Biology 5235

User Manual: 5235

Open the PDF directly: View PDF .
Page Count: 50

1. Learn About Your Test
- Learn about the specific test you will be taking
2. Familiarize Yourself with Test Questions
- Become comfortable with the types of questions you’ll find on the Praxis tests
3. Practice with Sample Test Questions
- Answer practice questions and find explanations for correct answers
4. Determine Your Strategy for Success
- Set clear goals and deadlines so your test preparation is focused and efficient
5. Develop Your Study Plan
- Develop a personalized study plan and schedule
6. Review Study Topics
- Detailed study topics with questions for discussion
7. Review Smart Tips for Success
- Follow test-taking tips developed by experts
8. Check on Testing Accommodations
- See if you qualify for accommodations that may make it easier to take the Praxis test
9. Do Your Best on Test Day
- Get ready for test day so you will be calm and confident
10. Understand Your Scores
- Understand how tests are scored and how to interpret your test scores
Appendix: Other Questions You May Have

Biology: Content Knowledge

5235

www.ets.org/praxis

The Praxis® Study Companion

The Praxis® Study Companion 2

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 Series® 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 43).

The Praxis® Study Companion 3

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 oered?

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.

The Praxis® Study Companion 4

Table of Contents

The Praxis® Study Companion guides you through the steps to success

1. Learn About Your Test ....................................................................................................5

Learn about the specic test you will be taking

2. Familiarize Yourself with Test Questions ................................................................... 12

Become comfortable with the types of questions you’ll nd on the Praxis tests

3. Practice with Sample Test Questions ......................................................................... 16

Answer practice questions and nd explanations for correct answers

4. Determine Your Strategy for Success ......................................................................... 23

Set clear goals and deadlines so your test preparation is focused and ecient

5. Develop Your Study Plan ............................................................................................. 26

Develop a personalized study plan and schedule

6. Review Study Topics .................................................................................................... 30

Detailed study topics with questions for discussion

7. Review Smart Tips for Success .................................................................................... 41

Follow test-taking tips developed by experts

8. Check on Testing Accommodations ........................................................................... 43

See if you qualify for accommodations that may make it easier to take the Praxis test

9. Do Your Best on Test Day ............................................................................................. 44

Get ready for test day so you will be calm and condent

10. Understand Your Scores ............................................................................................ 46

Understand how tests are scored and how to interpret your test scores

Appendix: Other Questions You May Have ................................................................... 48

The Praxis® Study Companion 5

Step 1: Learn About Your Test

1. Learn About Your Test

Learn about the specic test you will be taking

Biology: Content Knowledge (5235)

Test at a Glance

Test Name Biology: Content Knowledge

Test Code 5235

Time 2.5 hours

Number of Questions 150

Format Selected-response questions

Test Delivery Computer delivered

Approximate Approximate

Content Categories Number of Percentage of

Questions Examination

I. History and Nature of Science 21 14%

II. Molecular and Cellular Biology 30 20%

III. Genetics and Evolution 30 20%

IV. Diversity of Life and Organismal Biology 30 20%

V. Ecology: Organisms and Environments 24 16%

VI. Science, Technology, and Social Perspectives 15 10%

IV III

About This Test

The Biology: Content Knowledge test is designed to measure the knowledge and competencies necessary for

a beginning teacher of secondary school Biology. Examinees have typically completed or nearly completed a

bachelor’s degree program with appropriate coursework in Biology and education.

The development of the test questions and the construction of the test reﬂect the National Science Education

Standards (NSES) and the National Science Teacher Association (NSTA) standards and recognize that there

are conceptual and procedural schemes that unify the various scientiﬁc disciplines. These fundamental

concepts and processes (systems; models; constancy and change; equilibrium; form and function) are useful in

understanding the natural world. Insofar as possible, then, the test questions will have the primary objective of

evaluating the content areas by using questions that focus on conceptual understanding, critical thinking, and

problem solving in science. The test content is developed and reviewed in collaboration with practicing high

school Biology teachers, teacher-educators, and higher education content specialists to keep the test updated

and representative of current standards.

The 150 selected-response questions include concepts, terms, phenomena, methods, applications, data analysis,

and problem solving in Biology, and include an understanding of the impact of science and technology on the

environment and human aﬀairs. The topics are typically those covered in introductory college-level Biology

courses, although some questions of a more advanced nature are included, because secondary-school teachers

must understand the subject matter from a more advanced viewpoint than that presented to their students.

The Praxis® Study Companion 6

Step 1: Learn About Your Test

Examinees will not need to use calculators in taking

this test.

This test may contain some questions that will not

count toward your score.

Test Specications

Test speciﬁcations describe the knowledge and

skills measured by the test. Study topics to help you

prepare to answer test questions can be found in

"6. Review Study Topics" on page 30.

I. Nature of Science: Scientic Inquiry,

Methodology, Techniques, and History

A. Processes Involved in Scientiﬁc Inquiry

1. Making observations

2. Formulating and testing hypotheses

3. Identifying experimental variables and controls

4. Conclusions: proof versus support

5. Scientiﬁc sources and communicating ﬁndings

B. Science Involves Many Disciplines

1. Chemical nature of biology

2. Calculations in biology (e.g., statistics,

probability)

3. Physical laws and principles governing

biological systems

C. Differences among Facts, Hypotheses,

Theories, and Laws

1. Testable nature of hypotheses

2. Formulation of theories based on accumulated

data

3. Durability of laws

D. Scientiﬁc Ideas Change over Time;

Contributions Made by Major Historical

Figures

1. Cell theory and germ theory (e.g., Hooke,

Pasteur)

2. Heredity, evolution, and ecology (e.g., Mendel,

Darwin)

3. Structure and nature of genetic material (e.g.,

Hershey and Chase, Franklin, Watson and Crick)

4. Classiﬁcation of organisms (e.g., Linnaeus,

Woese)

E. Appropriate Use of Scientiﬁc

Measurement and Notation Systems

1. Precision versus accuracy

2. Metric and SI units

3. Unit conversions

4. Scientiﬁc notation and signiﬁcant ﬁgures

5. Linear versus logarithmic scales (e.g., pH)

F. Read and Interpret Data Represented in

Tables, Graphs, and Charts

1. Identify patterns and trends in data

2. Choose appropriate types of graphs or charts

3. Error analysis

4. Draw conclusions and make predictions

G. Construct and Use Scientiﬁc Models to

Explain Complex Phenomena

1. Limitations of models

2. Select models for a given purpose

3. Physical (e.g., anatomical models), conceptual

(e.g., ﬂuid mosaic model), graphical and/or

mathematical models (e.g., population growth

or climate change models)

H. Procedures Involved in the Safe

Preparation, Storage, Use, and Disposal

of Laboratory and Field Materials

1. Molarity and percent solutions

2. Acid and base solutions

3. Flammable and/or caustic materials

4. Biological specimens and waste

I. Appropriate and Safe Use and Care of

Laboratory Equipment

1. Optical equipment (e.g., microscopes,

spectrophotometers, UV light sources)

2. Separation equipment (e.g., gel

electrophoresis, chromatography, centrifuges)

3. Measurement, mixing, and heating equipment

(e.g., balances, stirrers, burners)

4. Sterilization equipment (e.g., autoclave, ovens)

J. Safety and Emergency Procedures for

Science Classrooms and Laboratories

1. Use of material safety data sheets (MSDS, or

safety data sheets, SDS)

2. Use of personal safety equipment: (e.g., gloves,

goggles, lab coats)

3. Use of laboratory safety equipment (e.g., ﬁre

extinguishers, eye wash stations, emergency

showers)

The Praxis® Study Companion 7

Step 1: Learn About Your Test

II. Molecular and Cellular Biology

A. Chemical Structures and Properties of

Biologically Important Molecules

1. Atomic structure

2. Organic versus inorganic molecules

3. Chemical bonding (e.g., hydrogen, covalent)

4. Molecular structure (e.g., water, oxygen)

5. Water properties (e.g., cohesion, high speciﬁc

heat)

6. Macromolecules (e.g., carbohydrates, nucleic

acids, proteins, lipids)

B. Biological Processes Are Dependent on

Chemical Principles

1. Chemical and physical gradients (e.g., osmosis,

diﬀusion, temperature)

2. Thermodynamics

3. Anabolic and catabolic reactions (e.g.,

hydrolysis)

4. Reduction-oxidation reactions

C. Structure and Function of Enzymes and

Factors Inﬂuencing their Activity

1. Active site structure and substrate binding

(e.g., induced ﬁt, lock and key)

2. Reaction kinetics (e.g., eﬀects of temperature,

pH, and inhibitors)

3. Regulation (e.g., cooperative binding, feedback

inhibition)

D. Biochemical Pathways and Energy Flow

Within an Organism

1. Cellular locations of biochemical pathways

2. Photosynthesis (e.g., photosystems, electron

transport, C3 and C4 )

3. Cellular respiration (e.g., fermentation, Krebs

(citric acid) cycle, electron transport chain)

4. Chemosynthesis (e.g., deep sea vent

microorganisms)

E. Major Differences between Prokaryotes

and Eukaryotes

1. Cell size

2. Membrane-bound organelles

3. Cell walls (e.g., peptidoglycan, cellulose)

4. Chromosome structure (e.g., circular versus

linear)

F. Structure and Function of Cells and

Organelles

1. Plant cells versus animal cells

2. Cell membranes

3. Membrane-bound organelles (e.g., nucleus,

chloroplast) and ribosomes

4. Cytoskeleton

G. Cells Maintain their Internal Environment

and Respond to External Signals

1. Selective permeability

2. Active and passive transport

3. Water movement (e.g., osmolarity, water

potential)

4. Cell surface proteins and cell communication

5. Exocytosis and endocytosis

6. Hormone action and feedback

H. Cellular Division, the Cell Cycle, and How

They Are Regulated

1. Cell cycle stages ( G1, S, G2, M )

2. Mitosis and meiosis (e.g., stages, functions,

results)

3. Cytokinesis (e.g., cleavage furrow, cell plate)

4. Cell cycle checkpoints

I. Structure and Function of Nucleic Acids

1. Sugar-phosphate backbone

2. DNA versus RNA

3. Complementary base pairing

4. Chromosome structure (e.g., nucleosomes,

telomeres, linear versus circular)

5. DNA replication

J. Processes Involved in Protein Synthesis

1. RNA transcription

2. mRNA processing (e.g., polyadenylation,

splicing)

3. Translation (e.g., ribosome structure, tRNA)

K. Regulation of Gene Expression

1. Promoters

2. Enhancers

3. Transcription factors

4. Operons

5. Environmental inﬂuences (e.g., epigenetics)

The Praxis® Study Companion 8

Step 1: Learn About Your Test

L. Cells May Undergo Differentiation and

Specialization

1. Diﬀerential gene expression

2. Stem cells (e.g., sources, developmental

potential)

M. Nature of Mutations

1. Causes of mutations (e.g., recombination,

mutagens)

2. Types of mutations (e.g., point mutation,

deletion, inversion, translocation)

3. Somatic versus germline mutations

N. Use of Basic Laboratory Techniques to

Study Biological Processes

1. Gel electrophoresis

2. Microscopy

3. Spectrophotometry

O. Use and Applications of DNA

Technologies and Genetic Engineering

1. DNA sequencing and polymerase chain

reaction (PCR)

2. Genome sequencing projects (e.g., Human

Genome Project)

3. Gene therapy

4. Cloning

5. Transgenic and genetically engineered cells

III. Genetics and Evolution

A. Mendel’s Laws and Predicting the

Probable Outcome of Given Genetic

Crosses

1. Independent assortment

2. Law of segregation

3. Monohybrid and dihybrid crosses

4. Pedigree analysis

B. Non-Mendelian inheritance

1. Linkage (e.g., recombination mapping)

2. Sex-linked inheritance

3. Multiple alleles, codominance, and incomplete

dominance

4. Polygenic inheritance, epistasis, and pleiotropy

5. Organelle inheritance (e.g., mitochondrial

inheritance)

C. Chromosomal and Genetic Changes that

Lead to Common Human Genetic

Disorders

1. Changes in chromosome numbers (e.g., Down

syndrome)

2. Changes in chromosome structure (e.g.,

deletion, inversion, duplication, translocation)

3. Common genetic disorders (e.g., Sickle-cell

anemia, Tay-Sachs disease)

D. Sources of Genetic Variation

1. Mutation

2. Crossing-over

3. Genetic exchange (e.g., transduction,

transformation, conjugation)

4. Sexual reproduction (e.g., independent

assortment)

E. Mutations, Gene Flow, Genetic Drift, and

Nonrandom Mating Affect the Gene Pool

of a Population

1. Distribution and movement of alleles within

populations

2. Distribution and movement of alleles between

populations

F. Principles and Applications of Hardy-

Weinberg Equilibrium

1. Conditions of HW equilibrium

2. Calculating allele frequencies using the HW

equation

G. Mechanisms of Evolution

1. Natural and artiﬁcial selection

2. Sexual selection

3. Genetic drift (e.g., bottleneck, founder eﬀect)

4. Coevolution

5. Adaptive radiation

H. Evidence that Supports Evolution

1. Molecular evidence (e.g., DNA sequence

comparisons)

2. Structural and developmental evidence (e.g.,

homology, embryology)

3. Fossil record

4. Endosymbiosis

5. Convergent versus divergent evolution

6. Major evolutionary trends (e.g., cephalization,

multicellularity)

The Praxis® Study Companion 9

Step 1: Learn About Your Test

I. Genetic Basis of Speciation

1. Reproductive isolation (e.g., prezygotic,

postzygotic)

2. Types of speciation (e.g., allopatric, sympatric)

J. Models of Evolutionary Rates

1. Gradualism

2. Punctuated equilibrium

K. Scientiﬁc Explanations for the Origin of

Life on Earth

1. Panspermia (e.g., asteroid seeding)

2. Abiotic synthesis of organic compounds (e.g.,

Miller-Urey experiment)

3. Biological inﬂuences on atmospheric

composition (e.g., photosynthesis)

4. Development of self-replication (e.g., RNA

world)

L. Factors that Lead to Extinction of

Species

1. Lack of genetic diversity

2. Environmental pressures (e.g., climate and

habitat change)

3. Human impacts

4. Interspeciﬁc competition

IV. Diversity of Life and Organismal Biology

A. Characteristics of Living Versus Nonliving

Things

1. Cellular organization

2. Growth and reproduction

3. Regulation and responses to the environment

4. Obtain and use energy

B. Historical and Current Biological

Classiﬁcation Systems of Organisms

1. Kingdom system

2. Domain system

C. Deﬁning Characteristics of Viruses,

Bacteria, Protists, Fungi, Plants, and

Animals

1. Structure (e.g., capsid, cell wall, organelles)

2. Organization (e.g., prokaryote, multicellular)

3. Modes of nutrition (e.g., heterotroph,

autotroph)

4. Reproduction/replication (e.g., viral replication,

binary ﬁssion, budding)

D. Characteristics of the Major Animal Phyla

1. Body plans (e.g., radial versus bilateral

symmetry)

2. Body cavities (e.g., coelomates,

pseudocoelomates, acoelomates)

3. Modes of reproduction

4. Modes of temperature regulation (e.g.,

endotherm, ectotherm)

E. Organizational Hierarchy of Multicellular

Organisms

1. Cells

2. Tissues

3. Organs

4. Organ systems

F. Anatomy and Physiology of Major Organ

Systems in Animals

1. Cardiovascular and respiratory

2. Reproductive

3. Digestive and excretory

4. Nervous and endocrine

5. Immune

G. Maintenance of Homeostasis in

Organisms

1. Role of structural components (e.g., kidney,

hypothalamus)

2. Feedback mechanisms

3. Role of hormones (e.g., antidiuretic hormone

(ADH), insulin)

4. Role of behaviors (e.g., diurnal, nocturnal,

basking)

H. Reproduction, Development, and Growth

in Animals

1. Gamete formation

2. Fertilization

3. Embryonic development

4. Growth, development, and aging

I. Characteristics of Major Plant Divisions

1. Vascular versus nonvascular plants

2. Flowering versus nonﬂowering plants

3. Monocot versus eudicot (dicot)

The Praxis® Study Companion 10

Step 1: Learn About Your Test

J. Structure and Function of Major Plant

Tissues and Organs

1. Dermal

2. Vascular (i.e., xylem, phloem)

3. Ground (e.g., parenchyma, cortex)

4. Meristems

5. Flowers, stems, leaves, and roots

K. Plant Life Cycles and Reproductive

Strategies

1. Alternation of generations (i.e., gametophyte,

sporophyte)

2. Pollination strategies (e.g., wind, insect)

3. Seed dispersal

L. Plants Obtain and Transport Water and

Inorganic Nutrients

1. Roots

2. Xylem transport

3. Control (e.g., stomata)

M. Plants Transport and Store Products of

Photosynthesis

1. Products (e.g., simple and complex

carbohydrates)

2. Phloem transport

3. Storage and support molecules (e.g., starch,

cellulose)

4. Storage structures (e.g., plastids, vacuoles,

tuber)

V. Ecology: Organisms and Environments

A. Hierarchical Structure of the Biosphere

1. Populations

2. Communities

3. Ecosystems

4. Biomes

B. Biotic and Abiotic Components of an

Ecosystem Inﬂuence Population Size

1. Resource availability and abiotic factors (e.g.,

nutrients and temperature)

2. Habitat and niche

3. Competition and predation

C. Models of Population Growth

1. Exponential growth

2. Logistic growth (e.g., carrying capacity)

D. Relationship Between Reproductive

Strategies and Mortality Rates

1. Sexual versus asexual reproduction

2. Parental investment

3. Number of oﬀspring produced versus number

that survive

E. Relationships Within and Between

Species

1. Symbiosis (e.g., parasitism, commensalism,

mutualism)

2. Predation

3. Competition and territoriality

4. Altruistic behaviors

F. Changes Occur During Ecological

Succession

1. Primary versus secondary succession

2. Biomass, diversity, productivity, and habitat

changes during succession

G. Types and Characteristics of Biomes

1. Aquatic (e.g., stream, estuary, coral reef)

2. Terrestrial (e.g., desert, grassland, tropical rain

forest)

H. Energy Flow in the Environment

1. Trophic levels (e.g., pyramids of biomass,

pyramids of energy)

2. Food webs

I. Biogeochemical Cycles

1. Water cycle

2. Carbon cycle

3. Nitrogen cycle

4. Phosphorus cycle

J. Effects of Natural Disturbances on

Ecosystems

1. Temporal and spatial disturbances (e.g.,

climate, ﬁre, disease)

2. Fragmentation of ecosystems

3. Natural ecosystem recovery

K. Humans Affect Ecological Systems and

Biodiversity

1. Pollution (e.g., greenhouse gases, acid

precipitation)

2. Habitat destruction (e.g., deforestation)

3. Introduced species (e.g., non-native,

reintroduced)

4. Remediation (e.g., reforestation, mine

reclamation)

The Praxis® Study Companion 11

Step 1: Learn About Your Test

L. Connections among Ecosystems on a

Local and Global Scale

1. Natural ﬂow of material between ecosystems

2. Transport of materials by humans

3. Movement of organisms (e.g., migration)

VI. Science, Technology, and Social

Perspectives

A. Impact of Science and Technology on the

Environment

1. Pollution and pollution mitigation (e.g.,

burning fossil fuels, green building,

environmental cleanup)

2. Resource management (e.g., waste

management, recycling, eﬃciency)

3. Conservation (e.g., habitat protection, habitat

restoration, species protection)

4. Non-point sources of pollution (e.g., lawn

fertilizers)

B. Impact of Human Activity and Natural

Phenomena on Society

1. Consequences (e.g., economic, social)

2. Disaster management (e.g., hurricane relief and

cleanup)

3. Global warming, sea levels, ﬂooding

4. Epidemiology (e.g., malaria, inﬂuenza)

5. Agriculture and soil erosion

6. Estuary and wetland degradation

7. Water management

8. Production, use, and disposal of consumer

products (e.g., plastics)

C. Societal Impacts Associated with the

Management of Natural Resources

1. Habitat preservation (e.g., Endangered Species

Act, National Parks)

2. Extraction of mineral and energy resources

(e.g., mining, drilling)

3. Agriculture, forestry, wildlife, and ﬁsheries

practices

4. Renewable and/or sustainable use of resources

D. Ethical and Societal Issues Arising from

the Use of Science and Technology

1. Ethical research concerns (e.g., stem cells, toxic

chemicals)

2. Ethical use of technology (e.g., genetically

modiﬁed organisms, cloning)

3. Societal concerns (e.g., security of genetic

information, equal access to medical

treatment)

The Praxis® Study Companion 12

Step 2: Familiarize Yourself with Test Questions

2. Familiarize Yourself with Test Questions

Become comfortable with the types of questions you’ll nd on the Praxis tests

The Praxis Series 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 options.

However, interactive question types may also ask you to respond by:

• Clicking more than one oval to select answers from a list of options.

• 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 options and drag your answers to the appropriate location in a table, paragraph of text or

graphic.

• Selecting options from a drop-down menu. You may be asked to choose 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.

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.

The Praxis® Study Companion 13

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 avor made from beans?

(A) Strawberry

(B) Cherry

(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) Limit 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) Eliminate 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) Verify 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

(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).

The Praxis® Study Companion 14

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.”

The Praxis® Study Companion 15

Step 2: Familiarize Yourself with Test Questions

Keep these things in mind when you respond to a constructed-response question

1) Answer 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) Answer 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) Answer 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) Give 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) Reread 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.

For tests that have constructed-response questions, more detailed information can be found in "1. Learn About

Your Test" on page 5.

The Praxis® Study Companion 16

Step 3: Practice with Sample Test Questions

3. Practice with Sample Test Questions

Answer practice questions and nd explanations for correct answers

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 incomplete

statements below is followed by four suggested answers or

completions. Select the one that is best in each case.

1. The movement of water upward in xylem

vessels of trees is most directly related to

which of the following?

(A) Wall pressure

(B) Turgor pressure

(D) Cytoplasmic streaming

2. Which of the following is a true statement

about the ow of energy in an ecosystem?

(A) Smaller organisms need less energy per

gram of body weight than do larger

organisms.

(B) Energy transfer between organisms

normally involves conservation of heat

energy.

inefcient.

(D) Chemical energy is converted into radiant

energy, which is then converted to

chemical energy at the next trophic level.

3. The diversity of the nches on the Galápagos

Islands is an example of which of the

following?

(A) Adaptive radiation

(B) Seasonal isolation

(D) Selective hybrid elimination

4. Two parents who do not exhibit

phenylketonuria (PKU) have a son with PKU.

Which of the following conclusions can be

drawn from this situation?

(A) The allele for PKU is located on the

Y chromosome.

(B) PKU is a dominant trait.

(D) A mutation occurred in the sperm of the

father.

5. All of the following represent primary

consumers feeding on rst-trophic-level

organisms EXCEPT

(A) paramecia feeding on green algae

(B) mice feeding on seeds

(D) slugs feeding on mushrooms

The diagram above represents a cross section of

a leaf. Which region serves primarily to regulate

the stomatal opening?

(A) A

(B) B

(D) D

The Praxis® Study Companion 17

Step 3: Practice with Sample Test Questions

7. Which of the following best describes the

pathway of a protein from its manufacture to

its secretion from the cell?

(A) Endoplasmic reticulum → Golgi complex

→ secretory vesicle

(B) Secretory vesicle → endoplasmic

reticulum → Golgi complex

endoplasmic reticulum

(D) Golgi complex → endoplasmic reticulum

→ secretory vesicle

8. All of the following are likely to increase after

large areas of tropical rain forests are cut

down EXCEPT the

(A) species diversity of the areas

(B) erosion by rivers owing through the

areas

(D) average surface temperature of the soil

in the areas

9. The graph above depicts the frequency of

expression of the range of leg lengths in a

population of grazing animals. In this species,

leg length is directly related to speed, which is

a heritable characteristic. These grazers are

being preyed on by a newly introduced

species of swift-running predators. Which of

the following graphs represents the range of

expression most likely to result from this

selection pressure over a long period of time?

(A)

(B)

(C)

(D)

The Praxis® Study Companion 18

Step 3: Practice with Sample Test Questions

10. Which of the following are isomers?

11. If a DNA template has the base sequence

5′ —TAG— 3′, the corresponding base

sequence on an mRNA transcript would be

12. Which of the following structures is present in

the roots of vascular plants but NOT in

stems?

(A) Cambium

(B) Pericycle

(D) Cortex

13. A certain autosomal recessive trait is

expressed in 1 percent of a population.

Assuming that the population is in Hardy-

Weinberg equilibrium, what percent of the

population are carriers but do not express the

trait?

(A) 10%

(B) 18%

(D) 50%

14. Which of the following cellular processes

normally produces ATP from glucose in the

absence of oxygen?

(A) Krebs cycle

(B) Glycolysis

(D) Calvin cycle

15. Which of the following mechanisms can best

account for the higher concentrations of

mineral nutrients in the root cells of vascular

plants than in the surrounding soil

environment?

(A) Osmosis

(B) Diffusion

(D) Active transport

16. A person touches a hot object and

immediately moves her nger away from it.

Which of the following structures is the rst to

receive an impulse triggered by the stimulus?

(A) Synapse

(B) Ventral root ganglion

(D) Sensory neuron

17. Males of a certain species of small mammal

have been observed to have either uffy tails

or furless tails. Those with the uffy tails have

been observed to attract signicantly more

mates than those with furless tails. The

phenomenon described is an example of

(A) kin selection

(B) disruptive selection

(D) sexual selection

The Praxis® Study Companion 19

Step 3: Practice with Sample Test Questions

Directions for Questions 18–19: The group of

questions below describes an experimental situation.

First study the description of the situation; then

choose the one best answer for each question and

ll in completely the space on the answer sheet.

Sickle cell anemia is a genetic disorder.

Specialized techniques for DNA analysis are

used to detect carriers of the sickle cell anemia

allele and infants that are homozygous for the

trait. The DNA is cut into fragments that are

separated according to size by use of gel

electrophoresis. Radiolabeled probes can then

be used to identify both the normal allele and

the mutant (sickle cell) allele.

The reference data shown below indicate that

the DNA in lane I is from a noncarrier (AA), the

DNA in lane II is from a carrier (AS), and the DNA

in lane III is from an individual having sickle cell

anemia (SS). The sample data are from two

parents (lanes I and II) and their infant (lane III).

18. Which of the following is correct concerning

the sickle cell trait in Parent 1 (lane I)?

(A) Parent 1 is a carrier (AS).

(B) Parent 1 is a noncarrier (AA).

(D) The occurrence of the sickle cell trait

cannot be determined from the data.

19. Which of the following can be concluded from

the sample data?

(A) The infant is homozygous for the sickle

cell allele (SS).

(B) The infant is a carrier of the sickle cell

allele (AS).

cell allele (AA).

(D) The occurrence of the sickle cell trait

cannot be determined for the infant.

Directions for Questions 20–21: The group of

questions below consists of four lettered headings

followed by a list of phrases or sentences. For each

sentence, select the one heading that is most closely

related to it. One heading may be used once, more

than once, or not at all.

(A) Nephrons

(B) Flame cells

(D) Skin gills

20. Function in both arachnids and insects

21. Have cilia to drive waste products to excretory

pores

22. The bat is most closely related to which of the

following animals?

(A) Hummingbird

(B) Wolf

(D) Chameleon

23. Which of the following is a unit for density?

(A) kg

(B) kg/m2

(D) m3/sec

24. Density-independent regulation is most likely

related to which of the following?

(A) Intense predation

(B) A rare storm event

(D) A rapidly progressing communicable

disease

The Praxis® Study Companion 20

Step 3: Practice with Sample Test Questions

Test

Tube

Materials Added Initial

Color

Final

Color

1 Aquatic plant,

bromothymol

blue solution

Blue Blue

2 Aquatic plant,

bromothymol

blue solution,

carbonated water

Yellow Blue

3 Bromothymol

blue solution,

carbonated water

Yellow Yellow

25. In a lab investigation designed to demonstrate

one aspect of photosynthesis, three test

tubes were treated as shown above. The test

tubes were then placed under a bright lamp

for 24 hours. Which of the following is the

best explanation for the observed color

change in tube 2?

(A) The light bleached the solution from its

original color of yellow to blue.

(B) The aquatic plant produced carbon

dioxide, which changed into carbonic

acid and caused the color change.

raising the pH of the solution.

(D) The plant produces oxygen during

photosynthesis, which caused the color

change.

26. Unfertilized sea urchin eggs can be induced

to develop into normal larvae by placing them

in appropriate magnesium solutions. Which of

the following best describes this process?

(A) Metamorphosis

(B) Oogenesis

(D) Parthenogenesis

27. Which of the following includes the classes

Gastropoda and Cephalopoda?

(A) Arthropoda

(B) Annelida

(D) Mollusca

The Praxis® Study Companion 21

Step 3: Practice with Sample Test Questions

1. The correct answer is (C). The upward

movement of water is caused by a “pull” generated

by water loss in the leaves (transpiration) and

facilitated by the cohesive properties of water in

narrow tubes such as xylem vessels.

2. The correct answer is (C). Biologists estimate

that large amounts of energy available to one

trophic level are lost and not transferred to the

next trophic level.

3. The correct answer is (A). The Galápagos ﬁnches

are a classical example of adaptive radiation of a

single species that arrived from the continent,

diversiﬁed, and underwent speciation following

isolation on several islands.

4. The correct answer is (C). PKU must be a

recessive trait because the parents did not exhibit

the disorder, yet must have been carriers for the

disorder.

5. The correct answer is (D). The ﬁrst trophic level

consists of producers. As heterotrophs,

mushrooms are not producers. In (A), (B), and (C),

the producers are green algae, seeds, and tree

branches, and the primary consumers are

paramecia, mice, and deer.

6. The correct answer is (C). These are the guard

cells that regulate the stomatal opening.

7. The correct answer is (A). Proteins to be

secreted pass from the ribosomes into the lumen

of the endoplasmic reticulum. They are then sent

to the Golgi complex, where they are modiﬁed and

packaged into vesicles, which transport them to

the outside of the cell.

8. (A) is the exception. The continuing loss of the

diverse habitats found in tropical rain forests will

cause a decrease in species diversity, not an

increase. Thus, (A) is the correct answer.

9. The correct answer is (A). Selection pressure

would favor longer legs in the prey animals, and

(A) depicts a population with a large number of

individuals with longer legs.

10. The correct answer is (A). These molecules are

examples of structural isomers—compounds that

have the same empirical formula but whose atoms

are arranged in a diﬀerent way. Both compounds

in (A) are alcohols with the formula C3H8O, but the

position of the OH group is diﬀerent in each.

11. The correct answer is (D). The sequence of

bases in an mRNA molecule is determined by

antiparallel hybridization (opposite orientation of 5'

and 3' ends) between A, T, C, and G of the template

DNA and U, A, G, and C of the mRNA molecule,

respectively.

12. The correct answer is (B). In plant roots, the

vascular tissue is located in the center of the root

and is surrounded by a layer of endoderm cells. The

pericycle is a layer of cells on the inner side of the

endoderm in plant roots. Root branching is initiated

in the pericycle.

13. The correct answer is (B). The Hardy-Weinberg

equation states p2 + 2pq + q2 = 1, where p = the

frequency of the dominant allele of a gene and

q = the frequency of the recessive allele of a gene. If

a recessive trait is expressed in 1 percent of the

population (q2 = 0.01), the frequency of the allele in

the population is 0.1 (square root of 0.01). If the

frequency of the recessive allele = 0.1, then the

frequency of the dominant allele must be 0.9 (i.e.,

1.0 - 0.1 = 0.9). Therefore, 2pq = (2)(0.9)(0.1) = 0.18.

14. The correct answer is (B). In the absence of

oxygen, glycolysis can still occur, and it produces a

net yield of two ATP per molecule of glucose.

Neither chemiosmosis nor the Krebs cycle function

in the absence of oxygen. The Calvin cycle normally

uses ATP.

15. The correct answer is (D). Energy is required to

move minerals up their concentration gradient. In

both osmosis and diﬀusion, substances move down

a gradient.

16. The correct answer is (D). This question

describes a motor reﬂex loop between a

thermosensory neuron and a motor neuron. Most

reﬂex loops involve an impulse being initiated in a

sensory neuron and then passing either directly

from a sensory neuron to a motor neuron or from

the sensory neuron to an interneuron and then

from the interneuron to a motor neuron. The

neurons are separated by synapses.

17. The correct answer is (D). Mate selection based

on a physical feature deﬁnes sexual selection.

18. The correct answer is (A). By comparing the

data from Parent 1 to the reference data, it is clear

that Parent 1 is a carrier (AS).

Answers to Sample Questions

The Praxis® Study Companion 22

Step 3: Practice with Sample Test Questions

19. The correct answer is (A). The infant is

homozygous for the sickle cell allele. This can be

seen by comparing lane III of the reference data

with lane III of the sample data.

20. The correct answer is (C). Malpighian tubules

are found in arthropods; arachnids and insects are

arthropods.

21. The correct answer is (B). Flame cells contain

cilia.

22. The correct answer is (B). Bats and wolves are

both mammals. While bats, hummingbirds, and

butterﬂies all ﬂy, their wings are analogous

structures; the organisms are not closely related.

23. The correct answer is (C). Density is deﬁned as

mass per unit volume. The gram is a unit of mass

and cubic meters is a volume.

24. The correct answer is (B). Increasing

population density will likely lead to increased

death rate by increased predation, increased

competition for food, and increased disease

communicability but has no correlation with the

chance of a rare storm causing fatalities.

25. The correct answer is (C). Bromothymol blue

can be used as an indicator of CO2 concentration.

CO2 dissolves in solution and a small percent

becomes carbonic acid. Plants utilize CO2 during

photosynthesis, thus raising the pH of the solution

and changing the color of the solution from yellow

to blue.

26. The correct answer is (D). Parthenogenesis is a

form of asexual reproduction in which oﬀspring

are produced from unfertilized eggs. In nature,

there are a variety of animals that can reproduce in

this fashion.

27. The correct answer is (D). Mollusca is a large

phylum of invertebrates that includes Gastropoda

(freshwater and marine snails and slugs) and

Cephalopoda (marine organisms such as squid

and octopuses).

The Praxis® Study Companion 23

Step 4: Determine Your Strategy for Success

4. Determine Your Strategy for Success

Set clear goals and deadlines so your test preparation is focused and ecient

Eﬀective Praxis test preparation doesn’t just happen. You’ll want to set clear goals and deadlines for yourself

along the way. Otherwise, you may not feel ready and conﬁdent on test day.

1) Learn what the test covers.

You may have heard that there are several diﬀerent versions of the same test. It’s true. You may take one

version of the test and your friend may take a diﬀerent version a few months later. Each test has diﬀerent

questions covering the same subject area, but both versions of the test measure the same skills and

content knowledge.

You’ll ﬁnd speciﬁc information on the test you’re taking in "1. Learn About Your Test" on page 5, which

outlines the content categories that the test measures and what percentage of the test covers each topic.

Visit www.ets.org/praxis/testprep for information on other Praxis tests.

2) Assess how well you know the content.

Research shows that test takers tend to overestimate their preparedness—this is why some test takers

assume they did well and then ﬁnd out they did not pass.

The Praxis tests are demanding enough to require serious review of likely content, and 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.

3) Collect study materials.

Gathering and organizing your materials for review are critical steps in preparing for the Praxis tests. Consider

the following reference sources as you plan your study:

• Did you take a course in which the content area was covered? If yes, do you still have your books or

your notes?

• Does your local library have a high school-level textbook in this area? Does your college library have a

good introductory college-level textbook in this area?

Practice materials are available for purchase for many Praxis tests at www.ets.org/praxis/testprep. Test

preparation materials include sample questions and answers with explanations.

4) 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 test date far enough in the future to leave you plenty of preparation time. Test dates can be

found at www.ets.org/praxis/register/centers_dates.

• Work backward from that date to ﬁgure out how much time you will need for review.

• Set a realistic schedule—and stick to it.

The Praxis® Study Companion 24

Step 4: Determine Your Strategy for Success

5) Practice explaining the key concepts.

Praxis tests 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.

6) Understand how questions will be scored.

Scoring information can be found in "10. Understand Your Scores" on page 46.

7) Develop a study plan.

A study plan provides a road map to prepare for the Praxis tests. It can help you understand what skills and

knowledge are covered on the test and where to focus your attention. Use the study plan template on page

28 to organize your eﬀorts.

And most important—get started!

Would a Study Group Work for You?

Using this guide 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 one another, 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 multiple

people can contribute diﬀerent 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 this guide as part of a study group:

• Plan the group’s study program. Parts of the study plan template, beginning on page 26 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 I will study the 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 topic headings and

subheadings in the Test at a Glance table on page 5 to select topics, and then select practice questions,

beginning on page 16.

• Prepare your presentation for the group. When it’s your to turn 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 test as well as the types of questions

you will encounter on the test. It will also give other members of the group extra practice at answering

questions.

The Praxis® Study Companion 25

Step 4: Determine Your Strategy for Success

• Take a practice test together. The idea of a practice test is to simulate an actual administration of the

test, so scheduling a test session with the group will add to the realism and may also help boost everyone’s

conﬁdence. Remember, complete the practice test using only the time that will be allotted for that test on

your administration day.

• Learn from the results of the practice test. Review the results of the practice test, including the

number of questions answered correctly in each content category. For tests that contain constructed-

response questions, look at the Sample Test Questions section, which also contain sample responses to

those questions and shows how they were scored. Then try to follow the same guidelines that the test

scorers use.

• Be as critical as you can. You’re not doing your study partner(s) any favors by letting them get away with

an answer that does not cover all parts of the question adequately.

• Be specic. Write comments that are as detailed as the comments about the sample responses. Indicate

where and how your study partner(s) are doing an inadequate job of answering the question. Writing notes

in the margins of the answer sheet may also help.

• Be supportive. Include comments that point out what your study partner(s) got right.

Then plan one or more study sessions based on aspects of the questions on which group members performed

poorly. 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 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 those goals. Then you need to discipline yourself

to stick with your plan and accomplish your goals on schedule.

The Praxis® Study Companion 26

Step 5: Develop Your Study Plan

5. Develop Your Study Plan

Develop a personalized study plan and schedule

Planning your study time is important because it will help ensure that you review all content areas covered on the

test. Use the sample study plan below as a guide. It shows a plan for the Core Academic Skills for Educators: Reading

test. Following that is a study plan template that you can ﬁll out to create your own plan. Use the “Learn about Your

Test” and “Test Speciﬁcations" information beginning on page 5 to help complete it.

Use this worksheet to:

1. Dene Content Areas: List the most important content areas for your test as deﬁned in chapter 1.

2. Determine Strengths and Weaknesses: Identify your strengths and weaknesses in each content area.

3. Identify Resources: Identify the books, courses, and other resources you plan to use for each content area.

4. Study: Create and commit to a schedule that provides for regular study periods.

Praxis Test Name (Test Code): Core Academic Skills for Educators: Reading (5712)

Test Date: 9/15/15

Content covered Description

of content

How well do

I know the

content?

(scale 1–5)

What

resources do I

have/need for

the content?

Where can I

nd the

resources I

need?

Dates I will

study the

content

Date

completed

Key Ideas and Details

Close reading

Draw inferences and

implications from the

directly stated content

of a reading selection

Middle school

English

textbook

College library,

middle school

teacher

7/15/15 7/15/15

Determining Ideas

Identify summaries or

paraphrases of the main

idea or primary purpose

of a reading selection

Middle school

English

textbook

College library,

middle school

teacher

7/17/15 7/17/15

Determining Ideas

Identify summaries

or paraphrases of the

supporting ideas and

speciﬁc details in a

reading selection

Middle and

high school

English

textbook

College library,

middle and

high school

teachers

7/20/15 7/21/15

Craft, Structure, and Language Skills

Interpreting tone

Determine the author’s

attitude toward material

discussed in a reading

selection

Middle and

high school

English

textbook

College library,

middle and

high school

teachers

7/25/15 7/26/15

Analysis of

structure

Identify key transition

words and phrases in a

reading selection and

how they are used

Middle and

high school

English

textbook,

dictionary

College library,

middle and

high school

teachers

7/25/15 7/27/15

Analysis of

structure

Identify how a reading

selection is organized

in terms of cause/eﬀect,

compare/contrast,

problem/solution, etc.

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/1/15 8/1/15

Author’s purpose

Determine the role that

an idea, reference, or

piece of information

plays in an author’s

discussion or argument

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/1/15 8/1/15

(continued on next page)

The Praxis® Study Companion 27

Step 5: Develop Your Study Plan

Content covered Description

of content

How well do

I know the

content?

(scale 1–5)

What

resources do I

have/need for

the content?

Where can I

nd the

resources I

need?

Dates

I will

study the

content

Date

completed

Language in

diﬀerent contexts

Determine whether

information presented

in a reading selection

is presented as fact or

opinion

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/1/15 8/1/15

Contextual

meaning

Identify the meanings of

words as they are used in

the context of a reading

selection

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/1/15 8/1/15

Figurative

Language

Understand ﬁgurative

language and nuances in

word meanings

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/8/15 8/8/15

Vocabulary range

Understand a range

of words and phrases

suﬃcient for reading at

the college and career

readiness level

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/15/15 8/17/15

Integration of Knowledge and Ideas

Diverse media and

formats

Analyze content

presented in diverse

media and formats,

including visually and

quantitatively, as well as

in words

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/22/15 8/24/15

Evaluation of

arguments

Identify the relationship

among ideas presented

in a reading selection

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/24/15 8/24/15

Evaluation of

arguments

Determine whether

evidence strengthens,

weakens, or is relevant

to the arguments in a

reading selection

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/27/15 8/27/15

Evaluation of

arguments

Determine the logical

assumptions upon

which an argument or

conclusion is based

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/28/15 8/30/15

Evaluation of

arguments

Draw conclusions from

material presented in a

reading selection

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

8/30/15 8/31/15

Comparison of

texts

Recognize or predict

ideas or situations that

are extensions of or

similar to what has been

presented in a reading

selection

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

9/3/15 9/4/15

Comparison of

texts

Apply ideas presented

in a reading selection to

other situations

High school

textbook,

college course

notes

College library,

course notes,

high school

teacher, college

professor

9/5/15 9/6/15

The Praxis® Study Companion 28

Step 5: Develop Your Study Plan

My Study Plan

Use this worksheet to:

1. Dene Content Areas: List the most important content areas for your test as deﬁned in chapter 1.

2. Determine Strengths and Weaknesses: Identify your strengths and weaknesses in each content area.

3. Identify Resources: Identify the books, courses, and other resources you plan to use for each content area.

4. Study: Create and commit to a schedule that provides for regular study periods.

Praxis Test Name (Test Code): ____________________________________________________________

Test Date: _____________

Content covered Description

of content

How well do

I know the

content?

(scale 1–5)

What

resources do I

have/need for

this content?

Where can I

nd the

resources I

need?

Dates I will

study this

content

Date

completed

(continued on next page)

The Praxis® Study Companion 29

Step 5: Develop Your Study Plan

Content covered Description

of content

How well do

I know the

content?

(scale 1–5)

What

resources do I

have/need for

the content?

Where can I

nd the

resources I

need?

Dates I will

study the

content

Date

completed

The Praxis® Study Companion 30

Step 6: Review Study Topics

6. Review Study Topics

Detailed study topics with questions for discussion

Using the Study Topics That Follow

The Biology: Content Knowledge test is designed to measure the knowledge and skills necessary for a

beginning teacher.

This chapter is intended to help you organize your preparation for the test and to give you a clear indication of

the depth and breadth of the knowledge required for success on the test.

Virtually all accredited programs address the topics covered by the test; however, you are not expected to be an

expert on all aspects of the topics that follow.

You are likely to ﬁnd that the topics below are covered by most introductory textbooks. Consult materials and

resources, including lecture and laboratory notes, from all your coursework. You should be able to match up

speciﬁc topics and subtopics with what you have covered in your courses.

Try not to be overwhelmed by the volume and scope of content knowledge in this guide. Although a speciﬁc

term may not seem familiar as you see it here, you might ﬁnd you can understand it when applied to a real-life

situation. Many of the items on the actual test will provide you with a context to apply to these topics or terms.

Discussion Areas

Interspersed throughout the study topics are discussion areas, presented as open-ended questions or

statements. These discussion areas are intended to help test your knowledge of fundamental concepts and your

ability to apply those concepts to situations in the classroom or the real world. Most of the areas require you

to combine several pieces of knowledge to formulate an integrated understanding and response. If you spend

time on these areas, you will gain increased understanding and facility with the subject matter covered on the

test. You may want to discuss these areas and your answers with a teacher or mentor.

Note that this study companion does not provide answers for the discussion area questions, but thinking about the

answers to them will help improve your understanding of fundamental concepts and will probably help you

answer a broad range of questions on the test.

The Praxis® Study Companion 31

Step 6: Review Study Topics

Study Topics

An overview of the areas covered on the test, along

with their subareas, follows.

I. Nature of Science: Scientic Inquiry,

Methodology, Techniques, and History

A. Processes Involved in Scientiﬁc Inquiry

1. Making observations

2. Formulating and testing hypotheses

3. Identifying experimental variables and

controls

4. Conclusions: proof versus support

5. Scientiﬁc sources and communicating

ﬁndings

B. Science Involves Many Disciplines

1. Chemical nature of biology

2. Calculations in biology (e.g., statistics,

probability)

3. Physical laws and principles governing

biological systems

C. Differences among Facts, Hypotheses,

Theories, and Laws

1. Testable nature of hypotheses

2. Formulation of theories based on

accumulated data

3. Durability of laws

D. Scientiﬁc Ideas Change over Time;

Contributions Made by Major Historical

Figures

1. Cell theory and germ theory (e.g., Hooke,

Pasteur)

2. Heredity, evolution, and ecology (e.g., Mendel,

Darwin)

3. Structure and nature of genetic material (e.g.,

Hershey and Chase, Franklin, Watson and

Crick)

4. Classiﬁcation of organisms (e.g., Linnaeus,

Woese)

E. Appropriate Use of Scientiﬁc

Measurement and Notation Systems

1. Precision versus accuracy

2. Metric and SI units

3. Unit conversions

4. Scientiﬁc notation and signiﬁcant ﬁgures

5. Linear versus logarithmic scales (e.g., pH)

F. Read and Interpret Data Represented in

Tables, Graphs, and Charts

1. Identify patterns and trends in data

2. Choose appropriate types of graphs or charts

3. Error analysis

4. Draw conclusions and make predictions

G. Construct and Use Scientiﬁc Models to

Explain Complex Phenomena

1. Limitations of models

2. Select models for a given purpose

3. Physical (e.g., anatomical models), conceptual

(e.g., ﬂuid mosaic model), graphical and/or

mathematical models (e.g., population growth

or climate change models)

H. Procedures Involved in the Safe

Preparation, Storage, Use, and Disposal

of Laboratory and Field Materials

1. Molarity and percent solutions

2. Acid and base solutions

3. Flammable and/or caustic materials

4. Biological specimens and waste

I. Appropriate and Safe Use and Care of

Laboratory Equipment

1. Optical equipment (e.g., microscopes,

spectrophotometers, UV light sources)

2. Separation equipment (e.g., gel

electrophoresis, chromatography, centrifuges)

3. Measurement, mixing, and heating

equipment (e.g., balances, stirrers, burners)

4. Sterilization equipment (e.g., autoclave, ovens)

J. Safety and Emergency Procedures for

Science Classrooms and Laboratories

1. Use of material safety data sheets (MSDS, or

safety data sheets, SDS)

2. Use of personal safety equipment: (e.g.,

gloves, goggles, lab coats)

3. Use of laboratory safety equipment (e.g., ﬁre

extinguishers, eye wash stations, emergency

showers)

The Praxis® Study Companion 32

Step 6: Review Study Topics

Discussion areas

• Vegetable crops growing on a commercial

farm are damaged by an unknown disease or

pest with a 70 to 90 percent mortality rate.

The farmer claims that he has not changed

his procedures for watering and fertilizer

application. Formulate a hypothesis about

the causative agent, given the observations

above. What type of experiments should be

used to help support or falsify the

hypothesis?

• Carl Woese based his phylogenetic

classiﬁcation on analyses of what

macromolecule? As a result of Woese’s

analyses, how was the tree of life revised

from that based on morphological

similarities?

• What is the most eﬀective way to compare

information obtained from television, a

newspaper article, a web site, and a scientiﬁc

journal for accuracy? For understandability?

For use in the classroom setting?

• A scientist studying nutrient requirements for

a particular type of bacteria inoculates three

ﬂasks of culture medium with an equal

number of bacteria. Extra glucose is added to

one of the ﬂasks, and extra lactose is added

to another. The number of bacteria per mL is

determined every two hours for a period of

12 hours. What type of graph is best used to

represent the data?

• Describe how to prepare 1 L of an

0.85% NaCl solution. If the solution is to be

used to culture live cells, is it important to

include a buﬀer in the solution? Explain.

II. Molecular and Cellular Biology

A. Chemical Structures and Properties of

Biologically Important Molecules

1. Atomic structure

2. Organic versus inorganic molecules

3. Chemical bonding (e.g., hydrogen, covalent)

4. Molecular structure (e.g., water, oxygen)

5. Water properties (e.g., cohesion, high speciﬁc

heat)

6. Macromolecules (e.g., carbohydrates, nucleic

acids, proteins, lipids)

B. Biological Processes Are Dependent on

Chemical Principles

1. Chemical and physical gradients (e.g., osmosis,

diﬀusion, temperature)

2. Thermodynamics

3. Anabolic and catabolic reactions (e.g.,

hydrolysis)

4. Reduction-oxidation reactions

C. Structure and Function of Enzymes and

Factors Inﬂuencing their Activity

1. Active site structure and substrate binding

(e.g., induced ﬁt, lock and key)

2. Reaction kinetics (e.g., eﬀects of temperature,

pH, and inhibitors)

3. Regulation (e.g., cooperative binding,

feedback inhibition)

D. Biochemical Pathways and Energy Flow

Within an Organism

1. Cellular locations of biochemical pathways

2. Photosynthesis (e.g., photosystems, electron

transport, C3 and C4 )

3. Cellular respiration (e.g., fermentation, Krebs

(citric acid) cycle, electron transport chain)

4. Chemosynthesis (e.g., deep sea vent

microorganisms)

E. Major Differences between Prokaryotes

and Eukaryotes

1. Cell size

2. Membrane-bound organelles

3. Cell walls (e.g., peptidoglycan, cellulose)

4. Chromosome structure (e.g., circular versus

linear)

The Praxis® Study Companion 33

Step 6: Review Study Topics

F. Structure and Function of Cells and

Organelles

1. Plant cells versus animal cells

2. Cell membranes

3. Membrane-bound organelles (e.g., nucleus,

chloroplast) and ribosomes

4. Cytoskeleton

G. Cells Maintain their Internal Environment

and Respond to External Signals

1. Selective permeability

2. Active and passive transport

3. Water movement (e.g., osmolarity, water

potential)

4. Cell surface proteins and cell communication

5. Exocytosis and endocytosis

6. Hormone action and feedback

H. Cellular Division, the Cell Cycle, and How

They Are Regulated

1. Cell cycle stages ( G1, S, G2, M )

2. Mitosis and meiosis (e.g., stages, functions,

results)

3. Cytokinesis (e.g., cleavage furrow, cell plate)

4. Cell cycle checkpoints

I. Structure and Function of Nucleic Acids

1. Sugar-phosphate backbone

2. DNA versus RNA

3. Complementary base pairing

4. Chromosome structure (e.g., nucleosomes,

telomeres, linear versus circular)

5. DNA replication

J. Processes Involved in Protein Synthesis

1. RNA transcription

2. mRNA processing (e.g., polyadenylation,

splicing)

3. Translation (e.g., ribosome structure, tRNA)

K. Regulation of Gene Expression

1. Promoters

2. Enhancers

3. Transcription factors

4. Operons

5. Environmental inﬂuences (e.g., epigenetics)

L. Cells May Undergo Differentiation and

Specialization

1. Diﬀerential gene expression

2. Stem cells (e.g., sources, developmental

potential)

M. Nature of Mutations

1. Causes of mutations (e.g., recombination,

mutagens)

2. Types of mutations (e.g., point mutation,

deletion, inversion, translocation)

3. Somatic versus germline mutations

N. Use of Basic Laboratory Techniques to

Study Biological Processes

1. Gel electrophoresis

2. Microscopy

3. Spectrophotometry

O. Use and Applications of DNA

Technologies and Genetic Engineering

1. DNA sequencing and polymerase chain

reaction (PCR)

2. Genome sequencing projects (e.g., Human

Genome Project)

3. Gene therapy

4. Cloning

5. Transgenic and genetically engineered cells

Discussion areas

• What are the four most abundant elements

in the human body?

• What are functional groups? How do the

diﬀering charges of functional groups

inﬂuence the behavior of the functional

groups, the structure of molecules bearing

the functional groups, and the interactions of

the molecules with water?

• Why are fats insoluble in water?

• Describe the structural and functional

diﬀerences between starch and cellulose.

• What factors inﬂuence the rate at which an

ion diﬀuses across a cell membrane?

• How is ATP involved in the transfer of usable

energy between molecules?

• How do temperature, pH, and competitive or

noncompetitive inhibitors inﬂuence enzyme

activity?

The Praxis® Study Companion 34

Step 6: Review Study Topics

• What are the sources of CO2, O2, and water

used by a plant in photosynthesis or cellular

respiration? Through what structures and by

what processes do these molecules enter

and exit a plant?

• State some similarities and diﬀerences

between aerobic and anaerobic respiration.

• Explain the beneﬁt, at the cellular level, of

producing ATP aerobically. After strenuous

activity, one may feel a burning sensation in

some muscles. What is responsible for the

sensation?

• How does the consumption of too many

carbohydrates lead to an increase in body

fat?

• Compare the structure of chromosomes in

eukaryotes, bacteria, and archaea.

• What structures are likely to be found in a

plant cell but not in an animal cell?

• What structures are likely to be found in an

animal cell but not in a bacterium?

• What organelles are likely to be present in

greater abundance in a cell that is secreting a

large amount of protein (e.g., an antibody-

secreting plasma cell) than in a cell secreting

very little protein (e.g., a skin cell)?

• Describe the diﬀerence between active and

passive transport. Compare simple diﬀusion,

osmosis, and facilitated diﬀusion.

• If an individual is stranded in a lifeboat on an

ocean, why is drinking seawater more

harmful to the individual than drinking no

water at all?

• Compare mitosis and meiosis: the stages,

genetic makeup of daughter cells, unique

features.

• Name the three cell cycle checkpoints. What

criteria must be met at each of the

checkpoints for a cell to progress through

the cell cycle?

• In addition to killing many types of cancer

cells, why does chemotherapy treatment

cause side eﬀects such as anemia,

gastrointestinal distress, and hair loss?

• Compare the structure of DNA and RNA:

number of strands, ﬂexibility, molecular

composition.

• If a fragment of DNA has the sequence

5' ACTCGGTAC 3' , what is the sequence of

the complementary strand from 5' to 3' ?

• During DNA synthesis at a replication fork,

why is one new strand of DNA synthesized in

a continuous fashion and the other new

strand synthesized in a discontinuous

fashion?

• What is the signal for the start site of RNA

transcription? for the approximate end site of

transcription?

• What is the signal for the start site of

translation? for the end site of translation?

• What is an operon? The lac operon is

considered to be inducibly expressed.

Explain how this operon is regulated.

• What causes human liver cells to be

structurally and functionally diﬀerent from

human muscle cells?

• In what types of cells must a mutation be

found for the mutation to be passed on to

oﬀspring? Mutations in what types of cells

are not inherited by oﬀspring?

• What types of molecules are typically

separated by gel electrophoresis? Where are

the largest molecules in a sample typically

found with respect to the wells in which the

samples are loaded onto the gel?

• What type of microscope is typically used to

examine live, anaesthetized fruit ﬂies? What

type of microscope is typically used to

examine thin sections of cells?

• What are the roles of plasmids and restriction

endonucleases in DNA cloning?

• How are viruses used in gene therapy?

The Praxis® Study Companion 35

Step 6: Review Study Topics

III. Genetics and Evolution

A. Mendel’s Laws and Predicting the

Probable Outcome of Given Genetic

Crosses

1. Independent assortment

2. Law of segregation

3. Monohybrid and dihybrid crosses

4. Pedigree analysis

B. Non-Mendelian inheritance

1. Linkage (e.g., recombination mapping)

2. Sex-linked inheritance

3. Multiple alleles, codominance, and

incomplete dominance

4. Polygenic inheritance, epistasis, and

pleiotropy

5. Organelle inheritance (e.g., mitochondrial

inheritance)

C. Chromosomal and Genetic Changes that

Lead to Common Human Genetic

Disorders

1. Changes in chromosome numbers (e.g.,

Down syndrome)

2. Changes in chromosome structure (e.g.,

deletion, inversion, duplication, translocation)

3. Common genetic disorders (e.g., Sickle-cell

anemia, Tay-Sachs disease)

D. Sources of Genetic Variation

1. Mutation

2. Crossing-over

3. Genetic exchange (e.g., transduction,

transformation, conjugation)

4. Sexual reproduction (e.g., independent

assortment)

E. Mutations, Gene Flow, Genetic Drift, and

Nonrandom Mating Affect the Gene Pool

of a Population

1. Distribution and movement of alleles within

populations

2. Distribution and movement of alleles

between populations

F. Principles and Applications of Hardy-

Weinberg Equilibrium

1. Conditions of HW equilibrium

2. Calculating allele frequencies using the HW

equation

G. Mechanisms of Evolution

1. Natural and artiﬁcial selection

2. Sexual selection

3. Genetic drift (e.g., bottleneck, founder eﬀect)

4. Coevolution

5. Adaptive radiation

H. Evidence that Supports Evolution

1. Molecular evidence (e.g., DNA sequence

comparisons)

2. Structural and developmental evidence (e.g.,

homology, embryology)

3. Fossil record

4. Endosymbiosis

5. Convergent versus divergent evolution

6. Major evolutionary trends (e.g., cephalization,

multicellularity)

I. Genetic Basis of Speciation

1. Reproductive isolation (e.g., prezygotic,

postzygotic)

2. Types of speciation (e.g., allopatric, sympatric)

J. Models of Evolutionary Rates

1. Gradualism

2. Punctuated equilibrium

K. Scientiﬁc Explanations for the Origin of

Life on Earth

1. Panspermia (e.g., asteroid seeding)

2. Abiotic synthesis of organic compounds (e.g.,

Miller-Urey experiment)

3. Biological inﬂuences on atmospheric

composition (e.g., photosynthesis)

4. Development of self-replication (e.g., RNA

world)

L. Factors that Lead to Extinction of

Species

1. Lack of genetic diversity

2. Environmental pressures (e.g., climate and

habitat change)

3. Human impacts

4. Interspeciﬁc competition

The Praxis® Study Companion 36

Step 6: Review Study Topics

Discussion areas

• In pea plants, the allele for purple ﬂowers (W)

is dominant to the allele for

white ﬂowers (w). To determine whether a

plant with purple ﬂowers is homozygous or

heterozygous with respect to ﬂower color,

the plant should be crossed with another

pea plant with what genotype and

phenotype with respect to ﬂower color?

• A wild-type fruit ﬂy that is heterozygous for

both the black body (b) and

vestigial wings (vg) genes is mated with a ﬂy

that exhibits both of these recessive

mutations. Of 500 progeny produced, the

phenotypic distribution is:

199 wild-type body/wild-type eyes;

42 wild-type body/vestigial wings;

48 black body/wild-type wings;

211 black body/vestigial wings.

Are the b and vg genes most likely on the

same or diﬀerent chromosomes? Explain.

• Name a genetic disorder that is most

commonly caused by fusion of a gamete

with a normal chromosome number with

another gamete that contains two copies of

a particular chromosome. What is the most

likely cause of the abnormal chromosome

number in the gamete?

• Describe the relationship between DNA

mutation, skin cancer, and prolonged

exposure to the sun.

• A particular genetic trait is inherited in an

autosomal recessive fashion. If one out of

every 400 individuals has the trait, what

percent of the population are expected to be

carriers of the trait?

• A particular population exhibits variation in

certain traits. For natural selection to act on

the variations, what two requirements must

be met by the variations?

• As a result of habitat fragmentation, a small

population of leopards becomes isolated

from the larger original population. As time

progresses, are allele frequencies and genetic

variation expected to diﬀer between the

original population and the isolated

population? If so, describe how and why

they will diﬀer.

• What structural and functional characteristics

of mitochondria and chloroplasts provide

evidence to support the theory of

endosymbiosis?

• Horses and donkeys can mate and produce

viable oﬀspring, but horses and donkeys are

considered to be separate species. Explain

why this is so.

• What organic compounds were produced in

the Miller-Urey experiment? How did the

design of the experiment support the

hypothesis that organic compounds are

likely to have arisen from abiotic materials

present in the atmosphere of early Earth?

IV. Diversity of Life and Organismal Biology

A. Characteristics of Living Versus

Nonliving Things

1. Cellular organization

2. Growth and reproduction

3. Regulation and responses to the environment

4. Obtain and use energy

B. Historical and Current Biological

Classiﬁcation Systems of Organisms

1. Kingdom system

2. Domain system

C. Deﬁning Characteristics of Viruses,

Bacteria, Protists, Fungi, Plants, and

Animals

1. Structure (e.g., capsid, cell wall, organelles)

2. Organization (e.g., prokaryote, multicellular)

3. Modes of nutrition (e.g., heterotroph,

autotroph)

4. Reproduction/replication (e.g., viral replication,

binary ﬁssion, budding)

D. Characteristics of the Major Animal

Phyla

1. Body plans (e.g., radial versus bilateral

symmetry)

2. Body cavities (e.g., coelomates,

pseudocoelomates, acoelomates)

3. Modes of reproduction

4. Modes of temperature regulation (e.g.,

endotherm, ectotherm)

The Praxis® Study Companion 37

Step 6: Review Study Topics

E. Organizational Hierarchy of Multicellular

Organisms

1. Cells

2. Tissues

3. Organs

4. Organ systems

F. Anatomy and Physiology of Major Organ

Systems in Animals

1. Cardiovascular and respiratory

2. Reproductive

3. Digestive and excretory

4. Nervous and endocrine

5. Immune

G. Maintenance of Homeostasis in

Organisms

1. Role of structural components (e.g., kidney,

hypothalamus)

2. Feedback mechanisms

3. Role of hormones (e.g., antidiuretic hormone

(ADH), insulin)

4. Role of behaviors (e.g., diurnal, nocturnal,

basking)

H. Reproduction, Development, and Growth

in Animals

1. Gamete formation

2. Fertilization

3. Embryonic development

4. Growth, development, and aging

I. Characteristics of Major Plant Divisions

1. Vascular versus nonvascular plants

2. Flowering versus nonﬂowering plants

3. Monocot versus eudicot (dicot)

J. Structure and Function of Major Plant

Tissues and Organs

1. Dermal

2. Vascular (i.e., xylem, phloem)

3. Ground (e.g., parenchyma, cortex)

4. Meristems

5. Flowers, stems, leaves, and roots

K. Plant Life Cycles and Reproductive

Strategies

1. Alternation of generations (i.e., gametophyte,

sporophyte)

2. Pollination strategies (e.g., wind, insect)

3. Seed dispersal

L. Plants Obtain and Transport Water and

Inorganic Nutrients

1. Roots

2. Xylem transport

3. Control (e.g., stomata)

M. Plants Transport and Store Products of

Photosynthesis

1. Products (e.g., simple and complex

carbohydrates)

2. Phloem transport

3. Storage and support molecules (e.g., starch,

cellulose)

4. Storage structures (e.g., plastids, vacuoles,

tuber)

Discussion areas

• A rock is found with patches of an unfamiliar

orange-colored ﬂakey material on the

surface. What possible features of the

orange-colored material would indicate that

the material is alive?

• Describe the characteristics of mushrooms

that distinguish them as fungi rather than

viruses, bacteria, protists, plants, or animals.

• Give an example of an animal with radial

symmetry and one with bilateral symmetry.

Is cephalization likely to be a feature of either

one of these forms of symmetry? If so, of

which?

• Describe the features of body cavities by

which triploblastic animals can be

distinguished as coelomates,

pseudocoelomates, or acoelomates. Give an

example of an animal that is a coelomate,

one that is a pseudocoelomate, and one that

is an acoelomate.

• Trace the ﬂow of a drop of blood from the

right atrium of the heart as the blood passes

through the heart, the lungs, and one

complete circuit of the human circulatory

system.

• Describe the two ways in which ventilation

in birds is particularly eﬃcient in comparison

to ventilation in most mammals.

• Describe the digestion of proteins in the

human digestive system, speciﬁcally the

enzymes involved, the location of the cells

that produce the enzymes, and the organs in

which the digestion occurs.

The Praxis® Study Companion 38

Step 6: Review Study Topics

• Describe how B lymphocytes and cytotoxic

T lymphocytes respond to a viral infection in

a human.

• Name two ways by which the integument

(skin) plays a role in thermoregulation in

humans.

• Name four features of monocots that can

frequently (although not always) be used to

distinguish monocots from eudicots.

• What materials are transported in the xylem?

What materials are transported in the

phloem? In which direction does material

ﬂow in each type of vessel?

• In what root tissue are new root cells

produced? Name four important functions of

plant roots.

• Under what circumstance are stomata

typically closed? Describe the mechanism by

which ion ﬂow and osmosis regulate the

opening and closing of guard cells.

V. Ecology: Organisms and Environments

A. Hierarchical Structure of the Biosphere

1. Populations

2. Communities

3. Ecosystems

4. Biomes

B. Biotic and Abiotic Components of an

Ecosystem Inﬂuence Population Size

1. Resource availability and abiotic factors (e.g.,

nutrients and temperature)

2. Habitat and niche

3. Competition and predation

C. Models of Population Growth

1. Exponential growth

2. Logistic growth (e.g., carrying capacity)

D. Relationship Between Reproductive

Strategies and Mortality Rates

1. Sexual versus asexual reproduction

2. Parental investment

3. Number of oﬀspring produced versus number

that survive

E. Relationships Within and Between

Species

1. Symbiosis (e.g., parasitism, commensalism,

mutualism)

2. Predation

3. Competition and territoriality

4. Altruistic behaviors

F. Changes Occur During Ecological

Succession

1. Primary versus secondary succession

2. Biomass, diversity, productivity, and habitat

changes during succession

G. Types and Characteristics of Biomes

1. Aquatic (e.g., stream, estuary, coral reef)

2. Terrestrial (e.g., desert, grassland, tropical rain

forest)

H. Energy Flow in the Environment

1. Trophic levels (e.g., pyramids of biomass,

pyramids of energy)

2. Food webs

I. Biogeochemical Cycles

1. Water cycle

2. Carbon cycle

3. Nitrogen cycle

4. Phosphorus cycle

J. Effects of Natural Disturbances on

Ecosystems

1. Temporal and spatial disturbances (e.g.,

climate, ﬁre, disease)

2. Fragmentation of ecosystems

3. Natural ecosystem recovery

K. Humans Affect Ecological Systems and

Biodiversity

1. Pollution (e.g., greenhouse gases, acid

precipitation)

2. Habitat destruction (e.g., deforestation)

3. Introduced species (e.g., non-native,

reintroduced)

4. Remediation (e.g., reforestation, mine

reclamation)

L. Connections among Ecosystems on a

Local and Global Scale

1. Natural ﬂow of material between ecosystems

2. Transport of materials by humans

3. Movement of organisms (e.g., migration)

The Praxis® Study Companion 39

Step 6: Review Study Topics

Discussion areas

• Distinguish between a population of

organisms and a community of organisms.

• Name the two most common limiting factors

to primary production in aquatic ecosystems.

• Draw the predicted growth curve for a

population introduced into a new

environment in which resources are initally

unlimited. How will the shape of the curve

change as the population reaches carrying

capacity? What factors might determine the

carrying capacity?

• Prairie dogs typically live in large colonies

and dig extensive underground systems of

burrows. If a predator approaches a colony, a

prairie dog who spots the predator will

sound a loud alarm that alerts the other

members of the colony, most of whom will

dive into the burrows and hide. The prairie

dog that sounds the alarm is however

drawing attention to itself and may be

attacked by the predator. Explain why this

behavior is often considered to be an

example of altruism in animals.

• Compare primary and secondary succession:

Is soil initially present in the environments

where each type of succession occurs? What

are the ﬁrst organisms that typically colonize

the environment where each type of

succession occurs?

• Why is the density of water important to

freshwater pond ecosystems in temperate

regions?

• Why is the air temperature along the coast

generally higher than the air temperature of

inland areas in the same regions? How does

this inﬂuence the types of organisms present

in each region?

• A large percent of the mice in a particular

population are infected by a virus that is

usually fatal. What is the relationship

between the virus and the mice? How will

the viral infection most likely ultimately aﬀect

other members of the ecosystem such as

grasses and owls?

• The major reservoir of carbon in the

biosphere is one that turns over very slowly;

what is it?

• What is the major natural route by which

nitrogen enters an ecosystem?

• What are the major biotic and abiotic

processes that drive the water cycle?

• What types of natural disturbances are most

likely to lead to primary ecological

succession? What kind of natural

disturbances are most likely to lead to

secondary succession? In the immediate

aftermath of a disturbance, what will be the

most likely eﬀect on biodiversity of the

region?

• What is meant by acid precipitation, and how

is it harmful? How do human activities

contribute to acid precipitation?

• Name some of the most likely reasons for the

increased number of emerging infectious

diseases aﬀecting humans in recent years.

VI. Science, Technology, and Social

Perspectives

A. Impact of Science and Technology on

the Environment

1. Pollution and pollution mitigation (e.g.,

burning fossil fuels, green building,

environmental cleanup)

2. Resource management (e.g., waste

management, recycling, eﬃciency)

3. Conservation (e.g., habitat protection, habitat

restoration, species protection)

4. Non-point sources of pollution (e.g., lawn

fertilizers)

B. Impact of Human Activity and Natural

Phenomena on Society

1. Consequences (e.g., economic, social)

2. Disaster management (e.g., hurricane relief

and cleanup)

3. Global warming, sea levels, ﬂooding

4. Epidemiology (e.g., malaria, inﬂuenza)

5. Agriculture and soil erosion

6. Estuary and wetland degradation

7. Water management

8. Production, use, and disposal of consumer

products (e.g., plastics)

The Praxis® Study Companion 40

Step 6: Review Study Topics

C. Societal Impacts Associated with the

Management of Natural Resources

1. Habitat preservation (e.g., Endangered Species

Act, National Parks)

2. Extraction of mineral and energy resources

(e.g., mining, drilling)

3. Agriculture, forestry, wildlife, and ﬁsheries

practices

4. Renewable and/or sustainable use of

resources

D. Ethical and Societal Issues Arising from

the Use of Science and Technology

1. Ethical research concerns (e.g., stem cells,

toxic chemicals)

2. Ethical use of technology (e.g., genetically

modiﬁed organisms, cloning)

3. Societal concerns (e.g., security of genetic

information, equal access to medical

treatment)

Discussion areas

• How do lawn and agricultural fertilizers get

into the natural water system? Why are the

fertilizers harmful to many aquatic and

semi-aquatic organisms or to any organisms

that depend on the water supply?

• Why do many infectious diseases spread

rapidly through “temporary” settlements

established after an area is devastated by war

or by a natural disaster? Name a disease

transmitted by aerosol spray of a sneeze, a

disease transmitted through drinking water,

and a disease transmitted by an insect or

arthropod vector.

• What is the relationship between the

materials of which many plastics are

produced and nonrenewable resources?

• A signiﬁcant threat to marine turtles is

incidental capture, injury, or death as a result

of commercial ﬁshing practices. What

procedure has been implemented to protect

marine turtles that are caught in nets, and

what government agencies have been

involved in implementing the turtle

protection?

• What are some potentially beneﬁcial uses of

embryonic stem cells? Why do some people

object to the use of these cells in research

and development?

The Praxis® Study Companion 41

Step 7: Review Smart Tips for Success

7. Review Smart Tips for Success

Follow test-taking tips developed by experts

Learn from the experts. Take advantage of the following answers to questions you may have and practical tips

to help you navigate the Praxis test 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.

Can I answer the questions in any order?

You can answer the questions in order or skip questions and come back to them later. If you skip a question,

you can also mark it so that you can remember to return and answer it later. Remember that questions left

unanswered are treated the same as questions answered incorrectly, so it is to your advantage to answer every

question.

Are there trick questions on the test?

No. There are no hidden meanings or trick questions. All of the questions on the test ask about subject matter

knowledge in a straightforward manner.

Are there answer patterns on the test?

No. You might have heard this myth: the answers on tests follow patterns. Another myth is that there will never

be more than two questions in a row with the correct answer in the same position among the choices. Neither

myth is true. Select the answer you think is correct based on your knowledge of the subject.

Can I write on the scratch paper I am given?

Yes. You can work out problems on the scratch paper, make notes to yourself, or write anything at all. Your

scratch paper will be destroyed after you are ﬁnished with it, so use it in any way that is helpful to you. But make

sure to select or enter your answers on the computer.

Smart Tips for Taking the Test

1. Skip the questions you nd extremely dicult. Rather than trying to answer these on your ﬁrst pass

through the test, you may want to leave them blank and mark them so that you can return to them later.

Pay attention to the time as you answer the rest of the questions on the test, 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. Your score is based on the number of right answers, so it is to your advantage to answer every

question.

The Praxis® Study Companion 42

Step 7: Review Smart Tips for Success

2. Keep track of the time. The onscreen clock will tell you how much time you have left. You will probably

have plenty of time to answer all of the questions, but if you ﬁnd yourself becoming bogged down, you

might decide to move on and come back to any unanswered questions later.

3. Read all of the possible answers before selecting one. For questions that require you to select more

than one answer, or to make another kind of selection, consider the most likely answers given what the

question is asking. Then reread the question to be sure the answer(s) you have given really answer 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 test, look over each question and

make sure that you have answered it as you intended. Many test takers make careless mistakes that they

could have corrected if they had checked their answers.

5. Don’t worry about your score when you are taking the test. No one is expected to answer all of the

questions correctly. Your score on this test is not analogous to your score on the GRE® or other tests. It doesn’t

matter on the Praxis tests whether you score very high or barely pass. If you meet the minimum passing

scores for your state and you meet the state’s other requirements for obtaining a teaching license, you will

receive a license. In other words, what matters is meeting the minimum passing score. You can ﬁnd passing

scores for all states that use The Praxis Series tests at

http://www.ets.org/s/praxis/pdf/passing_scores.pdf or on the Web site of the state for which you are

seeking certiﬁcation/licensure.

6. Use your energy to take the test, not to get frustrated by it. Getting frustrated only increases stress

and decreases the likelihood that you will do your best. Highly qualiﬁed educators and test development

professionals, all with backgrounds in teaching, worked diligently to make the test a fair and valid measure

of your knowledge and skills. Your state painstakingly reviewed the test before adopting it as a licensure

requirement. The best thing to do is concentrate on answering the questions.

The Praxis® Study Companion 43

Step 8: Check on Testing Accommodations

8. Check on Testing Accommodations

See if you qualify for accommodations that may make it easier to take the Praxis test

What if English is not my primary language?

Praxis tests are given only in English. If your primary language is not English (PLNE), you may be eligible for

extended testing time. For more details, visit www.ets.org/praxis/register/accommodations/plne.

What if I have a disability or other health-related need?

The following accommodations are available for Praxis test takers who meet the Americans with Disabilities Act

(ADA) Amendments Act disability requirements:

• Extended testing time

• Additional rest breaks

• Separate testing room

• Writer/recorder of answers

• Test reader

• Sign language interpreter for spoken directions only

• Perkins Brailler

• Braille slate and stylus

• Printed copy of spoken directions

• Oral interpreter

• Audio test

• Braille test

• Large print test book

• Large print answer sheet

• Listening section omitted

For more information on these accommodations, visit www.ets.org/praxis/register/disabilities.

Note: Test takers who have health-related needs requiring them to bring equipment, beverages, or snacks into

the testing room or to take extra or extended breaks must request these accommodations by following the

procedures described in the Bulletin Supplement for Test Takers with Disabilities or Health-Related Needs (PDF),

which can be found at http://www.ets.org/s/disabilities/pdf/bulletin_supplement_test_takers_with_

disabilities_health_needs.pdf

You can ﬁnd additional information on available resources for test takers with disabilities or health-related needs

at www.ets.org/disabilities.

The Praxis® Study Companion 44

Step 9: Do Your Best on Test Day

9. Do Your Best on Test Day

Get ready for test day so you will be calm and condent

You followed your study plan. You prepared for the test. Now it’s time to prepare for test day.

Plan to end your review a day or two before the actual test 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 Praxis test!

On the day of the test, you should:

• be well rested

• wear comfortable clothes and dress in layers

• eat before you take the test

• bring an acceptable and valid photo identiﬁcation with you

• bring an approved calculator only if one is speciﬁcally permitted for the test you are taking (see Calculator

Use, at http://www.ets.org/praxis/test_day/policies/calculators)

• be prepared to stand in line to check in or to wait while other test takers check in

You can’t 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, but don’t let it bother you if the test doesn’t start

exactly on time. You will have the allotted amount of time once it does start.

You can think of preparing for this test as training for an athletic event. Once you’ve trained, prepared, and

rested, give it everything you’ve got.

What items am I restricted from bringing into the test center?

You cannot bring into the test center personal items such as:

• handbags, knapsacks, or briefcases

• water bottles or canned or bottled beverages

• study materials, books, or notes

• pens, pencils, scrap paper, or calculators, unless speciﬁcally permitted for the test you are taking (see

Calculator Use, at http://www.ets.org/praxis/test_day/policies/calculators)

• any electronic, photographic, recording, or listening devices

Personal items are not allowed in the testing room and will not be available to you during the test or during

breaks. You may also be asked to empty your pockets. At some centers, you will be assigned a space to store

your belongings, such as handbags and study materials. Some centers do not have secure storage space

available, so please plan accordingly.

Test centers assume no responsibility for your personal items.

The Praxis® Study Companion 45

Step 9: Do Your Best on Test Day

If you have health-related needs requiring you to bring equipment, beverages or snacks into the testing

room or to take extra or extended breaks, you need to request accommodations in advance. Procedures for

requesting accommodations are described in the Bulletin Supplement for Test Takers with Disabilities or

Health-related Needs (PDF).

Note: All cell phones, smart phones (e.g., Android® devices, iPhones®, etc.), and other electronic, photographic,

recording, or listening devices are strictly prohibited from the test center. If you are seen with such a device, you

will be dismissed from the test, your test scores will be canceled, and you will forfeit your test fees. If you are

seen using such a device, the device will be conﬁscated and inspected. For more information on what you can

bring to the test center, visit www.ets.org/praxis/test_day/bring.

Are You Ready?

Complete this checklist to determine whether you are ready to take your test.

❒ Do you know the testing requirements for the license or certiﬁcation you are seeking in the state(s) where

you plan to teach?

❒ Have you followed all of the test registration procedures?

❒ Do you know the topics that will be covered in each test 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 test 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 for your test?

❒ Are you familiar with the recommended test-taking strategies?

❒ Have you practiced by working through the practice questions in this study companion or in a study

guide or practice test?

❒ If constructed-response questions are part of your test, do you understand the scoring criteria for

these questions?

❒ If you are repeating a Praxis test, have you analyzed your previous score report to determine areas where

additional study and test preparation could be useful?

If you answered “yes” to the questions above, your preparation has paid oﬀ. Now take the Praxis test, do your

best, pass it—and begin your teaching career!

The Praxis® Study Companion 46

Step 10: Understand Your Scores

10. Understand Your Scores

Understand how tests are scored and how to interpret your test scores

Of course, passing the Praxis test is important to you so you need to understand what your scores mean and

what your state requirements are.

What are the score requirements for my state?

States, institutions, and associations that require the tests set their own passing scores. Visit

www.ets.org/praxis/states for the most up-to-date information.

If I move to another state, will my new state accept my scores?

The Praxis Series tests are part of a national testing program, meaning that they are required in many states for

licensure. The advantage of a national program is that if you move to another state that also requires Praxis tests,

you can transfer your scores. Each state has speciﬁc test requirements and passing scores, which you can ﬁnd at

www.ets.org/praxis/states.

How do I know whether I passed the test?

Your score report will include information on passing scores for the states you identiﬁed as recipients of your

test results. If you test in a state with automatic score reporting, you will also receive passing score information

for that state.

A list of states and their passing scores for each test are available online at www.ets.org/praxis/states.

What your Praxis scores mean

You received your score report. Now what does it mean? It’s important to interpret your score report correctly

and to know what to do if you have questions about your scores.

Visit http://www.ets.org/s/praxis/pdf/sample_score_report.pdf to see a sample score report.

To access Understanding Your Praxis Scores, a document that provides additional information on how to read

your score report, visit www.ets.org/praxis/scores/understand.

Put your scores in perspective

Your score report indicates:

• Your score and whether you passed

• The range of possible scores

• The raw points available in each content category

• The range of the middle 50 percent of scores on the test

If you have taken the same test or other tests in The Praxis Series over the last 10 years, your score report also lists

the highest score you earned on each test taken.

The Praxis® Study Companion 47

Step 10: Understand Your Scores

Content category scores and score interpretation

Question on the Praxis tests are categorized by content. To help you in future study or in preparing to retake

the test, your score report shows how many raw points you earned in each content category. Compare your

“raw points earned” with the maximum points you could have earned (“raw points available”). The greater the

diﬀerence, the greater the opportunity to improve your score by further study.

Score scale changes

E T S updates Praxis tests on a regular basis to ensure they accurately measure the knowledge and skills that are

required for licensure. When tests are updated, the meaning of the score scale may change, so requirements

may vary between the new and previous versions. All scores for previous, discontinued tests are valid and

reportable for 10 years, provided that your state or licensing agency still accepts them.

These resources may also help you interpret your scores:

• Understanding Your Praxis Scores (PDF), found at www.ets.org/praxis/scores/understand

• The Praxis Series Passing Scores (PDF), found at www.ets.org/praxis/scores/understand

• State requirements, found at www.ets.org/praxis/states

The Praxis® Study Companion 48

Appendix: Other Questions You May Have

Here is some supplemental information that can give you a better understanding of the Praxis tests.

What do the Praxis tests measure?

The Praxis tests measure the speciﬁc knowledge and skills that beginning teachers need. The tests do not

measure an individual’s disposition toward teaching or potential for success, nor do they measure your actual

teaching ability. The assessments are designed to be comprehensive and inclusive but are limited to what can

be covered in a ﬁnite number of questions and question types. Teaching requires many complex skills that are

typically measured in other ways, including classroom observation, video recordings, and portfolios.

Ranging from Agriculture to World Languages, there are more than 80 Praxis tests, which contain selected-

response questions or constructed-response questions, or a combination of both.

Who takes the tests and why?

Some colleges and universities use the Praxis Core Academic Skills for Educators tests (Reading, Writing, and

Mathematics) to evaluate individuals for entry into teacher education programs. The assessments are generally

taken early in your college career. Many states also require Core Academic Skills test scores as part of their

teacher licensing process.

Individuals entering the teaching profession take the Praxis content and pedagogy tests as part of the teacher

licensing and certiﬁcation process required by many states. In addition, some professional associations and

organizations require the Praxis Subject Assessments (formerly the Praxis II® tests) for professional licensing.

Do all states require these tests?

The Praxis Series tests are currently required for teacher licensure in approximately 40 states and United States

territories. These tests are also used by several professional licensing agencies and by several hundred colleges

and universities. Teacher candidates can test in one state and submit their scores in any other state that requires

Praxis testing for licensure. You can ﬁnd details at www.ets.org/praxis/states.

What is licensure/certication?

Licensure in any area—medicine, law, architecture, accounting, cosmetology—is an assurance to the public that

the person holding the license possesses suﬃcient knowledge and skills to perform important occupational

activities safely and eﬀectively. In the case of teacher licensing, a license tells the public that the individual has

met predeﬁned competency standards for beginning teaching practice.

Because a license makes such a serious claim about its holder, licensure tests are usually quite demanding. In

some ﬁelds, licensure tests have more than one part and last for more than one day. Candidates for licensure

in all ﬁelds plan intensive study as part of their professional preparation. Some join study groups, others study

alone. But preparing to take a licensure test is, in all cases, a professional activity. Because a licensure exam

surveys a broad body of knowledge, preparing for a licensure exam takes planning, discipline, and sustained

eﬀort.

Why does my state require The Praxis Series tests?

Your state chose The Praxis Series tests because they assess the breadth and depth of content—called the

“domain”—that your state wants its teachers to possess before they begin to teach. The level of content

knowledge, reﬂected in the passing score, is based on recommendations of panels of teachers and teacher

The Praxis® Study Companion 49

Appendix: Other Questions You May Have

educators in each subject area. The state licensing agency and, in some states, the state legislature ratify the

passing scores that have been recommended by panels of teachers.

How were the tests developed?

E T S consulted with practicing teachers and teacher educators around the country during every step of

The Praxis Series test development process. First, E T S asked them which knowledge and skills a beginning

teacher needs to be eﬀective. Their responses were then ranked in order of importance and reviewed by

hundreds of teachers.

After the results were analyzed and consensus was reached, guidelines, or speciﬁcations, for the selected-

response and constructed-response tests were developed by teachers and teacher educators. Following these

guidelines, teachers and professional test developers created test questions that met content requirements and

E T S Standards for Quality and Fairness.*

When your state adopted the research-based Praxis tests, local panels of teachers and teacher educators

evaluated each question for its relevance to beginning teachers in your state. During this “validity study,” the

panel also provided a passing-score recommendation based on how many of the test questions a beginning

teacher in your state would be able to answer correctly. Your state’s licensing agency determined the ﬁnal

passing-score requirement.

E T S follows well-established industry procedures and standards designed to ensure that the tests measure what

they are intended to measure. When you pass the Praxis tests your state requires, you are proving that you have

the knowledge and skills you need to begin your teaching career.

How are the tests updated to ensure the content remains current?

Praxis tests are reviewed regularly. During the ﬁrst phase of review, E T S conducts an analysis of relevant state

and association standards and of the current test content. State licensure titles and the results of relevant

job analyses are also considered. Revised test questions are then produced following the standard test

development methodology. National advisory committees may also be convened to review and revise existing

test speciﬁcations and to evaluate test forms for alignment with the speciﬁcations.

How long will it take to receive my scores?

Scores for tests that do not include constructed response questions are available on screen immediately after

the test. Scores for tests that contain constructed-response questions or essays aren’t available immediately after

the test because of the scoring process involved. Oﬃcial score reports are available to you and your designated

score recipients approximately two to three weeks after the test date for tests delivered continuously, or two to

three weeks after the testing window closes for other tests. See the test dates and deadlines calendar at www.

ets.org/praxis/register/centers_dates for exact score reporting dates.

Can I access my scores on the Web?

All test takers can access their test scores via My Praxis Account free of charge for one year from the posting

date. This online access replaces the mailing of a paper score report.

The process is easy—simply log into My Praxis Account at www.ets.org/praxis and click on your score report. If

you do not already have a Praxis account, you must create one to view your scores.

Note: You must create a Praxis account to access your scores, even if you registered by mail or phone.

* E T S Standards for Quality and Fairness (2003, Princeton, NJ) are consistent with the “Standards for Educational and Psychological Testing,”

industry standards issued jointly by the American Educational Research Association, the American Psychological Association, and the

National Council on Measurement in Education (1999, Washington, DC).

Your teaching career is worth preparing for, so start today!

Let the Praxis® Study Companion guide you.

PRAXIS II, PRAXIS, and THE PRAXIS SERIES are registered trademarks of Educational Testing Service (E T S). MEASURING THE POWER OF

LEARNING is a trademark of ETS. All other trademarks are property of their respective owners. 19117

To search for the Praxis test prep resources

that meet your specic needs, visit:

To purchase ocial test prep made by the creators

of the Praxis tests, visit the E T S Store:

www.ets.org/praxis/testprep

www.ets.org/praxis/store

Biology 5235

Navigation menu

Versions of this User Manual:

Views

Navigation