How we check Pass Illinois exam prep

For exam administration, start with the current PSI Illinois candidate booklet and program instructions. For Illinois law, use the applicable statute or administrative rule, including its effective date. IDFPR publishes licensing guidance, forms and education-provider records. Federal subjects, such as lead disclosure, need the relevant federal law or agency guidance.

A summary from a school, search result or study tool can help you locate a topic. It does not replace the source that controls the answer. When official publications disagree, the page should identify the conflict and tell you what needs confirmation. We do not choose whichever version makes the simplest explanation.

If a source link stops working, look for the named document or section on the responsible agency's website and report the broken link. A replacement page with a similar title may concern another license, an older rule or a different exam program.

A review date tells you when the identified content was checked. A source may have an earlier publication date and a different effective date. A later wording or layout change does not, by itself, mean every factual claim was checked again.

For example, a rule published in October might take effect in January. An October review must distinguish the rule currently in force from the future change. The date on our page does not move the rule's effective date. This is an illustration of how dates work, not notice of a particular Illinois amendment.

A review record should make its scope clear. Checking one FAQ, citation or download does not establish that the whole site received an independent review. Where an independent specialist has reviewed content, the reviewer and the work checked should be identified. An internal review is not independent sign-off.

Our practice questions must apply public exam topics and rules to original situations. We do not accept recalled, reconstructed or secure PSI questions. A question should contain the facts needed to choose one best answer, without a hidden assumption that changes the result.

The explanation should identify the decisive fact, support the correct answer and explain why the other choices fail. Math examples should show the calculation and units. When a follow-up changes one fact, its answer should explain whether that changes the result.

A familiar score can reflect answer memory. Use questions you have not seen, explain your reasoning without looking and revisit uncertain correct answers. A practice score is a study signal, not an official exam result or a promise that you will pass.

Use the feedback control on the affected page. Point to the exact sentence, calculation or question, explain the issue and include a link to the strongest official source you have. Please leave out private candidate information and secure exam content.

For a math correction, include the original figures and the step you think needs changing. For a rule, identify the section and effective date. That gives us enough to check the issue without asking for your exam account or score report.

We check a report against the relevant source before changing the answer. Our correction standard is to record what changed, when and why if the earlier version could affect a student's understanding or decision. Routine spelling and layout fixes do not need the same treatment. The public corrections log records known changes; it is not proof that no other error exists.

A completed review can document which claims, sources, examples and controls were checked. It cannot guarantee that a source will stay unchanged or that every error has been found. Clear headings and readable explanations help you use the material, but polished wording alone does not establish accuracy.

Pass Illinois publishes and maintains this content as an independent study resource. We are not PSI or IDFPR. Our pages do not issue licenses, decide an individual application or approve an exam accommodation. Use the responsible authority for those decisions. Independent subject review, student feedback and measured learning results are separate forms of evidence; one does not substitute for another.