TExES PPR Designing Instruction and Assessment

Domain I: Designing Instruction and Assessment to Promote Student Learning of the Pedagogy and Professional Responsibilities EC–12 (160), about 34% of the exam. The competencies TEA lists, how they are tested and practice questions with explanations.

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100 questions on the real 4-hour-45-minute clock, with a score by domain and an explanation for every answer.

Or start the free Designing Instruction and Assessment drill

What the TEA framework lists

  • Competency 001: human development from early childhood through grade 12, developmental delays, play, life skills, middle-level education and adolescent challenges
  • Competency 002: student diversity, adapting instruction for English learners and students with disabilities, and the ELPS proficiency levels
  • Competency 003: learning goals from the TEKS, coherent sequencing, the Texas statewide assessment program and evaluating materials
  • Competency 004: learning theory, engagement, higher-order thinking, study skills, teacher expectations and linguistically accommodated instruction

Summarized from the TExES PPR EC–12 (160) preparation manual, Section 3: exam framework, Domain I: Designing Instruction and Assessment to Promote Student Learning.

Line drawing of an open planning book with blank weekly boxes, sticky notes, a pencil and curriculum binders

How Designing Instruction and Assessment is tested

The largest domain. Most questions describe a class and a planning decision: which activity fits seven-year-olds who learn concretely, how to adapt a lesson for a beginning English learner, which goal is measurable and aligned to the TEKS, or what a student’s behavior says about adolescent development. Know the developmental stages, the ELPS proficiency levels (beginning, intermediate, advanced, advanced high) and how assessment data should shape the next lesson.

Start the free Designing Instruction and Assessment drill

TExES PPR Designing Instruction and Assessment practice questions

Answer each question, then open the explanation.

Question 1

A teacher provides a long research project with checkpoints for a topic proposal, a source list, an outline and a draft. The main purpose of the checkpoints is to

  1. A.break a complex task into manageable steps and give feedback along the way.
  2. B.reduce the total amount of reading and writing that students must complete for the project.
  3. C.make grading the final project unnecessary.
  4. D.give the teacher more grades to enter in the gradebook.
Show the answer and explanation

Answer: A: break a complex task into manageable steps and give feedback along the way.

Checkpoints teach students to manage a complex project, let the teacher catch problems early and give feedback before the final product. The framework names structuring research projects with checkpoints as part of teaching study skills.

Question 2

A ninth-grade teacher notices that several students have started skipping class with a group of older teens and their grades are falling. Which action by the teacher is most appropriate?

  1. A.Moving the students’ seats apart and waiting to see whether attendance improves
  2. B.Announcing to the class that any students who skip will be reported to the police
  3. C.Ignoring the behavior because peer influence is a normal part of adolescence
  4. D.Talking privately with each student and involving the counselor and the families
Show the answer and explanation

Answer: D: Talking privately with each student and involving the counselor and the families

Risky behaviors such as truancy and joining older peer groups can harm development and learning. The teacher should show concern privately, involve the counselor who can assess and support, and communicate with families. Ignoring the pattern or making public threats does not address the underlying issue.

Question 3

A science teacher wants to plan an interdisciplinary unit on recycling. Which plan best integrates several subjects around the theme?

  1. A.Students read a science chapter about recycling and answer the questions at the end.
  2. B.Students graph classroom waste data, research recycling programs and write letters to the principal.
  3. C.Students watch a video about recycling and then take a short quiz on the main facts.
  4. D.Students color recycling posters to hang in the hallway during their weekly art class.
Show the answer and explanation

Answer: B: Students graph classroom waste data, research recycling programs and write letters to the principal.

An interdisciplinary unit connects several subjects to a real-world theme: data collection and graphing (math), research (science and social studies) and persuasive letters (language arts). The other options stay within a single subject or a single passive activity.

Question 4

An English learner in ninth grade speaks fluently with classmates but struggles to understand textbook explanations in biology. This difference most likely reflects

  1. A.poor study habits that will improve with more homework and practice.
  2. B.the gap between social and academic language.
  3. C.a learning disability in reading.
  4. D.a lack of interest in biology compared with other subjects.
Show the answer and explanation

Answer: B: the gap between social and academic language.

Social, everyday English usually develops before academic language. A student can converse fluently and still need support with content vocabulary and complex academic text. A learning disability should not be assumed from this pattern.

Take the full test under the real clock

Take a full timed TExES PPR practice test

100 questions on the real 4-hour-45-minute clock, with a score by domain and an explanation for every answer.

Or start the free Designing Instruction and Assessment drill

Common questions

How many Designing Instruction and Assessment questions are on the TExES PPR?

TEA’s framework puts Designing Instruction and Assessment (Domain I: Designing Instruction and Assessment to Promote Student Learning) at about 34% of the exam. TEA publishes percentages, not question counts; our 100-question practice test gives it 34 questions.

What does Designing Instruction and Assessment cover on the TExES PPR?

Competency 001: human development from early childhood through grade 12, developmental delays, play, life skills, middle-level education and adolescent challenges; Competency 002: student diversity, adapting instruction for English learners and students with disabilities, and the ELPS proficiency levels; Competency 003: learning goals from the TEKS, coherent sequencing, the Texas statewide assessment program and evaluating materials; Competency 004: learning theory, engagement, higher-order thinking, study skills, teacher expectations and linguistically accommodated instruction.

How should I study Designing Instruction and Assessment for the TExES PPR?

The largest domain. Most questions describe a class and a planning decision: which activity fits seven-year-olds who learn concretely, how to adapt a lesson for a beginning English learner, which goal is measurable and aligned to the TEKS, or what a student’s behavior says about adolescent development. Know the developmental stages, the ELPS proficiency levels (beginning, intermediate, advanced, advanced high) and how assessment data should shape the next lesson.

TExES is a trademark of the Texas Education Agency. Original independent practice questions written to the published TExES exam frameworks; not affiliated with or endorsed by the Texas Education Agency or Pearson.