English 6–12 
For Testing on or after 1/1/2024

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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

table describing the format of the test, including test time, number of questions, and required passing score
Format Computer-based test (CBT)
Number of Questions
  • Multiple-Choice Section: approximately 60 multiple-choice questions
  • Written Performance Section: 1 essay
Time
  • Multiple-Choice Section: 1 hour and 30 minutes
  • Written Performance Section: 1 hour
Passing Score
  • Multiple-Choice Section: A scaled score of at least 200
  • Written Performance Section: At least 8 out of 12 points
You must pass both sections in order to pass this examination.

 

Competencies, Skills, and Approximate Percentages of Questions

Multiple-Choice Section

graph of percentages of each competency's weight toward overall test score, described in table below

table describing the competencies, skills, and approximate percentage of each competency's weight toward overall section score
Competency Approximate Percentage of Multiple-Choice Items
1 Knowledge of effective use of the English language at the postsecondary level 15%
2 Knowledge and understanding of communication skills, techniques, and processes 18%
3 Knowledge of literacy processes and instructional practices 15%
4 Knowledge of a wide range of literary and informational texts 17%
5 Knowledge of effective techniques for listening, viewing, speaking, and presenting 10%
6 Knowledge of pedagogical content for teaching English language arts 15%
7 Knowledge of various assessments and use of assessment data to drive instructional decisions within English language arts 10%

Competencies and Skills

Competency 1—Knowledge of effective use of the English language at the postsecondary level
  1. Identify and analyze the ways in which the English language has developed over time, including word origins and linguistic, social, religious, historical, and regional influences.

  2. Apply standard English grammar, usage, and conventions (i.e., capitalization, punctuation, and spelling) with proficiency.

  3. Select and identify various types of sentences (i.e., simple, compound, complex, and compound-complex).

  4. Select and determine how to utilize appropriate reference materials to identify the meaning of a word and its pronunciation (e.g., homonyms, homophones), part of speech, synonyms and antonyms, and etymology.

  5. Determine connotative and denotative meanings of words and phrases by analyzing context clues and word relationships.

  6. Analyze the structure and meaning of words according to their word parts (i.e., prefixes, root words, and suffixes), Greek and Latin roots and affixes, etymology of the English language, and word derivations.

  7. Interpret figurative language (e.g., idioms, hyperbole, metaphor, personification, simile).

  8. Select and determine appropriate use of academic and domain-specific vocabulary across disciplines.

Competency 2—Knowledge and understanding of communication skills, techniques, and processes
  1. Determine the structures and purposes of various forms of writing (e.g., narrative, argumentative, expository).

  2. Select and apply techniques for writing a personal or fictional narrative (e.g., description, dialogue, foreshadowing) using varied transitions, a clearly established point of view, and an appropriate pace.

  3. Select and apply techniques for writing an argument with a logical organizational structure to support claims based on in-depth analyses of topics or texts by utilizing valid reasoning, relevant and credible evidence from sources, and elaboration; and to address counterclaims.

  4. Select and apply techniques for writing an expository text that explains and analyzes information from multiple sources by using relevant supporting details, logical organization, varied and purposeful transitions, and a tone that is appropriate to task and audience; and that demonstrates a thorough understanding of the subject.

  5. Select and apply evidence-based practices for improving writing by planning, revising, and editing to enhance purpose, clarity, cohesiveness, structure, and style and to address the needs of a specific audience.

  6. Select and apply techniques for integrating diverse digital media in written texts and for creating digital presentations that use coherent ideas and a clear perspective.

  7. Select and apply strategies for developing and refining a research question; gathering and synthesizing relevant, reliable, and valid information from primary and secondary sources; and paraphrasing and citing sources to avoid plagiarism.

Competency 3—Knowledge of literacy processes and instructional practices
  1. Select and apply quantitative, qualitative, and student-centered methods for analyzing levels of text complexity and readability.

  2. Select and apply effective instructional practices for promoting students' ability to analyze imagery, semantic and syntactic structures, and diction in texts.

  3. Select and apply evidence-based practices to enhance students' ability to determine the meaning of words in context according to their word parts, derivations, and etymology, including commonly used foreign words and expressions.

  4. Select and apply evidence-based practices to enhance students' ability to construct meaning from texts using context, background knowledge, and personal experiences.

  5. Select and apply evidence-based practices to enhance students' ability to evaluate how text structure (e.g., description, problem/solution, chronological, comparison and contrast, cause and effect, sequence) conveys purpose and meaning.

  6. Analyze reading performance to determine students' proficiency on the reading continuum (i.e., frustration, instructional, and independent).

  7. Select and apply methods of effectively assessing fluency (e.g., scales, rubrics).

  8. Select appropriate instructional practices (e.g., collaborative learning, interdisciplinary activities) and technologies to enhance literacy processes.

Competency 4—Knowledge of a wide range of literary and informational texts
  1. Analyze how key elements of literary texts, including plot, theme, point of view, setting, character, mood, and tone, enhance style and add layers of meaning.

  2. Analyze a range of texts across genres by a variety of authors within and across literary periods from classical to present.

  3. Analyze the development of universal themes in literary texts from various times and places.

  4. Compare and contrast the use or discussion of archetypes in texts and the ways in which authors have adapted mythical, classical, or religious literary texts.

  5. Analyze how informational text structures (e.g., description, problem/solution, chronological, comparison and contrast, cause and effect, sequence) convey purpose and meaning.

  6. Analyze how informational text features (e.g., table of contents, headings, captions, photographs, graphs, charts, illustrations, glossaries, footnotes, annotations, appendices) convey purpose and meaning.

  7. Compare and contrast how authors with differing perspectives address the same or related topics or themes.

  8. Evaluate the support used to develop the central idea throughout informational texts, including historical speeches and essays.

  9. Evaluate an argumentative text by analyzing an author's reasoning and use of rhetoric and the effectiveness and validity of claims.

  10. Compare multiple arguments on a topic by examining how authors use the same information to achieve different purposes.

  11. Analyze how authors use literary and rhetorical devices (e.g., figurative language, symbolism, irony, foreshadowing) to create tone and mood, enhance meaning, and achieve purpose in texts across genres.

Competency 5—Knowledge of effective techniques for listening, viewing, speaking, and presenting
  1. Select and apply appropriate collaborative techniques, active-listening skills, and voice and tone when engaging in academic discussions.

  2. Select and apply strategies for presenting information orally with logical organization and coherent focus, emphasizing key points that support the central idea, using credible evidence, and employing rhetorical devices to create a clear perspective.

  3. Select techniques for creating digital presentations that use coherent ideas and a clear perspective to enhance the audience's understanding and engagement.

  4. Select techniques for using appropriate nonverbal cues, vocal qualities, and pacing to enhance the audience's understanding and engagement.

Competency 6—Knowledge of pedagogical content for teaching English language arts
  1. Select appropriate evidence-based practices (e.g., collaborative learning, interdisciplinary activities) and technologies (e.g., online collaborative platforms) to develop students' English language skills.

  2. Select appropriate instructional practices to guide students in the selection and evaluation of valid and reliable information from primary and secondary sources.

  3. Select appropriate instructional practices (e.g., collaborative learning, interdisciplinary activities) and technologies (e.g., online collaborative platforms) to enhance students' writing skills.

  4. Select and apply ways to provide meaningful feedback on student writing.

  5. Select appropriate instructional practices (e.g., collaborative learning, interdisciplinary activities) and technologies (e.g., online collaborative platforms) to enhance students' comprehension and analysis of texts across genres.

  6. Select appropriate instructional practices (e.g., collaborative learning, interdisciplinary activities) and technologies (e.g., online collaborative platforms) to enhance students' listening, viewing, speaking, and presenting skills.

Competency 7—Knowledge of various assessments and use of assessment data to drive instructional decisions within English language arts
  1. Select and apply a variety of methods for effectively assessing students' English language skills.

  2. Select and apply a variety of methods for effectively assessing students' writing skills at each stage of the writing process.

  3. Select and apply a variety of methods for effectively assessing students' comprehension and analysis of texts across genres.

  4. Select and apply a variety of methods for effectively assessing students' listening, viewing, speaking, and presenting skills.

  5. Analyze and evaluate results of formal and informal assessments to determine students' strengths and needs and to adjust instruction accordingly (e.g., differentiation, reteaching, scaffolding, small-group instruction, peer tutoring).

  6. Select and analyze appropriate measures for assessing reading performance (i.e., foundational reading skills, vocabulary, and comprehension) and use data to inform instruction.

  7. Determine appropriate ways to share assessment data with students and stakeholders.

Written Performance Section

table describing the competencies, skills, and approximate percentage of each competency's weight toward overall section score
Competency Approximate Percentage of Written Performance Section Score
8 Ability to evaluate a student's written analysis of a literary text 100%

Competency and Skills

Competency 8—Ability to evaluate a student's written analysis of a literary text
  1. Evaluate a student's ability to establish a clear and coherent claim based on an in-depth analysis of a literary text.

  2. Evaluate a student's ability to use logical reasoning, elaboration, and relevant textual evidence to support an established claim.

  3. Evaluate a student's understanding of the use of literary elements in a given text.

  4. Evaluate a student's use of logical organization and purposeful transitions in a written analysis of a literary text.