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10 sample questions for the TExES Pedagogy and Professional Responsibilities (PPR) EC-12 (160), with the correct answer and an explanation for each. No account needed. Try each one before you open the answer.
Sections covered on the exam: Designing Instruction and Assessment to Promote Student Learning, Creating a Positive, Productive Classroom Environment, Implementing Effective, Responsive Instruction and Assessment, Fulfilling Professional Roles and Responsibilities.
Question 1 · Designing Instruction and Assessment to Promote Student Learning
Answer: A. Provide repeated chances for children to pour, measure, and compare liquids among containers during center time
Children in Piaget's preoperational stage have not yet acquired conservation, and they build it gradually through direct, hands-on manipulation of materials rather than through verbal rules. Explaining the rule and having children repeat it may sound efficient, but young children can recite a rule without understanding it, so repeated pouring and comparing is more appropriate.
Question 2 · Designing Instruction and Assessment to Promote Student Learning
Answer: A. Score sample essays together, resolve disagreements, and agree on anchor papers for each score level
Calibration using anchor papers builds a shared understanding of each score level, which increases inter-rater reliability. Scoring only one's own students hides the inconsistency rather than fixing it, and replacing the rubric with a checklist would sacrifice the judgments of quality that the writing standards require.
Question 3 · Creating a Positive, Productive Classroom Environment
A middle school math teacher recorded the following data on a student, Devon, over two weeks.
| Antecedent | Behavior | Consequence |
|---|---|---|
| Asked to read a word problem aloud | Makes jokes, taps loudly on desk | Sent to hallway; does not read |
| Asked to read directions to a partner | Throws pencil, argues | Partner reads instead |
| Independent computation practice | Works on task | Teacher praise |
Answer: A. Teach Devon an appropriate way to request reading help or a break while he stays in the task
The pattern shows that the behavior occurs when Devon is asked to read aloud and results in his escaping that task, so its likely function is escape. An effective plan teaches an appropriate replacement behavior that meets the same need while keeping him engaged and stops removing the task after misbehavior. Sending him out sooner would reinforce the behavior, and rewarding computation targets a setting in which he is already successful.
Question 4 · Implementing Effective, Responsive Instruction and Assessment
Answer: A. Students predict and design a test of how pH would affect a digestive enzyme in the stomach
The Elaborate phase asks students to apply and extend their new understanding to a new situation, such as predicting the effect of a different variable in a different context. A discrepant demonstration that sparks questions belongs to the Engage phase. A vocabulary quiz fits Evaluate, and a clarifying presentation is part of Explain.
Question 5 · Fulfilling Professional Roles and Responsibilities
Answer: B. Phone her in Spanish, with an interpreter if needed, and offer times that fit her schedule
Reaching the parent in her home language through a channel she can use and offering flexible times removes the actual barriers of language and work schedule. Asking Valeria to relay and translate places an inappropriate burden on a child and risks inaccurate or incomplete communication about her own progress.
Question 6 · Designing Instruction and Assessment to Promote Student Learning
Answer: D. Point out the friend's face and words, name the feeling, and help both children plan turn-taking
Preschoolers' thinking is egocentric, so they often assume others share their own view; teachers support perspective-taking by drawing attention to concrete cues such as facial expressions and by naming feelings. Leaving children to resolve the conflict alone misreads development, because although egocentrism is typical, adult guidance helps children gradually take others' perspectives.
Question 7 · Designing Instruction and Assessment to Promote Student Learning
Answer: B. Provide advanced content plus speech-to-text or keyboarding so dysgraphia does not limit her expression
Twice-exceptional students need both challenge in their area of strength and support for their disability, so advanced content paired with assistive technology addresses both. Giving only oral answers avoids the disability but prevents her from developing written expression, which assistive tools allow her to build without being held back.
Question 8 · Creating a Positive, Productive Classroom Environment
Answer: C. Move near her, speak calmly and privately, and offer a choice of two ways to begin the task
Calm, private communication removes the audience that can turn a refusal into a power struggle, and a limited choice gives the student a face-saving way to re-engage. A public warning may seem decisive, but it raises the stakes in front of peers and often escalates the confrontation.
Question 9 · Implementing Effective, Responsive Instruction and Assessment
Answer: A. capture interest and surface students' existing ideas that the class will test later
A discrepant event at the start of a lesson is a classic Engage activity: it sparks curiosity and reveals students' prior conceptions before exploration. Formally introducing terms and explanations belongs to the Explain phase, which comes after students explore. Assessing mastery is the Evaluate phase, and applying understanding to a new context is the Elaborate phase.
Question 10 · Fulfilling Professional Roles and Responsibilities
Answer: D. Share data on Alyssa's progress in the general curriculum and help decide on supports
The general education teacher on the ARD committee contributes knowledge of the general curriculum and the student's performance in it and helps determine appropriate accommodations, supports, and interventions. Eligibility and placement are decided by the committee as a whole, not by one member, and the teacher is an active participant rather than an observer.
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