TExES Gifted and Talented Supplemental 162 Test Guide

TExES Gifted and Talented Supplemental (162) Test Introduction

The Texas Examination of Educator Standards (TExES) Gifted and Talented Supplemental Test is designed to evaluate a candidate's readiness to teach students enrolled in a gifted and talented program. It's intended for teachers just entering the field at any level of primary or secondary education. This test addresses a wide range of topics important to gifted education.

Test Code 162
Test Format Computer-Administered
Question Type(s) Selected-Response
Total Questions 80
Total Time Allotted 5 Hours

Practice tests give you a better idea of the topics you have mastered and those you should keep studying.

TExES Gifted and Talented Supplemental Test Content Areas

The areas covered in the Gifted and Talented Supplemental Test can broadly be sorted into two domains: the Foundations of Gifted Education; and Assessment, Curriculum and Instruction. Within these domains are competencies that test on more specific skills. The domains and competencies are as follows:

  • Foundations of Gifted Education and Assessment - 40%
    • Historical, Legal, and Conceptual Foundations
    • Cognitive, Social, and Emotional Characteristics and Needs
  • Assessment, Curriculum and Instruction - 60%
    • Assessment Issues and Procedures
    • Systematic Program and Curriculum Design
    • Learning Experiences, Environments, and Instructional Practices

Historical, Legal, and Conceptual Foundations

This competency is centered on the foundations of gifted education. A candidate will show knowledge in:

  • the purpose of gifted education
  • concepts that inform the basic practice of gifted education, current trends and issues that affect the field, and knowledge of relevant laws.
  • the history of gifted education, including its legal and conceptual foundations
  • legal and ethical issues, the rights of students and their families, and how to convey information related to each
  • professional development both for gifted and talented educators and general education teachers
  • the various programs, opportunities, and resources available to gifted students, their families, and their teachers

Cognitive, Social, and Emotional Characteristics and Needs

Because development is often asynchronous and further compounded by variation in the cognitive traits of gifted and talented students, a teacher must be able to understand these traits and how they may affect perception of the student, in both positive and negative ways. In this competency, prospective gifted and talented educators must:

  • understand the social and mental characteristics of gifted students, the different ways that gifted students may excel and how to identify them.
  • show an understanding of the models of educational psychology as they apply to gifted education
  • the particular issues of gifted students, including varying degrees of talent, creativity, identity, self-esteem, motivation, perfectionism, and depression
  • the myriad factors that can impact these students, including disabilities, excelling in multiple ways, cultural differences, socioeconomic disadvantages, how their family and classmates respond, and the pressure to conform
  • how to cater to specific needs in a variety of ways, including support groups and referral to counselors, and how to create an environment that supports their development.
  • factors that can contribute to students not meeting their potential
  • the needs of students relating to their particular interests, their learning environment, and how to communicate both with their guardians and with school staff to support them.

Assessment Issues and Procedures

Effective assessment of gifted students takes many forms. Candidates should understand:

  • both formal evaluation and informal guidance, including standardized assessments, observational assessment, authentic assessment, and student interviews
  • proper screening procedures, such as how to match the tools and techniques to the program, students, and available options, along with gathering data and information and making effective placement decisions.
  • the relevant procedures and regulations and how to properly apply them, to include particularly exceptional students and students from a variety of backgrounds.
  • how to interpret results in relation to eligibility and making helpful placement recommendations
  • designing and using continuing assessments to help students excel and judge a program's objectives and results.

Systematic Program and Curriculum Design

Teachers pursuing gifted and talented education certification must demonstrate knowledge of curriculum planning and implementation, including accelerated practices. They must also be able to:

  • apply the requirements of the Texas State Plan for the Education of Gifted/Talented Students as they relate to grouping of students and modified curricula
  • the principles of vertical curricula (when teachers of the same subject across different grade levels work together)
  • apply a differentiated curriculum to meet diverse needs
  • develop plans to encourage their students to pursue their own development
  • to evaluate their program to improve and develop it

Learning Experiences, Environments, and Instructional Practices

The final competency is centered on learning experiences and environments. Development of study skills and projects taking place outside of the school environment also play an important role in gifted and talented education. A prospective teacher must be aware of:

  • current research in the field of gifted education and how to apply principles backed by that research.
  • the Texas State Plan for the Education of Gifted/Talented Students as it relates to modifying instruction
  • the importance of student involvement in planning these programs to promote their own growth
  • flexible grouping practices
  • supportive environments to promote risk-taking, creativity, and new ideas
  • student options for development such as mentorships and advanced placement.

TExES Gifted and Talented Supplemental Test Scoring & Reporting

The TExES Gifted and Talented Supplemental Test is scored on a scale of 100 to 300, and a score of 240 is the TExES exam passing score. Scores are automatically reported to the candidate and the Texas Education Agency and any applicable educator preparation program. This means an applicant does not need to report their scores themselves, and as such their report is for their own information. Candidates must allow seven to ten business days after the initial reporting date for the scores to be posted to the TEA Login system before submitting applications for certification. The application process is not automatic; it must be initiated by an applicant.

After completion of a TExES test, candidates may choose to report their scores or cancel them. A canceled score will not be reported and the exam will not count as an attempt. However, there is no refund, and candidates must wait an additional 30 days to try again.

TExES exam results may be voided if TEA or Pearson believes there is reason to question their legitimacy (violation of test rules, etc). Depending on the circumstances, further action may be taken, which can include denial, revocation, or suspension of credentials.

TExES Gifted and Talented Supplemental Test Registration

The TExES Gifted and Talented Supplemental Test is available by appointment only, with appointments available year round. Registration costs $116. Private information shared during the registration process will only be available to the applicant, Pearson, TEA, any applicable educator preparation program, and anyone required or authorized by law to receive it.

TExES Gifted & Talented Exam Dates

Tests are available only by appointment. First-come, first-serve appointments are available year-round. There is an online tool to check the availability of TExES exam dates.

Exam Centers

Test centers are available both within Texas and across the United States. A full listing is available online and can be searched based on location.

Exam Fees

The TExES exam cost is $116, and can be paid with a Visa or Mastercard credit or debit card. Bank cards that do not have Visa or MasterCard logos will not be accepted. Cash and checks are not accepted. Refunds are available for canceled appointments up to 48 hours before the scheduled test, minus a $25 fee.

Registration Policies

Registration is valid for 170 days after issuance. An exam must be scheduled and completed, or registration will be withdrawn, within this time frame. If the registration expires, no refund or credit will be given. Rescheduling exam appointments or changing TExES testing centers can be accomplished through the applicant's online account, up to 48 hours before the time of the appointment. There is no fee for rescheduling. An appointment may also be canceled for either later rescheduling, or withdrawn completely for a refund.

TExES Gifted & Talented Supplemental Test Policies

Many personal items, including phones and other electronics, watches, wallets, purses, non-religious headwear, and food and drink are not permitted in the TExES Gifted and Talented Supplemental Test. Visitors are not permitted, including in the waiting room. A full Compliance Agreement will be presented at the beginning of the process that details further rules, including security practices.

Applicants must bring with them two original (i.e., non-photocopied), valid forms of identification. Primary identification must be a driver's license, state or military identification, or a passport. The other must have the applicant's name and either a clear photograph or a signature.

TExES Gifted & Talented Supplemental Test Preparation

Effective preparation for the TExES Gifted and Talented Supplemental Test is essential to success. Aspiring teachers should consider the following steps:

  • Identify content and study resources - the Texas Educator Certification Examination Program offers outlines of their tests, providing a trusted, authoritative source on the content. TExES study guides also offer useful information on a test's structure and contents.
  • Become familiar with the format of the TExES exams - the Gifted and Talented Supplemental Test is entirely selected-response questions.
  • Manage time wisely - spending too much time on one subject may lead to neglecting others. Healthy pacing is essential; time should be assigned to each competency in a schedule.
  • Assess content knowledge - practice tests are an excellent resource for this role.
  • Prepare for the day of the test - be well-rested, well-fed, and well-hydrated. Plan to arrive ahead of schedule, as late arrivals may be counted absent and no refund or credit is awarded.

TExES GT Certification Practice Test

TExES GT practice tests should be taken multiple times during the studying process in order to form an effective ongoing evaluation of what a test-taker knows and what they need to improve on. They simulate the test format and timing, allowing participants to practice pacing themselves and reading questions carefully. Taking a TExES practice test also serves as an excellent way to reduce anxiety by offering a measurable form of progress.

Expert Contributor

Amy Mayers

Amy Mayers, M.Ed. has taught middle school math for over 7 years. She is a Texas-certified teacher for grades 4-12 in mathematics and has passed the TExES Math 4-8 and the TExES Math 7-12. Amy graduated with a B.S. in Mathematical Sciences from the University of Houston and a Master's degree in Curriculum and Instruction from the University of St. Thomas.

Frequently Asked Questions

  • What is the GT test called in Texas?

    The TExES Gifted and Talented Supplemental Test is the test needed to become certified as a teacher of gifted and talented students in Texas. It is a computer-administered test available by appointment only, with test locations across Texas and nationwide.

  • How do you become gifted and talented certified in Texas?

    Applicants seeking certification for gifted and talented education must apply for and pass the TExES Gifted and Talented Certification Test. This role also requires thirty hours of training, and six hours yearly to update that training. If a teacher is assigned to such a program without the initial training, they must complete it within one semester.

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  1. Billy is very good at solving 3-D puzzles. According to Howard Gardner, he is likely to be high in which of the following intelligences?
    • Correct Answer
  2. Two-year old Kimmy is coloring a picture of Elmo. As she colors, she talks to herself about what color she will use next and which part of Elmo she will color. This is an example of:
    • Correct Answer
  3. Who proposed preoperational thinking as a stage in his theory?
    • Correct Answer
  4. Dr. Joseph teaches Education 101. On his final exam, he asked students to develop a theory of learning that is based on Vygotsky's theory but incorporates current educational issues. Which level of Bloom's Taxonomy is this?
    • Correct Answer
  5. Mr. Goody wants to use Bloom's taxonomy to assess his students' level of thinking. Based on the taxonomy, he understands that his students:
    • Correct Answer
  6. Which level of Bloom's Taxonomy comes after comprehension?
    • Correct Answer
  7. According to Lev Vygotsky, a child who is in the zone of proximal development _____.
    • Correct Answer
  8. The work of Edward Thorndike played an integral role in the development of which field?
    • Correct Answer
  9. According to Howard Gardner, which of the following individuals most likely has the highest spatial intelligence?
    • Correct Answer
  10. Which of the following is TRUE about Alfred Binet's intelligence test?
    • Correct Answer
  11. According to Erik Erikson, which of the following is most crucial during the identity vs. role confusion stage?
    • Correct Answer
  12. Which of the following is NOT true about Erik Erikson's eight stages of psychological development?
    • Correct Answer
  13. Lev Vygotsky's theory of cognitive development includes which of the following concepts?
    • Correct Answer
  14. According to Lev Vygotsky, which of the following demonstrates a key element of development?
    • Correct Answer
  15. According to Piaget, a child who is able to systematically test hypotheses is in which stage?
    • Correct Answer