respond to these customer expectations, with the aim of increasing customer satisfaction. Options B and C are incorrect because the presentation does not mention economizing production or innovating in the field. Option D is incorrect because, although the presentation discusses the strategic importance of selecting the right mix for the product offer, it does not mention enlarging the product range as an objective.

In the second question, option B is correct because the École supérieure de commerce is a well-known business school in France. Options A, C and D are incorrect because the École supérieure d'ingénieurs, the Institut d'études politiques, and the Institut français de la mode offer courses of study in engineering, politics, and fashion, respectively, rather than focusing on marketing.

Question 3 asks which word could replace « afin de » within the context of the presentation. Option D is correct because « pour » means "for" or "in order to," as does « afin de ». Options A, B, and C are incorrect because they mean "after," "to," and "by," respectively, and do not fulfill the same prepositional function of indicating an objective to be attained.

Example 2 — Reading

Nos cadeaux parlent. De soi-même, celui qui offre, des autres, ceux qui reçoivent. Pour décrypter le sens caché de ce don, il est bienvenu de savoir pourquoi on fait un cadeau, comment on l'accueille et ce qu'il suppose en retour.

Notre amour de l'autre. Le cadeau est d'abord la marque de l'attachement. « Dans la sphère privée, offrir un cadeau marque le lien affectif que l'on noue avec l'autre, alors que, dans la sphère professionnelle, il s'agit souvent d'un rituel social auquel on ne peut pas couper », détaille Sylvie Tenenbaum, psychothérapeute à Paris et auteur de Ce que disent nos cadeaux (Éditions Leduc). « Le cadeau implique trois actes, l'offrir, le recevoir et le rendre, un geste implicite, mais une vraie obligation et, pour certains, une vraie contrainte. »

Notre pudeur. Vous détestez faire des cadeaux ? L'avarice n'a peut-être rien à voir à l'affaire. Vous êtes peut-être tout simplement mal à l'aise avec vos émotions. Or, offrir, c'est donner une partie de soi. « Ceux qui n'aiment pas offrir peuvent aussi être des gens qui ont peur de se dévoiler et qui ne veulent pas s'ouvrir aux autres », décrypte l'experte. « Il peut aussi s'agir de personnes qui ne veulent pas rentrer dans les rituels sociaux. »

Notre égoïsme. « Quand on prend du temps pour choisir le cadeau, que l'on tente de repérer ce qui va vraiment plaire à l'autre plutôt que de se contenter d'acheter à la va-vite un photophore, on entretient vraiment la relation et l'autre le reçoit avec plaisir. Le cadeau est alors une réussite », explique Sylvie Tenenbaum. « À l'inverse, il peut y avoir des cadeaux égocentriques, ce sont des cadeaux faits en fonction de soi-même, sans considération des goûts de l'autre. Ça a beau être luxueux, on est passé à côté. »

Notre détachement. « La revente de cadeaux, qui se pratique de plus en plus, est d'autant plus envisageable que la personne qui reçoit n'attache pas une symbolique particulière à l'objet reçu. Même quand un cadeau ne plaît pas, on aura plus de mal à s'en débarrasser s'il a été offert par un être très cher. Il a un sens sacré », analyse l'auteur. « Aujourd'hui, certains recyclent la totalité des objets qu'ils ont reçus pour s'offrir leur cadeau rêvé. Certains pratiquent aussi de la sorte par nécessité économique. »

Used by permission

1. Que dit l'article de certaines personnes qui n'aiment pas offrir des cadeaux ?

Elles sont plutôt avares.
Elles ne comprennent pas bien les désirs des autres.
Elles sont surtout égoïstes.
Elles ne veulent pas trop révéler d'elles-mêmes.

2. Pour quelle fête est-ce qu'on donne du muguet en France ?

La fête du Travail
La fête nationale
La Toussaint
Le jour de l'an

3. Dans la phrase « …on aura plus de mal à s'en débarrasser… » au dernier paragraphe, le pronom en se réfère à quel mot ?

Objet
Cadeau
Être
Sens

Suggested Approach — Reading

Read the article and carefully consider the information presented.

The first question asks why certain people, according to the article, do not like to give gifts. Option D is correct because the article explains that some people do not like to give gifts because giving a gift is giving something of oneself, and can therefore be too uncomfortably revealing for some individuals. Options A and B are incorrect because the article does not point to greed or a lack of understanding the desires of others as reasons why some people do not like to give gifts. Option C is incorrect because the article discusses egocentrism in gift giving, not as a motivation to avoid gift giving.

Question 2 requires cultural knowledge about a French holiday. Option A is correct because it is customary in France to give lily of the valley on la fête du Travail, the French Labor Day. Options B, C, and D are incorrect because it is not customary in France to give lily of the valley on la fête nationale (Bastille Day), la Toussaint (All Saints' Day), or le jour de l'an (New Year's Day).

Question 3 requires the test taker to identify the referent of the pronoun "en" within the context of the article. Option B is correct because the pronoun "en" is referring to a "cadeau", or "gift." Options A, C, and D are incorrect because the pronoun "en" is not referring to an "objet" ("object"), "être" ("to be"), or "sens" ("meaning").

Example 3 — Cultural Knowledge

La question se rapporte à l'image ci-dessous.

Surrounded by dignitaries and other spectators, a figure dressed in an ornate robe holds a crown above his head. Beneath him is a woman, also attired in clothing indicative of royalty, kneeling and bowing her head to him.

Image kindly provided by Zeno.org

1. Dans la peinture, chef d'œuvre de Jacques-Louis David, on voit quel grand homme de l'histoire française au moment de son couronnement comme Empereur ?

Charlemagne
Louis XIV
François Ier
Napoléon

La question se rapporte à la photo ci-dessous.

with a sign that has the word soldes and a number of percentages ranging from twenty to seventy percent printed on it. Another sign that is placed diagonally over that sign reads 2 eme demarque.

2. Selon la publicité figurant dans la photo, que peut-on logiquement conclure ?

C'est le premier jour des soldes de la saison.
Le magasin baisse de nouveau le prix de certains articles.
La nouvelle collection débute à des prix réduits.
On peut avoir une plus grande réduction avec la carte de fidélité.

Suggested Approach — Cultural Knowledge

These types of questions test your cultural knowledge. We recommend that you use a combination of the strategies above. Take a look at the picture first and make sure you understand its content. Then read the question and refer again to the stimulus material to verify the correct answer.

Question 1 asks about the famous French historical figure featured in the painting. Option D is correct because the picture portrays Napoleon being crowned emperor. Options A, B and C are incorrect because the picture does not portray Charlemagne, Louis XIV or François 1er being crowned emperor.

Question 2 requires the test taker to interpret a sign posted in a store window. Option B is correct because the picture indicates that the prices of some articles are being reduced for the second time. Option A is incorrect because the picture does not indicate that it is the first day of the sale and also because second markdowns do not occur on the first day of sales. Option C is incorrect because the picture does not indicate that a new collection is being introduced at reduced prices. Option D is incorrect because the picture does not indicate that having a customer card offers the possibility of greater reductions.

Understanding Constructed-Response Questions

Interpersonal and Presentational Writing Assignments

The LOTE French exam will include three assignments that require a constructed response written in French. The writing constructed-response scores will be combined with the other constructed-response scores and the selected-response scores to produce a total exam score.

For the Interpersonal and Presentational Writing assignments, you will be asked to write in the target language in ways outlined in the exam. There will be three assignments in this section. The total testing time for the Interpersonal and Presentational Writing assignments section is 50 minutes; therefore, you should manage your time so that you have enough time to answer the three assignments within the allotted time. You will type your response to each question. Your response must be written in the target language. In preparing your responses to the assignments, you may choose to prepare and organize your thoughts on the erasable notebooklet provided. However, you will only be scored on the response that you type on the computer. You may not use any reference materials during the exam.

Interpersonal and Presentational Speaking Assignments

The LOTE French exam includes three assignments that require a constructed response spoken in French. The speaking constructed-response scores will be combined with the other constructed-response scores and the selected-response scores to produce a total exam score.

For the Interpersonal and Presentational Speaking assignments, you will be asked to speak in the target language in ways outlined in the exam. There will be three assignments requiring different types of responses in this section. For each assignment, you will be given specific directions, including the amount of time allowed for preparation and speaking. Answer each question according to the directions. You may use the erasable notebooklet provided to write notes or organize your response; however, you will be scored only on your recorded oral response.

Be sure to speak naturally and appropriately in the target language when responding to the speaking assignments. The exam is designed to measure your proficiency in the target language. There are no prescribed answers to these assignments; however, each response needs to follow all the assignment directions to be appropriate. Say as much as you can until the response time is over or until you feel you have provided a thorough response.

Foreign Language Pedagogy: Instructional Practice Assignments

The LOTE French exam will include two assignments that that measure how well you can integrate and/or apply your knowledge of foreign-language pedagogy and theories when designing instructional units. The instructional practice constructed-response scores will be combined with the other constructed-response scores and the selected-response scores to produce a total exam score.

There will be two assignments in this section. The total testing time for the instructional practice constructed-response section is 35 minutes; therefore, you should manage your time so that you have enough time to answer the two assignments within the allotted time. You will type your response to each question. Your responses to the instructional practice assignments should be written in English. In preparing your responses to the assignments, you may choose to prepare and organize your thoughts on the erasable notebooklet provided. However, you will only be scored on the response that you type on the computer. You may not use any reference materials during the exam.

Understand How Constructed-Response Questions Will be Scored

Information about the scoring of constructed-response exam questions can be found on the Understanding Your Exam Results page on the Texas Educator Certification Examination Program website. Familiarize yourself with the scoring information provided on this page, and be sure your responses take this information into account.

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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