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PRAXISCode: 5017📋 Curriculum · Instruction · Assessment🎨 Includes Art, Music & PENCTM · NCSS · NCTE · NSTA

Praxis® Elementary Education:
Curriculum, Instruction, and
Assessment (5017)
Practice Test & Study Guide

A pedagogy-focused exam assessing how teachers teach across five elementary subject areas — 120 questions, 130 minutes. Every subject is tested through three lenses: Curriculum planning, Instructional design and delivery, and Assessment of student learning. Includes the unique fifth category: Art, Music, and Physical Education.

80
Questions
130 min
Time limit
Varies
Passing score*
5
Subject categories
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Every subject category is tested through three integrated lenses: Curriculum, Instruction, AND Assessment. Per ETS, the 5017 assesses knowledge of content AND pedagogical principles and processes — including curriculum planning, instructional design, and assessment of student learning. Questions pose problems that teachers routinely face in the classroom and may be based on authentic examples of student work. This is not a content knowledge test — it's a test of how beginning teachers plan curriculum, design instruction that differentiates for diverse needs, and assess student learning to guide future instruction. Some questions concern general pedagogical issues; most are set in the contexts of elementary subjects.

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Art, Music, and Physical Education is the 5017's unique fifth category — 15 questions (13%) not found on any other Praxis elementary exam. This category covers how to plan, teach, and assess in visual arts (including media literacy and artistic expression), music (including concepts like rhythm, melody, harmony, and music appreciation), and physical education (including movement concepts, fitness, cooperative games, and health-related behaviors). This component distinguishes the 5017 from the 5018 (Content Knowledge) and 7811 (CKT) — both of which omit Arts and PE entirely.

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Source: All exam details are drawn from the official ETS Praxis Elementary Education: Curriculum, Instruction, and Assessment (5017) Study Companion. Aligned to NCTM, NCSS, NCTE, NRC, and NSTA standards. Passing scores vary by state — always confirm at ets.org/praxis/states.

Elementary Education: Curriculum, Instruction, and Assessment (5017) — Test at a Glance

Key facts directly from the official ETS Study Companion.

Test code
5017
Computer-delivered
Total questions
120
All selected-response
Time limit
130 min
2 hours 10 minutes
Reading & Language Arts
31% · 37 questions
Largest category
Mathematics
26% · 31 questions
Second largest
Science
16% · 20 questions
Includes health
Social Studies
14% · 17 questions
History, geo, gov, econ
Art, Music, & PE
13% · 15 questions
Unique to the 5017

About the Praxis Elementary Education: Curriculum, Instruction, and Assessment (5017)

Understanding what makes the 5017 fundamentally different from the 5018 Content Knowledge test.

The Elementary Education: Curriculum, Instruction, and Assessment test is designed for prospective teachers of students in the elementary grades. Examinees typically have completed a bachelor's degree program in elementary or middle school education or have prepared through an alternative certification program.

Unlike the 5018 (Content Knowledge), the 5017 is a pedagogy-focused assessment — it tests knowledge of content AND pedagogical principles and processes. The questions cover basic understanding of curriculum planning, instructional design, and assessment of student learning. They pose problems that teachers routinely face in the classroom and may be based on authentic examples of student work.

Every content category is assessed through three integrated lenses: Curriculum (how to sequence and plan curriculum, make cross-disciplinary connections, address common misconceptions), Instruction (how to design and differentiate instruction, select strategies and resources, implement developmentally appropriate methods), and Assessment (how to design formative and summative assessments, interpret student work, recognize misconceptions, select appropriate evaluation tools).

The test questions are aligned with state curriculum standards and national standards including NCTM, NCSS, NCTE, NRC (National Academies), and NSTA. The 5017 uniquely covers five subject areas — the only Praxis elementary exam to include Art, Music, and Physical Education (15 questions, 13%). Some questions may not count toward the score.

The CIA Framework — How Every Subject Is Tested

Every content category (Reading/ELA, Mathematics, Science, Social Studies, Art/Music/PE) is evaluated through three integrated dimensions. Understanding this framework is the most important preparation insight for the 5017.

C — Curriculum

A beginning teacher understands developmentally appropriate curriculum planning

How to sequence lessons and examples within a curriculum; how to plan for strategies to advance student understanding and address common student misconceptions; how to make connections within subject topics, across other disciplines, and in real-world contexts; knowing the broad purposes of teaching each subject; understanding the relationship of concepts within and across subjects
I — Instruction

A beginning teacher understands how to design differentiated, developmentally appropriate instruction

How to design instruction that differentiates for diverse needs (ELLs, students with disabilities, advanced learners); selecting developmentally appropriate instructional methods, strategies, approaches, and resources; implementing evidence-based practices within each subject area; selecting and using appropriate tools, texts, manipulatives, and technology; knowing specific instructional strategies for each major content topic within each subject
A — Assessment

A beginning teacher knows appropriate assessments for evaluating instruction and student progress

How to design and use formative assessments to adjust instruction; how to design, use, and interpret summative assessments; how to recognize when misconceptions occur and strategies for reteaching; how to select and use appropriate assessment types (observations, traditional, standardized, portfolio); how to analyze student work to guide instruction; knowing what different assessment types reveal about student learning

Official Exam Blueprint: 5 Content Categories

Reading and Language Arts dominates at 31% (37 questions). Mathematics follows at 26% (31 questions). Science, Social Studies, and Art/Music/PE each contribute 13–16%.

Category I
Reading and Language Arts
Curriculum: sequencing RLA lessons; planning strategies for common misconceptions; cross-disciplinary connections. Instruction: Foundational skills — developing print concepts, phonological awareness strategies (finger spelling, clapping syllables, picture sorting); phonics and word-analysis strategies (morphology, syllabication, word/letter sorts, word building); fluency strategies (text selection, modeling, choral reading, repeated reading). Literature and informational texts — comprehension instruction; strategies for questions, key details, main ideas, themes; text features across genres; point of view; integrating multimedia; scaffolding text complexity; signal words. Writing — effective writing instruction; opinion/argument, informative/explanatory, and narrative writing; research-based writing; primary vs. secondary sources; plagiarism vs. paraphrasing. Language — standard English conventions; vocabulary development; figurative language. Speaking and listening — active listening; oral presentations; constructive feedback; multimedia presentations. Assessment: formative assessment to adjust instruction; summative assessments; recognizing and reteaching misconceptions; selecting appropriate assessment types (observations, traditional, standardized, portfolio); analyzing writing and reading samples.
31%
37 questions
Category II
Mathematics
Curriculum: sequencing examples and lessons within math curriculum; addressing common misconceptions; cross-curricular math connections; math standards for mathematical practices. Instruction: Numbers and operations — algorithms, strategies, models, and problem situations for all four operations; properties of operations; mental math, estimation, rounding; comparing numbers; counting strategies; modeling fractions/decimals/percents relationships; fraction as division (a/b = a copies of 1/b); ratios, rates, and proportional reasoning; prime/composite numbers, factors, multiples. Algebraic thinking — writing expressions, equations, formulas from context; evaluating and manipulating algebraic expressions; writing equations for patterns; linear equations and inequalities. Geometry and measurement — standard and nonstandard tools for measuring area, perimeter, surface area, volume; classifying and comparing figures; vocabulary and definitions; nets for 3D figures; composing, decomposing, and manipulating figures; coordinate plane (plotting points); unit conversion; elapsed time. Data, statistics, and probability — measures of center (mean, median, mode — knowing which to use when); collecting and displaying data; probability and likelihood. Assessment: formative and summative math assessment; recognizing "buggy algorithms" (flawed understanding of a process); recognizing and reteaching misconceptions; appropriate math assessment types.
26%
31 questions
Category III
Science
Curriculum: broad purposes of teaching science; relationship of science concepts within and across disciplines. Instruction: Science concepts, inquiry, and processes — developing students' understanding of scientific inquiry; constructing explanations; asking testable questions; developing hypotheses; planning and conducting simple investigations; using appropriate science tools to gather and analyze data; communicating results; selecting appropriate materials, equipment, texts, and technology. Life science — characteristics of organisms; life cycles; organisms and their environment. Earth and space science — Earth systems and space systems; Earth patterns, cycles, and change; geology, hydrology, meteorology, oceanography, soil science. Physical science — physical and chemical changes; temperature and heat; sound, light, electricity, and magnetism; force, motion, energy, and matter. Health — healthy living, growth, nutrition, safety, and well-being; communicable diseases, substance abuse, common diseases. Assessment: formative and summative science assessment; analyzing student work to guide science instruction; uncovering and correcting misconceptions; appropriate science assessment types (lab observations, portfolios, multiple-choice, performance assessments).
16%
20 questions
Category IV
Social Studies
Curriculum: broad purposes of teaching social studies; cross-disciplinary connections and instructional implications. Instruction: Information processing skills — locating, analyzing, and synthesizing social studies information; selecting appropriate materials (maps, globes, graphs, graphic organizers, trade books, technology). Geography — uses of geography; interrelationships between human/physical systems, environment, and society; understanding states, regions, the U.S., and the world. History — relationships between past and present; U.S. history founding through 21st century; 20th-century developments; chronological thinking; historical analysis and interpretation; cause/effect; classical civilizations (Egypt, Greece, Rome, China). Government, civics, and economics — basic economic concepts; government's role in economics; democracy and politics at federal/state/local levels; structure of government and the Constitution; citizenship; global marketplace and industrialization. Anthropology and sociology — impact of events on groups and individuals; cultural backgrounds and their relationship to environment/family/community; interactions between communities; roles of communication, transportation, technology. Assessment: formative and summative social studies assessment; selecting appropriate assessment types; analyzing student work to guide instruction; distinguishing fact from opinion in student work.
14%
17 questions
Category V
Art, Music, and Physical Education
Visual Arts: understanding and applying elements of art and principles of design; developing students' understanding of artistic expression, media literacy, and art appreciation; instructional strategies for visual arts at the elementary level; age-appropriate art-making processes; integrating visual arts across other subjects; assessing student artistic work and creative process. Music: basic music concepts (rhythm, melody, harmony, form, expression, timbre); developing students' understanding of music appreciation, history, and diverse cultures; singing and playing instruments at the elementary level; reading and notating music; instructional strategies for elementary music; integrating music across other subjects; music assessment strategies. Physical Education: movement concepts and motor development; health-related fitness components (cardiovascular endurance, muscular strength, flexibility, body composition); skill-related fitness components; cooperative and competitive games; activities for diverse physical abilities; safety in physical education; the relationship between physical activity and health; physical education assessment strategies; promoting lifetime physical activity habits.
13%
15 questions

Key Topics by Content Category

Specific instructional knowledge competencies from the official ETS 5017 Study Companion — organized by subject area and CIA dimension.

Reading & ELA

Reading and Language Arts — Curriculum, Instruction, and Assessment (Category I)

37 questions · 31%
Phonological awareness instruction strategies: finger spelling, clapping syllables, picture sorting, phoneme segmentation activities, rhyming games — knowing the purpose of each strategy and which skill it develops; knowing the developmental sequence (phonological awareness precedes phonemic awareness which precedes phonics instruction)
Phonics and word-analysis instructional strategies: morphology (teaching roots and affixes explicitly); syllabication (breaking multisyllabic words into syllables using syllable type patterns); word building (manipulating letter tiles to form and decode words); word/letter sorts (categorizing words by phonics pattern or feature); high-frequency words — knowing which are irregular and why they require rote memorization
Fluency instructional strategies and rationale: selecting appropriate texts for fluency practice (slightly below instructional level); modeling fluent reading with prosody; choral reading (whole class reads together); repeated reading (rereading same text until fluency target is met — the most research-supported fluency intervention); reader's theater; partner reading — knowing what research supports each approach and when to use it
Reading comprehension instructional strategies: think-alouds (modeling thinking processes during reading); graphic organizers (text structure organizers matched to informational text structure types); scaffolding text complexity (providing access to grade-level texts, purposeful grouping, close reading strategies); using signal words to clarify connections between key ideas; comparing and contrasting texts; integrating information from multiple texts on the same topic
Writing instruction: effective approaches to writing instruction (modeled writing, shared writing, guided writing, independent writing — knowing the purpose and structure of each); developing opinion/argument, informative/explanatory, and narrative writing skills; teaching the writing process (planning, drafting, revising, editing, publishing); helping students distinguish primary from secondary sources; paraphrasing vs. plagiarizing; using digital tools in the writing process
Vocabulary development strategies: context clues instruction; morphological analysis (roots, affixes); word associations (antonyms, synonyms); tiered vocabulary instruction (Tier 1/2/3); figurative language instruction (simile, metaphor, idiom, personification) — knowing specific instructional approaches for each, not just definitions
Assessment — formative: designing quick checks during instruction (exit tickets, observations, anecdotal records, running records); using formative data to adjust instruction in real time; recognizing when misconceptions occur; knowing the difference between a reading difficulty (fluency-based) and a comprehension difficulty (vocabulary/knowledge-based)
Assessment — summative and authentic: designing and interpreting summative assessments; using portfolios to assess writing progress over time; standardized tests — what they assess and how to use results; IEPs in the context of reading assessment; helping students self-evaluate their own work; analyzing in-class timed writing vs. process writing samples to understand what each reveals
Mathematics

Mathematics — Curriculum, Instruction, and Assessment (Category II)

31 questions · 26%
Sequencing math curriculum: knowing what prerequisite knowledge students need before beginning a new concept; connecting math concepts across grade levels (vertical alignment); making cross-disciplinary connections (math in science, social studies, language arts); identifying when a prerequisite skill has not been mastered before teaching a dependent concept
Number and operation instructional strategies: algorithms, strategies, models, and problem situations for all four operations (knowing multiple representations: area models, number lines, manipulatives, drawings); properties of operations (commutative, associative, distributive — taught conceptually with manipulatives first); mental math and estimation strategies and when to use each; modeling fraction/decimal/percent relationships; fraction as division (a/b means a ÷ b — understanding and teaching this connection)
Proportional reasoning instruction: strategies for understanding ratios, rates, and unit rates; proportional reasoning strategies (ratio tables, double number lines, tape diagrams, coordinate graphs); distinguishing proportional from non-proportional relationships in instruction
Algebra instruction: strategies for writing expressions, equations, and formulas from real-world contexts; strategies for evaluating and manipulating algebraic expressions; strategies for writing equations to represent patterns; strategies for writing and solving linear equations and inequalities — knowing how to scaffold algebraic thinking from concrete to representational to abstract
Geometry and measurement instruction: standard and nonstandard tools for measuring length, area, perimeter, surface area, and volume; strategies for classifying and comparing geometric figures; using nets to represent 3D figures; modeling and solving real-world problems with 2D and 3D figures; strategies for composing, decomposing, and manipulating figures; coordinate plane (plotting points); unit conversion strategies; elapsed time representations
Data, statistics, and probability instruction: strategies for finding measures of center and determining which measure best describes a dataset (recognizing that mean is sensitive to outliers; median is more appropriate when data is skewed); strategies for collecting and displaying data to answer a statistical question; strategies for linking probability to the likelihood of events — concrete models before abstract notation
Assessment — "buggy algorithms": a buggy algorithm is a flawed but systematic understanding of a process — the student consistently applies an incorrect procedure (e.g., always subtracting the smaller digit from the larger regardless of position; adding numerators and denominators when adding fractions). Knowing common buggy algorithms in elementary math, how to assess for them, and strategies for reteaching
Assessment — common misconceptions by topic: fraction comparison (not understanding the same whole must be used); division with remainders (misinterpreting the remainder in context); area vs. perimeter confusion; rounding errors; understanding what "=" means (relational equality, not just "the answer"); what different assessment types reveal about mathematical understanding vs. procedural skill
Science

Science — Curriculum, Instruction, and Assessment (Category III)

20 questions · 16%
Scientific inquiry instruction: developing students' understanding of inquiry as a process — asking testable questions; forming hypotheses; planning and conducting investigations; making observations; collecting and organizing data; analyzing and interpreting results; constructing explanations; communicating findings. The inquiry method as the primary vehicle for science learning at the elementary level; when demonstration is useful vs. when hands-on investigation is preferred
Science inquiry tools and resources: selecting developmentally appropriate materials, equipment, texts, and technology for science learning; using appropriate tools to gather data (thermometers, hand lenses, rulers, balances, measuring cups); technology resources for elementary science; organizing and displaying data (tables, graphs, charts); constructing reasonable scientific explanations from data
Cooperative learning in science: think-pair-share (students think individually, discuss with a partner, share with the class); jigsaw method (each group becomes expert in one aspect and teaches others); science journals (metacognitive writing to develop scientific thinking); knowing when each instructional approach is most effective for specific science learning goals
Health instruction: healthy living, growth, and nutrition — developmentally appropriate instruction; safety — age-appropriate safety concepts for elementary students; communicable diseases and how they spread; the dangers of substance abuse — intrinsic vs. extrinsic motivation for health behavior change; the role of school health programs in student well-being
Common science misconceptions and reteaching: research shows science misconceptions persist into adulthood if not identified and corrected. Common elementary misconceptions: heavier objects fall faster; plants get food from soil; the Sun revolves around Earth; seasons are caused by Earth's distance from the Sun; evolution is purposeful. Knowing techniques to uncover misconceptions (pre-assessment, Socratic questioning, concept mapping) and when providing the correct answer alone is insufficient for conceptual change
Science assessment types: formative — observation during investigations; science journal review; exit tickets; informal questioning. Summative — lab performance assessments (what they reveal vs. what multiple-choice reveals); portfolio assessments (two types: showcase portfolios and working portfolios — knowing the purpose of each); analyzing student explanations to identify conceptual depth vs. surface-level recall; when to assess procedure vs. conceptual understanding
Social Studies

Social Studies — Curriculum, Instruction, and Assessment (Category IV)

17 questions · 14%
Social studies information processing instruction: helping students locate, analyze, and synthesize social studies information; selecting appropriate resources — physical, topographic, political, and weather maps; globes; aerial imagery; satellite images; graphs, tables, diagrams; graphic organizers; pictures; trade books; primary source documents. Knowing which resource type is most appropriate for a specific social studies learning goal
Geography instruction: developing students' understanding of the uses of geography; interrelationships between human and physical systems; environment and society; geographic regions, the United States, and the world; helping students use geographic tools accurately; spatial thinking and geographic literacy; human-environment interaction; migration patterns
History instruction: developing historical thinking skills — chronological thinking; historical analysis and interpretation; cause-and-effect reasoning; comparing and contrasting historical events; hypothesizing about how the past influenced the present; U.S. history from founding through the 21st century; 20th-century developments; classical civilizations (Egypt, Greece, Rome, China) — using primary sources to bring history alive; scaffolding historical document reading for elementary students
Government, civics, and economics instruction: teaching basic economic concepts (market economy, scarcity, opportunity cost, supply and demand) with concrete examples; government's role in economics; democracy and politics at federal, state, and local levels; structure of government and the Constitution; citizenship rights and responsibilities; global marketplace and industrialization; connecting economic concepts to students' daily lives
Anthropology and sociology instruction: developing students' understanding of how cultural backgrounds influence behavior, family, and community; the impact of events on groups and individuals; community interactions; the roles of communication, transportation, technology, and social organization in shaping societies; culturally responsive social studies instruction
Social studies assessment: designing and using formative assessment (exit tickets, class discussions, primary source analysis tasks, map skills checks); summative assessment (unit tests, research projects, historical simulations); distinguishing fact from opinion in student historical writing; portfolio assessment in social studies; analyzing student arguments for evidence-based reasoning vs. unsupported opinion; standardized social studies assessments and how to use results
Art, Music & PE

Art, Music, and Physical Education — Curriculum, Instruction, and Assessment (Category V)

15 questions · 13%
Visual arts curriculum and instruction: elements of art (line, shape, form, color, texture, space, value) and principles of design (balance, contrast, emphasis, movement, pattern, rhythm, unity); developing students' artistic expression through various media (drawing, painting, collage, sculpture, printmaking, mixed media); art appreciation and criticism — helping students discuss, analyze, and evaluate artworks; integrating visual arts across other subjects (connecting art to history, science, and language arts)
Visual arts assessment: assessing artistic process (planning sketches, problem-solving in art-making) alongside product; using portfolios to document artistic growth over time; criteria-based assessment (rubrics for elements of art and principles of design); fostering student self-assessment and reflection on their own creative process; developmental stages of children's drawing and what each stage reveals
Music curriculum and instruction: basic music concepts — rhythm (beat, tempo, meter, duration); melody (pitch, scale, contour); harmony (chords, accompaniment); form (verse/chorus, ABA, rondo); expression (dynamics, articulation, mood); timbre (tone color of instruments and voices); developing students' understanding of music appreciation and history; diverse musical cultures; elementary singing and instrument playing; music literacy (reading and notating music); integrating music across other subjects
Music assessment: formative music assessment (observation during performance, verbal responses about musical concepts); performance assessment (singing, instrument playing, rhythm clapping); written assessment of music concepts; portfolio documentation of musical growth; assessing music listening and analysis skills; identifying what students understand about musical elements from their responses to music
Physical education curriculum and instruction: movement concepts (body awareness, spatial awareness, effort, relationships); fundamental motor skills (locomotor, non-locomotor, manipulative); health-related fitness components (cardiovascular endurance, muscular strength and endurance, flexibility, body composition); skill-related fitness (agility, balance, coordination, power, reaction time, speed); cooperative games and activities; activities accommodating diverse physical abilities and needs; safety in physical education; the role of physical activity in overall health and well-being
Physical education assessment and health connections: formative PE assessment (skill observation checklists, peer assessment); fitness testing (FITNESSGRAM or similar — understanding what each component measures); promoting lifetime physical activity habits and intrinsic motivation for fitness; health-related behavior change — intrinsic vs. extrinsic motivation; connecting physical education to health education concepts (nutrition, substance abuse prevention, communicable disease awareness); inclusive physical education for students with disabilities

Registration, Test Day & Scoring

Everything you need to know before and on exam day.

Registration

Where to registerpraxis.ets.org
Testing formatsIn-person or remote
ID required2 forms of valid ID
Arrive (in-person)30 min early

Scoring

Score typeScaled score
Wrong answer penaltyNone
Passing scoreVaries by state
Results available~5 weeks post-test
State requirementsets.org/praxis/states

Test Structure

Total questions120 selected-response
Time limit130 minutes (2h 10min)
CalculatorNot provided
Question stylePedagogy-based scenarios

Remote Testing

Browser requiredETS Secure Test Browser
DeviceLaptop or desktop only
Equipment neededWebcam, mic, speakers
Proctor typeLive remote proctor

Passing Score Requirements by State

Passing scores are set individually by each state or licensing agency.

Important: Passing score requirements for the Elementary Education: Curriculum, Instruction, and Assessment (5017) are set individually by each state or licensing agency. Always verify the exact passing score for your state at ets.org/praxis/states before registering.

Your raw score (number of correct answers) is converted to a scaled score. There is no penalty for incorrect answers — always answer every question. Some questions are unscored pretest items. Always answer every question; never leave a question blank.

How to Prepare for the Praxis Elementary Education: Curriculum, Instruction, and Assessment (5017)

Strategies for a pedagogy-focused exam where knowing the subject matter is necessary but not sufficient — you must also know how to teach it.

  • The 5017 tests how to teach, not just what to know — every question is filtered through the CIA framework. This is the defining insight about the 5017. Every question tests one or more of: Curriculum (sequencing, planning, misconceptions), Instruction (strategies, differentiation, resources), or Assessment (formative/summative design, misconception identification, reteaching). When you encounter an unfamiliar question, ask yourself: is this about how to plan the curriculum, how to deliver instruction, or how to assess student learning? This framing helps you eliminate wrong answers (which tend to be technically correct but pedagogically inappropriate) and select the right one (which is both content-accurate and classroom-effective).
  • Reading and Language Arts is 31% (37 questions) — the largest category and the one that most rewards knowing specific named instructional strategies. The 5017 frequently presents a teaching scenario and asks which strategy is most appropriate. Know the names and purposes of specific ELA instructional strategies: choral reading, repeated reading, reader's theater, shared reading, guided reading, word sorts, word building, think-alouds, graphic organizers, close reading. Know what each strategy is designed to develop and when to use it. Know the difference between fluency strategies (repeated reading, choral reading) and comprehension strategies (graphic organizers, think-alouds) — the exam will test whether you select the right tool for the right goal.
  • Mathematics instruction requires knowing how to teach math conceptually — especially strategies for representing abstract concepts concretely. The Study Companion's discussion questions make clear what the 5017 tests in Math: given that students don't understand dividing with remainders, what strategies address different misunderstanding types? How would you differentiate for students at different levels of fraction understanding? Which manipulative best supports place value understanding for 2nd graders? Know the concrete-representational-abstract (CRA) progression and how to use it for every major math topic. Know common "buggy algorithms" (flawed systematic procedures like subtracting the smaller digit regardless of position) and how to assess for and reteach them.
  • Art, Music, and Physical Education (13%, 15 questions) is the unique fifth category — prepare it specifically. Many candidates who know the first four subjects well are caught off guard by the Arts and PE questions. Know the elements of art (line, shape, form, color, texture, space, value) and principles of design. Know basic music concepts (rhythm, melody, harmony, form, expression, timbre). For PE, know the difference between health-related fitness components (cardiovascular endurance, muscular strength/endurance, flexibility, body composition) and skill-related fitness components (agility, balance, coordination, power, reaction time, speed). Know assessment approaches for each arts area — particularly the role of portfolio assessment in visual arts and the role of criteria-based performance assessment in music.
  • Science inquiry instruction is the most heavily tested concept in the Science category — know the inquiry method deeply. The Study Companion discussion questions explicitly ask: What is the inquiry method as it relates to science? When is demonstration useful vs. when is hands-on investigation preferred? What activities introduce inquiry to lower-elementary vs. upper-elementary students? The 5017 also tests Health as part of the Science category — know the difference between intrinsic and extrinsic motivation for health behavior change and why relying only on extrinsic motivation (tokens, stickers) is educationally problematic for promoting long-term healthy behaviors.
  • Download the official ETS Study Companion and work through the discussion questions — they are the most valuable preparation tool unique to the 5017. Unlike most Praxis Study Companions which contain sample SR questions, the 5017 Study Companion includes extensive open-ended discussion questions for every subject and every CIA dimension. These questions are designed to test exactly the integrated pedagogical knowledge the exam assesses: "How would you help students at different reading levels in the same classroom? What activities would you use to introduce fractions to second graders? What common science misconceptions do early-elementary students hold? What different types of data do you get from a timed in-class writing sample vs. a process writing portfolio?" Work through all of these discussion questions — writing or talking through your answers — before test day.

Frequently Asked Questions

Answers sourced directly from the official ETS Praxis Elementary Education: Curriculum, Instruction, and Assessment (5017) Study Companion.

How many questions are on the Praxis Elementary Education: Curriculum, Instruction, and Assessment (5017)?+
The exam contains 120 selected-response questions with a 130-minute time limit. Questions span five categories: Reading and Language Arts (37 questions, 31%), Mathematics (31 questions, 26%), Science (20 questions, 16%), Social Studies (17 questions, 14%), and Art, Music, and Physical Education (15 questions, 13%). No calculator is provided.
What makes the Praxis 5017 different from the 5018?+
The 5018 (Content Knowledge) primarily tests subject-matter knowledge — whether candidates know the content of elementary education. The 5017 (Curriculum, Instruction, and Assessment) is a pedagogy-focused test — every category tests Curriculum (planning), Instruction (strategies, differentiation), AND Assessment (formative/summative, misconception identification, reteaching). The 5017 tests how teachers teach. It also uniquely includes Art, Music, and Physical Education (13%) — not covered by the 5018.
What is the CIA framework tested on the Praxis 5017?+
Every content category is assessed through three integrated dimensions: Curriculum — how to sequence and plan curriculum, address misconceptions, and make cross-curricular connections; Instruction — how to design and differentiate instruction, select strategies and resources, and implement developmentally appropriate methods; Assessment — how to design formative and summative assessments, recognize and reteach misconceptions, and select appropriate evaluation tools for student learning.
Does the Praxis 5017 cover Art, Music, and Physical Education?+
Yes. Art, Music, and Physical Education is the fifth category with 15 questions (13%). It covers visual arts (elements of art, principles of design, artistic expression, assessment), music (rhythm, melody, harmony, form, music appreciation, music literacy), and physical education (motor development, health-related and skill-related fitness, cooperative games, inclusive PE, lifetime physical activity). This is unique to the 5017 — no other Praxis elementary exam tests Arts and PE.
What national standards is the Praxis 5017 aligned to?+
The test is aligned with NCTM (National Council of Teachers of Mathematics), NCSS (National Council for the Social Studies), NCTE (National Council of Teachers of English), NRC (National Research Council of the National Academies), and NSTA (National Science Teaching Association), as well as state curriculum standards.
Is there a calculator provided on the Praxis 5017?+
No. Unlike the 5018 and 7813 which provide a scientific or four-function calculator, no calculator is provided on the 5017. The Mathematics category tests instructional knowledge of math — knowing strategies for teaching math concepts — rather than computation skills. No personal calculators are permitted.
What is the passing score for the Praxis Elementary Education: Curriculum, Instruction, and Assessment (5017)?+
Passing scores vary by state or licensing agency. Always verify the specific requirement for your state at ets.org/praxis/states before registering.

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Adaptive practice questions covering all five content categories — Reading/ELA, Mathematics, Science, Social Studies, and Art/Music/PE — through the Curriculum, Instruction, and Assessment framework. Category-level analytics so you know exactly where to focus.

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Sources: ETS Praxis Elementary Education: Curriculum, Instruction, and Assessment (5017) Study Companion (official PDF, praxis.ets.org/on/demandware.static/-/Library-Sites-ets-praxisLibrary/default/pdfs/5017.pdf); ETS official test page for 5017; National Council of Teachers of Mathematics (NCTM) standards; National Council for the Social Studies (NCSS) standards; National Council of Teachers of English (NCTE) standards; National Research Council (NRC) science education frameworks; National Science Teaching Association (NSTA) standards. Praxis® is a registered trademark of ETS. This site is not affiliated with or endorsed by ETS. Passing score requirements vary by state — always verify at ets.org/praxis/states.
Last Updated: May 22, 2026