TExES PPR EC-12 Practice Test

1. A teacher is planning a unit and starts by identifying the end-of-unit assessment and the specific standards it will measure before designing daily lessons. This planning approach is best described as:

• A. Spiral curriculum
• B. Direct instruction
• C. Backward design
• D. Differentiated instruction

2. A fourth-grade teacher wants to scaffold a challenging reading passage for students who are still developing decoding skills. Which strategy best exemplifies scaffolding?

• A. Assigning the same passage with no support and expecting mastery on the first attempt
• B. Replacing the grade-level passage entirely with a much simpler text for all students
• C. Requiring students to read the passage silently and independently answer questions with no discussion
• D. Providing a pre-reading vocabulary preview and a graphic organizer, then gradually removing supports as students demonstrate independence

3. A teacher designs a rubric for a persuasive essay that includes separate criteria for argument clarity, use of evidence, organization, and conventions, each with descriptive performance levels. This type of rubric is:

• A. An analytic rubric
• B. A holistic rubric
• C. A norm-referenced rubric
• D. A checklist rubric

4. When writing a lesson objective, a teacher states: "Students will be able to compare and contrast the causes of two historical revolutions using evidence from primary sources." This objective is most effective because it:

• A. Specifies an observable, measurable student behavior aligned with higher-order thinking
• B. Uses vague language so it can apply to any lesson
• C. Avoids any reference to how student learning will be evaluated
• D. Focuses only on the teacher's actions during the lesson

5. A teacher plans a lesson using Universal Design for Learning (UDL) principles. Which planning decision best reflects UDL?

• A. Offering the same single format, a printed worksheet, for every student to complete
• B. Creating instruction based solely on the average learner's needs
• C. Designing one assessment method and requiring all students to use it regardless of need
• D. Providing options for how students access content, such as text, audio, or video, and demonstrate learning through writing, speaking, or building a model

6. A high school English teacher wants to align a persuasive writing unit vertically. Which action best demonstrates vertical alignment?

• A. Comparing the unit's rigor and skills to what students learned in the prior grade and what they'll need in the next grade
• B. Comparing test scores between two sections of the same grade taught by different teachers
• C. Aligning the unit only with a colleague teaching the same grade in a different subject
• D. Randomly selecting activities unrelated to any grade-level standard

7. A teacher analyzing benchmark data notices most students struggled with inferencing questions but did well on literal recall questions. Based on this data, the teacher should:

• A. Continue with the original pacing guide unchanged since overall scores were passing
• B. Re-teach inferencing skills with targeted strategies before moving to the next unit
• C. Remove inferencing questions from all future assessments
• D. Assign extra literal recall practice since students already succeeded there

8. When planning a science lesson, a teacher writes an objective at the "create" level of Bloom's revised taxonomy. Which task matches this level?

• A. Students list three properties of matter
• B. Students explain the difference between two properties of matter
• C. Students design and build a model demonstrating a chosen property of matter
• D. Students identify examples of matter from a picture

9. A teacher wants to plan instruction that supports English Language Learners (ELLs) at varying proficiency levels within the same class. Which planning decision best supports this goal?

• A. Incorporating visuals, sentence frames, and native-language glossaries alongside grade-level content
• B. Providing the identical grade-level text and assignment to all ELLs regardless of proficiency
• C. Excluding ELL students from the grade-level content until they reach fluency
• D. Assigning ELL students unrelated worksheets disconnected from the unit's content

10. A teacher is designing a summative unit assessment and wants it to have content validity. Which action best supports this goal?

• A. Making the test as long as possible regardless of content
• B. Ensuring assessment items directly match the taught objectives and standards for the unit
• C. Basing all items exclusively on textbook page numbers
• D. Writing items that are unrelated to what was taught, to test transfer

11. A teacher plans to use cooperative learning groups for an upcoming project. To promote productive collaboration, the teacher should design the task so that:

• A. One strong student can complete the entire project alone while others watch
• B. Groups are assigned no roles or structure so students self-organize entirely
• C. Each group member has a distinct role and the group's success depends on everyone's contribution
• D. Grades are based solely on individual work with no group component

12. A teacher plans a unit test blueprint that specifies how many items will address each standard, matching the relative instructional time given to each. This ensures the test has:

• A. Practicality
• B. Reliability regardless of content
• C. Norm-referenced comparison points
• D. Table-of-specifications alignment supporting content validity

13. A kindergarten teacher plans learning centers that allow students to choose activities related to the week's letter sound. This planning choice primarily supports:

• A. Standardized testing preparation exclusively
• B. Student autonomy and engagement through developmentally appropriate choice
• C. Strict adherence to a single fixed sequence for all students
• D. Elimination of teacher-directed instruction entirely

14. A teacher plans to pre-teach key academic vocabulary before a challenging science reading. This instructional planning decision addresses:

• A. Classroom behavior management
• B. Building background knowledge to support comprehension
• C. State test administration procedures
• D. Parent-teacher conference scheduling

15. A teacher plans an interdisciplinary unit connecting math data analysis with a social studies population-growth topic. The main instructional benefit of this cross-curricular design is:

• A. It reduces the total instructional time needed for both subjects to nearly zero
• B. It eliminates the need to assess either subject's standards
• C. It requires no planning collaboration between teachers
• D. It helps students see authentic connections between disciplines, deepening relevance and transfer

16. A teacher reviewing a new unit's standards notices that the required cognitive skill is "evaluate," but the planned assessment only asks students to recall facts. To fix the misalignment, the teacher should:

• A. Revise the assessment to include tasks requiring judgment and justified evaluation of evidence
• B. Leave the assessment unchanged since factual recall is easier to grade
• C. Lower the standard instead of changing the assessment
• D. Remove the standard from the unit entirely

17. A high school biology teacher wants students to be able to design and conduct an experiment testing enzyme activity, not just recall vocabulary terms. Which type of learning objective best reflects this goal?

• A. An objective requiring students to plan and carry out an investigation and justify their experimental design
• B. A knowledge-level objective asking students to define "enzyme" and "substrate"
• C. An objective asking students to list the steps of the scientific method in order
• D. An objective requiring students to copy a diagram of an enzyme reaction from the board

18. Before starting a new unit on fractions, a third-grade teacher gives students a short quiz covering previously taught concepts of division and part-whole relationships. What is the primary instructional purpose of this quiz?

• A. To assign a grade that will count toward the report card
• B. To identify students' prior knowledge and misconceptions so instruction can be adjusted
• C. To determine which students should be removed from the class for the unit
• D. To rank students from highest to lowest performer before instruction begins

19. A middle school teacher is planning instruction for a class that includes a student with an Individualized Education Program (IEP) specifying extended time and reduced-distraction testing. When designing the unit assessment, the teacher should:

• A. Ignore the IEP and administer the same assessment conditions to all students for fairness
• B. Wait until after the assessment to consult the IEP
• C. Build the specified accommodations into the assessment plan from the start
• D. Only apply accommodations if the student requests them during the test

20. A teacher plans a formative assessment strategy to use during a lesson on solving equations. Which of the following is a formative assessment technique?

• A. A cumulative final exam given at course end
• B. A state-mandated end-of-course standardized test
• C. A unit test given two weeks after instruction, used only for report card grades
• D. Quick exit tickets asking students to solve one problem before leaving class

21. When planning differentiated instruction for a mixed-readiness math class, a teacher plans three versions of a task at varying complexity, all addressing the same core standard. This is an example of:

• A. Tiered assignments within differentiated instruction
• B. Tracking students permanently into separate classes
• C. Norm-referenced grading
• D. Whole-group instruction with no variation

22. A teacher who catches a student off-task quietly redirects with a private word rather than a public reprimand. This choice primarily reflects:

• A. Ignoring the misbehavior entirely
• B. Rewarding the misbehavior with attention
• C. Minimizing disruption and preserving the student's dignity while addressing behavior
• D. Avoiding any accountability for behavior

23. A teacher uses a token economy where students earn points for on-task behavior that can be exchanged for a class privilege. This is an example of:

• A. Positive reinforcement
• B. Negative reinforcement
• C. Punishment
• D. Extinction

24. Two students in a class have an ongoing conflict that is disrupting group work. A teacher trained in restorative practices would most likely:

• A. Immediately assign both students to detention without discussion
• B. Facilitate a structured conversation where each student shares perspective and they collaboratively identify a resolution
• C. Separate the students permanently with no further discussion
• D. Ignore the conflict since it doesn't involve the whole class

25. A teacher notices that classroom rules were created solely by the teacher without student input, and students seem disengaged from following them. Which change would likely increase student ownership of classroom expectations?

• A. Making the rules stricter and adding more consequences
• B. Removing all rules so there is nothing to follow
• C. Posting the same rules in a larger font
• D. Involving students in a discussion to co-create classroom norms and their rationale

26. A teacher wants to create a culturally responsive classroom environment for a linguistically and ethnically diverse group of students. Which action best reflects this goal?

• A. Incorporating diverse texts, examples, and classroom practices that reflect students' varied backgrounds
• B. Displaying materials and examples that reflect only one cultural perspective
• C. Requiring all students to set aside their home culture and language to fit a single classroom norm
• D. Avoiding any discussion of culture or background in the classroom

27. A teacher establishes clear classroom procedures for transitions between activities on the first day of school and practices them repeatedly during the first week. This approach primarily supports:

• A. Increasing standardized test scores immediately
• B. Reducing lost instructional time and behavior issues through predictable routines
• C. Eliminating the need for any classroom rules later in the year
• D. Replacing the need for building relationships with students

28. To build a positive classroom climate at the start of the year, a teacher spends time learning about students' interests and backgrounds and incorporates them into class discussions. This practice primarily supports:

• A. Reducing the rigor of grade-level content
• B. Avoiding the need for classroom rules
• C. Meeting a state-mandated curriculum pacing requirement
• D. Rapport and relationship-building that increases engagement and trust

29. A teacher arranges classroom furniture into small clusters of desks facing each other rather than rows facing the front. This arrangement primarily supports:

• A. Strict, unidirectional lecture-only instruction
• B. Complete isolation of each student from peers
• C. Collaborative discussion and group work among students
• D. Standardized test administration procedures

30. During a lesson, a teacher poses a question and waits several seconds of silence before calling on a student, rather than immediately calling on the first raised hand. This "wait time" strategy primarily:

• A. Wastes valuable instructional time with no benefit
• B. Signals to students that the question is unimportant
• C. Reduces the depth of student thinking
• D. Gives more students time to process and formulate a thoughtful response, increasing participation quality

31. While teaching a lesson, a teacher periodically asks students to give a thumbs up/down or hold up response cards to indicate their understanding. This is an example of:

• A. A summative assessment
• B. A norm-referenced test
• C. A formative check for understanding during instruction
• D. A standardized state assessment

32. A teacher uses the gradual release of responsibility model ("I do, we do, you do") during a new skill lesson. What is the correct sequence of this model?

• A. Teacher modeling, then guided or collaborative practice, then independent student practice
• B. Independent practice, then guided practice, then teacher modeling
• C. Guided practice, then independent practice, then teacher modeling
• D. Teacher modeling followed immediately by a summative test

33. A teacher asks a series of questions moving from "What happened first in the story?" to "Why do you think the character made that choice?" This questioning sequence primarily demonstrates:

• A. A single repeated recall-level question
• B. Progressing from lower-order to higher-order questioning to deepen thinking
• C. Randomly ordered questions with no instructional purpose
• D. Questions unrelated to the lesson's objective

34. During independent work time, a teacher circulates and provides specific feedback such as, "Your topic sentence is clear, but add evidence to support your second point," rather than simply marking answers right or wrong. This type of feedback is most effective because it:

• A. Is specific and actionable, helping students know exactly how to improve
• B. Is vague and gives students nothing actionable
• C. Withholds any information about how to improve
• D. Focuses only on the student's overall intelligence

35. A teacher differentiates instruction during a lesson by providing a small group of struggling readers a shorter, leveled text while other students read the full grade-level text, all working toward the same comprehension standard. This is an example of:

• A. Permanently separating students by ability for the entire year
• B. Grading students on a curve
• C. Eliminating grade-level standards for some students
• D. Flexible small-group instruction responsive to student need

36. During a cooperative learning activity, a teacher notices one group member is doing all the work while others are passive. An effective in-the-moment response is to:

• A. Give the entire group a failing grade with no discussion
• B. Remove the disengaged students from group work permanently
• C. Ignore the imbalance since the group produced a final product
• D. Assign or reinforce individual roles and accountability measures so each member must contribute

37. A teacher uses a "think-pair-share" strategy during a discussion-based lesson. What is the primary instructional benefit of this strategy?

• A. It allows the teacher to skip planning any discussion questions
• B. It ensures only the most confident students participate
• C. It gives every student processing time and a low-stakes opportunity to rehearse their answer before sharing with the larger group
• D. It replaces the need for whole-class discussion entirely

38. While teaching a math lesson, a teacher realizes most students have already mastered today's planned content based on a quick check. The most responsive action is to:

• A. Continue teaching the planned lesson exactly as written regardless of mastery
• B. Stop instruction for the day since the objective is technically met
• C. Repeat the same explanation multiple times unnecessarily
• D. Extend or accelerate to a more challenging application of the skill since the class is ready

39. A teacher provides sentence starters and visual supports during a class discussion for a student who is an English Language Learner, while other students discuss without these supports. This is an example of:

• A. Appropriate instructional accommodation matched to a documented language-learning need
• B. Unfair treatment that should be avoided
• C. Lowering standards for the ELL student
• D. A violation of assessment security

40. A teacher is implementing a lesson and notices that pacing is too slow, leaving no time for the planned closure activity. An effective in-the-moment adjustment is to:

• A. Skip the closure activity's purpose entirely with no substitute and move directly to the next day's new content
• B. Continue with the original activity even though time has run out, going well over the period
• C. Quickly adapt by using a brief summarizing technique, such as a one-sentence exit summary, to still capture a closure moment
• D. Abandon the lesson objective altogether

41. A teacher notices that a normally engaged student has been withdrawn and inattentive for several days. Which is the most appropriate immediate instructional response during class?

• A. Check in privately with the student and adjust support as needed, referring to appropriate support staff if concerns persist
• B. Publicly call out the student's change in behavior in front of peers
• C. Ignore the change since it is not directly related to the day's academic content
• D. Immediately lower the student's grade for participation

42. A teacher regularly varies grouping structures, whole class, pairs, small groups, and independent work, within a single lesson based on the task's cognitive demand. This flexible grouping is primarily intended to:

• A. Confuse students by constantly changing structure with no purpose
• B. Match the instructional grouping to the specific learning task and student needs for that moment
• C. Eliminate all direct instruction from the lesson
• D. Meet a state requirement for a fixed number of groupings per lesson

43. A teacher checks for understanding at multiple points during a lesson rather than only at the very end. This practice is most valuable because it:

• A. Removes any need for a final assessment
• B. Ensures every student answers every question correctly during the lesson
• C. Is required regardless of pacing or content
• D. Allows real-time adjustment of instruction before misconceptions become entrenched

44. A teacher differentiates a reading assignment by content, offering the same skill focus (identifying theme) but through different texts matched to student interest and reading level. This exemplifies differentiation by:

• A. Content, while keeping the learning goal consistent across students
• B. Assessment method only
• C. Classroom rules
• D. Grading scale

45. A teacher notices from exit-ticket data that half the class still struggles with a concept just taught. The most appropriate immediate response is to:

• A. Move on to the next lesson as scheduled regardless of the data
• B. Give the whole class a lower grade for the day
• C. Assign the same worksheet again with no change in approach
• D. Reteach the concept using a different approach for the struggling students, such as small-group instruction

46. A teacher notices a student consistently makes the same computational error, such as misapplying the order of operations, across several problems. The most useful next instructional step is to:

• A. Conduct an error analysis to pinpoint the specific misconception and address it directly
• B. Mark all the problems wrong with no further action
• C. Assume the student is simply not trying and reduce the grade further
• D. Give the student more of the same type of problems without any intervention

47. During a science lab, a teacher circulates asking probing questions like "What do you predict will happen if you change this variable?" rather than giving answers directly. This questioning approach primarily supports:

• A. Direct transmission of facts with no student reasoning required
• B. Standardized test preparation exclusively
• C. Classroom management unrelated to content
• D. Inquiry-based learning that encourages students to reason and construct understanding

48. A teacher gives immediate, specific feedback on a formative quiz and allows students to revise their work based on that feedback before the concept moves to summative assessment. This practice supports learning primarily because:

• A. It removes any accountability for initial performance
• B. It guarantees every student receives a perfect summative score
• C. It eliminates the need for future formative checks
• D. Timely, actionable feedback paired with a revision opportunity helps students close learning gaps before high-stakes assessment

49. During a whole-class discussion, only a few students consistently volunteer answers while most remain silent. Which strategy would most effectively increase equitable participation?

• A. Grading down students who don't volunteer without changing the discussion structure
• B. Eliminating class discussion entirely
• C. Using random-call structures, such as name sticks, or structured turn-taking to distribute participation across all students
• D. Continuing to call only on volunteers since they are eager to answer

50. A teacher suspects a student is experiencing abuse at home based on comments the student made. According to professional and legal responsibilities for educators, the teacher should:

• A. Investigate the family situation personally before deciding whether to report
• B. Report the suspicion to the appropriate designated authority, such as a school counselor or child protective services, as a mandated reporter, following school protocol
• C. Wait to see if the student mentions it again before doing anything
• D. Discuss the suspicion with other students to gather more information

51. A parent asks a teacher to share detailed grade and behavior information about another, unrelated student in the class. Under student privacy expectations such as those reflected in FERPA, the teacher should:

• A. Share the requested information since the parent asked directly
• B. Share only the grades but withhold behavior notes
• C. Decline to share another student's education records with a parent who is not that student's parent or guardian
• D. Post the information publicly so all parents have equal access

52. A teacher wants to communicate a struggling student's progress to the student's parents. Which approach best reflects professional communication practice?

• A. Proactively communicating concerns early, using specific examples, and inviting collaborative problem-solving
• B. Waiting until the end-of-year report card to mention any concerns for the first time
• C. Discussing the student's struggles with other parents to get their opinions first
• D. Avoiding communication with parents about academic concerns entirely

53. A teacher disagrees with a grade-level team's decision about a shared instructional approach. Which response best reflects professional collaboration?

• A. Publicly criticizing colleagues' decision to students and other parents
• B. Raising concerns respectfully in the team setting and working collaboratively toward a resolution
• C. Refusing to implement any team decisions going forward
• D. Ignoring the team entirely and doing whatever the teacher personally prefers

54. A teacher is unsure whether a particular instructional accommodation for a student with a Section 504 plan is being implemented correctly. The most appropriate professional action is to:

• A. Guess at the right approach without consulting anyone
• B. Ignore the plan since it wasn't written by the classroom teacher
• C. Consult with the school's 504 coordinator or appropriate support staff to clarify and correctly implement the plan
• D. Modify the plan unilaterally based on personal judgment

55. A teacher receives an email from a parent that is angry and includes some unprofessional language about a recent grade. The most professionally appropriate response is to:

• A. Respond immediately in kind with equally unprofessional language
• B. Ignore the email entirely with no response
• C. Forward the email to other parents to show them how unreasonable the parent is being
• D. Respond calmly and professionally, addressing the substantive concern and offering to discuss further, possibly involving an administrator if needed

56. A teacher is asked by an administrator to substitute a colleague's assessment data for their own on a report, which would misrepresent actual student performance. The professionally and ethically appropriate response is to:

• A. Comply since the administrator has authority over the teacher
• B. Decline to submit inaccurate data and raise the ethical concern through appropriate channels
• C. Submit the false data but tell no one about it
• D. Alter the data further to make the report more favorable

57. A veteran teacher is asked to mentor a first-year colleague. Which mentoring practice best reflects professional responsibility?

• A. Telling the new teacher exactly what to do in every situation with no explanation
• B. Avoiding any interaction with the new teacher to let them "figure it out"
• C. Modeling reflective practice, offering constructive feedback, and supporting the new teacher's independent problem-solving
• D. Publicly comparing the new teacher's performance unfavorably to veteran staff

58. A teacher wants to stay informed about updates to state content standards affecting their subject area. Which action best reflects professional responsibility in this area?

• A. Assuming standards never change once learned during teacher preparation
• B. Relying solely on informal rumors from other teachers about standards changes
• C. Ignoring standards updates since instructional materials are unlikely to change
• D. Regularly reviewing official state education agency updates and participating in relevant professional development

59. A first-year teacher wants to improve their instructional practice. Which action best reflects ongoing professional growth?

• A. Refusing any feedback from a mentor or administrator
• B. Assuming initial certification means no further learning is needed
• C. Avoiding collaboration with colleagues to work entirely independently
• D. Seeking regular feedback from a mentor, reflecting on practice, and pursuing relevant professional development

60. A new teacher wants to build effective working relationships with paraprofessionals who support students in the classroom. Which practice best supports this goal?

• A. Clearly communicating roles, expectations, and instructional plans, and treating paraprofessionals as valued members of the instructional team
• B. Excluding paraprofessionals from lesson planning discussions entirely
• C. Assigning paraprofessionals only clerical tasks unrelated to instruction
• D. Avoiding any feedback or communication with paraprofessionals

61. A teacher wants to maintain appropriate professional boundaries while still building supportive relationships with students. Which practice best reflects this balance?

• A. Maintaining warm, supportive interactions within professional boundaries, using school-sanctioned communication channels and following district policy
• B. Communicating with students only through personal social media accounts outside of school-sanctioned channels
• C. Sharing personal problems with students to build a closer bond
• D. Meeting individually with students in unsupervised, non-school-sanctioned settings