NY-SG-FLD002-02 - nystce.nesinc.com

NY-SG-FLD002-02
Copyright © 2006 by National Evaluation Systems, Inc. (NES®)
"NYSTCE®," "New York State Teacher Certification Examinations™," and the "NYSTCE®" logo are trademarks
of the New York State Education Department and National Evaluation Systems, Inc. (NES®).
"NES®" and its logo are registered trademarks of National Evaluation Systems, Inc.™
PREPARATION GUIDE
Multi-Subject CST (02)
Table of Contents
1 ....................................................................................................................... Introduction
2 ........................................................................General Information about the NYSTCE
4 ....................................................................................................... Test-Taking Strategies
6 ........................................................................................... About the Multi-Subject Test
7 .................................................................................................. Multi-Subject Objectives
26 .................................................................................................Multiple-Choice Section
27 ............................................ Sample Test Directions for Multiple-Choice Questions
28 ........... Sample Multiple-Choice Questions, Correct Responses, and Explanations
64 .......................................................................................... Written Assignment Section
65 .................................................. Sample Test Directions for the Written Assignment
66 .......................................................................................... Sample Written Assignment
68 .................................................Strong Response to the Sample Written Assignment
69 ......................................................... Performance Characteristics and Scoring Scale
70 ............................................................................... Evaluation of the Strong Response
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disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier
status, or sexual orientation in its educational programs, services, and activities. Portions of this
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upon request. Inquiries concerning this policy of nondiscrimination should be directed to the
Department's Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany,
NY 12234.
„ INTRODUCTION
Purpose of This Preparation Guide
This preparation guide is designed to help familiarize candidates with the content and
format of a test for the New York State Teacher Certification Examinations (NYSTCE®)
program. Education faculty and administrators at teacher preparation institutions may also
find the information in this guide useful as they discuss the test with candidates.
The knowledge and skills assessed by the test are acquired throughout the academic career
of a candidate. A primary means of preparing for the test is the collegiate preparation of the
candidate.
This preparation guide illustrates some of the types of questions that appear on a test;
however, the set of sample questions provided in this preparation guide does not
necessarily define the content or difficulty of an entire actual test. All test components
(e.g., directions, question content and formats) may differ from those presented here.
The NYSTCE program is subject to change at the sole discretion of the New York State
Education Department.
Organization of This Preparation Guide
Contained in the beginning sections of this preparation guide are general information about
the NYSTCE program and how the tests were developed, a description of the organization
of test content, and strategies for taking the test.
Following these general information sections, specific information about the test described
in this guide is presented. The test objectives appear on the pages following the test-specific
overview. The objectives define the content of the test.
Next, information about the multiple-choice section of the test is presented, including
sample test directions. Sample multiple-choice questions are also presented, with the
correct responses indicated and explanations of why the responses are correct.
Following the sample multiple-choice questions, a description of the written assignment
section of the test is provided, including sample directions. A sample written assignment is
presented next, followed by a sample strong response to the assignment and an evaluation
of that response.
For Further Information
If you have questions after reading this preparation guide, you may wish to consult the
NYSTCE Registration Bulletin. You can view or print the registration bulletin online at
www.nystce.nesinc.com.
„1„
„ GENERAL INFORMATION ABOUT THE NYSTCE
How Were the NYSTCE Tests Developed?
The New York State Teacher Certification Examinations are criterion referenced and
objective based. A criterion-referenced test is designed to measure a candidate's knowledge
and skills in relation to an established standard rather than in relation to the performance of
other candidates. The explicit purpose of these tests is to help identify for certification those
candidates who have demonstrated the appropriate level of knowledge and skills that are
important for performing the responsibilities of a teacher in New York State public schools.
Each test is designed to measure areas of knowledge called subareas. Within each subarea,
statements of important knowledge and skills, called objectives, define the content of the
test. The test objectives were developed for the New York State Teacher Certification
Examinations in conjunction with committees of New York State educators.
Test questions matched to the objectives were developed using, in part, textbooks; New
York State learning standards and curriculum guides; teacher education curricula; and
certification standards. The test questions were developed in consultation with committees
of New York State teachers, teacher educators, and other content and assessment specialists.
An individual's performance on a test is evaluated against an established standard. The
passing score for each test is established by the New York State Commissioner of Education
based on the professional judgments and recommendations of New York State teachers.
Examinees who do not pass a test may retake it at any of the subsequently scheduled test
administrations.
„2„
Organization of Content
The content covered by each test is organized into subareas. These subareas define the
major content domains of the test.
Subareas typically consist of several objectives. Objectives provide specific information
about the knowledge and skills that are assessed by the test.
Each objective is elaborated on by focus statements. The focus statements provide
examples of the range, type, and level of content that may appear on the tests.
Test questions are designed to measure specific test objectives. The number of objectives
within a given subarea generally determines the number of questions that will address the
content of that subarea on the test. In other words, the subareas that consist of more
objectives will receive more emphasis on the test and contribute more to a candidate's test
score than the subareas that consist of fewer objectives.
The following example, taken from the field of Social Studies, illustrates the relationship of
test questions to subareas, objectives, and focus statements.
SOCIAL STUDIES (05)
SUBAREA I—HISTORY
0003 Understand the major political, social, economic, scientific, and cultural
developments and turning points that shaped the course of world history from 1500
through 1850.
analyzing the roles, contributions, and diverse perspectives of individuals and
groups involved in independence struggles in Latin America
Which of the following was an important
goal of nineteenth-century Latin American
liberals?
A. establishing governments based on the
separation of church and state
B. reducing the influence of competitive
individualism in social and economic life
C. creating strong centralized governments
D. making plantation agriculture the
foundation of economic development
Each multiple-choice question is designed to measure one of the test
objectives.
The focus statements provide examples of the range, type, and level of content
that may appear on the test for questions measuring the objective.
The objectives define the knowledge and skills that New York State teachers and teacher
educators have determined to be important for teachers to possess.
The field is divided into major content subareas. The number of objectives in each subarea may
vary, depending on the breadth of content contained within it.
This is the name and field number of the test.
„3„
„ TEST-TAKING STRATEGIES
Be On Time.
Arrive at the test center on time so that you are rested and ready to begin the test when
instructed to do so.
Follow Directions.
At the beginning of the test session and throughout the test, follow all directions carefully.
This includes the oral directions that will be read by the test administrators and any written
directions in the test booklet. The test booklet will contain general directions for the test as a
whole and specific directions for individual test questions or groups of test questions. If
you do not understand something about the directions, do not hesitate to raise your hand
and ask your test administrator.
Pace Yourself.
The test schedule is designed to allow sufficient time for completion of the test. Each test
session is four hours in length. The tests are designed to allow you to allocate your time
within the session as you need. You can spend as much time on any section of the test as
you need, and you can complete the sections of the test in any order you desire; however,
you will be required to return your materials at the end of the four-hour session.
Since the allocation of your time during the test session is largely yours to determine,
planning your own pace for taking the test is very important. Do not spend a lot of time
with a test question that you cannot answer promptly; skip that question and move on. If
you skip a question, be sure to skip the corresponding row of answer choices on your
answer document. Mark the question in your test booklet so that you can return to it later,
but be careful to appropriately record on the answer document the answers to the
remaining questions.
You may find that you need less time than the four hours allotted in a test session, but you
should be prepared to stay for the entire time period. Do not make any other commitments
for this time period that may cause you to rush through the test.
Read Carefully.
Read the directions and the questions carefully. Read all response options. Remember that
multiple-choice test questions call for the "best answer"; do not choose the first answer that
seems reasonable. Read and evaluate all choices to find the best answer. Read the questions
closely so that you understand what they ask. For example, it would be a waste of time to
perform a long computation when the question calls for an approximation.
Read the test questions, but don't read into them. The questions are designed to be straightforward, not tricky.
„4„
Mark Answers Carefully.
Your answers for all multiple-choice questions will be scored electronically; therefore, the
answer you select must be clearly marked and the only answer marked. If you change your
mind about an answer, erase the old answer completely. Do not make any stray marks on
the answer document; these may be misinterpreted by the scoring machine.
IF YOU SKIP A MULTIPLE-CHOICE QUESTION, BE SURE TO SKIP THE CORRESPONDING ROW OF ANSWER CHOICES ON YOUR ANSWER DOCUMENT.
You may use any available space in the test booklet for notes, but your answers and your
written response must be clearly marked on your answer document. ONLY ANSWERS
AND WRITTEN RESPONSES THAT APPEAR ON YOUR ANSWER DOCUMENT WILL
BE SCORED. Answers and written responses in your test booklet will not be scored.
Guessing
As you read through the response options, try to find the best answer. If you cannot quickly
find the best answer, try to eliminate as many of the other options as possible. Then guess
among the remaining answer choices. Your score on the test is based on the number of test
questions that you have answered correctly. There is no penalty for incorrect answers;
therefore, it is better to guess than not to respond at all.
Passages or Other Presented Materials
Some test questions are based on passages or other presented materials (e.g., graphs, charts).
You may wish to employ some of the following strategies while you are completing these
test questions.
One strategy is to read the passage or other presented material thoroughly and carefully
and then answer each question, referring to the passage or presented material only as
needed. Another strategy is to read the questions first, gaining an idea of what is sought in
them, and then read the passage or presented material with the questions in mind. Yet
another strategy is to review the passage or presented material to gain an overview of its
content, and then answer each question by referring back to the passage or presented
material for the specific answer. Any of these strategies may be appropriate for you. You
should not answer the questions on the basis of your own opinions but rather on the basis of
the information in the passage or presented material.
Check Accuracy.
Use any remaining time at the end of the test session to check the accuracy of your work.
Go back to the test questions that gave you difficulty and verify your work on them. Check
the answer document, too. Be sure that you have marked your answers accurately and have
completely erased changed answers.
„5„
„ ABOUT THE MULTI-SUBJECT TEST
The purpose of the Multi-Subject Content Specialty Test (CST) is to assess knowledge and
skills in the following eight subareas:
Subarea I.
English Language Arts
Subarea II.
Mathematics
Subarea III.
Science and Technology
Subarea IV.
Social Studies
Subarea V.
The Fine Arts
Subarea VI.
Health and Fitness
Subarea VII.
Family and Consumer Science and Career Development
Subarea VIII.
Foundations of Reading: Constructed-Response Assignment
The test objectives presented on the following pages define the content that may be assessed
by the Multi-Subject CST. Each test objective is followed by focus statements that provide
examples of the range, type, and level of content that may appear on the test for questions
measuring that objective.
The test contains approximately 90 multiple-choice test questions and one constructedresponse (written) assignment. The figure below illustrates the approximate percentage of
the test corresponding to each subarea.
Constructed-Response
Assignment
Subarea I.
Approx. 21%
Subarea VIII.
Approx. 10%
SubareaVII.
Approx. 7%
Subarea II.
Approx. 18%
Subarea VI.
Approx. 8%
Subarea V.
Approx. 8%
Subarea III.
Approx. 13%
Subarea IV.
Approx. 15%
The section that follows the test objectives presents sample test questions for you to review
as part of your preparation for the test. To demonstrate how each objective may be
assessed, a sample question is presented for each objective. The correct response and an
explanation of why the response is correct follow each question. A sample written
assignment is also presented, along with an example of a strong response to the assignment
and an evaluation of that response.
The sample questions are designed to illustrate the nature of the test questions; they should
not be used as a diagnostic tool to determine your individual strengths and weaknesses.
„6„
„ MULTI-SUBJECT TEST OBJECTIVES
English Language Arts
Mathematics
Science and Technology
Social Studies
The Fine Arts
Health and Fitness
Family and Consumer Science and Career Development
Foundations of Reading: Constructed-Response Assignment
The New York State multi-subject educator has the knowledge and skills necessary to teach
effectively in New York State public schools (grades PreK–9). The multi-subject teacher is an
effective communicator who understands and applies the language skills used in acquiring and
transmitting information, responding to literature, expressing feelings and attitudes, evaluating
ideas, and maintaining social relationships. The multi-subject teacher applies mathematical
concepts and procedures to solve a variety of problems; draws on knowledge of principles
and relationships in the life and physical sciences for scientific inquiry; and understands the
interconnectedness of science, mathematics, and technology. The multi-subject teacher uses
the perspectives of the social sciences to analyze historical events and the contemporary world;
interprets works of art using knowledge of a variety of forms, techniques, and cultural contexts;
understands the principles and practices essential to personal health, fitness, and safety;
and can apply skills and concepts related to child development, family and interpersonal
relationships, personal resources management, and career development. Most importantly, the
multi-subject teacher can apply factual information and intellectual skills in an interdisciplinary
approach to analyze the natural phenomena, historical developments, social dynamics, and
individual expressions of the human experience that have shaped our society and the world
around us.
„7„
SUBAREA I—ENGLISH LANGUAGE ARTS
0001
Understand the foundations of reading development.
For example:
0002
•
demonstrating knowledge of the developmental progression from prereading
to conventional literacy, with individual variations, and analyzing how literacy
develops in multiple contexts through reading, writing, and oral language
experiences
•
defining phonological awareness and phonemic awareness, and analyzing their
role in reading development
•
demonstrating knowledge of concepts about print (e.g., book-handling skills,
awareness that print carries meaning, recognition of directionality, ability to track
print, ability to recognize and name letters)
•
demonstrating knowledge of the alphabetic principle and analyzing how
emergent readers use this principle to master letter-sound correspondence
and to decode simple words
•
demonstrating knowledge of a variety of word identification strategies, including
use of phonics, use of semantic and syntactic cues, context clues, syllabication,
analysis of word structure (e.g., roots, prefixes, suffixes), and sight-word
recognition
•
analyzing factors that affect a reader's ability to construct meaning from texts
(e.g., word recognition, reading fluency, vocabulary development, context clues,
visual cues, prior knowledge and experience)
Understand skills and strategies involved in reading comprehension.
For example:
•
demonstrating knowledge of literal comprehension skills (e.g., the ability to
identify the sequence of events in a text, the ability to identify explicitly stated
main ideas, details, and cause-and-effect patterns in a text)
•
demonstrating knowledge of inferential comprehension skills (e.g., the ability to
draw conclusions or generalizations from a text, the ability to infer ideas, details,
and cause-and-effect relationships that are not explicitly stated in a text)
•
demonstrating knowledge of evaluative comprehension skills (e.g., the ability to
distinguish between facts and opinions in a text, the ability to detect faulty reasoning
in a text, the ability to detect bias and propaganda in a text)
•
applying knowledge of strategies to use before, during, and after reading to
enhance comprehension (e.g., developing and activating prior knowledge,
connecting texts to personal experience, previewing a text, making predictions
about a text, using K-W-L charts and other graphic organizers, taking notes on
a text, discussing a text)
•
demonstrating knowledge of methods for helping readers monitor their own
comprehension as they read (e.g., think-alouds, self-questioning strategies)
•
demonstrating knowledge of various methods for assessing comprehension
of a text (e.g., questioning the reader, having the reader give an oral or written
retelling, asking the reader to identify the theme(s) or to paraphrase or summarize
the main idea)
„8„
0003
Understand and apply reading skills and strategies for various purposes (including
information and understanding, critical analysis and evaluation, literary response, and
social interaction).
For example:
0004
•
recognizing how to vary reading strategies for different texts and purposes
(e.g., skimming, scanning, in-depth reading, rereading) and for different types
and genres of written communication (e.g., fiction, nonfiction, poetry)
•
applying knowledge of techniques for gathering, interpreting, and synthesizing
information when reading a variety of printed texts and electronic sources
•
recognizing how to analyze and assess a writer's credibility or objectivity when
reading printed and electronic texts
•
analyzing and interpreting information from texts containing tables, charts,
graphs, maps, and other illustrations
•
demonstrating knowledge of strategies to promote literary response skills
(e.g., connecting the text to personal experience and prior knowledge, citing
evidence from a text to support an interpretation, using reading logs or guided
reading techniques)
•
identifying effective ways of modeling independent reading for enjoyment and
encouraging participation in a community of readers (e.g., book clubs, literature
circles)
Understand processes for generating, developing, revising, editing, and
presenting/publishing written texts.
For example:
•
applying knowledge of prewriting strategies (e.g., brainstorming, prioritizing and
selecting topics including clustering and other graphic organizers)
•
identifying effective techniques of note taking, outlining, and drafting
•
revising written texts to improve unity and logical organization (e.g., formulating
topic sentences, reordering paragraphs or sentences, adding transition words
and phrases, eliminating distracting sentences)
•
editing written work to ensure conformity to conventions of standard English
usage (e.g., eliminating misplaced or dangling modifiers, eliminating sentence
fragments, correcting errors in subject-verb agreement and pronoun-antecedent
agreement)
•
editing and proofreading written work to correct misspellings and eliminate errors
in punctuation and capitalization
•
applying knowledge of the uses of technology to plan, create, revise, edit, and
present/publish written texts and multimedia works
„9„
0005
Understand and apply writing skills and strategies for various purposes (including
information and understanding, critical analysis and evaluation, literary response and
personal expression, and social interaction).
For example:
0006
•
analyzing factors a writer should consider when writing for a variety of audiences
and purposes (e.g., informative, persuasive, expressive), including factors related
to selection of topic and mode of written expression
•
recognizing how to incorporate graphic representations (e.g., diagrams, graphs,
time lines) into writing for various purposes
•
applying knowledge of skills involved in writing a research paper (e.g., generating
ideas and questions, posing problems, evaluating and summarizing data from a
variety of print and nonprint sources)
•
identifying techniques for expressing point of view, using logical organization,
and avoiding bias in writing for critical analysis, evaluation, or persuasion
•
demonstrating knowledge of strategies for writing a response to a literary
selection by referring to the text, to other works, and to personal experience
•
demonstrating awareness of voice in writing for personal expression and social
interaction
Understand skills and strategies involved in listening and speaking for various
purposes (including information and understanding, critical analysis and evaluation,
literary response and expression, and social interaction).
For example:
•
recognizing appropriate listening strategies for given contexts and purposes
(e.g., interpreting and analyzing information that is presented orally, appreciating
literary texts that are read aloud, understanding small-group and large-group
discussions)
•
analyzing factors that affect the ability to listen effectively and to construct
meaning from oral messages in various listening situations (e.g., using prior
knowledge, recognizing transitions, interpreting nonverbal cues, using notetaking
and outlining), and applying measures of effective listening (e.g., the ability to
repeat instructions, the ability to retell stories)
•
analyzing how features of spoken language (e.g., word choice, rate, pitch, tone,
volume) and nonverbal cues (e.g., body language, visual aids, facial expressions)
affect a speaker's ability to communicate effectively in given situations
•
recognizing how to vary speaking strategies for different audiences, purposes,
and occasions (e.g., providing instructions, participating in group discussions,
persuading or entertaining an audience, giving an oral presentation or
interpretation of a literary work)
•
recognizing the effective use of oral communication skills and nonverbal
communication skills in situations involving people of different ages, genders,
cultures, and other personal characteristics
•
applying knowledge of oral language conventions appropriate to a variety of
social situations (e.g., informal conversations, job interviews)
„ 10 „
0007
Understand and apply techniques of literary analysis to works of fiction, drama,
poetry, and nonfiction.
For example:
0008
•
analyzing similarities and differences between fiction and nonfiction
•
demonstrating knowledge of story elements in works of fiction (e.g., plot,
character, setting, theme, mood)
•
applying knowledge of drama to analyze dramatic structure (e.g., introduction, rising
action, climax, falling action, conclusion) and identify common dramatic devices
(e.g., soliloquy, aside)
•
applying knowledge of various types of nonfiction (e.g., informational texts,
newspaper articles, essays, biographies, memoirs, letters, journals)
•
analyzing the use of language to convey style, tone, and point of view in works of
fiction and nonfiction
•
recognizing the formal elements of a poetic text (e.g., meter, rhyme scheme,
stanza structure, alliteration, assonance, onomatopoeia, figurative language)
and analyzing their relationship to the meaning of the text
Demonstrate knowledge of literature, including literature from diverse cultures and
literature for children/adolescents.
For example:
•
demonstrating awareness of ways in which literary texts reflect the time and
place in which they were written
•
demonstrating awareness of the ways in which literary works reflect and express
cultural values and ideas
•
recognizing major themes and characteristics of works written by well-known
authors
•
demonstrating knowledge of important works and authors of literature for children
and adolescents
•
analyzing themes and elements of traditional and contemporary literature for
children and adolescents
„ 11 „
SUBAREA II—MATHEMATICS
0009
Understand formal and informal reasoning processes, including logic and simple
proofs, and apply problem-solving techniques and strategies in a variety of contexts.
For example:
0010
•
using models, facts, patterns, and relationships to draw conclusions about
mathematical problems or situations
•
judging the validity or logic of mathematical arguments
•
drawing a valid conclusion based on stated conditions and evaluating
conclusions involving simple and compound sentences
•
applying inductive reasoning to make mathematical conjectures
•
using a variety of problem-solving strategies to model and solve problems, and
evaluating the appropriateness of a problem-solving strategy (e.g., estimation,
mental math, working backward, pattern recognition) in a given situation
•
analyzing the usefulness of a specific model or mental math procedure for
exploring a given mathematical, scientific, or technological idea or problem
Use mathematical terminology and symbols to interpret, represent, and communicate
mathematical ideas and information.
For example:
•
using mathematical notation to represent a given relationship
•
using appropriate models, diagrams, and symbols to represent mathematical
concepts
•
using appropriate vocabulary to express given mathematical ideas and
relationships
•
relating the language of ordinary experiences to mathematical language and
symbols
•
translating among graphic, numeric, symbolic, and verbal representations of
mathematical relationships and concepts
•
using mathematical representations to model and interpret physical, social, and
mathematical phenomena
„ 12 „
0011
Understand skills and concepts related to number and numeration, and apply these
concepts to real-world situations.
For example:
0012
•
selecting the appropriate computational and operational method to solve a given
mathematical problem
•
demonstrating an understanding of the commutative, distributive, and associative
properties
•
using ratios, proportions, and percents to model and solve problems
•
comparing and ordering fractions, decimals, and percents
•
solving problems using equivalent forms of numbers (e.g., integer, fraction,
decimal, percent, exponential and scientific notation), and problems involving
number theory (e.g., primes, factors, multiples)
•
analyzing the number properties used in operational algorithms
(e.g., multiplication, long division)
•
applying number properties to manipulate and simplify algebraic expressions
Understand patterns and apply the principles and properties of linear algebraic
relations and functions.
For example:
•
recognizing and describing mathematical relationships
•
using a variety of representations (e.g., manipulatives, figures, numbers,
calculators) to recognize and extend patterns
•
analyzing mathematical relationships and patterns using tables, verbal rules,
equations, and graphs
•
deriving an algebraic expression or function to represent a relationship or pattern
from the physical or social world
•
using algebraic functions to describe given graphs, to plot points, and to
determine slopes
•
performing algebraic operations to solve equations and inequalities
•
analyzing how changing one variable changes the other variable for linear and
nonlinear functions
„ 13 „
0013
Understand the principles and properties of geometry and trigonometry, and apply
them to model and solve problems.
For example:
0014
•
identifying relationships among two- and three-dimensional geometric shapes
•
applying knowledge of basic geometric figures to solve real-world problems
involving more complex patterns (e.g., area and perimeter of composite figures)
•
applying the concepts of similarity and congruence to model and solve problems
•
applying inductive and deductive reasoning to solve problems in geometry
•
using coordinate geometry to represent and analyze properties of geometric
figures
•
applying transformations (e.g., reflections, rotations, dilations) and symmetry to
analyze properties of geometric figures
Understand concepts, principles, skills, and procedures related to the customary and
metric systems of measurement.
For example:
•
demonstrating knowledge of fundamental units of customary and metric
measurement
•
selecting an appropriate unit to express measures of length, area, capacity,
weight, volume, time, temperature, and angle
•
estimating and converting measurements using standard and nonstandard
measurement units within customary and metric systems
•
developing and using formulas to determine the perimeter and area of twodimensional shapes and the surface area and volume of three-dimensional
shapes
•
solving measurement problems involving derived measurements (e.g., velocity,
density)
•
applying the Pythagorean theorem and right triangle trigonometry to solve
measurement problems
„ 14 „
0015
Understand concepts and skills related to data analysis, probability, and statistics,
and apply this understanding to evaluate and interpret data and to solve problems.
For example:
•
demonstrating the ability to collect, organize, and analyze data using appropriate
graphic and nongraphic representations
•
displaying and interpreting data in a variety of different formats (e.g., frequency
histograms, tables, pie charts, box-and-whisker plots, stem-and-leaf plots,
scatterplots)
•
computing probabilities using a variety of methods (e.g., ratio and proportion, tree
diagrams, tables of data, area models)
•
using simulations (e.g., spinners, multisided dice, random number generators) to
estimate probabilities
•
applying measures of central tendency (mean, median, mode) and spread
(e.g., range, percentiles, variance) to analyze data in graphic or nongraphic form
•
formulating and designing statistical experiments to collect, analyze, and interpret
data
•
identifying patterns and trends in data and making predictions based on those
trends
SUBAREA III—SCIENCE AND TECHNOLOGY
0016
Understand and apply the principles and processes of scientific inquiry and
investigation.
For example:
•
formulating hypotheses based on reasoning and preliminary results or
information
•
evaluating the soundness and feasibility of a proposed scientific investigation
•
applying mathematical rules or formulas (including basic statistics) to analyze
given experimental or observational data
•
interpreting data presented in one or more graphs, charts, or tables to determine
patterns or relationships
•
evaluating the validity of a scientific conclusion in a given situation
•
applying procedures for the safe and appropriate use of equipment and the care
and humane treatment of animals in the laboratory
„ 15 „
0017
Understand and apply concepts, principles, and theories pertaining to the physical
setting (including earth science, chemistry, and physics).
For example:
0018
•
analyzing interactions among the earth, the moon, and the sun (e.g., seasonal
changes, the phases of the moon)
•
analyzing the effects of interactions among components of air, water, and land
(e.g., weather, volcanism, erosion)
•
distinguishing between physical and chemical properties of matter and between
physical and chemical changes in matter
•
distinguishing among forms of energy and identifying the transformations of
energy observed in everyday life
•
analyzing the effects of forces on objects in given situations
•
inferring the physical science principle (e.g., effects of common forces,
conservation of energy) illustrated in a given situation
Understand and apply concepts, principles, and theories pertaining to the living
environment.
For example:
•
recognizing the characteristics of living things and common life processes
•
analyzing processes that contribute to the continuity of life (e.g., reproduction
and development, inheritance of genetic information)
•
analyzing the factors that contribute to change in organisms and species
over time
•
comparing the ways a variety of organisms carry out basic life functions and
maintain dynamic equilibrium (e.g., obtaining nutrients, maintaining water
balance)
•
analyzing the effects of environmental conditions (e.g., temperature, availability
of water and sunlight) on living organisms and the relationships between plants
and animals within a community
•
inferring the life science principle (e.g., adaptation, homeostasis) illustrated in a
given situation
„ 16 „
0019
Apply knowledge of technology and the principles of engineering design.
For example:
0020
•
demonstrating an understanding of technological systems (e.g., transportation
system) and the principles on which technological systems are constructed
(e.g., the use of component subsystems)
•
analyzing the roles of modeling and optimization in the engineering design
process
•
evaluating a proposed technological solution to a given problem or need
•
applying criteria for selecting tools, materials, and other resources to design and
construct a technological product or service
•
recognizing appropriate tests of a given technological solution
•
analyzing the positive and negative effects of technology on individuals, society,
and the environment
Understand the relationships among and common themes that connect mathematics,
science, and technology, and the application of knowledge and skills in these
disciplines to other areas of learning.
For example:
•
making connections among the common themes of mathematics, science,
and technology (e.g., systems, models, magnitude and scale, equilibrium and
stability, patterns of change)
•
applying principles of mathematics, science, and technology to model a given
situation (e.g., the movement of energy and nutrients between a food chain and
the physical environment)
•
applying principles of mathematics, science, and technology to explore
phenomena from other areas of learning (e.g., applying statistical methodologies
to examine census data)
•
designing solutions to problems in the physical and social worlds using
mathematical, scientific, and technological reasoning and procedures
•
analyzing the effects of human activities (e.g., burning fossil fuels, clear-cutting
forests) on the environment and evaluating the use of science and technology in
solving problems related to these effects
„ 17 „
SUBAREA IV—SOCIAL STUDIES
0021
Understand major ideas, eras, themes, developments, and turning points in the
history of New York State, the United States, and the world.
For example:
0022
•
defining important conceptual terms (e.g., racism, nation-state, nationalism,
feudalism) and using them to analyze general historical phenomena and specific
historical events
•
analyzing the social effects of major developments in human history (e.g., the
agricultural revolution, the scientific revolution, the industrial revolution, the
information revolution)
•
understanding major political, social, economic, and geographic characteristics of
ancient civilizations and the connections and interactions among these
civilizations
•
examining reasons for organizing periods of history in different ways and
comparing alternative interpretations of key events and issues in New York State,
U.S., and world history
•
analyzing the effects of European contact with indigenous cultures and the
effects of European settlement on New York State and the Northeast
•
analyzing how the roles and contributions of individuals and groups helped shape
U.S. social, political, economic, cultural, and religious life
Understand geographic concepts and phenomena and analyze the interrelationships
of geography, society, and culture in the development of New York State, the United
States, and the world.
For example:
•
defining important geographic terms and concepts (e.g., habitat, resource,
cultural diffusion, ecology) and using them to analyze various geographic issues,
problems, and phenomena
•
demonstrating an understanding of the six essential elements of geography:
the world in spatial terms, places and regions, physical settings, human systems,
environment and society, and the use of geography
•
recognizing physical characteristics of the earth's surface and the continual
reshaping of it by physical processes (e.g., how weather, climate, and the water
cycle influence different regions)
•
analyzing the development and interaction of social, political, cultural, and
religious systems in different regions of New York State, the United States,
and the world
•
examining ways in which economic, environmental, and cultural factors influence
demographic change, and interpreting geographic relationships, such as
population density and spatial distribution patterns
•
analyzing the impact of human activity on the physical environment
(e.g., industrial development, population growth, deforestation)
„ 18 „
0023
Understand concepts and phenomena related to human development and interactions
(including anthropological, psychological, and sociological concepts).
For example:
0024
•
using concepts, theories, and modes of inquiry drawn from anthropology,
psychology, and sociology to examine general social phenomena and issues
related to intercultural understanding
•
evaluating factors that contribute to personal identity (e.g., family, group
affiliations, socialization processes)
•
recognizing how language, literature, the arts, media, architecture, traditions,
beliefs, values, and behaviors influence and/or reflect the development and
transmission of culture
•
analyzing the roles and functions of social groups and institutions in the United
States (e.g., ethnic groups, schools, religions) and their influence on individual
and group interactions
•
analyzing why individuals and groups hold different or competing points of view
on issues, events, or historical developments
•
understanding the processes of social and cultural change
Understand economic and political principles, concepts, and systems, and relate this
knowledge to historical and contemporary developments in New York State, the
United States, and the world.
For example:
•
defining important economic and political terms and concepts (e.g., scarcity,
opportunity cost, supply and demand, productivity, power, natural rights, checks
and balances) and using them to analyze general phenomena and specific
issues
•
analyzing the basic structure, fundamental ideas, accomplishments, and
problems of the U.S. economic system
•
recognizing and comparing basic characteristics of major models of economic
organization (e.g., traditional, market, command) and various governmental
systems (e.g., democratic, authoritarian)
•
analyzing values, principles, concepts, and key features of American
constitutional democracy (e.g., individual freedom, separation of powers,
due process, federalism)
•
comparing different perspectives regarding economic and political issues and
policies in New York State and the United States (e.g., taxing and spending
decisions)
•
analyzing ways in which the United States has influenced other nations
(e.g., in the development of democratic principles and human rights) and
how other nations have influenced U.S. politics and culture
„ 19 „
0025
Understand the roles, rights, and responsibilities of citizenship in the United States
and the skills, knowledge, and attitudes necessary for successful participation in civic
life.
For example:
0026
•
analyzing the personal and political rights guaranteed in the Declaration of
Independence, the U.S. Constitution, the Constitution of the State of New York,
and major civil rights legislation
•
recognizing the core values of the U.S. democratic system (e.g., justice, honesty,
the rule of law, self-discipline, due process, equality, majority rule, respect for minority
rights)
•
demonstrating an understanding of the U.S. election process and the roles of
political parties, pressure groups, and special interests in the U.S. political
system
•
explaining what citizenship means in a democratic society and analyzing the
ways in which citizens participate in and influence the political process in the
United States (e.g., the role of public opinion and citizen action groups in shaping
public policy)
•
examining the rights, responsibilities, and privileges of individuals in relation to
family, social group, career, community, and nation
•
analyzing factors that have expanded or limited the role of the individual in U.S.
political life during the twentieth century (e.g., female suffrage, Jim Crow laws,
growth of presidential primaries, role of the media in political elections)
Understand and apply skills related to social studies, including gathering, organizing,
mapping, evaluating, interpreting, and displaying information.
For example:
•
evaluating the appropriateness of various resources and research methods
for meeting specified information needs (e.g., atlas, bibliography, almanac,
database, survey, poll) and applying procedures for retrieving information using
traditional resources and current technologies (e.g., CD-ROM, the Internet)
•
demonstrating an understanding of concepts, tools, and technologies for mapping
information about the spatial distribution of people, places, and environments
(e.g., mapping grids, latitude and longitude, the advantages and limitations of
different types of maps and map projections)
•
analyzing information in social studies materials (e.g., identifying central themes
in important historical speeches or documents, distinguishing fact from opinion,
evaluating multiple points of view in policy debates)
•
interpreting information presented in one or more graphic representations
(e.g., graph, table, map) and translating written or graphic information from
one form to the other
•
summarizing the purpose or point of view of a historical narrative
„ 20 „
SUBAREA V—THE FINE ARTS
0027
Understand the concepts, techniques, and materials of the visual arts; analyze works
of visual art; and understand the cultural dimensions and contributions of the visual
arts.
For example:
0028
•
identifying basic elements (e.g., line, color) and principles (e.g., unity, balance) of
art, and recognizing how they are used to communicate meaning in works of art
•
analyzing two-dimensional and three-dimensional works of art in terms of their
visual and sensory characteristics
•
applying knowledge of the characteristics of various art media (e.g., twodimensional, three-dimensional, electronic) to select a medium appropriate
for a given artistic purpose or intent
•
applying knowledge of basic tools and techniques for working with various
materials (e.g., clay, textiles, wood)
•
analyzing how works of art reflect the cultures in which they were produced
(e.g., materials or techniques used, subject matter, style)
•
comparing works of art of different cultures, eras, and artists in terms of
characteristics such as theme, imagery, and style
Understand concepts, techniques, and materials for producing, listening to, and
responding to music; analyze works of music; and understand the cultural
dimensions and contributions of music.
For example:
•
comparing various types of instruments (e.g., strings, percussion, woodwind,
brass, electronic) in terms of the sounds they produce
•
defining and applying common musical terms (e.g., pitch, tempo)
•
using basic scientific concepts to explain how music-related sound is produced,
transmitted through air, and received by listeners
•
relating characteristics of music (e.g., rhythm, beat) to musical effects produced
•
recognizing basic technical skills that musicians must develop to produce
an aesthetically acceptable performance (e.g., manual dexterity, breathing
techniques, knowledge of musical notation)
•
analyzing how different cultures have created music reflective of their histories
and societies (e.g., call-and-response songs, ballads, work songs, folk songs)
„ 21 „
0029
Understand concepts, techniques, and materials related to theater and dance;
analyze works of drama and dance; and understand the cultural dimensions and
contributions of drama and dance.
For example:
•
comparing dramatic and theatrical forms and their characteristics
(e.g., pantomime, improvisation)
•
relating types of dance (e.g., ballet, folk, modern) to their characteristic forms of
movement, expressive qualities, and cultural origins
•
analyzing how technical aspects of performance (e.g., costumes, props, lighting)
affect the message or overall impression created by a performance
•
recognizing how language, voice, gesture, and movement are used to develop
character and create interaction among performers in theatrical productions
•
analyzing ways in which different cultures have used drama and dance
(e.g., to teach moral lessons, to preserve cultural traditions, to affirm the
sense of community, to entertain)
SUBAREA VI—HEALTH AND FITNESS
0030
Understand basic principles and practices of personal, interpersonal, and community
health and safety; and apply related knowledge and skills (e.g., decision making,
problem solving) to promote personal well-being.
For example:
•
identifying common health problems and explaining how they can be prevented,
detected, and treated
•
recognizing the basic knowledge and skills necessary to support positive health
choices and behaviors
•
applying decision-making and problem-solving skills and procedures in individual
and group situations (e.g., situations related to personal well-being, self-esteem,
and interpersonal relationships)
•
recognizing basic principles of good nutrition and using them to plan a diet that
accommodates nutritional needs, activity level, and optimal weight
•
analyzing contemporary health-related issues (e.g., HIV, teenage pregnancy,
suicide, substance abuse) in terms of their causes, effects, and significance for
individuals, families, and society and evaluating strategies for their prevention
•
interpreting advertising claims for health-care products and services and
distinguishing between valid and invalid health information
•
analyzing environmental conditions and their impact upon personal and
community health and safety
„ 22 „
0031
Understand physical education concepts and practices related to the development of
personal living skills.
For example:
0032
•
recognizing sequences and characteristics of physical development throughout
the various developmental levels
•
demonstrating knowledge of activities that promote the development of motor
skills (e.g., locomotor, manipulative, body mechanics) and perceptual awareness
skills (e.g., body awareness, spatial and directional awareness)
•
applying safety concepts and practices associated with physical activities
(e.g., doing warm-up exercises, wearing protective equipment)
•
understanding skills necessary for successful participation in given sports and
activities (e.g., spatial orientation, eye-hand coordination, movement)
•
analyzing ways in which participation in individual or group sports or physical
activities can promote personal living skills (e.g., self-discipline, respect for self
and others, resource management) and interpersonal skills (e.g., cooperation,
sportsmanship, leadership, teamwork, communication)
Understand health-related physical fitness concepts and practices.
For example:
•
recognizing components, functions, and common disorders of the major body
systems
•
demonstrating knowledge of basic components of physical fitness (e.g., strength,
endurance, flexibility) and applying principles of training
•
applying strategies for developing a personal fitness plan based on selfassessment, goal setting, and an understanding of physiological changes that
result from training
•
analyzing the relationship between life-long physical activity and the prevention of
illness, disease, and premature death
•
applying knowledge of principles and activities for developing and maintaining
cardiorespiratory endurance, muscular strength, flexibility, and levels of body
composition that promote good health
„ 23 „
SUBAREA VII—FAMILY AND CONSUMER SCIENCE AND CAREER DEVELOPMENT
0033
Understand concepts and practices related to child development and care and apply
knowledge of family and interpersonal relationships.
For example:
0034
•
recognizing stages and characteristics of physical, cognitive, social, and
emotional development during infancy, childhood, and adolescence
•
demonstrating knowledge of children's physical, dietary, and hygienic needs
(e.g., nutritional guidelines, dental care, proper washing procedures) and
applying developmentally appropriate methods for promoting self-care during
childhood
•
identifying causes of common childhood accidents and health care emergencies
and applying physical care and safety guidelines for caregivers of infants,
toddlers, and preschool and school-age children
•
analyzing factors that affect decisions about whether and when to have children
and recognizing ways to prepare for the responsibilities of parenthood
•
demonstrating knowledge of family structure (e.g., extended, blended, singleparent, dual-career), roles and responsibilities of family members, and the
functions of families in society
•
recognizing the types and characteristics of interpersonal relationships and
analyzing decision-making processes related to interpersonal relationships
•
examining social and cultural influences on interpersonal communication and
analyzing factors affecting the formation of positive relationships in the family,
workplace, and community
Understand skills and procedures related to consumer economics and personal
resource management.
For example:
•
recognizing rights and responsibilities of consumers in various purchasing
situations (e.g., rights in relation to product and service warranties and
guarantees)
•
demonstrating knowledge of types and characteristics of consumer fraud and
applying procedures for seeking redress and registering consumer complaints
•
applying knowledge of procedures for making major purchases (e.g., comparison
shopping, negotiation, interpreting labels or contract terminology)
•
analyzing considerations involved in selecting and maintaining housing and motor
vehicles, obtaining credit and insurance, and making investments
•
examining steps and considerations involved in planning and maintaining a
personal or family budget and applying money management guidelines
appropriate for various situations
•
demonstrating knowledge of personal and family resources (e.g., time, skills,
energy) and applying decision-making and goal-setting procedures for managing
personal and family resources in various situations
„ 24 „
0035
Understand basic principles of career development; apply processes and skills for
seeking and maintaining employment; and demonstrate knowledge of workplace
skills, behaviors, and responsibilities.
For example:
•
demonstrating knowledge of the relationship of personal interests, skills, and
abilities to successful employment and recognizing the relationship between the
changing nature of work and educational requirements
•
recognizing factors to consider when evaluating careers and applying procedures
for conducting career research
•
demonstrating knowledge of steps involved in searching for a job and recognizing
factors affecting the success of a job search (e.g., writing an effective letter of
application, résumé preparation)
•
applying skills and procedures for job interviews (e.g., personal appearance and
demeanor, communicating effectively during an interview)
•
applying knowledge of effective communication principles, work etiquette,
interpersonal skills, and techniques for handling stress or conflict in the
workplace
•
recognizing rights and responsibilities in relation to employment (e.g., protection
from harassment and discrimination, employer's performance expectations)
SUBAREA VIII—FOUNDATIONS OF READING: CONSTRUCTED-RESPONSE ASSIGNMENT
The content to be addressed by the constructed-response assignment is described in
Subarea I, Objectives 01 and 02.
„ 25 „
„ MULTIPLE-CHOICE SECTION
This preparation guide provides sample multiple-choice questions and a sample written
assignment for the test. The multiple-choice questions illustrate the objectives of the test—one
sample question for each objective.
Three pieces of information are presented for each test question:
1. the number of the test objective that the sample question illustrates,
2. a sample test question,
3. an indication of the correct response and an explanation of why it is the best available
response.
Keep in mind when reviewing the questions and response options that there is one best
answer to each question. Remember, too, that each explanation offers one of perhaps many
perspectives on why a given response is correct or incorrect in the context of the question; there
may be other explanations as well.
On the following page are sample test directions similar to those that candidates see when they
take the test.
„ 26 „
„ SAMPLE TEST DIRECTIONS FOR
MULTIPLE-CHOICE QUESTIONS
DIRECTIONS
This test booklet contains a multiple-choice section and a section with a single written assignment.
You may complete the sections of the test in the order you choose.
Each question in the first section of this booklet is a multiple-choice question with four answer
choices. Read each question CAREFULLY and choose the ONE best answer. Record your answer
on the answer document in the space that corresponds to the question number. Completely fill in the
space that has the same letter as the answer you have chosen. Use only a No. 2 lead pencil.
Sample Question:
1.
What is the capital of New York?
A.
B.
C.
D.
Buffalo
New York City
Albany
Rochester
The correct answer to this question is C. You would indicate that on the answer document as
follows:
1.
You should answer all questions. Even if you are unsure of an answer, it is better to guess than not to
answer a question at all. You may use the margins of the test booklet for scratch paper, but you will
be scored only on the responses on your answer document.
The directions for the written assignment appear later in this test booklet.
FOR TEST SECURITY REASONS, YOU MAY NOT TAKE NOTES OR REMOVE ANY OF THE
TEST MATERIALS FROM THE ROOM.
The words "End of Test" indicate that you have completed the test. You may go back and review
your answers, but be sure that you have answered all questions before raising your hand for
dismissal. Your test materials must be returned to a test administrator when you finish the test.
If you have any questions, please ask them now before beginning the test.
DO NOT GO ON UNTIL YOU ARE TOLD TO DO SO.
„ 27 „
„ SAMPLE MULTIPLE-CHOICE QUESTIONS,
CORRECT RESPONSES, AND EXPLANATIONS
Objective 0001
Understand the foundations of reading development.
1.
Extensive and varied independent reading
experiences are likely to promote the
reading development of an elementary
student primarily by:
A.
broadening the student's vocabulary
knowledge.
B.
improving the student's phonological awareness.
C.
enhancing the student's knowledge
of English syntax.
D.
increasing the student's awareness of
the origins of words.
Correct Response: A. Independent reading plays an important role in promoting the reading
development of elementary students. Extensive independent reading of varied texts exposes a
student to a large number of familiar and unfamiliar words in diverse contexts, improving
comprehension by broadening the student's vocabulary knowledge.
„ 28 „
Objective 0002
Understand skills and strategies involved in reading comprehension.
2.
A fifth-grade teacher asks students to
write down questions for discussion when
reading content-area texts. This strategy
is most likely to promote the students'
reading development by helping them to:
A.
make generalizations based on
evidence in a text.
B.
visualize events and places
described in a text.
C.
monitor their own comprehension
of a text.
D.
connect ideas in a text to personal
experience.
Correct Response: C. Content-area texts often contain facts and concepts that are unfamiliar
to students, so it is important that the students apply metacognitive skills to check their own
understanding as they read. Having students pause periodically to write down discussion
questions while they read engages them actively with the text, making them aware of their own
thought processes and prompting them to self-monitor their comprehension.
„ 29 „
Objective 0003
Understand and apply reading skills and strategies for various purposes (including
information and understanding, critical analysis and evaluation, literary response,
and social interaction).
3.
Use the table below to answer the question that follows.
Line
Strategy
Purpose
1
previewing
identifying bias and examples of faulty reasoning in a text
2
skimming
evaluating whether a writer is a credible authority on a topic
3
rereading
understanding the overall organization of information in a text
4
scanning
determining whether a text contains information on a specific topic
Which line of the table matches a reading
strategy with an appropriate purpose for
using the strategy?
A.
Line 1
B.
Line 2
C.
Line 3
D.
Line 4
Correct Response: D. Scanning is the reading technique of looking quickly through a text to
locate particular information. For example, a reader who is researching a topic might scan a
chapter to determine whether charts and graphs included in the chapter contain information that
is relevant to the reader's purpose.
„ 30 „
Use the passage below to answer the two questions that follow.
1The
sled dogs were bearing the brunt of the burden, but they were rewarded for their efforts with
a fine feast each evening. 2As the journey across the tundra progressed, the packs on their sleds
grew lighter. 3In the evenings the dogs lay next to one another in a furry mass to keep warm.
4Sometimes they joined in the howling of the wolf packs encircling the camp in the distance.
5The wolves were fearful of the campfires. 6In the mornings, the dogs will have scrambled to
their feet and shook themselves off, sometimes creating momentary rainbow bursts as the early
morning rays of sun filtered through the spraying snow and ice droplets.
„ 31 „
Objective 0004
Understand processes for generating, developing, revising, editing, and
presenting/publishing written texts.
4.
Which of the following changes in verb
form should be made to this passage?
A.
sentence 1—change were rewarded
to have been rewarded
B.
sentence 2— change grew to would
grow
C.
sentence 4—change encircling to
having encircled
D.
sentence 6— change will have
scrambled to scrambled
Correct Response: D. In sentence 6, the phrase "will have scrambled" is in the future
perfect-tense, communicating the idea that the dogs' actions will be happening at some
time in the future. In fact, the actions described occurred in the past. Therefore, the past
tense "scrambled" should be used instead of "will have scrambled."
„ 32 „
Objective 0005
Understand and apply writing skills and strategies for various purposes (including
information and understanding, critical analysis and evaluation, literary response
and personal expression, and social interaction).
5.
Which of the following revisions would
best improve the overall unity of this text?
A.
delete the second half of sentence 1
B.
switch the order of sentences 2
and 3
C.
delete sentence 5
D.
move sentence 6 to the beginning of
the text
Correct Response: C. The passage describes a particular group of sled dogs during a journey.
Sentence 5, "The wolves were fearful of the campfires," does not pertain to the main idea of the
narrative and should be deleted to improve the overall unity of the passage.
„ 33 „
Objective 0006
Understand skills and strategies involved in listening and speaking for various
purposes (including information and understanding, critical analysis and evaluation,
literary response and expression, and social interaction).
6.
When conversing informally with
individuals from diverse cultural
backgrounds, a speaker should be
aware that direct eye contact:
A.
tends to be interpreted in almost
every culture as a sign of respect.
B.
can carry very different meanings
for people from different cultural
backgrounds.
C.
has little impact on communication
in informal settings.
D.
is very effective in establishing a
personal bond with listeners of all
cultural backgrounds.
Correct Response: B. Eye contact is an important element of nonverbal communication.
Like many other aspects of communication, eye contact is influenced by cultural background.
People in some cultures tend to look directly at the person with whom they are conversing, while
in other cultures people tend to engage in less eye contact. Direct eye contact thus can convey
very different meanings for two speakers from different cultural backgrounds.
„ 34 „
Objective 0007
Understand and apply techniques of literary analysis to works of fiction, drama,
poetry, and nonfiction.
7.
A soliloquy is most commonly used in a
dramatic work to:
A.
describe the play's historical
context.
B.
foreshadow a character's future.
C.
reveal a major plot development.
D.
express a character's hidden
thoughts.
Correct Response: D. In drama, soliloquy refers to the convention by which a character who is
alone on the stage utters his or her thoughts aloud. Playwrights often use this device to convey
information about the character's motives and state of mind.
„ 35 „
Objective 0008
Demonstrate knowledge of literature, including literature from diverse cultures and
literature for children/adolescents.
8.
The Danish author Hans Christian
Andersen is known primarily for writing
which of the following types of literature?
A.
epic poems that retell traditional
Scandinavian myths
B.
plays that analyze contemporary
political movements
C.
fairy tales that appeal to both
children and adults
D.
nursery rhymes that experiment with
the sounds of language
Correct Response: C. Hans Christian Andersen (1805-1875), a Danish author, wrote works in
various genres, but he is best known for his fairy tales, which have been translated into more
than 80 languages. Tales such as "The Ugly Duckling," "The Emperor's New Clothes," "The
Snow Queen," and "The Little Mermaid" are considered classics and continue to be appreciated
by readers of all ages.
„ 36 „
Objective 0009
Understand formal and informal reasoning processes, including logic and simple
proofs, and apply problem-solving techniques and strategies in a variety of
contexts.
9.
Use the problem below to answer the question that follows.
Dana and Tyler had a party at which they served pizza, fruit punch, crackers with dip, and egg rolls.
Unfortunately, one of these foods caused several guests to develop food poisoning. At the party,
Larry ate pizza and crackers with dip and became ill the next day. Matsako ate each of the foods at
the party and she also became ill. Torry had fruit punch and pizza and he did not become ill. Lyle
and Carrie had fruit punch, crackers with dip, and egg rolls, and they became ill. Annette had pizza
and egg rolls and she did not become ill. Which food most likely caused the food poisoning?
Which of the following problem-solving
strategies would be most appropriate to
use to solve this problem?
A.
Work backwards.
B.
Make comparative lists.
C.
Set up an equation.
D.
Use a manipulative.
Correct Response: B. The most efficient way of solving this problem is to begin by making
one list of all the people who became ill and the foods each of them ate during the party. Then
make another list of all of the people who did not become ill and the foods that each of those
people ate. Next, cross off foods that appear on both lists. The foods that remain on the list of
people who became ill are the ones most likely to have caused the illness.
„ 37 „
Objective 0010
Use mathematical terminology and symbols to interpret, represent, and
communicate mathematical ideas and information.
10.
Use the diagram below to answer the question that follows.
The diagram above could be used to
model which of the following?
A.
a function machine
B.
the associative property
C.
prime factorization
D.
conditional probability
Correct Response: B. The associative property for addition states that when adding numbers
the grouping of the addends can be changed and the sum remains the same. In the diagram
(4 + 5) + 2 = 4 + (5 + 2) = 11. Thus the diagram models the associative property.
„ 38 „
Objective 0011
Understand skills and concepts related to number and numeration, and apply these
concepts to real-world situations.
11.
Three partners own a restaurant. If the
1
first partner owns a 3 share and the second
1
partner owns a 4 share, how much of the
restaurant does the third partner own?
A.
5
12
B.
1
2
C.
7
12
D.
3
4
1
1
3 1
1
Correct Response: A. In order to add the fractions 3 and 4, they must be converted to fractions
1
4
1
7
7
with a common denominator. Since 3 = 12 and 4 = 12, 3 + 4 = 12. If the first two partners own 12
7
5
of the restaurant, the third partner must own the remaining share, 1 – 12 = 12.
„ 39 „
Objective 0012
Understand patterns and apply the principles and properties of linear algebraic
relations and functions.
12.
Use the diagram below of a balance scale to answer the question that follows.
Each of the rectangles represents a 1-gram
weight. The weight of the triangles is
unknown, but they all have the same
weight. If x stands for the weight of the
triangles, which of the following correctly
represents the relationship between the
two sides of the balance scale?
A.
5x + 3 < 2x + 4
B.
8x – 3 > 6x – 4
C.
3x + 5 < 4x + 2
D.
8x > 6x
Correct Response: A. The weight of a rectangle is 1 gram, so the weight of the rectangles
can be represented by whole numbers (i.e., 3 on the left side of the balance scale and 4 on the
right). Because the weight of a triangle is unknown, it is represented by the variable x. Thus,
the weight of the 5 triangles on the left side of the balance scale should be represented by 5x
and the weight of the 2 triangles on the right side of the balance scale should be represented
by 2x. Finally, the balance scale is tipped to the right, indicating that the objects on the left
weigh less than the objects on the right. This relationship should be represented by the sign < .
„ 40 „
Objective 0013
Understand the principles and properties of geometry and trigonometry, and apply
them to model and solve problems.
13.
ABCD is a rectangle in the coordinate
plane. If the coordinates of point A are
(–2, 1) and the coordinates of point C are
(6, 3), which of the following are possible
coordinates of points B and D?
A.
(–3, 2) and (1, 6)
B.
(3, –2) and (1, –6)
C.
(–2, 3) and (6, 1)
D.
(2, –3) and (–6, –1)
Correct Response: C. A figure formed by connecting the two given points and the two
unknown points must be a rectangle, i.e., a quadrilateral in which the pairs of opposite sides
are congruent and parallel, and whose adjacent sides intersect at right angles. Draw a set of
coordinate axes and plot the two given points and the pairs of points in each response. Only
the points in response C result in a figure meeting the specified criteria.
„ 41 „
Objective 0014
Understand concepts, principles, skills, and procedures related to the customary
and metric systems of measurement.
14.
A farmer is planning to paint a barn.
The dimensions of the barn and of all
the doors and windows are known,
rounded to the nearest meter. In which
of the following units should the paint be
ordered?
A.
cubic meters
B.
square meters
C.
kilograms
D.
liters
Correct Response: D. The dimensions of the barn are known in meters so the surface area
to be painted can be calculated to the nearest square meter, but the paint must be ordered in
units of volume. Liters is the most appropriate unit for measuring liquid quantities in the metric
system.
„ 42 „
Objective 0015
Understand concepts and skills related to data analysis, probability, and statistics,
and apply this understanding to evaluate and interpret data and to solve problems.
15.
Use the table below to answer the
question that follows.
Year
Town A
Town B
1960
700
2900
1970
800
3700
1980
950
4600
1990
1100
5400
2000
1400
7100
The numbers in the table represent the
populations of two small towns, A and B,
over a forty-year period. Which of the
following statements is best supported
by the data?
A.
Town A and Town B are both
growing more slowly in the 1990s
than in the 1960s.
B.
Town A initially grew more slowly
than Town B but recently has been
growing more rapidly.
C.
Town A and Town B will
eventually have equal populations.
D.
Town A has consistently grown at a
slower rate than Town B.
Correct Response: D. Although the rate of population change in each town has varied between
1960 and 2000, the percentage increase in population has been greater each ten years in Town
B than the percentage increase in population in Town A. Thus, Town A has consistently grown
at a slower rate than Town B.
„ 43 „
Objective 0016
Understand and apply the principles and processes of scientific inquiry and
investigation.
16.
A fourth-grade class devises the following
experiment to study the effects of fertilizer
on plant growth:
Fill thirty small pots with identical
amounts of potting soil. Plant two
bean seeds in each pot. When the
bean plants develop their first true
leaves, thin to one plant per pot.
Divide pots into three groups of ten.
Each group is watered daily with
different concentrations of water and
fertilizer.
Measure the height of each plant in all
three groups daily for three weeks.
Which of the following would be most
appropriate for comparing the daily
changes in the height of the bean plants
for the three groups?
A.
the height of the tallest plant in each
group
B.
the height of the greatest number of
plants in each group
C.
the average height of the plants in
each group
D.
the difference in height between the
shortest and tallest plant in each
group
Correct Response: C. Each of the plants within a group may grow at a somewhat different
rate due to random factors. Measuring every plant in each group and calculating the average
height of plants in that group, then comparing the result with the average height of the plants
in the other two groups, would most accurately determine the effect of differences in the
concentrations of the watering solutions.
„ 44 „
Objective 0017
Understand and apply concepts, principles, and theories pertaining to the physical
setting (including earth science, chemistry, and physics).
17.
In a unit on forces, students slide a
wooden block down an inclined ramp
and measure the distance the block travels
after it reaches the level surface. The
students then repeat the experiment with
first one, then two, and finally three thin
sheets of lead attached to the top of the
block. Which of the following statements
most accurately summarizes the likely
results of this experiment?
A.
The heavier blocks will travel a
longer distance because the velocity
at which an object falls increases as
the object's mass increases.
B.
The heavier blocks will travel
a shorter distance because the
frictional force between an object
and a surface increases as the
object's mass increases.
C.
The heavier blocks will travel
a longer distance because the
gravitational attraction between
the earth and an object increases
as the object's mass increases.
D.
The heavier blocks will travel a
shorter distance because the wind
resistance of the surrounding air to
the movement of an object increases
as the object's mass increases.
Correct Response: B. A frictional force acts between two surfaces that slide past one another.
The two variables that affect frictional force are the smoothness of the surfaces and how hard
the surfaces are pressed together. Adding sheets of lead to the block increases the mass of
the block and, therefore, its weight. The added weight will increase how hard the surfaces are
pressed together, creating greater frictional force. The additional frictional force will tend to slow
the block's movement down the ramp, so it will travel a shorter distance on the level surface.
„ 45 „
Objective 0018
Understand and apply concepts, principles, and theories pertaining to the living
environment.
18.
Use the diagram below of an ocean food web to answer the question that follows.
Ocean Food Web
Krill / Microscopic
Animals
Algae / Microscopic
Plants
Sardines
Herring
Tuna
Mackerel
Sharks
Recent scientific research indicates that the destruction of the earth's protective ozone layer may cause
sharp declines in the populations of krill and other microscopic plants and animals in the oceans. How
would such declines be expected to affect the food web shown in the diagram above?
A.
The numbers of sardines and herring would increase as those organisms took over habitats formerly
used by krill and other microscopic organisms.
B.
All organisms in the food web would suffer sharp population declines as their main food sources
became increasingly scarce.
C.
There would be a decrease in sardine and herring populations, but other organisms in the food web
would be unaffected.
D.
All other organisms in the food web would experience a brief decline in population, but would then
return quickly to their original size.
Correct Response: B. The organisms at each level of the food web shown are dependent
upon the organisms in the level above them for their main sources of food. Therefore, if the
populations of krill and other microscopic plants and animals experienced a sharp decline, then
the populations of sardines and herring would experience similar declines. This would in turn
cause dramatic declines in the mackerel and tuna populations, which would then cause shark
populations to decline. In effect, all organisms in the web are likely to suffer sharp population
declines.
„ 46 „
Objective 0019
Apply knowledge of technology and the principles of engineering design.
19.
Use the diagram below to answer the question that follows.
Transportation
System
Personal
Vehicle System
Communication
System
Electrical
System
Power
System
Suspension
System
Drive Train
System
Fuel
System
Lubrication
System
Highway
System
The diagram above illustrates which of the following properties of technological systems?
A.
Feedback loops are used to control the output of all technological systems.
B.
Technological systems are often made up of the combination of smaller subsystems.
C.
Technological systems may have multiple desirable and undesirable outputs.
D.
A component of one technological system may also be a component of other technological systems.
Correct Response: B. Many technological systems are complex and consist of many parts.
These systems require a combination of smaller distinct subsystems to carry out specific tasks,
which, when combined, contribute to a properly functioning larger system. The example above
shows how the subsystems that make up a personal vehicle's power system are related to an
overall transportation system.
„ 47 „
Objective 0020
Understand the relationships among and common themes that connect
mathematics, science, and technology, and the application of knowledge
and skills in these disciplines to other areas of learning.
20.
Scientists would most likely use
probability theory in which of the
following situations?
A.
A bacteriologist calculates the
growth rate of bacteria in a cell
culture.
B.
A botanist compares the yield of
corn in fields that have been treated
with different amounts of nitrogen
fertilizer.
C.
A medical team attempts to
determine how many people
might become infected during
an epidemic.
D.
An ecologist measures seasonal
changes in the pH of several ponds
as a result of acid rain.
Correct Response: C. Scientists often apply probability theory to situations in which they use
existing data and knowledge to make predictions about the chance that a particular event will
occur in the future. Of the situations described, only C, predicting future rates of infection,
fits this criterion. All the other options describe situations where actual data can be directly
collected.
„ 48 „
Objective 0021
Understand major ideas, eras, themes, developments, and turning points in the
history of New York State, the United States, and the world.
21.
Historians would most likely use the
concept of feudalism to examine:
A.
ancient Egypt and Mesopotamia.
B.
the Roman Empire.
C.
the Middle Ages in Europe and
Japan.
D.
Europe during the Renaissance and
Reformation.
Correct Response: C. Feudalism was a social system in which lords granted land to vassals
in exchange for military assistance. The network of relationships that grew out of these
exchanges strongly shaped the economic and political development of both Europe and
Japan during the Middle Ages.
„ 49 „
Objective 0022
Understand geographic concepts and phenomena and analyze the interrelationships of geography, society, and culture in the development of New York State,
the United States, and the world.
22.
As the concept is used by geographers, a
region can best be defined as any area:
A.
in which people communicate and
interact with each other.
B.
in which interdependence occurs at
a variety of levels.
C.
that people have modified for
specific cultural or economic
purposes.
D.
that exhibits unity in terms of
selected physical and/or cultural
criteria.
Correct Response: D. One of the five fundamental themes of geography, region is used by
geographers to establish manageable units of study. Whether regions are defined according to
governmental unit, climate, language group, or some other criterion, they should display unity in
terms of that criterion.
„ 50 „
Objective 0023
Understand concepts and phenomena related to human development and
interactions (including anthropological, psychological, and sociological concepts).
23.
Which of the following best describes
a basic characteristic of the process of
cultural change?
A.
Changes in a culture's values and
beliefs occur more frequently than
changes in material culture.
B.
Cultural change is more often the
result of individual initiative than
of collective action.
C.
Changes in one area of a culture
are usually accompanied by related
changes in other areas of the culture.
D.
The more isolated a society, the
greater the rate of cultural change
is likely to be.
Correct Response: C. Because culture is integrated, there is a tendency for all aspects of a
given culture to operate as an interrelated whole. As a consequence, changes in one area of
a culture are likely to produce changes in other areas of the culture.
„ 51 „
Objective 0024
Understand economic and political principles, concepts, and systems, and relate
this knowledge to historical and contemporary developments in New York State, the
United States, and the world.
24.
As a prolonged drought in the northern
Great Plains enters its third year, state
agricultural agents warn of rising prices
for bread, cereal, and macaroni products.
The prediction made by the government
officials is based on which of the
following economic principles?
A.
law of supply and demand
B.
economic efficiency
C.
law of diminishing returns
D.
comparative advantage
Correct Response: A. According to the law of supply and demand, a reduction in the amount
of a commodity supplied is likely to result in increased prices unless accompanied by a
corresponding decline in demand. In this case, since demand for grain products is unlikely
to decline, reduced grain harvests are likely to result in an increase in the price of products
made from grain.
„ 52 „
Objective 0025
Understand the roles, rights, and responsibilities of citizenship in the United States
and the skills, knowledge, and attitudes necessary for successful participation in
civic life.
25.
Which of the following illustrate the
operation of the system of checks
and balances established by the U.S.
Constitution?
I. Congress rejects a territory's petition
for statehood.
II. The Supreme Court renders a
decision in a case involving a
conflict between two states.
III. The President vetoes a
congressional bill.
IV. The House of Representatives
impeaches a federal judge.
A.
I and II only
B.
II and IV only
C.
I and III only
D.
III and IV only
Correct Response: D. To prevent any one branch of government from exercising excessive
power, the authors of the U.S. Constitution gave each branch of government (i.e., the executive,
legislative, and judicial branches) various ways of checking the power of the other two
branches. These constitutional checks include the presidential veto of congressional bills.
Another example has to do with federal judges, who are appointed by the President but can be
impeached by the House of Representatives.
„ 53 „
Objective 0026
Understand and apply skills related to social studies, including gathering,
organizing, mapping, evaluating, interpreting, and displaying information.
26.
Read the passage below from George Washington's Farewell Address; then answer the question
that follows.
Europe has a set of primary interests which to us have none or a very remote relation. Hence she must be
engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence,
therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her
politics or the ordinary combinations and collisions of her friendships or enmities.
Our detached and distant situation invites and enables us to pursue a different course. If we remain one
people, under an efficient government, the period is not far off when we may defy material injury from
external annoyance; . . . when we may choose peace or war, as our interest, guided by justice, shall
counsel.
Which of the following best states
Washington's point of view in the passage
above?
A.
The United States should avoid
relations with other nations.
B.
Neutrality is the best foreign policy
for a young nation.
C.
The U.S. is too far away for
Europe's problems to affect us.
D.
Europe poses a major threat to U.S.
interests in the world.
Correct Response: B. In the first paragraph, Washington states that Europe has had frequent
controversies and collisions over matters that do not concern the United States. That being the
case, Washington adds, it would be in the nation's best interest to pursue a neutral foreign
policy that steers clear of involvement in these conflicts.
„ 54 „
Objective 0027
Understand the concepts, techniques, and materials of the visual arts; analyze
works of visual art; and understand the cultural dimensions and contributions of
the visual arts.
27.
Use the reproduction of the mosaic The Good Shepherd Separates the Sheep from the Goats below to
answer the question that follows.
The illusion of depth in this mosaic results primarily from which of the following techniques?
A.
partially obscuring some of the images by overlapping them
B.
foreshortening limbs and features that extend toward the viewer
C.
establishing the central figure as the focal point of the mosaic
D.
decreasing the size of elements meant to be farther away
Correct Response: A. While there are many techniques for creating the illusion of
three-dimensional space on a two-dimensional surface, one of the most straightforward is
overlapping. When one image is placed so as to partially obscure another image, the eye tends
to interpret the obscured image as being "behind" and the obscuring image as being "in front."
Thus a sense of spatial depth is established. In the mosaic shown, the overlapping of the
animals is the most obvious example of this technique, although elements such as the figures'
raised or extended hands add to the impression that the images inhabit a shallow space.
„ 55 „
Objective 0028
Understand concepts, techniques, and materials for producing, listening to,
and responding to music; analyze works of music; and understand the cultural
dimensions and contributions of music.
28.
Which of the following musical features
best reflects the influence of West African
music on jazz?
A.
a structure based on a harmonic
progression consisting of three main
chords
B.
the frequent use of trumpets,
cornets, and other horns in jazz
compositions
C.
the performance of jazz
compositions by both small
"combos" and "big bands"
D.
a call and response pattern involving
alternating solo and ensemble
performers
Correct Response: D. Musical traditions from West Africa have had a major influence on jazz,
including an emphasis on improvisation, drumming, percussive sounds, and complex rhythms.
An important feature of West African music is known as call and response in which a solo
singer is repeatedly answered by a chorus. In jazz, call and response occurs when a voice
is answered by an instrument, or when one instrument or group of instruments is answered
by another instrument or group of instruments.
„ 56 „
Objective 0029
Understand concepts, techniques, and materials related to theater and dance;
analyze works of drama and dance; and understand the cultural dimensions and
contributions of drama and dance.
29.
Which of the following describes an
important cultural function performed
over the past four hundred years by both
classical ballet in Europe and the Kabuki
dancers of Japan?
A.
challenging cultural norms and
conventions
B.
providing moral guidance for
everyday life
C.
articulating political opposition to
governmental regimes
D.
establishing cultural ideals of beauty
and grace
Correct Response: D. Although they evolved in very different ways, both classical ballet in
Europe and Kabuki theatre in Japan have left strong imprints on their respective cultures. The
images of men and women that emerged in each of these performance traditions evolved for
aesthetic and theatrical reasons. Whether it is the seemingly effortless grace of the classical
ballet dancer or the stylized refinement of the Kabuki artist, the appearance and deportment
of the actors and dancers have been widely emulated in each culture.
„ 57 „
Objective 0030
Understand basic principles and practices of personal, interpersonal, and
community health and safety; and apply related knowledge and skills
(e.g., decision making, problem solving) to promote personal well-being.
30.
Use the food guide pyramid below, originally introduced by the U.S. Department of Agriculture in
1992, to answer the question that follows.
Food Guide Pyramid
use sparingly
2–3 servings
2–3 servings
3–5 servings
2–4 servings
6–11 servings
Which of the following food groups
forms the base of the pyramid above
in a healthful diet?
A.
bread, cereal, rice, and pasta group
B.
vegetable group
C.
meat, poultry, fish, dry beans, eggs,
and nuts group
D.
milk, yogurt, and cheese group
Correct Response: A. In 1992 the U.S. Departments of Agriculture and Health and Human
Services devised the Food Guide Pyramid as a visual tool to help people plan healthful diets.
Based on the Dietary Guidelines for Americans, the pyramid divides foods into five main groups
and also recommends a range of daily servings people should eat from each group. The food
group at the base of the pyramid, consisting of breads, cereals, rice, and pasta, provides
complex carbohydrates and fiber and should supply between about 50 to 60 percent of an
individual's daily calories.
„ 58 „
Objective 0031
Understand physical education concepts and practices related to the development
of personal living skills.
31.
Running repeated sprints at maximum
speed would be the most appropriate way
to develop the endurance needed for
successful participation in which of the
following sports?
A.
skiing
B.
American football
C.
golf
D.
swimming
Correct Response: B. During football games, players undergo repeated bursts of intense
activity, typically involving running short to medium distances at high speeds. As a training
technique, repeated sprints at maximum speed would be an excellent way to help players build
the endurance they need during football games.
„ 59 „
Objective 0032
Understand health-related physical fitness concepts and practices.
32.
Which line in the table below best matches a major body system with an important function of that
system?
Line
Body System
Function
1
Nervous system
responsible for coordinating the transmission of
oxygen to all of the body's cells
2
Skeletal system
serves as the main storage area for essential
minerals such as calcium
3
Circulatory system
controls air movement in and out of the lungs
4
Digestive system
the main center for the production of red blood cells
A.
Line 1
B.
Line 2
C.
Line 3
D.
Line 4
Correct Response: B. In addition to forming the supporting framework of the body and
protecting vital internal organs, the skeletal system is the main repository of inorganic minerals
such as calcium phosphate and calcium carbonate from which bone derives its hardness.
„ 60 „
Objective 0033
Understand concepts and practices related to child development and care and
apply knowledge of family and interpersonal relationships.
33.
Which of the following individuals is most
likely best prepared to handle negative
peer pressure in his or her interpersonal
relationships?
A.
Allen appears to accept rejection
gracefully.
B.
Maureen possesses superior
communication skills.
C.
Elena has a clear vision of what she
believes.
D.
Tom maintains a friendly attitude in
all situations.
Correct Response: C. Peer groups can have considerable influence on members of the
group—both positively and negatively. The influence of peers is especially powerful during
adolescence when young people are in the process of separating from their parents and
establishing their own identities. At whatever age, however, resisting negative peer pressure
requires self confidence and clarity about one's personal values. Someone who has a clear
vision of what she or he believes is much better able to recognize peer pressures and make
wise personal decisions.
„ 61 „
Objective 0034
Understand skills and procedures related to consumer economics and personal
resource management.
34.
In which of the following situations would
consumers be best advised to delay the
purchase of an expensive product that they
do not need urgently?
A.
The price of substitutes for the
product is likely to rise in coming
months.
B.
Consumer demand for the product is
likely to increase in coming months.
C.
The number of firms making the
product is likely to decrease in
coming months.
D.
Newer versions of a recentlyintroduced product are likely to be
available in coming months.
Correct Response: D. There are two primary reasons why someone might choose to delay the
purchase of an expensive product: if there were a likelihood that the cost would drop and/or
that improvements to the product were likely to be made. When a product first appears, the
costs of building production facilities and establishing a market keep per unit costs high. As
demand for the product grows and production processes expand, however, the per unit cost
usually drops significantly. Moreover, initial experience with the product often leads to new
models with innovations that improve upon the original version. Therefore, delaying the
purchase of an expensive product that has recently come on the market, and that is not urgently
needed, is the best consumer choice.
„ 62 „
Objective 0035
Understand basic principles of career development; apply processes and skills for
seeking and maintaining employment; and demonstrate knowledge of workplace
skills, behaviors, and responsibilities.
35.
Which of the following is the most
appropriate sequence for an individual
to follow when beginning the career
planning process?
A.
1. gathering career-related
information
2. identifying potential career
choices
3. defining interests and abilities
B.
1. defining interests and abilities
2. identifying potential career
choices
3. gathering career-related
information
C.
1. gathering career-related
information
2. defining interests and abilities
3. identifying potential career
choices
D.
1. identifying potential career
choices
2. defining interests and abilities
3. gathering career-related
information
Correct Response: B. The most successful careers are usually those that match to a
significant degree an individual's background and personal characteristics. Thus, the first step
in the career planning process should be taking an inventory of one's interests and abilities.
Once that is accomplished, it is possible to begin focusing on those careers which would best
draw upon what that individual likes most and is able to do well.
„ 63 „
„ WRITTEN ASSIGNMENT SECTION
On the following pages are:
X
Sample test directions for the written assignment section
X
A sample written assignment
X
An example of a strong response to the assignment
X
The performance characteristics and scoring scale
X
An evaluation of the strong response
On the actual test, candidates will be given a different written assignment from the one
provided as a sample in this preparation guide.
„ 64 „
„ SAMPLE TEST DIRECTIONS FOR THE
WRITTEN ASSIGNMENT
DIRECTIONS FOR THE WRITTEN ASSIGNMENT
This section of the test consists of a written assignment. You are to prepare a written response
of about 150–300 words on the assigned topic. The assignment can be found on the next page.
You should use your time to plan, write, review, and edit your response to the assignment.
Read the assignment carefully before you begin to write. Think about how you will organize
your response. You may use any blank space provided on the following pages to make notes,
write an outline, or otherwise prepare your response. However, your score will be based solely
on the response you write on the lined pages of your answer document.
Your response will be evaluated on the basis of the following criteria.
•
PURPOSE: Fulfill the charge of the assignment.
•
APPLICATION OF CONTENT: Accurately and effectively apply the relevant
knowledge and skills.
•
SUPPORT: Support the response with appropriate examples and/or sound reasoning
reflecting an understanding of the relevant knowledge and skills.
Your response will be evaluated on the criteria above, not on writing ability. However, your
response must be communicated clearly enough to permit valid judgment of your knowledge
and skills. The final version of your response should conform to the conventions of edited
American English. This should be your original work, written in your own words, and not
copied or paraphrased from some other work.
Be sure to write about the assigned topic. Please write legibly. You may not use any reference
materials during the test. Remember to review what you have written and make any changes
that you think will improve your response.
„ 65 „
„ SAMPLE WRITTEN ASSIGNMENT
WRITTEN ASSIGNMENT
Use the information below to complete the exercise that follows.
Lucy, a student whose only language is English, reads aloud a passage from an unfamiliar story. As she
reads, the teacher notes her performance on a separate copy of the story. Printed below is an excerpt from
the teacher's record of Lucy's oral reading performance.
path
soft
K evin looked at the patch of soil. "All mine," he said softly. He thought of sweet green
to-tom-tomatoes bush
crisp
lettuce, red tomatoes, and a bunch of crispy carrots. Mother gave Kevin a little tool and
showed him how to use the tool to break up the soil. "Okay, Mom," said Kevin. "I can
works
do it myself now." Kevin worked for a long time. "What next, Mom?" asked Kevin.
Mother showed Kevin how to make a hole by poking his finger in the soil. Then he
covers
dropped a seed into the hole. He covered the seed with soil, and then he planted the
sp-spr-sprayed
path
other seeds. Finally, Kevin got the hose. He sprayed some water on his garden patch,
and he washed the dirt off his bare feet. He could hardly wait to see the little green tops
of the carrots. He could hardly wait to make his very own salad. "All mine," he said
soft
softly.
Key:
deletion
short pause
insertion
long pause
repetition
cow
substitution
cat
„ 66 „
self-correction
After reading the passage aloud, Lucy rereads it silently. Then the teacher asks her some questions about
the passage. Printed below is a transcript of their conversation.
Teacher:
Lucy:
Teacher:
Lucy:
Teacher:
Lucy:
Teacher:
Lucy:
Teacher:
Lucy:
What is this story about?
There's this boy, Kevin. He helps his mother plant her garden. I helped my grandpa plant his
flower garden. It was fun!
How does Kevin help?
He plants the seeds. And waters them so things will grow.
What kind of things do you think will grow?
Tomatoes.
Anything else?
Tomatoes and [pauses] flowers.
How does Kevin feel about the garden?
Okay I guess. He did all the stuff his mother told him to, but I bet he's tired. And he's
hungry for lunch!
Examinee Task
Using your knowledge of word identification strategies (e.g., use of phonics, analysis of word structure,
use of context clues, identification of sight words) and reading comprehension (e.g., literal comprehension, inferential comprehension, engagement of schema, self-monitoring), write an essay in which you:
•
identify one of Lucy's needs in using word identification strategies, and explain how the
information shown above supports your conclusion, citing specific examples; and
•
identify one of Lucy's needs relating to reading comprehension, and explain how the information
shown above supports your conclusion, citing specific examples.
„ 67 „
„ STRONG RESPONSE TO THE SAMPLE
WRITTEN ASSIGNMENT
The record of Lucy's oral reading shows that she has trouble applying
knowledge of phonics to decode words that contain consonant clusters.
She correctly reads words containing simple consonant digraphs (e.g.,
washed, Mother) and two-letter consonant blends (e.g., sweet, break).
However, she consistently has difficulty decoding words that contain
consonant clusters. She reads patch as path two times, and she reads
bunch as bush. She also has trouble sounding out the initial consonant
cluster in sprayed. She makes two unsuccessful attempts to sound out
the word before finally identifying it correctly.
In her conversation with the teacher, Lucy demonstrates a need in the
area of inferential comprehension. When the teacher asks, "How does
Kevin feel about the garden," Lucy says he feels "Okay" and that he's
probably tired and hungry. These remarks miss the main point of the
passage. Even though Kevin's feelings are not made explicit, there are
many clues that he feels proud of having creating his own garden. For
example, he twice whispers to himself, "All mine." In addition, he wants
to use the gardening tool by himself, and he is eager to see his garden
grow so he can make a salad. Rather than inferring that Kevin is proud,
Lucy says that he is tired and hungry, even though there is no evidence in
the passage to support this interpretation. A weakness in literal
comprehension and recall may contribute to Lucy's problem with
inferential comprehension, since she also incorrectly states that
Kevin is planting flowers.
„ 68 „
„ PERFORMANCE CHARACTERISTICS AND
SCORING SCALE
Performance Characteristics
The following characteristics guide the scoring of responses to the written assignment.
Purpose:
Fulfill the charge of the assignment.
Application of Content:
Accurately and effectively apply the relevant knowledge and skills.
Support:
Support the response with appropriate examples and/or sound reasoning
reflecting an understanding of the relevant knowledge and skills.
Scoring Scale
Scores will be assigned to each response to the written assignment according to the following
scoring scale.
Score
Point
Score Point Description
The "4" response reflects a thorough command of the relevant knowledge and skills.
4
• The response completely fulfills the purpose of the assignment by responding fully to the given task.
• The response demonstrates an accurate and highly effective application of the relevant knowledge and
skills.
• The response provides strong support with high-quality, relevant examples and/or sound reasoning.
The "3" response reflects a general command of the relevant knowledge and skills.
3
• The response generally fulfills the purpose of the assignment by responding to the given task.
• The response demonstrates a generally accurate and effective application of the relevant knowledge and
skills.
• The response provides support with some relevant examples and/or generally sound reasoning.
The "2" response reflects a partial command of the relevant knowledge and skills.
2
• The response partially fulfills the purpose of the assignment by responding in a limited way to the given
task.
• The response demonstrates a limited, partially accurate and partially effective application of the relevant
knowledge and skills.
• The response provides limited support with few examples and/or some flawed reasoning.
The "1" response reflects little or no command of the relevant knowledge and skills.
1
• The response fails to fulfill the purpose of the assignment.
• The response demonstrates a largely inaccurate and/or ineffective application of the relevant knowledge
and skills.
• The response provides little or no support with few, if any, examples and/or seriously flawed reasoning.
„ 69 „
„ EVALUATION OF THE STRONG RESPONSE
This response is considered a strong response because it reflects a thorough command of
relevant knowledge and skills.
Purpose. The candidate identifies a need demonstrated by the student in the area of word
identification: the student has difficulty applying knowledge of phonics to identify words
that contain consonant clusters. The candidate also identifies a need demonstrated by the
student in the area of reading comprehension: the student has difficulty applying inferential
comprehension skills to draw valid conclusions based on information in the passage.
Application of Content. The candidate demonstrates knowledge of the role of phonics in
word identification. The candidate uses relevant terminology appropriately and accurately
distinguishes between different types of spelling patterns (e.g., consonant digraph, consonant
blend, consonant cluster). The candidate also demonstrates knowledge of the role of inference
in comprehension, and makes an appropriate distinction between inferential and literal
comprehension.
Support. The candidate provides relevant examples of the student's oral reading miscues
and of words that the student reads correctly. These examples support the candidate's wellreasoned conclusion that the student has difficulty using phonics to decode consonant clusters.
The candidate cites portions of the conversation between the teacher and student, as well as
portions of the passage, to support the conclusion that the student has failed to draw important
inferences.
„ 70 „
 ACKNOWLEDGMENTS
Page
Number
55
The Good Shepherd and two Angels. Mosaic. 6th c. S. Apollinare Nuovo, Ravenna,
Italy. Photo Credit: Erich Lessing / Art Resource, NY
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