Preparation Manual: Section 2: How to Prepare for the TExES Exams

Section 2: How to Prepare for the Exams

This section of the preparation manual provides information to help you prepare to take the TExES exams.

Learn What the Exam Covers

You may have heard that there are several different versions of the same exam. It's true. You may take one version of the exam and your friend may take a different version. Each exam has different questions covering the same subject area, but both versions of the exam measure the same skills and content knowledge.

You'll find specific information on the exam you're taking in the Overview and Exam Framework section of the preparation manual, which outlines the content areas that the exam measures and what percentage of the exam covers each area.

Begin by reviewing the preparation manual for your exam in its entirety, paying particular attention to the content specifications. The content specifications detail the knowledge and skills to be measured on the exam. The Educator Standards section of the prep manual lists the standards necessary for a teacher of that subject.

Once you have reviewed the preparation manual and the standards, you can create your own personalized study plan and schedule based on your individual needs and how much time you have before exam day. Be sure to also seek other resources to strengthen your content knowledge.

Keep in mind that study habits are individual. There are many different ways to successfully prepare for your exam. Some people study better on their own, while others prefer a group setting. You may have more energy early in the day, but another test taker may concentrate better in the evening. Use this guide to develop the approach that works best for you.

Assess How Well You Know the Content

Use your review of the competencies to focus your study time on those areas containing knowledge and skills with which you are less familiar. You should leave yourself time to review the content of all domains and competencies, both the familiar and the less familiar ones, but the focus of your preparation time and priority in your studying should be placed upon those areas about which you are least confident.

Think carefully about how well you know each area; research shows that test takers tend to overestimate their preparedness. People often glance at the specifications, or at the exam questions (with "a peek" at the answers at the same time), and think that they know the content of the exam. This is why some test takers assume they did well and then are surprised to find out they did not pass.

The exams are demanding enough to require serious review. The longer you've been away from the content the more preparation you will most likely need. If it has been longer than a few months since you've studied your content area, make a concerted effort to prepare. You have everything to gain and nothing to lose from such an approach.

Familiarize Yourself with the Different Types of Exam Questions

The TExES exams include several types of exam questions, which can be broken into two categories: selected response (multiple choice) and constructed response (for which you write or record a response of your own that is scored by trained raters based on scoring guidelines). You may be familiar with these question formats from taking other standardized tests. If not, familiarize yourself with them so you don't spend time during the exam figuring out how to answer them.

How to Approach Unfamiliar Question Formats

Some questions include introductory information such as a table, graph, or reading passage (often called a stimulus) that provides the information the question asks for. New formats for presenting information are developed from time to time. Exams may include audio and video stimulus materials, such as a movie clip or some kind of animation, instead of a map or reading passage.

Exams may also include interactive types of questions. These questions take advantage of technology to assess knowledge and skills that go beyond what can be assessed using standard single-selection selected-response questions. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond.

For most questions, you will respond by clicking an oval to choose a single answer choice from a list of options. Other questions may ask you to respond by:

Selecting all that apply. In some questions, you will be asked to choose all the options that answer the question correctly.
Typing in an entry box. You may be asked to enter a text or numeric answer. Some questions may have more than one place to enter a response.
Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected.
Clicking parts of a graphic. In some questions, you will choose your answer by clicking on location(s) on a graphic such as a map or chart, as opposed to choosing from a list.
Clicking on sentences. In questions with reading passages, you may be asked to choose your answer by clicking on a sentence or sentences within the reading passage.
Dragging and dropping answer choices into "targets" on the screen. You may be asked to choose an answer from a list and drag it into the appropriate location in a table, paragraph of text, or graphic.
Selecting options from a drop-down menu. This type of question will ask you to select the appropriate answer or answers by selecting options from a drop-down menu (e.g., to complete a sentence).

Remember that with every question, you will get clear instructions on how to respond.

Approaches to Answering Selected-Response Questions

The information below describes some selected-response question formats that you will typically see on TExES exams and suggests possible ways to approach thinking about and answering them. These approaches are intended to supplement and complement familiar test-taking strategies with which you may already be comfortable and that work for you. Fundamentally, the most important component in ensuring your success is familiarity with the content that is covered on the exam. This content has been carefully selected to align with the knowledge required to begin a career as a teacher in the state of Texas.

The questions on each exam are designed to assess your knowledge of the content described in the competencies of each exam. In most cases, you are expected to demonstrate more than just your ability to recall factual information. You may be asked to think critically about the information, to analyze it, to compare it with other knowledge you have, or to make a judgment about it.

Be sure to read the directions carefully to ensure that you know what is required for each exam question. Leave no questions unanswered. Your score will be determined by the number of questions you answer correctly.

Question Types

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

Single Questions
Clustered Questions

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

Single Questions

The single-question format presents a direct question or an incomplete statement. It can also include a reading passage, movie clip, graphic, table, or a combination of these.

Example

The following question is an example of the single-question format. It tests knowledge of Physics/Mathematics 7–12 Competency 010: The teacher understands and solves problems using differential and integral calculus.

Use the diagram below to answer the question that follows.

The diagram shows a horizontal line, labeled Beach, dimensioned as 100 meters. The left end of the horizontal line is point A. The space above the horizontal line is labeled Water. From the right end of the horizontal line, a vertical line extends upward at a right angle, dimensioned as 60 meters. The upper end of the vertical line is point B.

A lifeguard sitting on a beach at point A sees a swimmer in distress at point B. The lifeguard can run at a rate of 3 meters per second and can swim at a rate of 1.5 meters per second. To minimize the amount of time it takes to reach the swimmer, how far along the beach should the lifeguard run before entering the water?

40 meters
65 meters
73 meters
100 meters

Suggested Approach

Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer.

In analyzing this problem, redrawing the diagram to highlight the important information may be helpful.

The diagram is repeated without the labels for the beach and water. Point C has been added to the horizontal line. The distance from point A to point C is dimensioned as D. The remaining distance is dimensioned as 100 minus D. A line has been drawn from point B to point C, forming a right triangle with the vertical line as its long side and B C as its hypotenuse.

Let d represent the distance in meters that the lifeguard runs along the beach. Then by an application of the Pythagorean theorem, the distance traveled in water is represented by the square root of the quantity 60 squared plus left paren 100 minus D right paren squared .�Because distance = rate × time and the lifeguard can run at 3 meters per second and swim at 1.5 meters per second, the time it takes the lifeguard to run along the beach, t sub b, can be represented by d over 3, and the time it takes the lifeguard to swim in the water, t sub w, can be represented by the square root of the quantity 60 squared plus left paren 100 minus D right paren squared all over 1.5.�Thus, the total time, t, it takes the lifeguard to travel to the swimmer can be represented by t sub b plus t sub w. To solve the problem, we need to find the value of d that minimizes the function t equals t sub b plus t sub w equals d over 3 plus the square root of the quantity 60 squared plus left paren 100 minus D right paren squared all over 1.5.�This can be done using either differential calculus or a graphing approach. We will use a graphing approach. A graphing calculator can be used to produce a graph similar to the one that follows.

There is line graph. The vertical axis is labeled Time in seconds, with values marked from 60 to 80 in increments of 5. The horizontal axis is labeled Distance in meters, with values marked from 0 to 100 in increments of 20. The smooth data curve starts on the Time axis at a value of about 77.5. It slopes down at about a 45 degree angle, then curves to pass horizontally through a point labeled 65.4, 68.0. It then curves upward to a time value of about 72.5 at 100 meters.

Using the capabilities of the calculator, you see that the minimum value of the function t occurs when d is approximately 65 meters, or option B.

Option A results from dividing 60 by 1.5, which is the time required to swim 60 meters. Option C results from misusing parentheses when entering the equation for t into the graphing utility; i.e., entering the square root of the quantity 60 squared plus left paren 100 minus D right paren squared all over 1.5�instead of the square root of the quantity 60 squared plus left paren 100 minus D right paren squared all over 1.5.�Option D results from minimizing the function t sub w equals the square root of the quantity 60 squared plus left paren 100 minus D right paren squared all over 1.5�instead of the expression for t, the total time required to reach the swimmer. The correct response is option B.

Clustered Questions

Clustered questions are made up of a stimulus and two or more questions relating to the stimulus. The stimulus material can be a reading passage, graphic, table, or any other information necessary to answer the questions that follow.

You can use several different approaches to respond to clustered questions. Some commonly used strategies are listed below.

Strategy 1	Skim the stimulus material to understand its purpose, its arrangement, and/or its content. Then read the questions and refer again to the stimulus material to obtain the specific information you need to answer the questions.
Strategy 2	Read the questions before considering the stimulus material. The theory behind this strategy is that the content of the questions will help you identify the purpose of the stimulus material and locate the information you need to answer the questions.
Strategy 3	Use a combination of both strategies. Apply the "read the stimulus first" strategy with shorter, more familiar stimuli and the "read the questions first" strategy with longer, more complex or less familiar stimuli. You can experiment with the sample questions in the preparation manuals and then use the strategy with which you are most comfortable when you take the actual exam.

Whether you read the stimulus before or after you read the questions, you should read it carefully and critically. You may want to note its important points to help you answer the questions.

As you consider questions set in educational contexts, try to enter into the identified teacher's frame of mind and use that teacher's point of view to answer the questions that accompany the stimulus. Be sure to consider the questions only in terms of the information provided in the stimulus — not in terms of your own experiences or individuals you may have known.

Example 1

First read the stimulus (a description of a physics experiment along with a data table).

Use the information below to answer the questions that follow.

A group of students is measuring how long it takes a toy car released from rest to roll down a straight inclined track. The data from the experiment are summarized below.

Mass of car 0.10 kg

Length of incline 2.0 m

Slope of incline 30°

Average time 1.2 s

Mass of car	0.10 kg
Length of incline	2.0 m
Slope of incline	30°
Average time	1.2 s

Now you are prepared to address the first of the two questions associated with this stimulus. The first question measures Physics/Mathematics 7–12 Competency 026: The teacher understands the laws of motion.

1.� What is the magnitude of the gravitational force acting on the car in the direction of the toy car's motion down the track?

0.10 N
0.49 N
0.85 N
0.98 N

Suggested Approach

The first step is to identify the forces acting on the car. In this case, the forces acting on the car are the force of gravity, the force of friction and the normal force from the inclined plane on the car. The next step is to draw a free body diagram showing these forces resolved into their appropriate components.

The diagram shows a right triangle with the acute angle dimensioned as 30�. Near the middle of the hypotenuse is a set of 5 arrows representing the forces on the toy car as it moves down the incline. All arrows originate at a single point at a slight distance from the incline, as if at the center of mass of the toy car. One arrow, pointing down the slope and parallel to the incline, is labeled mg sin ?. One arrow, pointing up the slope and parallel to the incline, is labeled F sub f. One arrow, pointing at a right angle away from the incline, is labeled N. One arrow, pointing at a right angle toward the incline, is labeled mg cos ?. And one arrow, pointing vertically down, is labeled mg. The angle between the vertical arrow and the arrow pointing at a right angle toward the incline is dimensioned as ?.

To determine the magnitude of the gravitational force acting on the car in the direction of the car's motion down the track, it is necessary to determine the component of the gravitational force along the incline. For an inclined plane, this component is given by F = mg sin ?, where m is the mass of the car, g is the acceleration due to gravity (9.8 m/s squared), and sin ? is the sine of the angle of the incline with the horizontal. Substituting the given values into the expression and using the fact that sin 30� = 0.5 results in the numerical value for the force component acting along the plane, or F = 0.49 N. This is option B.

Option A is the mass of the car and is therefore incorrect. Option C results from incorrectly using mg cos 30� for the component of the gravitational force in the direction of the car's motion. Option D is the weight of the car, which is equal to the magnitude of the gravitational force mg toward the center of the earth. Therefore, the correct response is option B.

Now you are ready to answer the second question. This question also measures Physics/Mathematics 7–12 Competency 026: The teacher understands the laws of motion.

2.� Assuming the acceleration of the car down the track is constant, what is the net force acting on the car in the direction of the car's motion down the track?

0.21 N
0.28 N
0.56 N
0.98 N

Suggested Approach

The second question for this stimulus asks for the net force acting on the car in the direction of the car's motion. According to Newton's second law of motion, the net force on any object in the direction of the object's motion is equal to the object's mass multiplied by its acceleration, or F subscript net equals m a. Because the mass of the car is known, it is necessary to find the acceleration of the car. The question tells us to assume the acceleration is constant. Also, it is given from the original stimulus data that the car starts from rest and travels a distance of 2.0 m in 1.2 s. The expression for the distance traveled by an object undergoing constant acceleration, x equals 1 half a t squared plus v sub 0 t plus x sub 0 , simplifies to x equals 1 half a t squared. In this problem, therefore, solving for a yields a = 2x over t squared = 2 left paren 2.0 right paren over left paren 1.2 right paren squared = 2.8 m/s squared. Multiplying this value by the mass of the car results in 0.28 N, which is option B.

Option A results from incorrectly calculating the acceleration as the distance the object travels divided by the time required, or 2.0 over 1.2, and using this value to find the force. Option C results from correctly determining the acceleration and multiplying the result by the mass of the car but then incorrectly trying to find the component of the force parallel to the plane by dividing the result by sine 30 degrees, or 0.5. Option D is the force of gravity on the object. The correct response is option B.

Example 2

First read the stimulus (a learning expectation from the statewide mathematics curriculum).

Use the student expectation below from the Texas Essential Knowledge and Skills (TEKS) to answer the questions that follow.

The student uses characteristics of the quadratic parent function to sketch the related graphs and makes connections between the y equals ax squared plus bx plus c and the y equals a left paren x minus h right paren squared plus k symbolic representations of quadratic functions.

Now you are prepared to respond to the first of the two questions associated with this stimulus. The first question tests knowledge of Physics/Mathematics 7–12 Competency 020: The teacher understands how children learn mathematics and plans, organizes and implements instruction using knowledge of students, subject matter and statewide curriculum (Texas Essential Knowledge and Skills [TEKS]).

1. Which of the following algebraic techniques will students need to know to symbolically convert a quadratic function of the form y equals ax squared plus bx plus c into the form y equals a left paren x minus h right paren squared plus k?

Solving systems of equations
Completing the square
Solving quadratic equations
Simplifying polynomial expressions

Suggested Approach

You are asked to identify the algebraic technique that students should use to convert the expression y equals ax squared plus bx plus c�into the expression y equals a left paren x minus h right paren squared plus k. The following steps show how this conversion can be achieved.

First rewrite the expression y equals ax squared plus bx plus c�as y equals a left paren x squared plus start fraction b over a end fraction x right paren plus c�by factoring a from the quantity ax squared plus bx. Next, take one-half the coefficient of the linear term, square it and add this quantity inside the parentheses while adding the product of the quantity's additive inverse and a outside of the parentheses. Note that this is equivalent to adding fraction b squared over 4 a�and negative fraction b squared over 4 a�to the same side of the equation as follows:

y equals a left paren x squared plus start fraction b over a end fraction x plus start fraction b squared over 4 a squared end fraction right paren plus c minus start fraction b squared over 4 a end fraction

Notice that the quantity inside the parentheses is a perfect square and can be factored.

y equals a left paren x plus start fraction b over 2 a end fraction right paren squared plus c minus start fraction b squared over 4 a end fraction

This expression is equivalent to y equals a left paren x minus h right paren squared plus k,�with h equals negative fraction b over 2 a and k equals fraction 4 a c minus b squared over 4 a,�which are the x- and y-coordinates of the vertex of the graph of y equals ax squared plus bx plus c. This algebraic method of converting the first expression into the second is known as completing the square. Therefore, option B is correct.

Option A, solving systems of equations, is not helpful in this situation because the student is being asked to rewrite an equation, not solve it. Option C is incorrect because the student is being asked to rewrite a quadratic equation, not solve it. Finally, although one can simplify the expression y equals a left paren x minus h right paren squared plus k�and compare it to y equals ax squared plus bx plus c, this approach is ineffective when applied in the opposite direction, which makes option D incorrect.

Now you are ready to answer the next question. The second question measures Competency 021: The teacher understands assessment and uses a variety of formal and informal assessment techniques to monitor and guide mathematics instruction and to evaluate student progress.

2. Which of the following exercises best assesses student understanding of the expectation from the statewide curriculum (TEKS)?

Use a graphing calculator to graph the function y equals x squared minus 4x plus 3, and use the graph to find the zeros of the function.
Write a real-world word problem that is modeled by the function y equals x squared minus 4x plus 3, and relate the solution of the function to the graph of y equals x squared minus 4x plus 3.
Describe how the graph of y equals left paren x minus 3 right paren left paren x minus 1 right paren�is related to the graph of y equals x squared minus 4x plus 3.
Describe how the graph of y equals x squared�is related to the graph of y equals x squared minus 4x plus 3.

Suggested Approach

You are asked to select an activity that would best assess student understanding of converting a function of the form y equals ax squared plus bx plus c�into the form y equals a left paren x minus h right paren squared plus k�and then analyzing the graph of this function in relation to the quadratic parent function y equals x squared. Carefully read each of the responses to determine how well they assess student understanding of this topic.

Option A asks the student to enter a quadratic function into a graphing calculator and then use the capabilities of the graphing calculator to estimate the zeros of the function. This is a method of using technology to solve a quadratic equation, and hence is incorrect.

Option B asks the student to create a problem that can be modeled by a specific quadratic equation and to relate the graph of the equation to the problem. This assessment would be useful for evaluating student understanding of applications of quadratic functions but not for assessing understanding of the two different symbolic representations of the quadratic function. Option B is therefore incorrect.

Option C assesses understanding of the fact that a factored quadratic function has the same graph as the expanded, or unfactored, quadratic function. Option C would not assess the given learning expectation and is therefore incorrect.

Option D assesses student understanding of how the graph of y equals x squared�is related to that of a more complicated quadratic function involving a linear term and a constant term. Expressing the function y equals x squared minus 4x plus 3�in the form y equals left paren x minus 2 right paren squared minus 1�allows a student to determine by inspection that the vertex is at (2, negative 1). This implies that the graph of y equals x squared minus 4x plus 3�can be obtained by translating the graph of y equals x squared�two units in the positive x-direction and one unit in the negative y-direction.

This analysis of the four choices should lead you to select option D as the correct response.

Gather Study Materials

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

Did you have a course in which the area was covered?
Do you still have your book or your notes?
Does your college library have a good introductory college-level text in this area?
Does your local library have a high school-level text?

Do you know a teacher or professor who can help you organize your study? Would a study group suit you and help you maintain momentum? People have different study methods that work for them — use whatever you know that works for you.

Preparation manuals are available for all Texas educator certification program exams. Each prep manual provides a combination of exam preparation and practice, including sample questions and answers with explanations. You can also find informational tutorials and 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!