PERT Exam Flashcards

Q: Is the PERT a pass/fail test?

No. The PERT is a placement test, not a licensing or certification exam. You cannot fail it. Each of the three subtests (Reading, Writing, Mathematics) produces a score between 50 and 150, and Florida College System institutions use that score to place you into developmental (remedial) coursework or college-level courses.

Q: What are the PERT college-ready cut scores?

Under Florida Administrative Code Rule 6A-10.0315, the statewide college-ready benchmarks are Reading 106+, Writing 103+, and Mathematics 114+. Florida College System institutions commonly use a higher Math threshold (123+) on their own placement charts for college general education math, such as College Algebra - that 123 figure comes from institutional policy, not the state rule itself. Scoring below the applicable thresholds places you into a developmental education course instead of the college-credit course.

Q: How many questions are on the PERT and how is it scored?

Each of the three subtests (Reading, Writing, Mathematics) has 30 computer-adaptive items: 25 operational questions that count toward your score and 5 unscored field-test questions used to try out future items, for 90 total items. Because the test is adaptive, the difficulty of each question depends on how you answered the previous one, and there is no fixed time limit.

Q: What skills does the PERT test in each subtest?

Reading tests main idea, inference, vocabulary in context, author's purpose, text structure, fact vs. opinion, and comparing multiple texts. Writing tests grammar and usage - subject-verb agreement, pronoun agreement and case, verb tense, modifiers, adjectives and adverbs, punctuation, capitalization, spelling, parallel structure, and paragraph and thesis development - along with fixing fragments and run-ons. Mathematics tests algebra readiness: solving linear equations and inequalities, evaluating expressions, factoring and polynomial operations, order of operations, exponent rules, percents, quadratic equations, systems of equations, rational expressions, and coordinate geometry.

Q: How long are PERT scores valid, and can I retake the test?

PERT scores are valid for 2 years from the test date. Retest policy is set by each Florida College System institution rather than one statewide FLDOE rule - for example, South Florida State College requires a 30-day wait plus remediation, while other colleges allow a set number of attempts within the 2-year window before requiring dean or testing-director approval for additional tries.

Q: Who has to take the PERT?

Non-exempt, degree-seeking students entering a Florida College System institution in a program of 12 or more credits generally must complete a common placement assessment such as the PERT. Students with qualifying SAT, ACT, or other approved scores, or who meet other statutory exemptions, may not need to test. Florida high school students in grade 10 or above may also take the PERT for dual enrollment eligibility.

Q: Is this the same as the PERT Reading, PERT Writing, or PERT Math flashcard sets?

No. This set is a cross-subtest overview spanning all three PERT subtests. OpenExamPrep also has dedicated, deeper flashcard sets for the Writing subtest (/flashcards/pert-writing) and the Math subtest (/flashcards/pert-math) if you want to drill one subtest in depth.

Question 1

Main Idea questions on the PERT Reading subtest

Accepted Answer

Ask you to identify the passage's central point - what the whole passage is about, not just one supporting detail. Test the summary sentence against the passage as a whole; if it only covers one paragraph or one example, it's too narrow to be the main idea.

Question 2

How to distinguish the main idea from a supporting detail

Accepted Answer

The main idea is broad enough to cover the entire passage; a supporting detail is a specific fact, example, or statistic used to prove that main idea. If an answer choice is true but only describes one paragraph, it is a detail, not the main idea.

Question 3

Making an inference on the PERT Reading subtest

Accepted Answer

An inference is a logical conclusion based on evidence in the text plus reasoning - it is NOT stated directly. The correct answer must be strongly supported by clues in the passage, not just plausible in the real world.

Question 4

Common inference trap on PERT Reading

Accepted Answer

Answer choices that require outside knowledge or a big logical leap beyond the passage's evidence are wrong, even if they sound reasonable. The safest inference is the smallest, most directly supported step beyond what the text states.

Question 5

Vocabulary in context strategy

Accepted Answer

Do not rely on a word's dictionary definition alone. Reread the sentence and mentally substitute each answer choice in place of the word in the original sentence; the correct choice must fit the surrounding tone and logic, since many PERT words have multiple meanings.

Question 6

Using context clues for unfamiliar words

Accepted Answer

Look for contrast clues ("although," "but," "however") that signal an opposite meaning, and restatement clues (commas, dashes) that redefine the word nearby. These surrounding signals reveal meaning even without knowing the word.

Question 7

Connotation vs. denotation in vocabulary questions

Accepted Answer

Denotation is a word's literal dictionary meaning; connotation is its emotional association (positive, negative, or neutral). PERT vocabulary questions often hinge on connotation - e.g., "stubborn" (negative) vs. "persistent" (positive) for similar behavior.

Question 8

Author's purpose categories on the PERT

Accepted Answer

Every passage is written to inform, persuade, entertain, or describe. Identify the purpose by asking what the author wants the reader to think, feel, or do after reading - not just what topic is discussed.

Question 9

Author's tone vs. author's purpose

Accepted Answer

Tone is the author's attitude toward the subject, shown through word choice (e.g., critical, admiring, neutral, skeptical). Purpose is the goal of the writing (to inform, persuade, etc.). A passage can have a persuasive purpose with a respectful or an urgent tone.

Question 10

Text structure patterns tested on the PERT

Accepted Answer

Common organizational patterns include cause-and-effect, compare-and-contrast, problem-and-solution, chronological/sequence, and description. Recognizing the pattern helps you predict what information comes next and answer structure questions.

Question 11

Sequence of events questions

Accepted Answer

Ask you to identify the correct chronological order of steps or events described in a passage, which may not match the order they're mentioned in the text. Look for time-signal words ("first," "after," "finally") rather than sentence order alone.

Question 12

Fact vs. opinion on the PERT Reading subtest

Accepted Answer

A fact can be proven true or false with evidence (dates, statistics, verifiable events). An opinion expresses a belief, judgment, or preference and often includes words like "best," "should," or "clearly." Passages can mix both.

Question 13

Spotting opinion signal words in a passage

Accepted Answer

Words like "best," "worst," "should," "clearly," "obviously," and superlatives usually mark an opinion, even inside an otherwise factual passage. A sentence can start with a verifiable fact and end with an opinion-based conclusion.

Question 14

Comparing multiple texts (paired passages)

Accepted Answer

Some PERT Reading items present two short passages on a related topic and ask how they agree, disagree, or differ in focus or tone. Read each passage's main idea separately first, then compare them directly against the question.

Question 15

Identifying disagreement between paired passages

Accepted Answer

Look for passages that reach different conclusions from similar information, or that emphasize different evidence. State each passage's stance in one sentence before comparing them - this makes the point of disagreement easy to spot quickly.

Question 16

Figurative language on the PERT Reading subtest

Accepted Answer

Includes similes, metaphors, and idioms used non-literally. Questions ask what a figurative phrase means in context - translate the image into a literal statement about the subject before choosing an answer.

Question 17

Idioms vs. similes on the PERT Reading subtest

Accepted Answer

A simile directly compares two unlike things using "like" or "as" (busy as a bee). An idiom is a fixed expression whose meaning differs from its literal words (break the ice). Both require translating the phrase into its intended literal meaning.

Question 18

Diagnosing a fragment vs. a run-on vs. a comma splice

Accepted Answer

Ask: is there a complete, independent thought? If NO, it's a FRAGMENT. If YES and two complete thoughts have no punctuation between them, it's a RUN-ON. If YES and they're joined by only a comma, it's a COMMA SPLICE. Naming the error correctly points you to the right fix.

Question 19

Dangling and misplaced modifiers

Accepted Answer

A dangling modifier describes a word that isn't actually in the sentence, usually because a descriptive phrase opens the sentence with no logical subject right after it. Incorrect: "Rushing to catch the bus, my coffee spilled everywhere." Correct: "Rushing to catch the bus, I spilled my coffee everywhere." A misplaced modifier sits too far from the word it describes and creates an unintended meaning.

Question 20

Verb tense consistency

Accepted Answer

Keep verb tense consistent within a sentence or passage unless the timeline genuinely shifts. Incorrect: "Yesterday she reviews her notes and then studies for two hours." Correct: "Yesterday she reviewed her notes and then studied for two hours."

Question 21

Pronoun-antecedent agreement

Accepted Answer

A pronoun must match its antecedent (the noun it replaces) in number. Incorrect: "Every student must submit their essay by Friday" mixes a singular antecedent ("every student") with a plural pronoun. On the PERT, prefer "his or her" or rewrite as plural: "All students must submit their essays."

Question 22

Pronoun case: subjective vs. objective

Accepted Answer

Subjective pronouns (I, he, she, we, they) act as the subject of a verb; objective pronouns (me, him, her, us, them) act as the object of a verb or preposition. Test a compound pronoun by removing the other person: "The tutor helped Maria and ME" (not "and I"), since you would say "the tutor helped me."

Question 23

Adjective vs. adverb

Accepted Answer

Adjectives modify nouns; adverbs modify verbs, adjectives, or other adverbs and often end in -ly. Incorrect: "She completed the exam quick." Correct: "She completed the exam QUICKLY" (adverb modifying the verb "completed"), not the adjective "quick."

Question 24

Subject-verb agreement

Accepted Answer

A verb must match its subject in number, even when other words come between them or the subject is an indefinite pronoun. Ignore interrupting phrases: "The results of the survey ARE clear" (subject is "results," not "survey"). Indefinite pronouns like each, either, and neither are always singular: "Neither of the answers IS correct."

Question 25

Punctuation essentials: commas and semicolons

Accepted Answer

Use a comma before a coordinating conjunction (FANBOYS) only when it joins two independent clauses. Use a semicolon to join two closely related independent clauses without a conjunction. Incorrect: "The essay was strong, however it needed a stronger conclusion." Correct: "The essay was strong; however, it needed a stronger conclusion."

Question 26

Capitalization rules

Accepted Answer

Capitalize proper nouns, specific titles used with a name, the first word of a sentence, and specific course or place names - but not seasons, general directions, or common nouns used generically. Incorrect: "I am registering for Biology 101 this Fall." Correct: "I am registering for Biology 101 this fall."

Question 27

Commonly misspelled and confused words

Accepted Answer

Watch for words that are frequently misspelled or swapped in academic writing: DEFINITELY (not "definately"), SEPARATE (not "seperate"), RECEIVE (i before e except after c), and A LOT (always two words, never "alot"). These errors show up often enough on placement tests to be worth memorizing individually.

Question 28

Parallel structure

Accepted Answer

Items joined by "and," "or," or compared to each other must share the same grammatical form. Incorrect: "The course teaches students to read, to write, and analyzing texts." Correct: "The course teaches students to read, to write, and to analyze texts."

Question 29

Paragraph unity and thesis development

Accepted Answer

A unified paragraph stays focused on one controlling idea - every sentence should support it, and a sentence that strays off-topic should be revised or removed. A strong thesis states a clear, specific, and arguable main point that the rest of the passage supports, not just a broad announcement of the topic.

Question 30

Subordination vs. coordination: choosing the right connector

Accepted Answer

Use COORDINATION (comma + FANBOYS, or a semicolon) when two ideas are equally important. Use SUBORDINATION (a subordinating conjunction like although, because, since) when one idea depends on or is less important than the other. Choosing the wrong one can bury an important idea.

Question 31

Matching the transition word to the logical relationship

Accepted Answer

Before picking a transition word, identify the relationship between the two ideas: adding on (furthermore, also), contrasting (however, on the other hand), cause-and-effect (therefore, as a result), or sequence (next, finally). The right CATEGORY of transition matters more than any single word.

Question 32

Formal academic tone (avoiding contractions and slang)

Accepted Answer

College-level writing avoids contractions (don't, it's, can't), slang, and casual phrasing. When a PERT Writing item asks for the "best" revision of an informal sentence, that revision usually removes contractions and casual word choices while keeping the original meaning.

Question 33

How PERT Writing questions work

Accepted Answer

PERT Writing items use several formats: choosing the word or phrase that correctly completes a sentence, picking the sentence that is written correctly, identifying which sentence does NOT belong in a paragraph, and choosing the best order for a set of sentences. Read the entire sentence or passage before answering, since surrounding context often determines the right choice.

Question 34

Avoiding over-correction

Accepted Answer

Not every sentence or answer choice in an editing-style question contains an error. Before assuming something is wrong, check whether the original wording is already grammatically correct and clearly stated - treating a correct sentence as broken is a common mistake.

Question 35

Solving a multi-step linear equation

Accepted Answer

Distribute any parentheses, combine like terms on each side, then use inverse operations to isolate the variable. Example: 4(x - 1) + 3 = 15 -> 4x - 4 + 3 = 15 -> 4x - 1 = 15 -> 4x = 16 -> x = 4.

Question 36

Solving a one-variable inequality

Accepted Answer

Solve exactly like an equation, but FLIP the inequality sign whenever you multiply or divide both sides by a negative number. Example: -3x + 5 <= 20 -> -3x <= 15 -> x >= -5 (the sign flipped because both sides were divided by -3).

Question 37

Solving a literal equation for a specified variable

Accepted Answer

A literal equation has more than one variable, such as a formula. Isolate the requested variable using the same inverse-operation steps as a regular equation, treating the other letters as constants. Example: solve A = (1/2)bh for h: multiply both sides by 2, then divide by b, giving h = 2A/b.

Question 38

Evaluating an algebraic expression by substitution

Accepted Answer

Replace every instance of the variable with its given value, then follow order of operations to simplify. Example: evaluate 2a^2 - 3a + 1 when a = -2: 2(-2)^2 - 3(-2) + 1 = 2(4) + 6 + 1 = 15. Substitute FIRST, then compute.

Question 39

Factoring: GCF and simple trinomials

Accepted Answer

Always factor out the greatest common factor (GCF) first. Then, for a trinomial x^2 + bx + c, find two numbers that multiply to c and add to b. Example: 4x^2 + 20x = 4x(x + 5); and x^2 + 7x + 10 = (x + 2)(x + 5), since 2 and 5 multiply to 10 and add to 7.

Question 40

Multiplying and combining polynomial terms

Accepted Answer

To multiply two binomials, use FOIL (First, Outer, Inner, Last) and combine like terms. To add or subtract polynomials, combine only terms with the same variable and exponent. Example: (x + 5)(x - 3) = x^2 - 3x + 5x - 15 = x^2 + 2x - 15.

Question 41

Order of operations (PEMDAS)

Accepted Answer

Work in this order: Parentheses, Exponents, Multiplication and Division (left to right), Addition and Subtraction (left to right). Example: 3 + 2 x (8 - 5)^2 = 3 + 2 x 3^2 = 3 + 2 x 9 = 3 + 18 = 21.

Question 42

Integer exponent rules

Accepted Answer

Product rule: a^m * a^n = a^(m+n) (add exponents, same base). Quotient rule: a^m / a^n = a^(m-n). Power rule: (a^m)^n = a^(mn). Negative exponent: a^(-n) = 1/a^n - a reciprocal, not a negative number.

Question 43

Percent problems: part, whole, and percent

Accepted Answer

Every percent problem relates three quantities: part = percent * whole. Example: what is 15% of 80? part = 0.15 x 80 = 12. To find the whole: if 12 is 15% of a number, whole = 12 / 0.15 = 80.

Question 44

Choosing a method to solve a quadratic equation

Accepted Answer

Try factoring first when the coefficients look like they'll produce clean integer factors. Use the quadratic formula when it won't factor easily. Use the square-root method (x^2 = k) when there is no linear (bx) term at all - it's faster than the other two methods for that shape.

Question 45

Solving a system of two linear equations

Accepted Answer

Two common methods: SUBSTITUTION (solve one equation for one variable, then plug it into the other) and ELIMINATION (add or subtract the equations, after matching coefficients, so one variable cancels). Example by elimination: x + y = 10 and x - y = 2 -> add the equations: 2x = 12, so x = 6, then y = 4.

Question 46

Simplifying a rational expression

Accepted Answer

Factor the numerator and denominator completely, then cancel any factors that appear in both - never cancel individual terms. Example: (x^2 - 9)/(3x + 9) = [(x+3)(x-3)] / [3(x+3)] = (x-3)/3, for x not equal to -3.

Question 47

Equation of a line given a point and a parallel/perpendicular condition

Accepted Answer

Find the slope of the given line. For a PARALLEL line, use the SAME slope. For a PERPENDICULAR line, use the NEGATIVE RECIPROCAL slope. Then plug the new point and that slope into point-slope form: y - y1 = m(x - x1).

Question 48

Why extraneous solutions occur

Accepted Answer

Squaring both sides of a radical equation, or multiplying a rational equation by a variable expression, can introduce solutions that satisfy the transformed equation but not the original one. Always substitute every candidate solution back into the ORIGINAL equation to confirm it actually works.

Question 49

Testing a point to verify a solution to a system or inequality

Accepted Answer

To check whether a point solves a system or a set of inequalities, substitute it into EVERY original equation or inequality - it only counts as a solution if it satisfies ALL of them, not just one.

Question 50

Distance-rate-time word problems

Accepted Answer

d = r * t (distance = rate * time). Solve for whichever variable is unknown by rearranging: r = d/t or t = d/r. Set up the equation with matching units before solving.

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