The Praxis® program occasionally adds research sections to certain tests. These sections will allow us to try out new kinds of questions, including:
- questions assessing Content Knowledge for Teaching (CKT)*
- questions that take advantage of computer delivery to assess knowledge and skills that go beyond what can be assessed using standard single-selection selected-response questions.
For example, instead of selecting an answer to a mathematics question, the candidate might be asked to enter a numeric answer using the computer keyboard or by transferring the display from an on-screen calculator. Or, instead of selecting an answer choice to a question about a reading passage, the candidate might be asked to locate the portion of the passage that answers the question.
Participation and Incentives
The research sections will be voluntary and will be administered after candidates have completed their tests. As an incentive, candidates will be eligible for an award of $150, which will be given to those 200 individuals who score highest on the research section relative to their performance on the preceding test. In this way, test takers at all ability levels will be eligible for an award. Candidates who do not wish to participate may exit the section, and their decision to participate or not will have no effect on their scores. Responses will be used for internal research, but no scores will be reported to candidates or institutions, and the anonymity of the candidates will be preserved.
Tests that Currently Contain Research Sections
- Elementary Education: Curriculum, Instruction, and Assessment (5017)
- Elementary Education: Content Knowledge (5018)
- Mathematics: Content Knowledge (5161)
*Content Knowledge for Teaching (CKT) items are tied to teaching practice and are designed to measure the specialized types of content knowledge that teachers need, including "tasks of teaching" and common student misconceptions. These "practice-based" assessments are specific to a subject area and grade range. Since CKT assessments are practice-based, they are defined from the teaching perspective — the items focus on content knowledge unique to teaching practice rather than on straight content knowledge. Practice-based assessments take into consideration the problems teachers may encounter in teaching the content, not just on providing a correct or defensible answer to a content problem.
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