Competency 003: Instruction and Assessment Design
Design questions test TEKS, learning goals, assessment criteria, materials, logical sequencing, integrated instruction, time allocation, and closure.
How to study for TExES PPR
Use the official TExES PPR framework as your map: connect student development and planning to classroom environment, responsive instruction, assessment, technology, families, ethics, and Texas professional roles.
Core concepts
Concept 1
Competency 003: Instruction and Assessment Design questions reward the answer that follows the official source, the professional role, and the stated facts.
Exam cue: Identify the candidate role, client or public risk, source rule, calculation, or process step being tested.
Concept 2
The strongest answer identifies the rule, safety concern, ethical duty, calculation, client factor, or process step before acting.
Exam cue: Check whether the fact pattern is using a national standard, jurisdiction rule, handbook policy, or scenario-specific instruction.
Concept 3
Eliminate answers that ignore requirements, skip documentation, overreach the role, or treat convenience as the standard.
Exam cue: Choose the compliant and professionally scoped answer before the convenient or familiar answer.
Risk pitfalls and guardrails
Treating related standards as interchangeable without checking the source.
Guardrail: Avoid answers that rely only on habit, ignore the stated source, skip safety or compliance steps, or choose convenience over the professional standard.
Skipping screening, documentation, authorization, sanitation, recordkeeping, or other required procedure.
Guardrail: Avoid answers that rely only on habit, ignore the stated source, skip safety or compliance steps, or choose convenience over the professional standard.
Choosing an answer that protects convenience instead of client safety, public protection, or the stated professional duty.
Guardrail: Avoid answers that rely only on habit, ignore the stated source, skip safety or compliance steps, or choose convenience over the professional standard.
Memory anchors
TEKS Alignment
Instructional goals should align with the Texas Essential Knowledge and Skills and prerequisite skills.
Learning Goal
A learning goal should be clear, relevant, significant, age appropriate, assessable, and responsive.
Assessment Design
Assessment design should produce evidence that matches the learning objective.
Resource Choice
Materials and technology should fit student needs, purpose, accuracy, and accessibility.
Lesson Sequence
Lessons should progress logically toward stated goals.
Integrated Perspective
Integrated instruction helps students connect ideas across disciplines and real contexts.
Time Allocation
Lesson time should allow instruction, practice, reflection, assessment, and closure.
Closure
Closure helps students consolidate learning and prepare for the next step.
Checkpoint rule
Do the check-up only after you can summarize each concept in one sentence and identify one dangerous pitfall from memory.
Knowledge Check (after reading)
Short check-up to confirm understanding of this module.
Check-up Questions
A teacher begins planning a unit on proportional relationships. What should be identified before selecting activities?
Which objective is written in the most assessable form?
Answer all questions to submit.
Next step personalized recommendations
Continue learning
Move forward only after this module is stable.
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