The Praxis
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Study Companion 3
Welcome to the Praxis® Study Companion
For a fully accessible version of this document, please contact ETS Disability Services:
http://www.ets.org/gre/contact#Contacting_ETS_Disability_Services. Phone: 1-609-771-7780 or 1-866-
387-8602 (toll free for test takers in the United States, U.S. Territories, and Canada). Email:
Prepare to Show What You Know
You have been working to acquire the knowledge and skills you need for your teaching career. Now you
are ready to demonstrate your abilities by taking a Praxis® test.
Using the Praxis ® Study Companion is a smart way to prepare for the test so you can do your best on
test day. This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:
• An overview of the Praxis tests
• Specific information on the Praxis test you are taking
• A template study plan
• Preparation resources
• 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!
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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?
Almost all Praxis tests are given on computer. The Praxis Braille Proficiency test (0633) is an exception,
as it is delivered on paper.
What should I expect when taking the test?
You can expect to be asked to provide proper identification at the test center. Watch the What to Expect
on Test Day video to see what the experience is like. (Note that the earlier portion of the video shows
check-in procedures applicable to all Praxis tests, but the later portion of that video applies only to
computer-based tests).
Where and when are the Praxis tests offered?
You can select the test center that is most convenient for you. Most Praxis tests are administered
through an international network of test centers, which includes Prometric® Testing Centers, some
universities, and other locations throughout the world. The Praxis Braille Proficiency test is only
administered in states where it is currently required for certification.
Testing schedules may differ, so see the Praxis Web site for more detailed test registration information
at www.ets.org/praxis/register. The testing schedule for the Praxis Braille Proficiency test can be found
at http://www.ets.org/praxis/register/braille_proficiency/.
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Table of Contents
The Praxis® Study Companion guides you through the 10 steps to success
1. Learn About Your Test .............................................................................................. 6
Learn about the specific test you will be taking
2. Familiarize Yourself with Test Questions .................................................................. 16
Become comfortable with the types of questions you’ll find on the Praxis tests
3. Practice with Sample Test Questions ........................................................................ 24
Answer practice questions and find explanations for correct answers
4. Determine Your Strategy for Success ........................................................................ 49
Set clear goals and deadlines so your test preparation is focused and efficient
5. Take Advantage of Preparation Resources ............................................................... 52
Several braille reference materials are available, in most cases as free downloads
6. Develop Your Study Plan .......................................................................................... 55
Develop a personalized study plan and schedule
7. Review Smart Tips for Success .................................................................................. 60
Follow test-taking tips developed by experts
8. Check on Testing Accommodations .......................................................................... 62
See if you qualify for accommodations that may make it easier to take the Praxis test
9. Do Your Best on Test Day ......................................................................................... 63
Get ready for test day so you will be calm and confident
10. Understand Your Scores ......................................................................................... 65
Understand how tests are scored and how to interpret your test scores
Appendix: Other Questions You May Have ................................................................... 67
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1. Learn About Your Test
Learn about the specific test you will be taking
Braille Proficiency (0633)
About This Test
The purpose of the Braille Proficiency test is to measure the requisite braille knowledge and skills that
an entry-level teacher of visually impaired students (TVI) or an entry-level teacher of braille must
possess. The braille rules tested are those established by the Braille Authority of North America (BANA),
www.brailleauthority.org.
The Braille Proficiency test has two booklets: Booklet 1 contains a multiple-choice section assessing
examinees’ ability to read braille (using simulated braille for examinees who do not have a visual
impairment) and a production section assessing examinees’ ability to transcribe into embossed braille
from printed text using a traditional (not direct) 27- or 28-cell, 4-line slate and stylus. Booklet 2 is a
production section assessing examinees’ ability to transcribe into embossed braille from printed text
using a manual braillewriter. You will be given four hours to complete the entire test; the multiple-
choice and transcription assignments are not separately timed. Once you begin working on Booklet 2,
you cannot return to Booklet 1.
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The test may contain some questions that will not count toward your score.
For the Praxis Braille Proficiency test, you must bring the following to the testing center:
1. A manual (nonelectric) braillewriter that accommodates standard 11½-by-11-inch braille paper
2. A traditional (not direct) 27- to 28-cell, 4-line slate and stylus that accommodates 8½-by-11-inch
braille paper
3. Several No. 2 pencils and an eraser
You should also bring a braille eraser.
Please note the following important information about taking the Praxis Braille Proficiency test:
If you do not bring an appropriate braillewriter and slate and stylus with you to the test
center, you will not be permitted to test.
In advance of test day, make sure your braillewriter is functioning properly; problems caused by
malfunctioning braillewriters (e.g., ghost/shadow dots) might negatively affect the scoring of
your transcriptions.
For each of the four transcription assignments, you must use the device specified in the test
instructions. A transcription that is completed using a device other than the one specified will
receive a score of zero.
Unreadable transcriptions (e.g., too lightly embossed, overlapping lines of text, prevalent
ghost/shadow dots, etc.) will receive a score of zero.
Braille paper will be provided at the test center; you may not bring your own braille paper.
All equipment is subject to inspection before being allowed into the testing room.
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Topics Covered
I. Reading
A. UEB (Non-Technical Text)
determine the correct UEB transcription of non-technical text
identify and describe errors in a UEB transcription of non-technical text
read and comprehend short passages of non-technical text presented in UEB
B. UEB (Math)
determine the correct UEB transcription of math expressions and math problems
containing both text and math expressions
C. Nemeth Code
determine the correct Nemeth Code transcription of math expressions
II. Production
A. Transcribe short selections into UEB using a 27- or 28-cell, 4-line traditional slate and stylus and
8½-by-11-inch paper
B. Transcribe sentences containing non-technical text into UEB using a Classic Perkins manual
braillewriter
C. Transcribe math problems and statements into UEB using a Classic Perkins manual braillewriter
D. Transcribe math problems and statements into Nemeth Code using a Classic Perkins manual
braillewriter
E. Correctly load and remove 11½-by-11-inch paper from the braillewriter
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III. Knowledge of Unified English Braille (UEB) and Nemeth Code
Content listed in this category will be tested throughout the test. This category is intended to
provide you with a potentially helpful breakdown of the aspects of UEB and Nemeth Code you
can expect to read or produce. Some of the content is included in the Reference Guide provided
with the test. The Reference Guide can be found on page 40 in this Study Companion.
Unified English Braille (UEB)
A. Punctuation: period, question mark, exclamation point, comma, semicolon, colon,
hyphen, quotation marks (double and single), apostrophe, dash, ellipsis, and forward
slash;
B. Enclosures: parentheses, square brackets, angle brackets, and curly braces;
C. Other symbols: at sign/commercial at (@), percent (%), dollars ($), cents (¢),
feet (′), inches (″), bullet (·), degrees (°), ampersand (&), and asterisk (*);
D. Simple formats: center heading, paragraph indentation, pagination (braille page
numbers and print page numbers), transcriber’s note indicators (opening and closing);
E. Indicators and typeforms: capitalization (including capital letter indicator, capitalized
word indicator, capitalized passage indicator, terminator); grade 1 mode (including
grade 1 symbol, grade 1 word indicator, grade 1 passage indicator, terminator, and the
use of grade 1 mode for initials); and typeforms, including the symbols for italics
(symbol, word, passage, terminator), bold (symbol, word, passage, terminator), and
underlined (symbol, word, passage, terminator);
F. Alphabetic wordsigns: but, can, do, every, from, go, have, just, knowledge, like, more,
not, people, quite, rather, so, that, us, very, will, it, you, as;
G. Strong contractions: and, for, of, the, with as both wordsigns (i.e., standing alone) and
groupsigns (i.e., as parts of words);
H. Strong wordsigns: child, shall, this, which, out, still;
I. Strong groupsigns: ch, gh, sh, th, wh, ed, er, ou, ow, st, ing, ar;
J. Lower wordsigns: be, enough, were, his, in, was;
K. Lower groupsigns: ea, be, bb, con, cc, dis, en, ff, gg, in;
L. Initial-letter contractions both as groupsigns and when standing alone: upon, these,
those, whose, word, cannot, had, many, spirit, their, world, day, ever, father, here, know,
lord, mother, name, one, part, question, right, some, time, under, young, there,
character, through, where, ought, work;
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M. Final-letter groupsigns: ound, ance, sion, less, ount; ence, ong, ful, tion, ness, ment, ity;
N. Shortforms, including all 75 as words standing alone and the special rules for the use of
10 of them within a longer word (i.e., braille, great, children, blind, first, friend, good,
letter, little, quick), as well as shortform use with the grade 1 indicator (e.g., hm, sh, CD);
and
O. General contraction rules, including preference rules for contractions (when there is a
choice), no use of contractions between unhyphenated compound words, the aspirated
h rule, syllable bridging with contractions, words containing hyphens (e.g. merry-go-
round, father-in-law), and the use of contractions in electronic addresses (but not
shortforms or contractions that have to stand alone).
UEB (Math)
A. Signs of operation/comparison: plus (
), minus (
), multiplication cross (
),
multiplication dot (
), division (
, , / ), square root ( ), equals (
), less than (
),
greater than
(
);
B. Numbers and numeric mode: Arabic numbers, dates with slash (e.g., 3/15/2015), time with
colon (e.g., 9:15 a.m.), common fractions with fraction written vertically (e.g., ½ or
1
2
),
mixed numbers (e.g.,
1
4
2
), pi (
);
C. Grouping symbols: parentheses;
D. Signs of omission;
E. Superscripts and subscripts;
F. Miscellaneous signs and symbols: percent (%), dollars ($), cents (¢), degrees (°), feet (′),
inches (″);
G. Punctuation: comma, colon, decimal point;
H. Algebraic expressions and equations, for example:
2 3 12x
, OR
2
3 __xx
(underline indicates sign of omission is needed);
I. Geometry shape symbols and symbols of comparison: triangle (
), square ( ),
angle (
), parallel ( ), perpendicular (
), and congruent (
).
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Nemeth Code
A. Signs of operation/comparison: plus (
), minus (
), multiplication cross (
),
multiplication dot (
), division (
, , / ), square root ( ), equals (
), less than (
),
greater than (
);
B. Numbers and numeric mode: Arabic numbers, dates with slash (e.g., 3/15/2015), time with
colon (e.g., 9:15 a.m.), common fractions with fraction written vertically (e.g., ½ OR
1
2
),
mixed numbers (e.g.,
1
4
2
), pi (
);
C. Grouping symbols: parentheses;
D. Signs of omission;
E. Superscripts and subscripts;
F. Miscellaneous signs and symbols: percent (%), dollars ($), cents (¢), degrees (°),
feet (′), inches (″);
G. Punctuation: comma, colon, ratio, decimal point, punctuation indicator;
H. Algebraic expressions and equations, for example:
2 3 12x
, OR
2
3 __xx
(underline indicates sign of omission is needed);
I. Geometry shape symbols and symbols of comparison: triangle (
), square ( ),
angle (
), parallel ( ), perpendicular (
), and congruent (
).
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The Test Questions
This test contains 40 multiple-choice questions and four transcription assignments.
The non-technical text you will encounter in the multiple-choice questions and the transcription
assignments is representative of the types of material a TVI may be called on to transcribe into Unified
English Braille (UEB) for a K-12 student with a visual impairment.
The math problems and statements you will encounter in the multiple-choice questions and the
transcription assignments are representative of the types of math problems and statements that a TVI
may be called on to transcribe into Unified English Braille (UEB) or Nemeth Code for a K-12 student with
a visual impairment.
The content of the math problems and statements will not be beyond beginning algebra and basic
geometry. You will not be required to solve the problems.
Multiple-Choice Questions
There are 40 multiple-choice questions on this test. The multiple-choice questions assess your ability to
read Unified English Braille (UEB) and Nemeth Code. The questions are distributed as follows:
Nemeth Code (5 questions)
Each question consists of a math problem or statement followed by four braille transcriptions.
You must choose which of the four transcriptions is the correct Nemeth Code transcription of
the math problem or statement.
UEB Math (5 questions)
Each question consists of a math problem or statement followed by four braille transcriptions.
You must choose which of the four transcriptions is the correct UEB transcription of the math
problem or statement.
UEB (Non-Technical) (22 questions)
Each question consists of a sentence followed by four braille transcriptions. You must choose
which of the four transcriptions is the correct UEB transcription of the sentence.
UEB Rules (4 questions)
These questions assess your ability to identify rule violations in a transcription. Each question
presents a UEB transcription of a sentence, a question about that transcription, and four answer
choices. You are to select the answer choice that best describes the error, if any, in the
transcription.
Reading UEB (4 questions)
This group of questions consists of reading passages and questions about the content of those
passages. The passages, questions, and answer choices are all presented in UEB.
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Transcription Assignments
General Information
There are four transcription assignments in the test. The transcription assignments assess your ability to
produce UEB and Nemeth Code. The assignments are as follows.
1. Producing UEB with a Slate and Stylus
2. Producing UEB with a Braillewriter
3. Producing Math Problems and Statements in UEB with a Braillewriter
4. Producing Math Problems and Statements in Nemeth Code with a Braillewriter
The score scale shown below will be used to score each of the 4 transcription assignments. Each
response will be scored based on the number of transcription errors you make.
More about the Transcription Assignments
1. Producing UEB with a Slate and Stylus
You will be asked to use a slate and stylus to transcribe a set of three short selections into UEB.
Each set of selections includes a name, address, phone number, and e-mail address; a shopping list; and
a brief note to a student.
Errors that will be counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters misbrailled (including added or omitted dots);
3. characters omitted or extra ones inserted (including hyphenation of words not hyphenated in
the text);
4. words omitted or repeated;
5. indicators or punctuation marks omitted or misused or extra ones inserted;
6. spacing errors (including improper spacing between words, lines, or selections);
7. formatting errors (including improper line breaks or margins); and
8. erasures detectable by touch.
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2. Producing a Passage in UEB with a Braillewriter
You will be presented with a short (80–100 word) passage to transcribe into UEB using a manual
(nonelectric) braillewriter.
Errors that will be counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters misbrailled (including added or omitted dots);
3. characters omitted or extra ones inserted (including hyphenation of words not hyphenated in
the text);
4. words omitted or repeated;
5. indicators or punctuation marks omitted or misused or extra ones inserted;
6. spacing errors (including improper spacing between words or lines);
7. formatting errors (including improper line breaks and margins); and
8. erasures detectable by touch.
3. Producing Math Problems and Statements in UEB with a Braillewriter
You will be presented with six math problems and statements to transcribe into UEB using a manual
(nonelectric) braillewriter. Some of them will be word problems. The content of the math problems and
statements will not be beyond beginning algebra and basic geometry. You will not be required to solve
the problems.
Errors that will be counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters, numerals, or symbols misbrailled (including added or omitted dots);
3. characters, numerals, or symbols omitted or misused or extra ones inserted (including
hyphenation of words not hyphenated in the text);
4. characters, numerals, or symbols in the number of the problem omitted or misused or extra
ones inserted;
5. words omitted or repeated;
6. indicators, omission marks, or punctuation marks omitted or misused or extra ones inserted;
7. spacing errors (including improper spacing between words, lines, or problems);
8. formatting errors (including improper line breaks or margins); and
9. erasures detectable by touch.
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4. Producing Math Problems and Statements in Nemeth Code with a Braillewriter
You will be presented with six math problems and statements to transcribe into Nemeth Code using a
manual (nonelectric) braillewriter. None of them will be word problems. The content of the math
problems and statements will not be beyond beginning algebra and basic geometry. You will not be
required to solve the problems.
Errors that will be counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters, numerals, or symbols misbrailled (including added or omitted dots);
3. characters, numerals, or symbols omitted or misused or extra ones inserted;
4. characters, numerals, or symbols in the number of the problem omitted or misused or extra
ones inserted;
5. Nemeth Code indicators, punctuation marks, composition signs, or the general omission symbol
omitted or misused or extra ones inserted;
6. spacing errors (including improper spacing between words, lines, or problems);
7. formatting errors (including improper line breaks or margins); and
8. erasures detectable by touch.
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2. Familiarize Yourself with Test Questions
Become comfortable with the types of questions you’ll find on the Praxis Braille
Proficiency test
The Praxis Series assessment of Braille Proficiency includes two question types: multiple-choice, for
which you select an answer from a list of choices, and transcription assignments, for which you produce
UEB or Nemeth Code using a slate and stylus or manual braillewriter (as specified in each assignment).
Understanding Multiple-Choice Questions (Reading)
In this test, there are three kinds of multiple-choice questions:
“Select the correct transcription” questions, including Nemeth Code questions, UEB Math
questions, and UEB (Non-technical) questions
“UEB Rules” questions
“Reading UEB” questions
How to approach “Select the correct transcription” questions
In this kind of question you are given a statement in print and four braille transcriptions as answer
choices. One of the transcriptions is correct, and each of the other three contains one or more
transcription errors. You are asked to select the correct transcription.
Example 1: In this example, you are given non-technical text and are asked to select the correct UEB
transcription from the answer choices given.
Do you want someone to go with you?
(A) ,d y want "s"o to g ) y8
(B) ,d & want "s"o to g ) y8
(C) ,d y want "s"o to g ( y8
(D) ,d y want s"o to g ) y8
How would you answer this question?
Read the non-technical text carefully. As you read the text, think about what the text would look like
when it has been transcribed into UEB. What contractions and symbols should be used in the
transcription? Are certain words alphabetic wordsigns? Are any strong contractions or shortforms
included? What rules for using these contractions should be applied? If you have a mental image of
what the transcription should look like, it will help you identify which of the four answer choices is the
correct transcription.
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Pay attention to punctuation, typeforms, and capitalization. The questions will assess your knowledge
not only of contractions (e.g., wordsigns, groupsigns, initial-letter contractions, and shortforms) but also
of features of UEB such as capitalized words or phrases, ending and medial (within-word) punctuation,
and the use of typeforms such as bold and italics. The rules for using these features are as important as
the symbols themselves.
Read each of the answer choices until you find the one that is the correct transcription of the text into
UEB. In Example 1, the correct answer is choice (A).
If you have read through the answer choices and not identified the correct transcription, however, you
can try the following strategies:
1) Eliminate incorrect answers. If you find any error in an answer choice, it cannot be a correct
answer. When looking for errors in the answer choices, you may want to check for the following
types of errors.
a. Reversals. You know that certain braille symbols are mirror images of each other. Do any
of the incorrect answers include symbols that are reversals of the correct symbol?
b. Spacing. You also know that spacing is important in braille—are any of the transcriptions
incorrect because the symbols are not spaced correctly?
c. Rule violations. Are any of the rules for use of certain types of contractions broken?
d. Punctuation, typeforms, and capitalization. Even if you thought about punctuation,
typeforms, and capitalization when you first read the text, it may be a good idea to
review the transcriptions for this type of error.
2) Identify where the answer choices differ, and focus your attention on those parts of the
transcription. For example, in choice (B) “you” is transcribed differently than it is in choices (A),
(C), and (D). One of these two ways of transcribing “you” must be incorrect. In this case, choice (B)
is incorrect.
3) Verify your answer. Although to answer the question you only need to identify the correct
transcription, you can check that your answer is correct by identifying transcription errors in each
of the other answer choices.
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Example 2: In this example, you are given a math statement and are asked to select the correct Nemeth
Code transcription from the answer choices given.
3 1 2xx
(A) 73x-177x+27
(B) (#3x-1)(x+2)
(C) (3x-1)(x+2)
(D) 7#3x-177x+27
As with the non-technical text, it helps to read the math statement carefully and think about what the
Nemeth Code transcription should look like and what elements should be included. In this example, you
know you'll be looking for opening and closing parentheses, signs of operation, and both letters and
dropped numbers in the answer.
Let’s say you’ve done that, but haven’t been able to identify which transcription is correct just by
reading through the answer choices. You can try the strategy of identifying where the answer choices
differ. If you compare the answer choices, you will notice that there are two differences:
the parentheses are transcribed one way in choices (A) and (D), and another way in choices (B)
and (C); and
there is a number indicator before the “3” in choices (B) and (D), and there is no number
indicator before the “3” in choices (A) and (C).
First look at the two ways that the parentheses are transcribed. The parentheses are transcribed
correctly in choices (B) and (C); therefore, the correct answer must be either choice (B) or choice (C).
Now, look at the two ways in which the “3” was transcribed in choices (B) and (C). Since choice (B) has a
number indicator before the “3” and choice (C) does not, the correct answer must be choice (C).
Note: In this example, you were asked to identify the correct Nemeth Code transcription of the math
statement. If, instead, you were asked for the correct UEB transcription, you would know to look for the
correct UEB grouping symbols, numbers, signs of operation, and proper use of the grade 1 indicators, if
needed.
QUICK TIP: Make sure you know whether the math questions are asking for the UEB or the Nemeth
Code transcription.
QUICK TIP: Become familiar with the Reference Guide. It will be provided in your test book, but
familiarizing yourself with its contents in advance may save you some time on the day of your test. If you
are taking the test and you do not remember how to transcribe something that is in the Reference
Guide, you can look it up. Remember to look under UEB if the question asks for a UEB transcription and
to look under Nemeth Code if the question asks for a Nemeth Code transcription.
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How to approach “UEB Rules” questions
In a UEB Rules question you are asked to identify the best description of the error, if any, in a UEB
transcription.
To answer a question of this type, first read the UEB transcription carefully and decide if it contains any
errors. If it does not contain an error, select the answer choice “The transcription is correct.” If it
contains an error, identify that error and then look at the answer choices to see if any of them describes
the error.
If you have identified an error and none of the answer choices describes that error, you can look at each
of the answer choices and determine if it is describing a rule. If it is, then you can look at the
transcription again and determine if that rule has been violated.
How to approach “Reading UEB” questions
Reading UEB questions are based on reading passages, where the passage, the question, and the answer
choices are all presented in UEB.
Each reading passage has two questions associated with it.
You might want to go ahead and read the passage first to become familiar with it, and then answer the
questions. The important thing is to be sure you answer the questions as they refer to the material
presented. So read the questions and the relevant parts of the passage carefully.
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.
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Understanding the Transcription Assignments (Production)
In this test, there are four transcription assignments. One requires you to transcribe short selections into
UEB using a traditional (not direct) 27- or 28-cell, 4-line slate and stylus. The other three require you to
transcribe using a manual braillewriter:
A short (80-100 word) passage into UEB
Six math problems or statements into UEB
Six math problems or statements into Nemeth Code
When you take the test you will be provided with 8½-by-11-inch braille paper to use for the slate and
stylus assignment and 11½-by-11-inch braille paper to use for the three braillewriter assignments. If you
run out of braille paper, ask the test administrator to provide you with more.
If you redo a transcription, make sure that you indicate which one is your final version of the
transcription, the one you want to be scored.
Keep in mind that erasures detectable by touch count as errors and may negatively affect your score. To
avoid erasures detectable by touch in a transcription, if you make a transcription error you may want to
redo the assignment rather than erasing the error. If you choose to erase an error rather than redoing
the transcription, it is a good idea to use a braille eraser to do this. It is also a good idea to check
whether your erasure is detectable by touch.
Read the directions for each assignment carefully before beginning the transcription, and make sure
that your transcription is consistent with the directions.
After completing each assignment, you should check that the embossed braille you produced is clear
and easy to read (i.e., all braille dots are well formed, lines are evenly spaced, etc.).
It is a good idea to proofread your transcription after you complete it.
QUICK TIP: Remember, you can write in the test book. You may find it useful to make notes on the print
copy of the transcription assignment. Noting particular contractions and indicators may help you
remember to include them when you are brailing.
QUICK TIP: Become familiar with the Reference Guide. It will be provided in your test book, but
familiarizing yourself with its contents in advance may save you some time on the day of your test. If you
are taking the test and you do not remember how to transcribe something that is in the Reference
Guide, you can look it up. Remember to look under UEB if the assignment asks for a UEB transcription
and to look under Nemeth Code if the assignment asks for a Nemeth Code transcription.
How to approach the Slate and Stylus Assignment
You must use the slate and stylus to complete the assignment. (During the test, you will not be allowed
to use the manual braillewriter when you are completing this assignment.)
As you know, the dots on a traditional slate are formed from right to left, pressing them into the paper.
You can verify that you have correctly embossed the characters by turning the paper over. You should
also check that the embossed braille you produced is clear and easy to read.
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Study Companion 21
Read the directions and follow them. (A sample slate and stylus transcription assignment, including the
directions, can be found on page 32.) In particular make sure that you
ensure that each selection starts at the left margin (when dots face upward)
skip one line between selections
transcribe each selection exactly as written
transcribe all three selections onto the same piece of paper
After completing the assignment, you should check that the embossed braille you produced is clear and
easy to read.
It is a good idea to proofread your transcription carefully after you complete it. The errors that will be
counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters misbrailled (including added or omitted dots);
3. characters omitted or extra ones inserted (including hyphenation of words not hyphenated in
the text);
4. words omitted or repeated;
5. indicators or punctuation marks omitted or misused or extra ones inserted;
6. spacing errors (including improper spacing between words, lines, or selections);
7. formatting errors (including improper line breaks or margins); and
8. erasures detectable by touch.
QUICK TIP: Place the 8½-by-11-inch braille paper in the slate so that the top edge of the paper is
straight and even with the top of the slate. Remember to move the slate down the page carefully so that
the lines of braille are straight and uniformly spaced. Failure to do so can negatively affect your score.
How to approach the Braillewriter Assignments
You must use a manual (nonelectric) braillewriter to complete the other three transcription
assignments. (During the test, you will not be allowed to use the slate and stylus when you are
completing these assignments.)
After completing each assignment, you should check that the embossed braille you produced is clear
and easy to read.
QUICK TIP: Remember to load the 11½-by-11-inch braille paper correctly. Make sure all the margins are
set appropriately on the braillewriter.
The Passage Transcription Assignment
Read the directions and follow them. (A sample passage transcription assignment, including the
directions, can be found on page 34.) In particular make sure that you do not hyphenate words unless
they are hyphenated in the text.
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Study Companion 22
It is a good idea to proofread your transcription carefully after you complete it. Check that you have
brailled what you intended to braille. Errors that will be counted as incorrect in your transcription
include
1. contractions, indicators, or shortforms omitted or misused;
2. characters misbrailled (including added or omitted dots);
3. characters omitted or extra ones inserted (including hyphenation of words not hyphenated in
the text);
4. words omitted or repeated;
5. indicators or punctuation marks omitted or misused or extra ones inserted;
6. spacing errors (including improper spacing between words or lines);
7. formatting errors (including improper line breaks and margins); and
8. erasures detectable by touch.
The UEB Math Transcription Assignment
Read the directions and follow them. (A sample UEB math transcription assignment, including the
directions, can be found on page 36.) In particular make sure that you
transcribe the math statements and problems into UEB and not into Nemeth Code
include the number of the problem/statement
skip one line between problems
transcribe all six problems onto the same sheet of paper
use a 28-cell line and make maximum use of each line
do not hyphenate words unless they are hyphenated in the text
include all punctuation marks
After completing the assignment, you should check that the embossed braille you produced is clear and
easy to read.
It is a good idea to proofread your transcription carefully after you complete it. The errors that will be
counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters, numerals, or symbols misbrailled (including added or omitted dots);
3. characters, numerals, or symbols omitted or misused or extra ones inserted (including
hyphenation of words not hyphenated in the text);
4. characters, numerals, or symbols in the number of the problem omitted or misused or extra
ones inserted;
5. words omitted or repeated;
6. indicators, omission marks, or punctuation marks omitted or misused or extra ones inserted;
7. spacing errors (including improper spacing between words, lines, or problems);
8. formatting errors (including improper line breaks or margins); and
9. erasures detectable by touch.
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Study Companion 23
The Nemeth Code Transcription Assignment
Read the directions and follow them. (A sample Nemeth Code transcription assignment, including the
directions, can be found on page 38.) In particular make sure that you
transcribe the math statements and problems into Nemeth Code and not into UEB
include the number of the problem/statement
skip one line between problems
transcribe all six problems onto the same sheet of paper
use a 28-cell line and make maximum use of each line
include all punctuation marks
After completing the assignment, you should check that the embossed braille you produced is clear and
easy to read.
It is a good idea to proofread your transcription carefully after you complete it. The errors that will be
counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters, numerals, or symbols misbrailled (including added or omitted dots);
3. characters, numerals, or symbols omitted or misused or extra ones inserted;
4. characters, numerals, or symbols in the number of the problem omitted or misused or extra
ones inserted;
5. Nemeth Code indicators, punctuation marks, composition signs, or the general omission symbol
omitted or misused or extra ones inserted;
6. spacing errors (including improper spacing between words, lines, or problems);
7. formatting errors (including improper line breaks or margins); and
8. erasures detectable by touch.
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Study Companion 24
3. Practice with Sample Test Questions
Answer practice questions and find 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. During the entire test, you
will be able to consult the Reference Guide, which will be in your test book; in the Study Companion the
guide begins on page 40.
Answers with explanations follow the questions.
Directions for Questions 1-2 (Nemeth Code): For each question, read the problem or statement given;
then select the correct Nemeth Code transcription from the answer choices given.
1.
6
84
(A) #6/8? .k #=/4?
(B) ?6_/8# .k ?=_/4#
(C) #6_/8? .k #=_/4?
(D) ?6/8# .k ?=/4#
2.
40 _ 90
(A) #40^.*"+= .k #90^.*
(B) #40^*"+= .k #90^*
(C) #40^.*+= .k #90^.*
(D) #40^*+= .k #90^*
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Study Companion 25
Directions for Questions 3-4 (UEB Math): For each question, read the problem or statement given; then
select the correct UEB transcription from the answer choices given.
3.
13
12 4
(A) #a_/ab "4 #c_/d
(B) #a/ab "8 #c/d
(C) #a/ab "4 #c/d
(D) #a_/ab "8 #c_/d
4.
54,234 39,891
(A) #ed1bcd @< #ci1hia
(B) #ed,bcd @> #ci,hia
(C) #ed,bcd @< #ci,hia
(D) #ed1bcd @> #ci1hia
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Study Companion 26
Directions for Questions 5-10 (UEB Non-Technical): For each question, read the sentence given; then
select the correct UEB transcription of the sentence from the answer choices given.
5. I shall read the Lord of the Rings trilogy to see if it is as good as the films.
(A) ,I %all r1d ! .7,_l ( ! ,r+s.'
trilogy to see if x is z gd z !
films4
(B) ,I % r1d ! .7,_l ( ! ,r+s.' trilogy
to see if x is z good z ! films4
(C) ,I %all r1d ! .7,"l ( ! ,r+s.'
trilogy to see if x is z good z !
films4
(D) ,I % r1d ! .7,"l ( ! ,r+s.' trilogy
to see if x is z gd z ! films4
6. Eggplant is quite flavorful when baked.
(A) ,e7plant is q flavor;l :5 bak$4
(B) ,eggplant is ] flavor;l :5 bak$4
(C) ,e7plant is ] flavor.l :5 bak$4
(D) ,eggplant is q flavor.l :5 bak$4
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Study Companion 27
7. Contact Coach at <[email protected]> for a copy of those plans.
(A) ,3tact ,coa* at `<phil`apmt4net`> = a
copy ( "? plans4
(B) ,3tact ,coa* at `<phil`apmt4net`> = a
copy ( ~? plans4
(C) ,3tact ,coa* at `<phil`apmt4net>` = a
copy ( ~? plans4
(D) ,3tact ,coa* at `<phil`apmt4net>` = a
copy ( "? plans4
8. Robert used his braille display to read the newspaper’s Web site.
(A) ,rob]t us$ 8 brle display to r1d !
newspap]'s ,web site4
(B) ,rob]t us$ 8 brle 4play to r1d !
newspap],s ,web site4
(C) ,rob]t us$ 8 brl display to r1d !
newspap],s ,web site4
(D) ,rob]t us$ 8 brl 4play to r1d !
newspap]'s ,web site4
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Study Companion 28
9. Lord Sempill spied on British enemies during the Second World War.
(A) ",l ,sempill spi$ on ,briti% 5emies
dur+ ! ,second ,_w ,w>4
(B) ,"l ,sempill spi$ on ,briti% 5emies
dur+ ! ,second ,"w ,w>4
(C) ,"l ,sempill spi$ on ,briti% 5emies
dur+ ! ,second ,_w ,w>4
(D) ",l ,sempill spi$ on ,briti% 5emies
dur+ ! ,second ,"w ,w>4
Directions for Questions 10-11 (UEB Rules): For each question, select the best of the answer choices
given.
10. This question is based on the following transcription.
,he 4ls r]1d+ ! passage4
Which of the following statements about the transcription is true?
(A) The transcription is correct.
(B) The transcription contains one error: a groupsign is used when it bridges syllables, and
it should not be used that way.
(C) The transcription contains one error: a lower groupsign appears at the beginning of a
word, and it should not be used that way.
(D) The transcription contains one error: an alphabetic wordsign is used as part of a word,
and it should not be used that way.
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Study Companion 29
11. This question is based on the following transcription.
,pl1se d ^1n l1ve ! door op54
Which of the following statements best describes the treatment of the bold word (“not”) in
the transcription?
(A) The transcription of the bold word is correct.
(B) The transcription of the bold word is incorrect because the bold symbol indicator
should be used and it is not.
(C) The transcription of the bold word is incorrect because each bold word should end with
a bold terminator and it does not.
(D) The transcription of the bold word is incorrect because an underlined word indicator is
used instead of a bold word indicator.
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Study Companion 30
Directions for Questions 12-13 (Reading UEB): This group of questions consists of a reading passage and
questions about the content of the passage. The passage, questions, and answer choices are all
presented in UEB. For each question, select the best of the answer choices given.
^1,ECOLOGY IS A ,GREEK ~W T IS DEF9$ Z
8! /UDY ( ! H|SE40 ,ECOLOGY IS ! /UDY (
H[ ALL LIV+ ?+S 9T]ACT ) _! SURR.D+S4
,|R 5VIRON;T IS MADE UP ( A V>IETY ( ALL
TYPES ( LIV+ ?+S4 ,"?|T "T ! DEF9I;N (
ECOLOGY HAS EVOLV$1 & TD X IS DEF9$ Z
TAK+ C>E ( |R PLANET S T ALL LIV+ ?+S C
SURVIVE & ?RIVE4 ,H["E1 "! >E _M WAYS WE
DAMAGE |R 5VIRON;T1 & ? DAMAGE IS (T5
.1IRREV]SIBLE4 ,ECOLOGY 9CLUDES ! /UDY (
^1ECOSY/EMS "<ALL LIV+ ?+S T %>E AN
5VIRON;T">4 ,9 AN ECOSY/EM1 ALL
ORGANISMS H _! [N ROLE TO FULFILL1 S* Z
KEEP+ _! 5VIRON;T A CL1N & SAFE PLACE TO
LIVE4
12. ,! phrase t def9es ! m1n+ ( ecology1 !
/udy ( ! h|se1 is 5clos$ by
(A) quota;n m>ks
(B) p>5!ses
(C) angl$ brackets
(D) squ>e brackets
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Study Companion 31
13. ,ac to ! passage1 an ecosy/em ref]s to
(A) ! /udy ( ! planet
(B) ! /udy ( ! h|se
(C) all liv+ ?+s on ! ,e>?
(D) all liv+ ?+s )9 an 5viron;t
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Study Companion 32
Directions for Question 14 (Slate and Stylus Transcription Assignment):
This assignment involves transcribing three selections into UEB. Your transcription must be made using a
27- or 28-cell slate and stylus (that is, not a direct slate that is used from left to right, but a traditional
slate that is used from right to left). Your slate should accommodate the 8½-by-11-inch paper provided
by your test administrator. You should transcribe each selection exactly as written starting at the left
margin. Skip one line between selections. All three selections should be transcribed onto the same piece
of paper.
The three selections include:
1. a name, address, phone number, and e-mail address;
2. a shopping list; and
3. a note to a student from a teacher.
Errors that will be counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters misbrailled (including added or omitted dots);
3. characters omitted or extra ones inserted (including hyphenation of words not hyphenated in
the text);
4. words omitted or repeated;
5. indicators or punctuation marks omitted or misused or extra ones inserted;
6. spacing errors (including improper spacing between words, lines, or selections);
7. formatting errors (including improper line breaks or margins); and
8. erasures detectable by touch.
If you need additional braille paper, notify your test administrator. When you have completed your final
version of the transcription, check the appropriate box at the bottom of the page containing your final
version. Your score for this assignment will be based solely on the version of your transcription that you
designate as the final version.
Proceed to the Slate and Stylus Transcription Assignment.
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Study Companion 33
SLATE AND STYLUS ASSIGNMENT
IMPORTANT: Handwrite Slate and Stylus, along with your examinee ID number, on the lines
provided in the lower right corner of each page of braille paper that you use for this
assignment. Place a check mark in the box on the sheet that represents your final response.
14. Use a slate and stylus to transcribe the following selections into UEB. Transcribe the
selections exactly as written. Skip one line between selections. Transcribe all selections onto
the same piece of paper.
Ana Shay
62 Old Town Ave.
Washington, PA
724-555-8932
peanut butter
cheese
candy
garlic
coffee
Please do your best
on this math work sheet!
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Study Companion 34
Directions for Question 15 (Braillewriter Assignment Number One):
This assignment involves transcribing a passage into UEB. Your transcription must be made using a
manual (nonelectric) braillewriter that can accommodate the 11½-by-11-inch paper provided by your
test administrator. Do not hyphenate words unless they are hyphenated in the text. Your transcription
should require only one sheet of braille paper.
Errors that will be counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters misbrailled (including added or omitted dots);
3. characters omitted or extra ones inserted (including hyphenation of words not hyphenated in
the text);
4. words omitted or repeated;
5. indicators or punctuation marks omitted or misused or extra ones inserted;
6. spacing errors (including improper spacing between words or lines);
7. formatting errors (including improper line breaks and margins); and
8. erasures detectable by touch.
If you need additional braille paper, notify your test administrator. When you have completed your final
version of the transcription, check the appropriate box at the bottom of the page containing your final
version. Your score for this assignment will be based solely on the version of your transcription that you
designate as the final version.
Proceed to Assignment One.
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Study Companion 35
BRAILLEWRITER ASSIGNMENT NUMBER: 01
IMPORTANT: Handwrite this number, along with your examinee ID number, on the lines
provided in the lower right corner of each page of braille paper that you use for this
assignment. Place a check mark in the box on the sheet that represents your final response.
15. Transcribe the following passage into UEB.
The Class Garden
My class has a garden in the back of the school (near the playground). We read the book Grow
Your Own Vegetables before we started. We grow beans, corn, peppers, onions, and carrots.
Students water and weed the garden. We use big baskets to collect our harvest. Do you know
what we do with the vegetables? We give them to the Tri-City Food Pantry. My teacher says,
“Everyone benefits from this experience — the students learn about plant growth, and the
community gets fresh produce.” We LOVE our garden!
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Study Companion 36
Directions for Question 16 (Braillewriter Assignment Number Two):
This assignment involves transcribing a set of mathematical problems and statements into UEB. Your
transcription must be made using a manual (nonelectric) braillewriter that can accommodate the 11½-
by-11-inch paper provided by your test administrator. Include all punctuation marks. Skip one line
between problems. Your transcription should require only one sheet of braille paper.
Remember: You are NOT to transcribe this set of mathematical problems and statements into Nemeth
Code; you MUST transcribe them into UEB.
Errors that will be counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters, numerals, or symbols misbrailled (including added or omitted dots);
3. characters, numerals, or symbols omitted or misused or extra ones inserted (including
hyphenation of words not hyphenated in the text);
4. characters, numerals, or symbols in the number of the problem omitted or misused or extra
ones inserted;
5. words omitted or repeated;
6. indicators, omission marks, or punctuation marks omitted or misused or extra ones inserted;
7. spacing errors (including improper spacing between words, lines, or problems);
8. formatting errors (including improper line breaks or margins); and
9. erasures detectable by touch.
If you need additional braille paper, notify your test administrator. When you have completed your final
version of the transcription, check the appropriate box at the bottom of the page containing your final
version. Your score for this assignment will be based solely on the version of your transcription that you
designate as the final version.
Proceed to Assignment Two.
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Study Companion 37
BRAILLEWRITER ASSIGNMENT NUMBER: 02
IMPORTANT: Handwrite this number, along with your examinee ID number, on the lines
provided in the lower right corner of each page of braille paper that you use for this
assignment. Place a check mark in the box on the sheet that represents your final response.
16. Transcribe the following mathematical problems and statements using UEB. Include the
number of the problem/statement (1-6). Use a 28-cell line and make maximum use of each line.
You should not hyphenate words unless they are hyphenated in the text. Include all
punctuation marks. Skip one line between problems. DO NOT SOLVE ANY OF THE PROBLEMS.
1.
1,546 413
2.
5 30 6
3.
21yx
4.
2
x x x
5.
CD EF
6. Graph the line that has the slope
1
2
and includes the point (4, 1).
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Study Companion 38
Directions for Question 17 (Braillewriter Assignment Number Three):
This assignment involves transcribing a set of mathematical problems and statements into Nemeth
Code. Your transcription must be made using a manual (nonelectric) braillewriter that can accommodate
the 11½-by-11-inch paper provided by your test administrator. Include all punctuation marks. Skip one
line between problems. Your transcription should require only one sheet of braille paper.
Remember: You are NOT to transcribe this set of mathematical problems and statements into UEB; you
MUST transcribe them into Nemeth Code.
Errors that will be counted as incorrect in your transcription include
1. contractions, indicators, or shortforms omitted or misused;
2. characters, numerals, or symbols misbrailled (including added or omitted dots);
3. characters, numerals, or symbols omitted or misused or extra ones inserted;
4. characters, numerals, or symbols in the number of the problem omitted or misused or extra
ones inserted;
5. Nemeth Code indicators, punctuation marks, composition signs, or the general omission symbol
omitted or misused or extra ones inserted;
6. spacing errors (including improper spacing between words, lines, or problems);
7. formatting errors (including improper line breaks or margins); and
8. erasures detectable by touch.
If you need additional braille paper, notify your test administrator. When you have completed your final
version of the transcription, check the appropriate box at the bottom of the page containing your final
version. Your score for this assignment will be based solely on the version of your transcription that you
designate as the final version.
Proceed to Assignment Three.
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Study Companion 39
BRAILLEWRITER ASSIGNMENT NUMBER: 03
IMPORTANT: Handwrite this number, along with your examinee ID number, on the lines
provided in the lower right corner of each page of braille paper that you use for this
assignment. Place a check mark in the box on the sheet that represents your final response.
17. Transcribe the following mathematical problems and statements using Nemeth Code.
Include the number of the problem/statement (1-6). Use a 28-cell line and make maximum use
of each line. Include all punctuation marks. Skip one line between problems. DO NOT SOLVE
ANY OF THE PROBLEMS.
1.
15,689 147 15,542
2.
3
3.68 10
3.
1
4 12
3
4.
(3 2)( 1)xx
5.
93cc
6.
16'9"
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Study Companion 40
Reference Guide
The following guide will appear in both booklets of the test for your reference.
Part 1: UEB
Enclosures
Description
Symbol
Example
Print
UEB
Print
UEB
Parentheses
( )
"< ">
(text)
"<text">
Square brackets
[ ]
.< .>
[text]
.<text.>
Angle brackets
< >
@< @>
<text>
@<text@>
Curly braces
{ }
_< _>
{text}
_<text_>
Simple Formats
Description
UEB
Transcriber’s note indicator (opening)
@.<
Transcriber’s note indicator (closing)
@.>
Indicators - Typeforms
Description
UEB
Italic Symbol
.2
Italic Word
.1
Italic Passage
.7
Italic Terminator
.'
Bold Symbol
^2
Bold Word
^1
Bold Passage
^7
Bold Terminator
^'
Underlined Symbol
_2
Underlined Word
_1
Underlined Passage
_7
Underlined Terminator
_'
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Study Companion 41
Other Symbols (Including Math Symbols)
Description
Symbol
Example
Print
UEB
Print
UEB
At sign/
commercial at
@
@A
Jdoe`axx4yyy
Ampersand
&
`&
A & B
,a `& ;,b
Asterisk
*
"9
Text*
,text"9
Bullet
•
_4
Task A
Task B
_4 ,task ,a
_4 ,task ;,b
Dollars
$
@S
$8
@S#H
Cents
¢
`c
4¢
#d`c
Feet
7
3
#c7
Inches
77
4
#D77
Percent
%
.0
5%
#E.0
Degree sign
^J
#DE^J
Less than
<
`<
48
#D `< #H
Greater than
>
`>
84
#H `> #D
Division
(Linear)
"/
84
#H"/#D
Division
(Spatial)
"33333
_
5 45
"3333
#E _ #DE
Square root
(opening and
closing)
% +
4
;%#D+
Pi
π
.p
2 r
#b.pr
Superscript
9
4
3
#c9#d
4
x
x;9#D
Subscript
5
1
x
x;5#A
Comma
,
1
4,000
#D1JJJ
Colon
:
3
3 : 4
#C3#D
Decimal Point
.
4
3.4
#c4d
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Study Companion 42
Other Symbols (Including Math Symbols), continued
Description
Symbol
Example
Print
UEB
Print
UEB
Triangle
$#c
ABC
;$#C:,,abc
Square
□
$#D
□ABCD
;$#D:,,abcd
Angle
_[
XYZ
_[,,XYZ
Parallel
#L
GH LM
,,GH #L ,,LM
Perpendicular
#-
GH LM
,,GH #- ,,lm
Congruent
≅
"_9
XY
_[,X "_9 _[,y
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Study Companion 43
Part 2: Nemeth Code
Description
Symbol
Example
Print
Nemeth Code
Print
Nemeth Code
Dollars
$
@S
$3
@S3
Cents
¢
@c
4¢
#4`c
Feet
'
3′
#3'
Inches
''
4
#4''
Percent
%
@0
5%
#5@0
Degree sign
.*
(See also
Superscript
below)
#45^.*
Less than
<
"K
48
#4 "K #8
Greater than
>
.1
84
#8 .1 #4
Division
(Linear)
./
84
#8./4
Termination
Indicator
]
Square root
>
4
(See also
Termination
Indicator
above)
>4}
Pi
π
.p
2 r
#2.pr
Superscript
^
4
3
#3^4
Subscript
;
a
x
x;a
Punctuation
Indicator
_
1.
84
#1_4 #8 .1 #4
Comma
,
,
4,000
#4,000
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Study Companion 44
Part 2: Nemeth Code (continued)
Description
Symbol
Example
Print
Nemeth Code
Print
Nemeth Code
Colon
:
3
3:40
#3_3#40
Ratio
:
"1
3 : 4
#3 "1 #4
Decimal Point
.
.
3.4
#3.4
Triangle
$T
ABC
$T ,a,b,c
Square
□
$4
□ABCD
$4 ,a,b,c,d
Angle
$[
ABC
$[ ,a,b,c
Parallel
$L
AB CD
,a,b $L ,c,d
Perpendicular
$P
AB CD
,a,b $P ,c,d
Congruent
@
@:.k
AB
$[ ,a @:.k $[ ,b
Simple fraction
indicator
(opening and
closing)
? #
Horizontal
Simple Fraction
Line
/
1
2
(See also
Simple fraction
indicator
above)
?1/2#
Diagonal
Simple Fraction
Line
_/
1
2
(See also
Simple fraction
indicator
above)
?1_/2#
Sign of
Omission
=
The Praxis
®
Study Companion 45
Answers to Sample Questions
1. The correct answer is choice (D). Choice (A) is incorrect because it uses incorrect symbols for the
opening and closing simple fraction indicators. Choice (B) is incorrect because it uses a diagonal
simple fraction line instead of a horizontal simple fraction line. Choice (C) is incorrect because it uses
incorrect symbols for the opening and closing simple fraction indicators and it uses a diagonal simple
fraction line instead of a horizontal simple fraction line.
2. The correct answer is choice (A). Choice (B) is incorrect because it uses incorrect symbols for the
degree signs. Choice (C) is incorrect because it does not include a baseline indicator between the
degree sign and the plus sign. Choice (D) is incorrect because it uses incorrect symbols for the degree
signs, and it does not include a baseline indicator between the degree sign and the plus sign.
3. The correct answer is choice (C). Choice (A) is incorrect because it uses a slash mark instead of a
numeric fraction line. Choice (B) is incorrect because it uses the multiplication cross symbol instead of
the multiplication dot symbol. Choice (D) is incorrect because it uses a slash mark instead of a
numeric fraction line, and it uses the multiplication cross symbol instead of the multiplication dot
symbol.
4. The correct answer is choice (D). Choice (A) is incorrect because it uses the “less than” sign instead of
the “greater than” sign. Choice (B) is incorrect because it uses incorrect symbols for the commas.
Choice (C) is incorrect because it uses the “less than” sign instead of the “greater than” sign, and it
uses incorrect symbols for the commas.
5. The correct answer is choice (D). Choice (A) is incorrect because it does not use the strong wordsign
for the word “shall” and uses the wrong prefix (dots [4-5-6] instead of dot [5]) in the initial-letter
contraction for the word “Lord.” Choice (B) is incorrect because it uses the wrong prefix (dots [4-5-6]
instead of dot [5]) in the initial-letter contraction for the word “Lord” and fails to use the shortform
for the word “good.” Choice (C) is incorrect because it does not use the strong wordsign for the word
“shall,” and it does not use the shortform for the word “good.”
6. The correct answer is choice (A). Choice (B) is incorrect for two reasons. It does not use the “gg”
groupsign in the word “eggplant,” and the letter “q” in “quite” has been misbrailled as dots [1-2-4-5-6]
instead of dots [1-2-3-4-5]. Choice (C) is also incorrect for two reasons. First, the letter “q” in “quite”
has been misbrailled as dots [1-2-4-5-6] instead of dots [1-2-3-4-5]. Second, the final-letter groupsign
it uses for “ful” in the word “flavorful” begins with dots [4-6], but it should begin with dots [5-6].
Choice (D) is also incorrect for two reasons. First, it does not use the “gg” groupsign in the word
“eggplant.” Second, the final-letter groupsign it uses for “ful” in the word “flavorful” begins with dots
[4-6], but it should begin with dots [5-6].
7. The correct answer is choice (B). Choice (A) is incorrect because it uses the wrong prefix (dot [5]
instead of dots [4-5]) in the initial-letter contraction for the word “those.” Choice (C) is incorrect
because it places the symbols for the closing angle bracket in the wrong order. Choice (D) is incorrect
because it uses the wrong prefix (dot [5] instead of dots [4-5]) in the initial-letter contraction for the
word “those,” and it places the symbols for the closing angle bracket in the wrong order.
The Praxis
®
Study Companion 46
8. The correct answer is choice (D). Choice (A) is incorrect because it uses the letters “brle” instead of
the correct shortform “brl” for the word “braille,” and because it does not use the “dis” groupsign in
the word “display.” Choice (B) is incorrect because it uses the letters “brle” instead of the correct
shortform “brl” for the word “braille,” and because it uses dot [6] for the apostrophe instead of dot
[3], which is the correct brailing of the apostrophe. Choice (C) is incorrect because it does not use the
“dis” groupsign in the word “display,” and because it uses dot [6] for the apostrophe instead of dot
[3].
9. The correct answer is choice (C). Choice (A) is incorrect because the prefix of the initial-letter
contraction of the word “Lord” (dot [5]) is incorrectly placed before the capital indicator (dot [6]).
Choice (B) is incorrect because the initial-letter contraction for “World” uses the wrong prefix (dot [5]
instead of dots [4-5-6]). Choice (D) is incorrect because the prefix of the initial-letter contraction of
the word “Lord” (dot [5]) is incorrectly placed before the capital indicator (dot [6]), and the initial-
letter contraction for “World” uses the wrong prefix (dot [5] instead of dots [4-5-6]).
10. There is one error in the transcription: the word “dislikes” has been transcribed using the alphabetic
wordsign for “like,” and alphabetic wordsigns have to stand alone. Therefore the correct answer is
choice (D). Choice (A) is incorrect because there is an error in the transcription. Choice (B) is incorrect
because the use of the strong groupsign “er” to bridge syllables in the transcription of the word
“rereading” is correct, and the lower groupsign “ea”, which occurs in the transcription of the word
“rereading,” is also used correctly. Choice (C) is incorrect because the lower groupsign “dis”, which is
used in the transcription of the word “dislikes,” can be used at the beginning of a word.
11. The word in bold in the transcription is the word “not.” Choice (A) is correct because it uses a bold
word indicator at the beginning of the bold word “not” and does not use a bold terminator after the
word; the space after the word functions as a terminator and so a bold terminator symbol should not
be used. Choice (B) is incorrect because a bold symbol indicator should not be used to indicate a bold
word. Choice (C) is incorrect because a bold word should not end with a bold terminator. Choice (D) is
incorrect because an underlined word indicator was not used to indicate the bold word.
12. The correct answer is choice (A). The phrase “the study of the house” is in the first sentence. It is
enclosed by quotation marks. Choice (B) is incorrect because it states incorrectly that the phrase is
enclosed by parentheses. Choice (C) is incorrect because it states incorrectly that the phrase is
enclosed in angle brackets. Choice (D) is incorrect because it states incorrectly that the phrase is
enclosed in square brackets.
13. The correct answer is choice (D). The sixth sentence in this passage defines the term “ecosystem” as
“all living things that share an environment,” which is paraphrased in answer choice (D). Choice (A) is
incorrect because it offers a definition of a different (unstated) term. Choice (B) is incorrect because it
repeats the origin of the word “ecology” from the passage, rather than the definition of “ecosystem.”
Choice (C) does not provide the definition that was given in the passage for “ecosystem.”
The Praxis
®
Study Companion 47
14. The correct transcription is as follows.
,ana ,%ay
#fb ,old ,t[n ,ave4
,wa%+ton1 ,,pa
#gbd-#eee-#hicb
a%ay@amailbox4net
p1nut butt]
*eese
c&y
g>lic
c(fee
,pl1se d yr be/
on ? ma? "w %eet6
15. The correct transcription is as follows.
,! ,class ,g>d5
,my class has a g>d5 9 ! back ( ! s*ool
"<ne> ! playgr.d">4 ,we r1d ! book
.7,gr[ ,yr ,[n ,vegetables.' 2f we />t$4
,we gr[ b1ns1 corn1 pepp]s1 onions1 &
c>rots4 ,/ud5ts wat] & we$ ! g>d54 ,we
use big baskets to collect \r h>ve/4 ,d
y "k :at we d ) ! vegetables8 ,we give
!m to ! ,tri-,c;y ,food ,pantry4 ,my
t1*] says1 8,"ey"o b5efits f ? exp]i;e
,- ! /ud5ts le>n ab plant gr[?1 & !
commun;y gets fre% produce40 ,we ,,love
\r g>d56
The Praxis
®
Study Companion 48
16. The correct transcription is as follows.
#a4 #a1edf"-#dac "7
#b4 #e @< ;%#cj+ @< #f
#c4 ;y "7 "-#bx"6#a
#d4 x;9#b "7 x"4x
#e4 ;,,cd ⠼⠤ ,,ef
#f4 ,graph ! l9e t has !
slope "-#a/b & 9cludes !
po9t "<#d1 #a">4
17. The correct transcription is as follows.
#1_4 #15,689-147 .k #15,542
#2_4 #3.68@*10^3
#3_4 #4./?1/3# .k #12
#4_4 (3x+2)(x-1)
#5_4 >9c} .k #3>c}
#6_4 #16'9''
The Praxis
®
Study Companion 49
4. Determine Your Strategy for Success
Set clear goals and deadlines so your test preparation is focused and efficient
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. A helpful resource
is the Preparing to Take the Praxis Test webinar video, which includes tips for preparing and studying,
along with tips for reducing test anxiety.
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 6, 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?
Please see “5. Take Advantage of Preparation Resources” on page 52 for additional
recommended resources.
The Praxis
®
Study Companion 50
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 http://www.ets.org/praxis/register/braille_proficiency.
• Work backward from that date to figure out how much time you will need for review.
• Set a realistic schedule—and stick to it.
5) Understand how questions will be scored.
Scoring information can be found in “10. Understand Your Scores” on page 65.
6) 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 58 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.
The Praxis
®
Study Companion 51
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 58, 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 6 to select topics.
• 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.
• Be as critical as you can. You’re not doing your study partner(s) any favors by letting them get away
with incorrect answers or transcriptions.
• 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 52
5. Take Advantage of Preparation Resources
The resources listed below may help you prepare for the Praxis Braille Proficiency test. These
preparation resources have been identified by content experts in the field. Most of these resources can
be found on the Web site of the Braille Authority of North America (BANA) at www.brailleauthority.org,
especially http://www.brailleauthority.org/ueb.html. Except where otherwise noted, the materials can
be downloaded at no cost.
UEB Rulebook, Second Edition, 2013
The Rulebook can be downloaded from the Web site of the International Council on English Braille
(ICEB), http://www.iceb.org/ueb.html, or from the BANA Web site previously noted.
This link will take you to three different versions of the Rulebook. A simple .pdf version is suitable
for printing; the "linked pdf" is ideal for downloading to a computer or a tablet, as the live links in
the document can help you navigate electronically. There is also a "braille ready" (.brf) version in six
volumes.
Guidelines for Technical Material
This resource provides additional guidelines and examples for using UEB in math, science, and
computer notation. It can also be found at http://www.iceb.org/ueb.html and is available in .pdf
and .brf versions.
The Hitchhiker's Guide to UEB Mathematics
This resource was designed by two teachers of students with visual impairments in New Zealand and
can be downloaded in .pdf format from the Web site of the Braille Authority of New Zealand
Aotearoa Trust (BANZAT) at http://www.banzat.org.nz/documents/HHGMaths.pdf.
Unified English Braille for Math for Sighted Learners
Two teachers in British Columbia, Canada, designed this resource; it can be downloaded in .pdf
format from https://www.prcvi.org/files/braille/UEB_Braille_for_Math_2014.pdf.
Printable one-page resource lists
• Duxbury has a one-page chart that lists the contractions and symbols in alphabetical order; it can
be downloaded in .pdf format from http://duxburysystems.com/images/ueb_black.pdf.
• Aroga Technologies presents the UEB contractions and symbols by category; this chart can be
downloaded in .pdf format from http://www.aroga.com/unified-english-braille-chart-tabloid-11-x-
17-pdf-format/.
Burns Braille Guide: A Quick Reference to Unified English Braille, Second Edition
This reference guide includes common braille-to-print and print-to-braille conversions, as well as
punctuation, UEB contractions, and general rules and terminology. It is available for purchase in
print or various electronic formats from AFB Press: www.afb.org/store.
The Praxis
®
Study Companion 53
UEB Online
This self-paced, free online course teaches Unified English Braille from the very beginning. Starting
with the alphabet, its 31 lessons presented in two modules take the learner through the UEB code.
The course was developed by the Renwick Centre in New South Wales, Australia, and is available on
this Web site: http://uebonline.org.
Nemeth Code for Mathematics & Science Notation, 1972 Revision (plus additional revisions)
An electronic copy of the official rule book for Nemeth Code is available in .pdf and .brf versions
from the BANA Web site, http://www.brailleauthority.org/mathscience/math-science.html.
The book is also available for purchase in print or in braille from the American Printing House for the
Blind (APH):
https://shop.aph.org/webapp/wcs/stores/servlet/Product_Nemeth%20Code%20for%20Mathematic
s%20and%20Science%20Notation,%201972%20Revision_20435582P_10001_11051.
Learning the Nemeth Braille Code: A Manual for Teachers and Students, 1987
This resource manual written by Ruth Craig is available for purchase from APH (www.aph.org) and is
also available as a free download in .brf format on the BANA Web site:
http://www.brailleauthority.org/mathscience/learningnemeth1987.brf.
Consult the BANA Web site for updates to Nemeth Code that occurred after this book was
published.
The BANA Web site also provides resources specifically aimed at professionals who are making the
transition from English Braille American Edition (EBAE) to Unified English Braille. These resources can be
found at http://www.brailleauthority.org/ueb.html, and include
Overview of Changes from Current Literary Braille to UEB
This document, while not intended as a comprehensive list of all changes between the two braille
codes, covers the most significant ones. It is available in HTML, .pdf, and .brf versions.
The ABCs of UEB
Written by Constance Risjord, this document describes major differences between EBAE and UEB
and includes examples and practice exercises. Available in HTML, .pdf, and .brf versions.
Update to UEB
A manual to accompany the CNIB Transcriber’s UEB Course. Available in .pdf, .doc, .brf, and .dxb
formats via the BANA page or directly via the following locations (depending on required format):
PDF: http://www.inca.ca/en/living/braille/Transcriber%20Update/Transcriber%20update.pdf
Word: http://www.inca.ca/en/living/braille/Transcriber%20Update/Transcriber%20update.docx
BRF: http://www.inca.ca/en/living/braille/Transcriber%20Update/Transcriber%20update%20-
%20braille%20edition.brf
The Praxis
®
Study Companion 54
DXB: http://www.inca.ca/en/living/braille/Transcriber%20Update/Transcriber%20update%20-
%20braille%20edition.dxb
Course information is available at http://www.cnib.ca/en/living/braille/Pages/Braille-Courses.aspx.
Unified English Braille Australian Training Manual 2014
This manual is a series of lessons and practice exercises, and is available in .pdf and .brf formats at
http://printdisability.org/guidelines/unified-english-braille-australian-training-manual-2013/. There
is also a New Zealand variation available at http://banzat.org.nz/BrailleCodes.htm.
The Praxis
®
Study Companion 55
6. 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 part of 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 “Topics Covered” information beginning
on page 6 to help complete it.
Use this worksheet to:
1. Define Content Areas: List the most important content areas for your test as defined in the Topics
Covered section.
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.
The Praxis
®
Study Companion 56
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
find 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
3
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
3
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
3
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
4
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
3
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.
5
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
5
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/1/15
8/1/15
Language in
different
contexts
Determine whether
information
presented in a
reading selection is
presented as fact or
opinion
4
High school
textbook,
college
course notes
College library,
course notes,
high school
teacher,
college
professor
8/1/15
8/1/15
The Praxis
®
Study Companion 57
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 find
the resources I
need?
Dates I
will study
the
content
Date
completed
Contextual
meaning
Identify the meanings
of words as they are
used in the context of
a reading selection
2
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
2
High school
textbook,
college
course notes
College library,
course notes,
high school
teacher, college
professor
8/1/15
8/1/15
Vocabulary
range
Understand a range of
words and phrases
sufficient for reading
at the college and
career readiness level
2
High school
textbook,
college
course notes
College library,
course notes,
high school
teacher, college
professor
8/1/15
8/1/15
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
2
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
4
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
3
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.
Draw conclusions
from material
presented in a reading
selection
5
High school
textbook,
college
course notes
College library,
course notes,
high school
teacher, college
professor
8/28/15
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.
Apply ideas in a
reading selection to
other situations
4
High school
textbook,
college
course notes
College library,
course notes,
high school
teacher, college
professor
9/3/15
9/6/15
The Praxis
®
Study Companion 58
My Study Plan
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
the content?
Where can I
find the
resources I
need?
Dates I will
study the
content
Date
completed
The Praxis
®
Study Companion 59
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 find
the resources I
need?
Dates I
will study
the
content
Date
completed
The Praxis
®
Study Companion 60
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?
Within each booklet 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.
However, once you have completed Booklet 1 and have begun Booklet 2, you may not go back to
Booklet 1. 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 in the test book?
Yes. You can use the margins of the test booklets for scratch work, to make notes to yourself, or write
anything at all. However, all of your multiple-choice responses must be recorded on your answer sheet,
and all of your braille transcriptions must be produced on the supplied braille paper. Answers that are
written in either of the test booklets will NOT be scored.
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Smart Tips for Taking the Test
1. Skip the questions you find extremely difficult. 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.
2. Keep track of the time. The on-screen 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. Then reread the question to be sure the
answer you have given really answers the question.
4. 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.
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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.
What if I have a disability or other health-related need?
The following accommodations are available on the Braille Proficiency test 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 (multiple-choice questions only)
Test reader (not applicable to simulated braille material)
Sign language interpreter for spoken directions only
Printed copy of spoken directions
Oral interpreter
Braille/audio test
Braille/reader script test
Large print test book
Large print answer sheet
For more information on these accommodations, visit http://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.
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9. Do Your Best on Test Day
Get ready for test day so you will be calm and confident
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 your admission ticket or letter of authorization
bring an acceptable and valid photo identification with you
bring the required (and optionally, the recommended) equipment listed on page 7 in the About
This Test section
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
• scrap paper or calculators
• any electronic, photographic, recording, or listening devices (watches without calculator functions
are permitted)
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
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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.
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 PDF document at
http://www.ets.org/s/disabilities/pdf/bulletin_supplement_test_takers_with_disabilities_health_needs.
pdf.
Note: All cell phones, smartphones (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.
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?
❒ Have you checked that your braillewriter is functioning properly and does not produce
ghost/shadow dots?
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!
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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 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.
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Content category scores and score interpretation
Questions 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
ETS 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/
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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 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/certification?
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.
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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 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?
ETS consulted with practicing teachers and teacher educators around the country during every step of
The Praxis Series test development process. First, ETS 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 educators.
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 ETS 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.
ETS 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, ETS 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?
Official score reports are available to you and your designated score recipients approximately two to
three weeks after the test date. See the test dates and deadlines calendar at
www.ets.org/praxis/register/braille_proficiency/.
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.
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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.
*ETS Standards for Quality and Fairness (2015, 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 (2014, Washington, DC).
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