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Applicant Preparation Guide

This guide helps applicants prepare for the POST Entry-Level Law Enforcement Test Battery (PELLETB), detailing writing and reading skills tested, scoring methods, sample questions, and proven strategies to improve performance on the exam.

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    APPLICANT PREPARATION GUIDE FOR THE POST ENTRY-LEVEL LAW ENFORCEMENT TEST BATTERY PREPARING FOR THE EXAM The POST Entry-Level Law Enforcement Test Battery (PELLETB) measures skills that are associated with successful performance as a California peace officer. Because the PELLETB is an aptitude test, the skills measured are acquired gradually over a long period of time (usually years). There is no quick or easy way to improve these skills in preparation for the exam. The only way to predictably improve scores on an aptitude test is through extensive learning and practice (e.g., coursework, training). Because the PELLETB is primarily a language aptitudtest, one must already possess solid language skills to perform well on the test. There are a few exercises that can be helpful in maximizing performance if solid language skills are already in place. This test preparation guide has been developed to provide helpful information about test format and content. This guide explains exactly what is tested in the exam and provides sample questions that can be used for practice. This guide also provides research-based information on the best strategies for answering test questions. WHAT THE EXAM MEASURES The two components of the PELLETB focus on language ability: one evaluates writing ability and the other tests reading ability. The writing component of the test measures clarity, vocabulary, and spelling. The reading component measures reading comprehension. 1. Writing Ability Each of the three writing sub-tests contains between 15 and 18 items. In the clarity sub-test , sentences are presented, and the test-taker is asked to identify which sentence is most clearly and correctly written. Only common writing errors (e.g., unclear references, misplaced modifiers, sentence fragments, and run-on sentences) are included in the clarity portion of the exam. The spelling sub-test uses a standard multiple-choice format. A sentence is given with one word omitted. A blank indicates the location of the omitted word. Four alternative spellings of the same word are given. The test-taker is asked to identify the word that is correctly spelled for the given context. The vocabulary sub-test also uses a standard multiple-choice format. One word in a sentence is underlined and the test-taker is instructed to select the alternative that is the most accurate synonym or definition. The words included in the spelling and vocabulary tests are common words that may be encountered in law enforcement work. 1

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    2. Reading Ability Reading ability is measured through a reading comprehension sub-test that contains between 20 and 24 items. This sub-test presents passages which vary in length from a single paragraph to one page. After reading the passage, test-takers answer multiple-choice questions about the information contained in the passage. All passages cover common concepts and contain the information necessary to answer the questions. Please note, the CLOZE reading comprehension sub-test is no longer part of the PELLETB, effective January 1, 2025. The Applicant Preparation Guide reflects this change. 2

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    HOW THE EXAM IS SCORED AND INTERPRETED When POST electronically scans test answers, statistical calculations are performed to convert raw scores (the number of items answered correctly) into a "T-score." A T-score is a standardized score that places an individual's performance on the test into a distribution (bell-shaped curve) with a midpoint (average) of 50 and a standard deviation of ten. If the individual's score falls around 50, their perfonnance is considered "average" when compared to other applicants who have taken the test. Scores of 40 or below are considered "below average." Scores of 60 or above are considered "above average." Research shows that the likelihood of successful academy completion increases for every point scored above 42. All responses provided by the test taker are a part of the ongoing analyses of the test battery. ParcgnlafiB of casas n 8 portonfi of IflQ cwvc Standard Deviations Cumulative Percentages Peroentles Z scores 7 scores Stward Nino ISlatwrcs] Perceclage in $1anine The graph above provides a visual representation of T-scores. The bell is comprised of many individual test scores. The bell is widest in the middle because most scores fall in and around the middle. This is why scores near the midpoint of 50 are considered "average." 3

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    PRACTICE TEST The following shortened version of the test is provided to prepare potential test-takers for the types of items they will encounter on the actual test. Familiarity with the structure and content of the test should reduce anxiety associated with taking the exam. The covers of the test, as well as all instructions and directions, have been presented exactly as they appear on actual tests. Following each practice sub-test, the correct responses are provided along with an explanation of why the other choices are incorrect. For item formats where test-taking strategies can improve one's final score, the strategies are presented. 4

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    NAME: (Last) (First) (MI) SOCIAL SECURITY NUMBER - - TEST LOCATION: DATE: (Month) (Day) (Year) ENTRY-LEVEL LAW ENFORCEMENT TEST BATTERY Form Version: 2025 CALIFORNIA COMMISSION ON PEACE OFFICER STANDARDS AND TRAINING 860 STILLWATER ROAD, SUITE 100 WEST SACRAMENTO, CALIFORNIA 95605 ALL RIGHTS RESERVED DO NOT TURN THIS PAGE UNTIL TOLD TO DO SO CONTROL NUMBER 5

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    WRITING ABILITY TEST The Writing Test is comprised of a multiple-choice examination containing between 45 and 54 items. This test measures three aspects of good writing: clarity, vocabulary, and spelling. Remember to mark all responses to test questions on the answer sheet. Make no marks in the test booklet. Suggestions for Taking the Test: • Be sure you mark the space on your answer sheet that has the same number as the question in the test booklet. • Keep your answer sheet on a hard surface while you are marking an answer. • Firmly press down the pencil point until you completely darken the circle on the answer sheet. Do not use any other means of marking your answer sheet. • If you wish to change your answer, be sure to erase your first answer completely to ensure proper scoring. • It is to your advantage to answer all questions. If it takes an unreasonable amount of time to answer a question, it is better to skip it and go back to it after the other questions have been answered. • Read and consider all choices to each question before deciding which one is correct. 6

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    CLARITY Instructions: In the following pairs of options, identify the option which is most clearly written. If option "a" is more clear than option "b," mark "a" on your answer sheet. If option "b" is more clear than option "a," mark "b" on your answer sheet. 1. a. The officer was hoping to get a new partner, one that had a great deal of experience. b. The officer was hoping to get a new partner. One that had a great deal of experience. 2. a. Bullet fragments were gathered by officers in envelopes. b. Bullet fragments were gathered in envelopes by officers. 3. a. The suspect disliked the officer as did the judge. b. The suspect disliked the officer as much as the judge. 4. a. The officer had probable cause to arrest the suspect when he arrived at the scene. b. When the officer arrived at the scene, he had probable cause to arrest the suspect. 5. a. Jail is not a pleasant place to be, but they do get their basic necessities met. b. Jail is not a pleasant place to be, but inmates do get their basic necessities met. Correct Answers: 1, a; 2, b; 3, a; 4, b; 5, b Explanation of Incorrect Alternatives: In item #1, alternative "b" is incorrect because "One that had a great deal of experience" is a sentence fragment. In item #2, alternative "a" is incorrect because it contains a misplaced modifier. The way this sentence is written, it sounds like the officers collecting the bullet fragments were themselves in the envelope. In item #3, alternative "b" is incorrect because it is confusing and ambiguous. Statement "b" could either mean that the suspect disliked both the officer and judge, or that the judge and suspect both disliked the officer. In item #4, alternative "a" is incorrect because it has an unreferenced pronoun. The way the pronoun "he" is used in this sentence makes it unclear if "he" is referring to the officer or the suspect. In item #5, alternative "a" is incorrect because it is unclear who is referred to by the pronoun "they." In sentence "b", the noun "inmates" makes the sentence clear. 7

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