Special education: teaching students with visual impairments

The Praxis® Study Companion

Special Education: Teaching
Students with Visual
Impairments
5282

www.ets.org/praxis


Welcome to the Praxis® Study Companion

Welcome to the Praxis® Study Companion
Prepare to Show What You Know
You have been working to acquire the knowledge and skills you need for your teaching career. Now you are
ready to demonstrate your abilities by taking a Praxis® test.
Using the Praxis® Study Companion is a smart way to prepare for the test so you can do your best on test day.
This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:
• An overview of the Praxis tests
• Specific information on the Praxis test you are taking
• A template study plan
• Study topics
• Practice questions and explanations of correct answers
• Test-taking tips and strategies
• Frequently asked questions
• Links to more detailed information
So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need
to revisit. Then you can create your own personalized study plan and schedule based on your individual needs
and how much time you have before test day.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your

test. Some people study better on their own, while others prefer a group dynamic. You may have more energy
early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the
approach that works best for you.
Your teaching career begins with preparation. Good luck!

Know What to Expect
Which tests should I take?
Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for
the teaching area you wish to pursue.
Before you register for a test, confirm your state or agency’s testing requirements at www.ets.org/praxis/states.

How are the Praxis tests given?
Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see
page 49).

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Welcome to the Praxis® Study Companion

What should I expect when taking the test on computer?
When taking the test on computer, you can expect to be asked to provide proper identification at the test
center. Once admitted, you will be given the opportunity to learn how the computer interface works (how to
answer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing time
begins. Watch the What to Expect on Test Day video to see what the experience is like.

Where and when are the Praxis tests offered?
You can select the test center that is most convenient for you. The Praxis tests are administered through an

international network of test centers, which includes Prometric® Testing Centers, some universities, and other
locations throughout the world.
Testing schedules may differ, so see the Praxis web site for more detailed test registration information at www.
ets.org/praxis/register.

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3


Table of Contents

Table of Contents
The Praxis® Study Companion guides you through the steps to success
1. Learn About Your Test.....................................................................................................5
Learn about the specific test you will be taking
2. F
 amiliarize Yourself with Test Questions.................................................................... 15
Become comfortable with the types of questions you’ll find on the Praxis tests
3. Practice with Sample Test Questions.......................................................................... 19
Answer practice questions and find explanations for correct answers
4. Determine Your Strategy for Success.......................................................................... 28
Set clear goals and deadlines so your test preparation is focused and efficient
5. Develop Your Study Plan.............................................................................................. 31
Develop a personalized study plan and schedule
6. Review Study Topics..................................................................................................... 35
Review study topics with questions for discussion
7. Review Smart Tips for Success..................................................................................... 47
Follow test-taking tips developed by experts
8. Check on Testing Accommodations............................................................................ 49

See if you qualify for accommodations to take the Praxis test
9. Do Your Best on Test Day.............................................................................................. 50
Get ready for test day so you will be calm and confident
10. Understand Your Scores............................................................................................. 52
Understand how tests are scored and how to interpret your test scores
Appendix: Other Questions You May Have .................................................................... 54

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Step 1: Learn About Your Test

1. Learn About Your Test
Learn about the specific test you will be taking

Special Education: Teaching Students with Visual Impairments (5282)

Test at a Glance
Test Name

Special Education: Teaching Students with Visual Impairments

Test Code 5282
Time

2 hours

Number of Questions120

Format

Selected-response questions

Test Delivery

Computer delivered


Content Categories





I. Principles and Educational Rights for
I
VI
Students with Disabilities

Approximate Approximate
Number of
Percentage of
Questions Examination
15

12%

23

19%


III. Planning and Managing the Learning

and Teaching Environment

21

18%



IV. Implementing Instruction

27

23%



V. Assessment

20

16%

14

12%

V

II


II. Development and Characteristics of
Students with Visual Impairments
IV

III


VI. Professional Practice, Collaboration,
and Counseling

About This Test
The Special Education: Teaching Students with Visual Impairments (T S V I) test measures whether entrylevel teachers have the standards-relevant knowledge, skills, and abilities believed necessary for competent
professional practice. The content of the test is based on the professional teacher preparation standards of
The Council for Exceptional Children (C E C), which ensure that students with disabilities receive high-quality
instruction from well-prepared educators, and on the standards published by the C E C Division on Visual
Impairments and Deafblindness (D V I D B). The test is also informed by the existing Core Curriculum and the
Expanded Core Curriculum for Blind and Visually Impaired Children and Youths. The two-hour test is composed
of 120 computer-delivered, selected-response questions.
This test may contain some questions that will not count toward your score.

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Step 1: Learn About Your Test

Test Specifications
Test specifications in this chapter describe the knowledge and skills measured by the test. Study topics to help
you prepare to answer test questions can be found on page 35.

I. Principles and Educational Rights for
Students with Disabilities

c.

specific early intervention services, including
frequency, intensity, location, and method
d. environments in which early intervention
services will be provided
e. objective criteria and evaluation procedures
f. informed written consent of parents/
caregivers

A. Knows policies and procedures for
screening, prereferral, and classification
of students with visual impairments
B. Understands federal requirements for the
referral and identification of students
with disabilities

2. Describes the components of an I E P
a.

1. Describes the steps in referral and
identification process
a.
b.
c.
d.
e.
f.
g.

b.
c.
d.

parental consent
case study evaluation
multidisciplinary evaluation
independent educational evaluation
individualized Education Program (I E P)
placement
re-evaluation process

e.
f.

C. Understands federal safeguards of
stakeholders’ rights

g.
h.

i.
j.

1. Describes federal safeguards of stakeholders’
rights
a.
b.
c.
d.
e.
f.
g.
h.

prior written notice in understandable
language
parental consent
confidentiality information
access to records
independent assessment at public expense
mediation
due process
free and appropriate education and least
restrictive environment

E.

1. Describes the components of an I F S P
a.

statement of child’s present levels of
physical, cognitive, communication, social or
emotional, and adaptive development
b. major outcomes for the child and family

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Understands the provisions of major
legislation that impact the field of special
education

1. Identifies legislation impacting the field of
special education
a.
b.
c.
d.
e.
f.

2. Provides examples of how stakeholders’ rights
impact educational decisions
D. Understands the components of an
Individualized Family Service Plan (I F S P)
and an Individualized Education Program
(I E P)

statement of child’s present levels of
academic achievement and functional
performance

measurable annual goals
measurable short-term objectives
specially designed instruction, including
strategies, methods, and materials
extent of inclusion in regular education
programs and accommodations needed
related or support services to be provided,
including the nature, frequency, and
duration of services
objective criteria and evaluation procedures
participation in testing
transition services
informed written consent of parents/
caregivers

Public Law 94-142
I D E A 2004
Section 504 of the Rehabilitation Act
Assistive Technology Act of 1998
Americans with Disabilities Act
state provisions

2. Explains how the provisions of major
legislation are related to educational decisions
F.

Understands the basic characteristics
and defining factors of the 13 areas of
disabilities defined under I D E A

1. Identifies the areas of disability and their basic
characteristics
2. Explains the implications of each area of
disability within educational contexts

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Step 1: Learn About Your Test

II. Development and Characteristics of
Students with Visual Impairments
A. Understands terminology related to the
visual system and visual disorders

D. Understands the impact of visual
impairment on development and learning
across the lifespan

1. Describes ways in which visual impairment
affects students’ development in all domains
2. Describes the effect visual impairment has on
a variety of learning situations

1. Knows common causes of visual disorders
a.
b.
c.
d.
e.

f.

illness
trauma
complications during pregnancy or delivery
inherited traits
neurological disorders
environment factors

a. incidental
b. purposeful
E.

B. Understands characteristics of students
with visual impairments and/or additional
exceptionalities

1. Describes stereotypic behaviors and their
causes
2. Identifies impairments/behaviors associated
with commonly seen etiologies and
syndromes
C. Understands the typical and atypical
development, structure, and function of
the human visual system

1. Explains the processes involved in the
development of the visual system, including
developmental milestones
2. Describes the anatomical components of the

visual system
a.
b.
c.
d.
e.
f.

eyelid and conjunctiva
parts of the eye
optic nerve
optic chiasm
optic tract
visual cortex

3. Explains how the human visual system
functions
a.
b.
c.
d.
e.
f.
g.

physiology of vision
field of view
eye movement
binocular vision
color vision

depth perception
optic radiation

Understands how etiology, degree, and
onset of visual impairment affect
students’ development and learning

1. Describes the effects of different visual
conditions on learning
a. congenital versus adventitious
b. blind versus low vision
c. central versus peripheral field loss
F.

Understands that medication may affect
visual systems and functioning

G. Understands the impact of visual
impairment on sensory function
H. Understands the impact of additional
disabilities on the development and
learning of students with visual
impairments

1.
2.
3.
4.
I.

Intellectual disability
Neuromotor impairments
Deafness and hearing loss
Orthopedic impairments
Understands the impact of environmental
factors on students’ development and
learning

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

Socioeconomic status
Gender
Culture
Prior knowledge and experience
Language
Educational setting

4. Understands the role of vision in typical
development and learning across
developmental domains

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Step 1: Learn About Your Test

J.

Understands how motivation affects
students’ learning and behavior

1. Knows the major contributions of foundational
behavioral theorists to education
a.
b.
c.
d.
e.

Thorndike
Watson
Maslow
Skinner
Erickson

2. Understands the implications of foundational
motivation theories for instruction, learning,
and classroom management
3. Defines terms related to foundational
motivation theories
a.
b.
c.

d.
e.
f.
g.

self-determination
attribution
extrinsic/intrinsic motivation
cognitive dissonance
classic and operant conditioning
positive and negative reinforcement
punishment

B. Knows how to develop learning
objectives

1. Distinguishes among the different learning
domains
2. Knows how to apply Bloom’s Taxonomy to the
development of instructional objectives
3. Knows how to describe observable behaviors
4. Knows how to describe measurable outcomes
C. Knows how to select, obtain, modify,
adapt, and create instructional materials
to support individual student’s learning
needs

1. Recognizes that students with exceptionalities
require particular accommodations
2. Knows how to conduct a learning media

assessment to guide decisions about a
student’s literary needs
3. Knows how to select, obtain, modify, adapt,
and create instructional materials to meet a
recognized need

4. Relates motivation theories to instruction,
learning, and classroom management
5. Recognizes that motivational methods may
vary due to visual impairment

a.
b.
c.
d.
e.
f.
g.
h.

K. Understands the critical role of early
intervention for students with visual
impairments

1. Describes the effects of early intervention on
the development of a child’s communication
skills
2. Describes the role of early intervention in
family support and services

D. Knows how to select and use assistive
technology to facilitate student learning

1. Knows the operation and application of a
variety of assistive technologies
a.
b.
c.
d.
e.
f.

adapted science equipment
Cranmer abacus
tactile graphics
screen reading and magnification software
Braille translation software
Braille embossers and refreshable Braille
display
g. slate and stylus
h. scanned material access
i. portable note-taking devices/PDAs
j. large display and talking calculators
k. auditory access and accessible material
readers

III. Planning and Managing the Learning
and Teaching Environment
A. Understands the specialized curricular
needs of students with visual

impairments at all developmental levels

1. Knows the purpose and goals of the expanded
core curriculum (E C C)
2. Describes the nine areas of the E C C
3. Knows the importance of integrating the E C C
when planning instruction
E.

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literary Braille
Unified English Braille (U E B)
basic Nemeth Braille
tactile graphics
large print
N I M A S/N I M A C
auditory process
emerging technologies

Knows the care, use, and storage of a
variety of media used by students who
are visually impaired, and methods for
instructing others in use

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Step 1: Learn About Your Test

F.

Knows the theory and practice of
effective classroom management in a
variety of settings (e.g., itinerant,
resource, general education)

1. Knows how to develop classroom routines and
procedures
a. knows how to maintain accurate records
b. knows how to establish standards of
conduct
c. knows how to arrange classroom space
d. recognizes ways of promoting a positive
learning environment
G. Knows how to use a variety of
instructional models and approaches to
meet instructional objectives

1. Knows the basic characteristics of
predominant educational theories
a.
b.
c.
d.

cognitivism
social-learning theory
constructivism
behaviorism

2. Knows how to apply the basic concepts of
predominant educational theories in
instructional contexts

IV. Implementing Instruction
A. Knows a variety of strategies to help
students acquire, maintain, and transfer
knowledge to a variety of educational
settings

1. Understands the theoretical foundations of
how students learn
a. knows how knowledge is constructed
b. knows a variety of means by which skills are
acquired
c. understands a variety of cognitive processes
and how they are developed

2. Understands the concepts and terms related
to a variety of learning theories
a.
b.
c.
d.
e.
f.
g.

metacognition

schema
transfer/generalization
self-efficacy
self-regulation
zone of proximal development
classical and operant conditioning

C. Knows a variety of methods, materials,
and resources to promote the
communication skills of students with
visual impairments

1. Slate and stylus
2. Brailled materials
3. Optical devices
4. Electronic note takers/P D A s
5. Large print
6. Tactile graphics
7. Auditory access
8. Manual communication
9. Communication boards
10.Computer software
11.Emerging technologies
D. Knows a variety of strategies and
materials for teaching and supporting
literacy

1. Distinguishes among functional, emergent,
and academic literacy
2. Knows how to use information from a

functional vision assessment (F V A) and a
learning media assessment (L M A) to guide the
selection of literacy media and tasks
3. Knows how to collaborate with peers to
provide students with access to literacy
materials used by sighted peers
4. Knows how to instruct students in the use of
literacy aids
5. Knows how to modify or adapt materials to
enable access to information
6. Knows how to conduct assessments to inform
literacy skills instruction
E.

Knows a variety of strategies and
materials for teaching concept
development

1. Knows a variety of methods for teaching
concrete and abstract concepts
2. Knows how to determine concepts that may
need to be pretaught
3. Knows how to guide others in explaining
visual material to students with visual
impairments
4. Knows strategies for generalizing concepts

B. Understands how to select and
implement interventions,
accommodations, modifications, and

adaptations for students with visual
impairments

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F.

Knows strategies and environmental
adaptations for developing students’
basic visual efficiency skills

1. Identifies basic visual skills of localizing,
scanning, tracing, and tracking
2. Knows basic techniques for promoting the use
of visual skills across environments to assist in
mobility
3. Knows adaptations related to glare, lighting,
contrast, and positioning
4. Knows how to customize adaptations based
on a student’s eye condition and functional
vision
G. Knows strategies for developing listening
comprehension and compensatory
auditory skills

1. Knows the components necessary for listening
comprehension
a.

retaining auditory information in short-term
memory
b. recognizing stress, rhythm, and tone
patterns
c. recognizing word patterns and vocabulary
d. detecting key words
e. deriving meaning from context

2. Knows techniques for teaching listening
comprehension skills
a. identifying the purpose for listening
b. determining relevant information
c. using listening strategies flexibly and
appropriately
d. checking for comprehension
e. following written materials

3. Understands strategies for effective listening
a.
b.
c.
d.
e.
f.
g.

attending to the speaker
restating key points
asking appropriate questions
interpreting information
providing relevant feedback
being respectful
listening interactively

I.

Knows basic strategies for the
development of orientation and mobility
skills

1.
2.
3.
4.
5.
6.
J.

Sensory awareness
Spatial concepts
Systematic search patterns
Independent movement
Sighted guide
Protective techniques
Knows strategies for teaching socialemotional, daily living, and functional life
skills

1. Knows how to assess students’ social and daily
living skills
2. Knows how to use role play, problem-solving
scenarios, and peer-mediated interventions
3. Knows how to provide information about
sexuality, as appropriate
4. Knows strategies for teaching self-advocacy
skills and provides opportunities for
advocating independently
5. Knows how to foster positive self-esteem
6. Knows strategies for teaching daily living skills
K. Knows strategies for developing
prevocational and career education skills

1. Knows how to work with team members to
assess students’ vocational and career interests,
preferences, and aptitudes
2. Knows how to explain the impact of visual
impairment on students’ ability to obtain and
maintain employment
3. Knows how to support students’ development
of organizational, study, and time
management skills
4. Knows how to provide opportunities for career
exploration
5. Knows how to communicate workplace
behavior and a work ethic

H. Knows strategies to help students use

their senses of touch, smell, and taste, as
appropriate, to gather information about
their environment

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V. Assessment

E.

A. Understands the basic terminology
associated with assessment

1. Functionally blind
2. Low vision
3. Legally blind

1. Validity, reliability, norm referenced, criterion
referenced
2. Raw score, scaled score, percentile
3. Mean, median, mode, range, standard
deviation
4. Grade-equivalent scores, age-equivalent
scores
B. Understands terminology associated with

assessment of students with visual
impairments

1. Functional vision assessment (F V A)
2. Learning media assessment (L M A)
3. Low-vision evaluation (L V E)
4. Assistive technology assessment
5. Orientation and mobility assessment
C. Understands the legal and ethical issues
related to assessment

1. Validity
2. Reliability
3. Bias related to gender, language, culture,
socioeconomic status
4. Qualifications of examiners
5. Accommodations/modifications
6. Socioeconomic status
D. Understands the legal and ethical issues
related to assessment of students with
visual impairments

1.
2.
3.
4.
5.
6.
7.

Flagging
Testing accommodations
Testing modifications
Proctoring issues
Use of tactile graphics
Equivalent questions
Test format and content

Knows the distinctions between the legal
and functional definitions of terms related
to visual impairment

4.
5.
6.
7.
F.

F D B (functions at the definition of blindness)
Visual efficiency
Utilization of visual information
Visual-field restrictions
Knows how to gather background
information and family history related to a
student’s visual status

G. Knows how to interpret eye reports and
other vision-related diagnostic
information
H. Knows how to use data from disabilityspecific assessment instruments

I.

Knows how to conduct formal and
informal assessment of areas of
development impacted by visual
impairment

J.

Knows how to conduct assessments of
the progress and academic achievement
of students with visual impairments

K. Knows how to adapt non-disabilityspecific instruments for students with
visual impairments
L.

Knows how to seek and synthesize
information from a range of sources to
develop comprehensive profiles of
students with visual impairments

M. Knows how to collaborate with parents/
caregivers and school and community
personnel in assessments of students
with visual impairments
N. Knows how to use assessment data to
make eligibility, program, and placement
recommendations for students with
visual impairments

O. Knows how to create and maintain
records of assessment procedures,
resulting actions, and ongoing progress
for students with visual impairments

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P. Knows how to communicate assessment
results to students, parents/caregivers,
and school and community personnel,
using language appropriate for the
audience
Q. Understands the role of formal and
informal assessment in guiding the
instructional process

1. Defines and provides uses and examples of
formal and informal assessment modes
2. Explains how the results of formal and informal
assessments are used in making educational
decisions
R. Understands the uses, strengths, and
limitations of a variety of assessment
instruments used to evaluate student
performance

1.
2.
3.
4.
5.
6.
S.

Essay
Selected response
Portfolio
Conference
Observation
Performance
Knows how to select or adapt
assessment tools and procedures for
assessment of the performance of
students with visual impairments

1. Describes the uses, strengths, and limitations
of a variety of assessments for students with
visual impairments
T.

Knows how to use technology to conduct
and/or adapt assessments

U. Knows how to interpret and use
assessment data for instructional

planning

VI. Professional Practice, Collaboration, and
Counseling
A. Knows how to locate information on
current research, practice, issues, and
movements in the field of education
B. Knows how to locate information on
current research, practice, issues, and
movements in the field of education of
students with visual impairments
C. Knows organizations and publications
relevant to the field of education of
students with visual impairments

1. Is familiar with organizations serving students
with visual impairments, their families, and
educators
a. American Council of the Blind
b. American Foundation for the Blind
c. International Council for Education of People
with Visual Impairment
d. National Alliance of Blind Students
e. National Association for Visually
Handicapped
f. National Association of Blind Students
g. National Federation of the Blind

2. Is familiar with publications serving students
with visual impairments, their families, and

educators
a.
b.
c.
d.
e.
f.
g.

Journal of Visual Impairment and Blindness
Teaching Exceptional Children
Technology and Disability
Access World
The Educator
Braille Monitor
Future Reflections

D. Knows the legal and ethical implications
of laws and regulations related to the
education of students with disabilities
and specifically to students with visual
impairments

1. I D E A 2004, ADA, Section 504 of the
Rehabilitation Act
2. Federal quota funds, Federal entitlements,
American Printing House for the Blind (A P H)

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E.

1.
2.
3.
4.
5.
6.
7.
8.
9.
F.

Knows the legal and ethical implications
of laws, regulations, and court cases
related to the rights of students and
teachers

Equal access
Privacy and confidentiality
First Amendment issues
Intellectual freedom
Mandated reporting of child neglect/abuse
Due process
Liability

Licensing and tenure
Copyright
Knows strategies for planning and
conducting collaborative conferences
with students with visual impairments,
their families, and school and community
members

1. Knows the elements of successful
collaboration
a.
b.
c.
d.
e.

developing an action plan
identifying the stakeholders
identifying the purpose of the collaboration
supporting effective communication
seeking support

G. Understands their collaborative role in
the creation, implementation, and
assessment of I E P s and I F S P s

1. Knows how to work and communicate within
a team context
2. Knows how to observe, record, and assess the
performance and behaviors of special

education students
3. Knows how to contribute to development of
interventions and strategies
4. Knows how to contribute to determinations of
supplementary aids and services
5. Knows how to implement an I E P
H. Knows how to communicate with school
personnel about the characteristics and
needs of students with visual
impairments

I.

Knows strategies for assisting families,
school personnel, and community
members in planning appropriate
transitions for students with visual
impairments

1. Facilitating career exploration
2. Providing opportunities for job shadowing or
work experience
3. Training in compensatory skills
J.

1.
2.
3.
4.
5.

Knows techniques for structuring and
supervising the activities of
paraprofessionals who work with
students with visual impairments

Communicating needs
Planning instructional support
Modeling strategies
Scheduling
Providing specific training

K. Knows a variety of resources for students
with visual impairments and their
families, as well as methods for
accessing those resources
L.

Understands the role of educational
service personnel and paraprofessionals
in the education of students with visual
impairments

1. Orientation and mobility specialist
2. Teacher of visually impaired students (T V I)
3. Members of interdisciplinary team
4. School nurse, physical therapist,
paraprofessionals
5. Itinerant, special education, general education
teachers

6. Transcriber, reader, counselors
M. Understands ways a visual impairment
affects families and the reciprocal effects
on the student

1. Knows common reactions of family members
a.

grief, denial, anger, anxiety, depression,
rejection
b. protectiveness, acceptance, advocacy

2. Knows the effects of family reactions on
students
a. anxiety, dependence, depression
b. reduced self-esteem, social withdrawal
c. acceptance, trust, self-advocacy,
perseverance

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N. Knows strategies for assisting families in
understanding the implications of a
student’s visual impairment for a
student’s learning and experience and

provides strategies for supporting the
student’s development and learning
O. Knows how to integrate observations
provided by students and parents/
caregivers in instructional planning and
decision making
P. Knows a variety of strategies for
communicating with parents/caregivers
about a student’s progress and needs

1. Knows how to use a variety of verbal, written,
and electronic communication methods
2. Is able to communicate using language
appropriate for the audience
Q. Understand the teacher’s role as a
resource for parents/caregivers, school
personnel, and members of the
community in providing information
about students with visual impairments

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Step 2: Familiarize Yourself with Test Questions

2. Familiarize Yourself with Test Questions
Become comfortable with the types of questions you’ll find on the Praxis tests
The Praxis® assessments include a variety of question types: constructed response (for which you write a

response of your own); selected response, for which you select one or more answers from a list of choices or
make another kind of selection (e.g., by clicking on a sentence in a text or by clicking on part of a graphic); and
numeric entry, for which you enter a numeric value in an answer field. 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 test figuring out how to answer them.

Understanding Computer-Delivered Questions
Questions on computer-delivered tests are interactive in the sense that you answer by selecting an option
or entering text on the screen. 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 respond by clicking an oval to select a single answer from a list of answer choices.
However, interactive question types may also ask you to respond by:
• Clicking more than one oval to select answers from a list of answers.
• Typing in an entry box. When the answer is a number, you may be asked to enter a numerical 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 select your answers by clicking on a location (or
locations) on a graphic such as a map or chart, as opposed to choosing your answer from a list.
• Clicking on sentences. In questions with reading passages, you may be asked to choose your answers 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 select answers
from a list of answers and drag your answers to the appropriate location in a table, paragraph of text or
graphic.
• Selecting answer choices from a drop-down menu. You may be asked to choose answers by selecting
answers from a drop-down menu (e.g., to complete a sentence).
Remember that with every question you will get clear instructions.
Perhaps the best way to understand computer-delivered questions is to view the Computer-delivered Testing
Demonstration on the Praxis web site to learn how a computer-delivered test works and see examples of
some types of questions you may encounter.

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Step 2: Familiarize Yourself with Test Questions

Understanding Selected-Response Questions
Many selected-response questions begin with the phrase “which of the following.” Take a look at this example:
Which of the following is a flavor made from beans?
(A) Strawberry
(B) Cherry
(C) Vanilla
(D) Mint

How would you answer this question?
All of the answer choices are flavors. Your job is to decide which of the flavors is the one made from beans.
Try following these steps to select the correct answer.
1) L
 imit your answer to the choices given. You may know that chocolate and coffee are also flavors made
from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices
given (“which of the following”).
2) E
 liminate incorrect answers. You may know that strawberry and cherry flavors are made from fruit and
that mint flavor is made from a plant. That leaves vanilla as the only possible answer.
3) V
 erify your answer. You can substitute “vanilla” for the phrase “which of the following” and turn the
question into this statement: “Vanilla is a flavor made from beans.” This will help you be sure that your answer
is correct. If you’re still uncertain, try substituting the other choices to see if they make sense. You may want

to use this technique as you answer selected-response questions on the practice tests.

Try a more challenging example
The vanilla bean question is pretty straightforward, but you’ll find that more challenging questions have a
similar structure. For example:
Entries in outlines are generally arranged according
to which of the following relationships of ideas?
(A) Literal and inferential
(B) Concrete and abstract
(C) Linear and recursive
(D) Main and subordinate
You’ll notice that this example also contains the phrase “which of the following.” This phrase helps you
determine that your answer will be a “relationship of ideas” from the choices provided. You are supposed to find
the choice that describes how entries, or ideas, in outlines are related.
Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way:
“How are outlines usually organized?” Since the ideas in outlines usually appear as main ideas and subordinate
ideas, the answer is (D).

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Step 2: Familiarize Yourself with Test Questions

QUICK TIP: Don’t be intimidated by words you may not understand. It might be easy to be thrown by words
like “recursive” or “inferential.” Read carefully to understand the question and look for an answer that fits. An
outline is something you are probably familiar with and expect to teach to your students. So slow down, and
use what you know.

Watch out for selected-response questions containing “NOT,” “LEAST,” and “EXCEPT”
This type of question asks you to select the choice that does not fit. You must be very careful because it is easy
to forget that you are selecting the negative. This question type is used in situations in which there are several
good solutions or ways to approach something, but also a clearly wrong way.

How to approach questions about graphs, tables, or reading passages
When answering questions about graphs, tables, or reading passages, provide only the information that the
questions ask for. In the case of a map or graph, you might want to read the questions first, and then look at the
map or graph. In the case of a long reading passage, you might want to go ahead and read the passage first,
noting places you think are important, and then answer the questions. Again, the important thing is to be sure
you answer the questions as they refer to the material presented. So read the questions carefully.

How to approach unfamiliar formats
New question formats are developed from time to time to find new ways of assessing knowledge. Tests may
include audio and video components, such as a movie clip or animation, instead of a map or reading passage.
Other tests may allow you to zoom in on details in a graphic or picture.
Tests may also include interactive questions. These questions take advantage of technology to assess
knowledge and skills in ways that standard selected-response questions cannot. 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.

QUICK TIP: Don’t make the questions more difficult than they are. Don’t read for hidden meanings or tricks.
There are no trick questions on Praxis tests. They are intended to be serious, straightforward tests of
your knowledge.

Understanding Constructed-Response Questions
Constructed-response questions require you to demonstrate your knowledge in a subject area by creating
your own response to particular topics. Essays and short-answer questions are types of constructed-response
questions.
For example, an essay question might present you with a topic and ask you to discuss the extent to which you

agree or disagree with the opinion stated. You must support your position with specific reasons and examples
from your own experience, observations, or reading.
Take a look at a few sample essay topics:
• “ Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to
act as role models.”
• “ We are constantly bombarded by advertisements—on television and radio, in newspapers and
magazines, on highway signs, and the sides of buses. They have become too pervasive. It’s time to put
limits on advertising.”
• “Advances in computer technology have made the classroom unnecessary, since students and teachers
are able to communicate with one another from computer terminals at home or at work.”

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Step 2: Familiarize Yourself with Test Questions

Keep these things in mind when you respond to a constructed-response question
1) A
 nswer the question accurately. Analyze what each part of the question is asking you to do. If the
question asks you to describe or discuss, you should provide more than just a list.
2) A
 nswer the question completely. If a question asks you to do three distinct things in your response,
you should cover all three things for the best score. Otherwise, no matter how well you write, you will
not be awarded full credit.
3) A
 nswer the question that is asked. Do not change the question or challenge the basis of the
question. You will receive no credit or a low score if you answer another question or if you state, for
example, that there is no possible answer.

4) G
 ive a thorough and detailed response. You must demonstrate that you have a thorough
understanding of the subject matter. However, your response should be straightforward and not filled
with unnecessary information.
5) R
 eread your response. Check that you have written what you thought you wrote. Be sure not to
leave sentences unfinished or omit clarifying information.

QUICK TIP: You may find that it helps to take notes on scratch paper so that you don’t miss any details. Then
you’ll be sure to have all the information you need to answer the question.

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Step 3: Practice with Sample Test Questions

3. Practice with Sample Test Questions
Answer practice questions and find explanations for correct answers

Computer Delivery
This test is available via computer delivery. The following sample question provides a preview of an actual
screen used in a computer-delivered test. For the purposes of this Study Companion, the sample questions are
shown as they would appear in a paper-delivered test.

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Step 3: Practice with Sample Test Questions

Sample Test Questions
The sample questions that follow illustrate the kinds of questions
on the test. They are not, however, representative of the entire
scope of the test in either content or difficulty. Answers with
explanations follow the questions.

Directions: Each of the questions or statements below is
followed by four suggested answers or completions. Select
the one that is best in each case.

1. Which of the following is the most common
refractive error occurring among children with
visual disabilities?

4. Which of the following concepts do
elementary school children who have been
totally blind from birth have the most difficulty
understanding?
(A) Kernels of corn grow in rows on an axis
called a cob.
(B) The horizon is the point where Earth and
sky seem to meet.
(C) When liquid water freezes, it becomes a
solid called ice.
(D) A songbird can be identified by the song
it sings.

(A) Myopia
(B) Hyperopia
(C) Diplopia
(D) Astigmatism
2. A student with an abnormality in the cones of
the eye will most likely
(A)have poor color vision
(B)be uncomfortable in bright light
(C)require corrective lenses for reading
(D) benefit from patching one eye
3. Infants born prematurely have a greater risk of
vision problems than infants born full-term
primarily because
(A)their eyes are not yet ready to function in
daylight
(B)medications given to mothers to aid in
delivery are harmful to the eyes
(C)the development of the eyes is not
complete until the final months of
gestation

5. Which of the following is the communication
skill that a preschool child who is totally blind
is most likely to learn first?
(A) Localizing the speaker’s voice by sound
and facing the speaker
(B) Touching the speaker to communicate
that the speaker is being heard
(C) Using expressive gestures to indicate
confusion about a message

(D) Repeating what a speaker says to
indicate that it was comprehended
6. The term “legally blind” applies to individuals
with corrected central visual acuity in the
better eye at or below which of the following
levels?
(A) 20/50
(B) 20/70
(C) 20/100
(D) 20/200

(D) medical interventions given to premature
infants can result in eye damage

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