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

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

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.
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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

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

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.
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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.
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Applicant Preparation Guide

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