Discussion in 'Single Subject Tests' started by quantummechanix, Jul 4, 2008.
Aug 12, 2014
were they helpful?
what books/resources did you use to pass
were those study guides helpful?
were they useful?
Aug 24, 2014
Just got my results on the Subtest III. <drum roll> I passed on my first attempt and with minimal studying! All in all, I ended up getting a ++++ on the Calculus section, +++ on the History of Mathematics section, and a +++ on the free response portion (I got check, k, check, check).
I don't mean to brag but I thought that test was super easy! (Maybe it's because I just graduated with a degree in mathematics and so I only studied a few days for it...) The weird thing was that I finished with 72 minutes remaining, no joke! I could not believe how quick it went.
I took Subtest I on August 11th so I won’t get my results back until next month. Again, it was on the easier side. Like two or three of the multiple choice questions were tricky, but I made an educated guess on those. The free response was a joke. I messed up on one of the problems simply because I needed to use a geometric rate instead of the number e, but oh well.
However, Subtest II was not what I thought it because some of the problems were very tedious. There was a lot of translational geometry (reflections, dilations, etc.), conic sections, and solving for missing angles problems; the probability and stats problems were straightforward. The conics were not too bad but the missing angles problems were SO time-consuming. I barely answered one of the proof problems -- did not study parabolas at all -- but feel confident about my other three free response answers. I actually utilized the entire time because I wanted to make sure that my answers were all correct.
How did you guys do? I can definitely say that Subtest II (though, the probability and statistics problems are crazy easy) involved more work than Subtest I and III, but still doable if you budget your time correctly.
Sep 28, 2014
I passed Subtest I! Just wanted to spread the good news, haha!
The second page of your score report will give you some idea how well you did: look for the chart with plus marks (which run on a scale from + to ++++ and reflect actual scores) and checkmarks or the letters p, k, s, and d (which, as nearly as I can tell, reflect someone's best guess as to why the scorers gave the scores they gave on the constructed responses).
Sep 30, 2014
Yeah, I am excited that I can start applying to teaching credential programs!
For Subtest I got ++++ in Algebra, +++ in Number Theory, and ++++ overall in the multiple choice section. Also, I got d, check, (k,s,d), and check on the free response. I did not get the third free response question right for the reason that I outlined in my first post.
Great job on the multiple choice! Your assortment of checkmarks and alphabet soup on the constructed responses probably got you ++ to +++ overall, and I'll venture that you passed with room to spare.
@TeacherGroupie, you're right. I got +++ overall in the free response section on the Subtest I. Excellent deductive reasoning! :thumb:
If you got +++ on constructed response with the rest of those scores, you definitely passed with room to spare. Very well done!
Jul 10, 2016
I just realized that I forgot to put my Single Subject Math CSET Subtest II results, haha! It's been over a year since I posted my passing results for Subtest I and III...
I got ++++ for the geometry and probability and statistics sections, and I got 3 checks and one k on the constructed response questions. This is because I provided only an adequate response for the first question -- I never really learned much about spherical geometry, only enough to get by so I provided more of an outline to that one. (My teaching credential program also required that I take the Praxis 5161 test and I easily passed that on the first try with no studying beforehand.)
The funny thing is that I think the SS Math CSETs are incredibly easy. I've been reading how "hard" they are and I just don't see it. I mean, I finished with 72 minutes remaining for Subtest III and a little over 43 minutes for Subtest I. Each time, I kept thinking I was going to run out of time and was floored when I looked at the timer and saw I had so much time left. I thought maybe I did something wrong and checked my answers like 5 times for each subtest, lol.
Edit: I left at the 72 minutes mark for the Subtest III, but stayed right until the end for Subtests I and II, even though I had a lot of time remaining. I wanted to make sure that I selected all of my answers correctly and all of my documents were correctly scanned. I'm glad I rechecked everything multiple times because I accidentally scanned the back of one of my answer sheets, so I had to re-scan it. It uploaded seconds before the clock ended on Subtest II. That was scary...
Congrats, but I don't think it is particularly helpful to say how easy the CSETs are, particularly if you are a Math major or you have a strong background in the subject matter. A lot of folks on here did something similar to myself, took the tests to add on a math endorsement to a multiple subject credential in CA. So for those like myself who never took much Math in college, or took it long ago, it is far from "easy."
Most candidates for the CSET SS Math Exam and Praxis 5161 are NON-Math majors and / or career switchers looking at the curriculum after a significant period of time / Middle School Math teachers seeking to move up to High School (of course, Middle school teachers of the previous generation didnt have to take the CSET Single Subject Exam...and had it relatively easier!). Hence the reputation of these Exams as brutally hard.
High achieving Math majors -> Math teachers are a minuscule minority since those fellows tend to get Master's / PhDs in Math / Computer Science / Statistics etc. and proceed to do research / work for corporate America. That said, Ive also known plenty of Math degree lads / lasses whove had to take Math teacher competency exams several times before they triumphed. I speak as a (high-achieving!) Math major albeit one who came to teaching 10+ years after getting a degree in Mathematical Statistics and an MBA...
I did not mean to brag or sound impolite. I should have clarified what I meant when I said I do not understand why so many people struggle with the SS Math CSETs. That comment was in response to some posts I read how other math majors were struggling with the exams, even PhD holders in math. That is very surprising to me because there was no way I could have gotten my math degree from UCD if I could not answer these types of problems...
I totally understand if people were non-math majors and haven't taken a math class in many years. That makes sense, but that should not hold true for people who studied mathematics extensively and have a degree in it.
Jul 11, 2016
I don't understand why a math major would even take the CSETs? Wouldn't your undergraduate course work demonstrate Subject Matter Competence?
My advisor for my teaching credential program said it was mandatory to take the Single Subject Math CSETs and Praxis 5161 exam. It was non-negotiable. Redundant since I have a math degree but it is what it is.
CSET single subject exams are required unless one took a subject-matter preparation program approved by the California Commission on Teacher Credentialing; I assume that such a program must include some coursework that isn't in a standard math major, and I know there are vanishingly few of such programs.
Whether a state other than California requires a subject-matter exam of someone with a math degree will vary from state to state, though the No Child Left Behind Act leaned rather hard on states to require subject-matter exams regardless.
Here's why an undergrad in Math doesnt suffice: not all coursework even for Math majors is "standard" across undergraduate programs, is all. There are core classes, to be sure, but quite a few electives, whereas the CSET syllabus demands exposure to certain specific ideas and skill-sets. Also, there are different degree programs (B.A., B.S.) of varying rigor and quality (online, offline, hybrid, and also degrees in Math Education whose students are considered Math majors. It is conceivable for certain majors to lack specific competencies...
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