English 6–12
For Testing until 12/31/2023
Competencies and Skills and Blueprint
The test design below describes general testing information. The blueprints that follow provide a detailed outline that explains the competencies and skills that this test measures.
Test Design
| Format | Computer-based test (CBT) |
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| Number of Questions |
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| Time |
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| Passing Score |
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Competencies, Skills, and Approximate Percentages of Questions
Multiple-Choice Section
| Competency | Approximate Percentage of Multiple-Choice Items | |
|---|---|---|
| 1 | Knowledge of the effective use of the English language at the postsecondary level | 23% |
| 2 | Knowledge of effective writing skills | 21% |
| 3 | Knowledge of literacy processes across genres | 21% |
| 4 | Knowledge of a wide range of fiction, nonfiction, and informational texts | 23% |
| 5 | Knowledge of critical responses to media | 12% |
Competencies and Skills
Competency 1—Knowledge of the effective use of the English language at the postsecondary level
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Identify and analyze influences on language (e.g., social, cultural, ethnic, religious, historical, regional, and gender).
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Identify and apply standard English grammar and usage with proficiency.
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Identify and apply the conventions of English capitalization, punctuation, and spelling with proficiency.
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Identify and distinguish the effective use of sentence variety.
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Identify and select appropriate reference materials to determine the meaning of a word, its pronunciation (e.g., homonyms, homophones), part of speech, synonyms and antonyms, and etymology.
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Determine and apply the connotation and denotation of key words.
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Identify and analyze the structure and meaning of words according to their word parts (i.e., prefixes, root words, and suffixes).
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Identify and interpret figurative language (e.g., idioms, figures of speech).
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Identify and use general academic and domain-specific language.
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Identify and apply methods of effectively assessing language skills.
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Select appropriate instructional strategies (e.g., collaborative learning, interdisciplinary activities) and technologies to teach language skills.
Competency 2—Knowledge of effective writing skills
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Differentiate among various forms of writing (e.g., expository, narrative, persuasive, argumentative) in various texts.
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Analyze arguments for evidence of logical reasoning and applicable, adequate support.
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Identify and analyze effective organizational and stylistic choices in various forms of writing.
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Identify and apply knowledge of the writing process (i.e., prewriting, drafting, revising, editing, proofreading, publishing).
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Differentiate and select appropriate forms of technology to enhance the writing process.
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Identify and assess meaningful feedback to student writing.
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Identify and apply strategies to instruct students in the selection and evaluation of relevant and reliable information from various resources.
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Identify and apply knowledge of the research process (e.g., gathering relevant information, synthesizing, paraphrasing, citing information, avoiding plagiarism).
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Identify audience and purpose and differentiate how they impact language and writing.
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Identify and apply methods of effectively assessing writing skills.
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Select appropriate instructional strategies (e.g., collaborative learning, interdisciplinary activities) and technologies to teach writing skills.
Competency 3—Knowledge of literacy processes across genres
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Analyze and apply techniques to understand levels of text complexity.
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Evaluate effective strategies to teach analysis of texts (e.g., imagery, semantic and syntactic structures, diction).
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Select effective strategies to construct meaning from texts.
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Analyze and apply techniques to understand levels of text readability (e.g., quantitative and qualitative methods).
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Determine the meaning of a word, phrase, paragraph, or text based on its context.
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Identify and apply appropriate strategies (e.g., choral reading, readers’ theater) to promote fluency (e.g., accuracy, prosody).
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Identify and determine how text structure (e.g., compare-contrast, cause and effect, chronological) impacts comprehension.
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Analyze reading performance to determine where a student falls on the reading continuum (i.e., frustration, instructional, independent).
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Identify and apply methods of effectively assessing literacy processes.
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Select appropriate instructional strategies (e.g., collaborative learning, interdisciplinary activities) and technologies to teach literacy processes.
Competency 4—Knowledge of a wide range of fiction, nonfiction, and informational texts
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Analyze various literary and rhetorical devices (e.g., symbolism, style, allusion, irony, foreshadowing, tone, figurative language, syntax).
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Evaluate the characteristics of various genres (e.g., drama, biography, speeches).
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Evaluate the characteristics of various texts within and across literary movements.
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Select a variety of methods for assessing the understanding of fiction, nonfiction, and informational texts.
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Evaluate various texts using a range of critical approaches (e.g., gender, sociological).
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Evaluate the characteristics of various texts within and across historical time periods.
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Identify and differentiate among a range of historical and contemporary authors and speakers (e.g., American, Latin American, Asian, African, British) within and across time periods and genres.
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Select appropriate instructional strategies (e.g., collaborative learning, interdisciplinary activities) and technologies to teach fiction, nonfiction, and informational texts.
Competency 5—Knowledge of critical responses to media
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Identify and apply effective techniques and technologies for listening, viewing, speaking, and presenting.
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Analyze media to evaluate meaning, intent, effect, and technique.
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Select appropriate instructional strategies (e.g., collaborative learning, interdisciplinary activities) and technologies to teach listening, viewing, speaking, and presenting.
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Identify and apply methods of effectively assessing listening, viewing, speaking, and presenting.
Written Performance Section
| Competency | Approximate Percentage of Written Performance Section Score | |
|---|---|---|
| 6 | Demonstration of the ability to respond critically through an analysis of a literary selection | 100% |
Competency and Skills
Competency 6—Demonstration of the ability to respond critically through an analysis of a literary selection
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Demonstrate the ability to organize ideas around a clear and coherent thesis statement.
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Incorporate relevant details and ample textual evidence to support the thesis statement.
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Demonstrate proficient use of postsecondary level standard written English (e.g., varied word choice and syntax, semantics, language conventions).
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Use appropriate style to enhance the reader’s interest and understanding.