Educator Services Becoming an Educator
Massachusetts Tests for Educator Licensure (MTEL)

Questions and Answers - Tips for MTEL Preparation

The first step in preparing for the MTEL is to examine the Test Information Booklets, which provide an overview of the Communication and Literacy Test and the subject area tests. These booklets are designed to help familiarize candidates with the format and content of the tests. They contain detailed information on how to prepare for the tests and on what to expect on the day of the tests. The booklets also provide sample test items and responses. Please note that these sample items are designed to illustrate the nature of the test items; they should not be used as a diagnostic tool to determine your individual strengths and weaknesses.

1. Use the test objectives

See the Test Information Booklets

Identify the information the test will cover. The test objectives define the content that will be assessed by the test. The number of test objectives within a subarea broadly reflects the emphasis given to that subarea on the test. In general, subareas with greater numbers of test objectives will be covered by more multiple-choice items on the test.

You will find the test objectives in the appropriate volume of the Test Information Booklet. These volumes are available at the above website or through the testing company (for a fee of $8.00) at (413) 256-2892 or 866-565-4894 (toll free). You may also obtain these booklets through schools of education at Massachusetts colleges and universities.

2. Focus your studies

When you have become familiar with the test objectives, make a list of those test objectives about which you feel you know the least. (Preparing a study outline may help you to identify these objectives).

Make sure that you are familiar with the test format and the types of questions.

Set priorities for your study time.

Outline the content of the test objectives, and identify those on which you need to focus.

Set aside time to review the content of all test objectives, both the familiar and the less familiar ones.

Focus the majority of your time and the priority in your studying on those test objectives about which you feel least confident.

Use your score reports: If you are retaking a test, the information from your score report that indicates subarea-level strengths and weaknesses should help you determine areas in which you need to focus your preparation efforts.

3. Develop a study outline

You may wish to use the test objectives and descriptive statements to prepare an outline of the content likely to be covered on the test(s), especially the content about which you are unsure.

The process described here, which is designed to be used with the Study Outline Chart found in the Test Information Booklet (see an example of its format below), should help you organize your thoughts and your future studies for the test(s).

You may follow this process by yourself or with others, such as the members of a study group.

As you read the test objectives, remember that some of them may refer to content that you are currently learning and other test objectives may refer to content you may have learned earlier or elsewhere.

In the first column of the Study Outline chart, lists the test objective numbers (as presented in the Test Information Booklet). In the second column, briefly summarize the topic of each test objective, using a two- or three-word phrase (e.g., "Reading Comprehension," "Statistics and Probability").

Read and consider each test objective and its associated descriptive statement and envision the content likely to be covered. Try to imagine the types of questions that might be asked about that content. Consider the content in relation to courses or other educational activities that you have undertaken in college or that you might undertake in the future. Brainstorm as many ideas as you can. Members of a study group may be particularly helpful for this task.

Write your ideas about the content of each test objective and related coursework or other educational activities, in abbreviated form, in the third column.

Indicate the extent of your knowledge and educational preparation regarding the content of each test objective in the fourth column. Use symbols such as "√" to indicate adequate knowledge and preparation, "X" to indicate partial knowledge and preparation, and "?" to indicate little or no knowledge and preparation. In cases of partial knowledge and preparation, circle in the third column particular aspects of the test objective that you need to study further.

Beginning with areas you identified where you have partial (X) or little or no (?) knowledge and preparation, devise a plan to increase your knowledge or enhance your preparation. See the next section on "Identifying Resources" to help you find solutions to your individual needs. Note in this column resources that may be particularly useful to you.

Candidates who determine that they have not yet studied this content, or mastered it, should take courses or engage in other substantial preparation activities in order to master the knowledge and skills that are measured by the test before registering for the MTEL.

You should leave time to review the content of all test objectives, both the familiar and the less familiar ones, but the focus of your time and the priority in your studying should be those test objectives about which you are least confident.

The number of test objectives within a subarea reflects the emphasis given to that subarea on the test. In general, subareas with greater numbers of test objectives will be covered by more multiple-choice items on the test.

You may wish to focus your efforts based on the scoring weight of different types of items. Many subtests include approximately 80 multiple-choice items and two open-response items. The multiple-choice items generally count for 75% of the total test score and the open-response items count for 25% of the total test score.

4. Identify resources

After you have identified the test objectives on which you will focus your time, consider the resources you may use in studying the content of those test objectives. Perhaps you have not previously encountered content that will be assessed on the test. Consult with an advisor and, on his or her recommendation, take courses that will help you strengthen those areas where your content knowledge may be less strong.

Other resources include written materials, such as textbooks from relevant classes, your class notes and assignments, textbooks currently in use in Massachusetts public elementary and secondary schools, state curriculum frameworks, and publications from local, state, and national professional organizations. In addition, people can be important resources, including other students who have taken courses related to your needs and instructors who teach such courses. Instructors may be able to guide you in finding and reviewing notes and textbooks.

To find organizations that offer preparatory courses designed to help with taking the MTEL, visit the MTEL List of Test Preparation Programs.

5. Develop study techniques

It is usually best to approach preparing for a test with a study plan in mind, together with a schedule for accomplishing what you need to do to feel prepared. You may also wish to obtain from either your school's library or a bookstore one of the many books available on study skills. For some people, study groups are particularly helpful; you may want to form or join a study group with others who will be taking the test at the same time. Find out if your school sponsors study groups. Study groups are more effective once you have identified the test objectives on which you need to focus your preparation efforts. A gradual study pattern over an appropriate period of time can be effective for learning unfamiliar or difficult content. In the last few days before the test, take time to review those topics with which you feel most comfortable and avoid "cramming" - trying to learn too much new material quickly.

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