Study Guide

Preparing for the Test

This section of the preparation guide offers suggestions on how to prepare for a test in the CTCE program. Candidates planning to take a test may find the suggestions helpful. However, this guide is not intended to address all possible strategies for preparation.

Understanding the Content of the Test

The first step in preparing for the test is to identify the information the test will cover. The test objectives can be a helpful study tool because they define the content that will be assessed by the test.

The test objectives can be found in the preparation materials available at www.ct.nesinc.com, and in section 3 of this preparation guide. The components of the test objectives are described below.

• Subareas are groupings of objectives that define the major content domains of the test.


• Objectives are broad, conceptual statements, written in language that reflects some of the skills, knowledge, and understanding determined to be important to the job of a teacher in the field. The number of objectives within a subarea may vary, depending on the breadth of content contained within the subarea. Each multiple-choice item is written to assess understanding of a test objective.


• Descriptive statements provide examples of the types of content covered by the test objective.

The test objectives reflect subject-matter knowledge that the Connecticut State Department of Education has determined to be important for teachers in Connecticut public schools. The content described in the test objectives is typically learned through college-level coursework and other educational experiences at Connecticut educator preparation institutions.

Using the Test Objectives

• Review the test objectives. Read the entire set of test objectives for the test to get a general picture of the material the test covers. Remember that the number of test objectives within a subarea broadly reflects the emphasis given to that subarea on the test. In general, subareas with a greater number of test objectives will be covered by more multiple-choice items on the test.


• Focus your studies. When you have become familiar with the test objectives, make a list of those test objectives about which you feel you know the least. A suggested approach for outlining the content of the test objectives and identifying those on which you need to concentrate is presented below, under the heading "Developing a Study Outline." This approach can help you set priorities for your study time. You should leave time to review the content of all test objectives, both the familiar and the less familiar ones. Keep in mind that you may improve your total test score by improving your performance in any area of the test. So, any additional preparation that you undertake may contribute to improving your total test score.

Developing a Study Outline

You may wish to use the test objectives and descriptive statements to prepare an outline of the content likely to be covered on the test, especially the content about which you are unsure. The process described here, which is designed to be used with the Study Outline Chart , may help you organize your thoughts and your future studies for the test both in college coursework and through other educational activities.

You may follow this process by yourself or with others in your program, such as the members of a study group. As you read the test objectives, remember that some of the test objectives may refer to content that you are currently learning or will learn in the near future during your college preparation, while other test objectives may refer to content you may have learned earlier or elsewhere.

1. The first column of the chart lists test objective numbers. In the second column, briefly summarize the topic of each test objective, using a two- or three-word phrase (e.g., "Reading Comprehension," "Early Childhood Development").
2. Read and consider each test objective and its associated descriptive statement and envision the content likely to be covered. Try to imagine the types of questions that might be asked about that content. Consider the content in relation to courses or other educational activities that you have undertaken in college or that you might undertake in the future. Brainstorm as many ideas as you can. Participation in a study group may be particularly helpful for this task.
3. In the third column, indicate the extent of your knowledge and educational preparation regarding the content of each test objective. Use symbols such as "" to indicate adequate knowledge and preparation, "X" to indicate partial knowledge and preparation, and "?" to indicate little or no knowledge and preparation.
4. Beginning with areas you identified where you have partial (X) or little or no (?) knowledge and preparation, devise a plan to increase your knowledge or enhance your preparation. See the next section on "Identifying Resources" to help you find solutions to your individual needs. Note in this column resources that may be particularly useful to you.

At the conclusion of this process you will have a chart listing the test objectives (and parts of test objectives) about which you will need to learn more in preparing for the test. You will also have a plan for addressing your preparation needs.

Identifying Resources

After you have identified the test objectives on which you will focus your time, consider the resources you may use in studying the content of those test objectives. You may determine that you have not taken some relevant courses that would have covered content that will be assessed on the test. Consult with your advisor and, on his or her recommendation, take courses that will help you strengthen those areas where your content knowledge may be less strong.

Other resources include written materials, such as textbooks from relevant classes, your class notes and assignments, textbooks currently in use in Connecticut public elementary and secondary schools, state curriculum frameworks, and publications from local, state, and national professional organizations. In addition, people can be important resources, including other students who have taken courses related to your needs and instructors who teach such courses. Instructors may be able to guide you in finding and reviewing notes and textbooks.

• Review the sample test items. Sections 4 and 5 of this preparation guide contain sample multiple-choice and open-response items and correct responses.


• Develop study techniques. It is usually best to approach preparing for a test with a study plan in mind, together with a schedule for accomplishing what you need to do to feel prepared. You may also wish to obtain from either your school's library or a bookstore one of the many books available on study skills.
  
  For some people, study groups are particularly helpful; you may want to form or join a study group with others who will be taking the test at the same time. Find out if your school sponsors study groups. Study groups are more effective once you have identified the test objectives with which you are less familiar.
  
  A gradual study pattern over an appropriate period of time can be effective for learning unfamiliar or difficult content. In the last few days before the test, take time to review those topics with which you feel most comfortable and avoid "cramming"—trying to learn too much new material quickly.


• Use subarea information. If you are retaking a test, the information from your score report that indicates subarea-level strengths and weaknesses may further help you determine areas for additional preparation. You may be able to improve your performance on the test by studying in those areas in which you did well in addition to studying those areas for which your performance was weak.

Approaching the Test Items

Multiple-Choice Item Formats

The multiple-choice items in the CTCE program are designed to assess subject-matter knowledge described in the set of test objectives for each test field. You will be expected to demonstrate more than your ability to recall factual information; you may be asked to think critically about information, analyze it, apply it, consider it carefully, compare it with other knowledge you have, or make a judgment about it.

You may see several multiple-choice item formats in the CTCE tests. Not all types of test items that may appear on a test are illustrated. Actual test items are not necessarily identical in wording or format to the sample items in this guide. Not every test will include all the item formats discussed in this section, but it is in your best interest to be prepared to answer all types of items in the event that they are included on the test(s) you elect to take. Following are examples of the most common multiple-choice item formats and descriptions of approaches you might use to answer the items.

For each multiple-choice item there are four response options, one of which is the best response of the choices given. Each multiple-choice item counts equally toward a candidate's total multiple-choice section score. There is no penalty for guessing.

The tests may include a number of test items that do not count toward a candidate's score because they are being tried out for future administrations of the CTCE. Approximately 15 percent of the multiple-choice items on each test are nonscorable. Nonscorable items are included so that data can be collected on their psychometric characteristics for possible use as scorable items on future tests.

Multiple-Choice Item Format One: The Single Test Item

In the single test-item format, a problem is presented as a direct question or an incomplete statement, and four response options (A, B, C, and D) appear below the question. The following sample test item from the Foundations of Reading test is an example of this type. (The * indicates the best response of the choices given.)

Example of multiple-choice item format one: a single test item

For test items in this format, a suggested approach is to read the entire item carefully and critically. Think about what it is asking and the situation it is describing. It is best to read and evaluate all four response options to find the best answer; you should not stop at the first answer that seems reasonable. After reading all four response options, eliminate any obviously wrong answers, and select the best choice from the remaining answers. There is no penalty for guessing.

Multiple-Choice Item Format Two: Test Items with Stimulus Material

Some test items are preceded by stimulus material to which the test items relate. Some examples of stimulus material that may be included on a test are maps, charts, tables, graphs, reading passages, and descriptions of classroom situations. In some cases, there is only one test item related to the stimulus provided. In other cases, two or more test items are related to a single stimulus. Each stimulus is preceded by a direction line. The following sample from the Foundations of Reading test includes an excerpt from a textbook as the stimulus for one sample test item. (The * indicates the best response of the choices given.)

Example of multiple-choice item format two: a test item with stimulus material

The following approach is suggested when responding to test items with stimulus material. First, examine the stimulus. Note how the information is presented.

Next, address the sample test item associated with this stimulus. As you consider each response option, look back at the stimulus to determine which type of text structure is used in the excerpt. The type of text structure used in the excerpt is cause and effect (taking off a sweater causes charged particles from the sweater to rub onto a person's hair, leading the person's hair to stick to the sweater). Therefore, B is the correct response.

Open-Response Item Formats

The CTCE tests include two open-response items for which you are asked to prepare a written response. These items are designed to measure the depth and breadth of the candidate's knowledge in the subject area, the candidate's understanding of fundamental concepts of the discipline, and the candidate's familiarity with field-specific methodologies.

The open-response items are designed to require the integration of knowledge from one or several subareas and to be comparable to each other in terms of information presented, the type of response required, and the difficulty of the items from one test form to the next. Responses to each open-response item typically require about 20 to 30 minutes to complete. For the open-response items that require written responses, each item will generally include:

1. contextual or background information that presents the topic of the open-response item; and
2. one or more specific directions or assignments that advise you of the elements that you are expected to provide in your response.

The following open-response item from the Early Childhood (002) test illustrates the components of a typical open-response item. The first paragraph introduces the topic of the assignment. The second paragraph, and accompanying bulleted instructions, describes the writing task candidates must undertake and the elements they must include in their response.

Scoring of Open-Response Items

Open-response items are scored holistically according to standardized procedures, using approved scoring scales. In judging the overall effectiveness of each response, scorers use scoring scales that describe varying levels of performance.

As a whole, the response to each assignment must demonstrate an understanding of the content of the field. Responses are scored on the extent to which they achieve the purpose of the assignment, are appropriate and accurate in the application of subject-matter knowledge, provide high-quality and relevant supporting evidence, and demonstrate a soundness of argument and understanding of the subject area.

Open-response items are scored holistically by two or more qualified educators during scoring sessions held after each test administration. Scorers are oriented before the scoring session to ensure that all responses are scored according to standardized procedures.

Performance characteristics and scoring scales are available in section 5 of this preparation guide.

The Day of the Test

Planning for the Day of the Test

The following are tips to help you prepare for the day of the test.

Start early.

• Make sure you leave plenty of time to get to the test center. Report to the test center 15 minutes before your scheduled testing time.

Dress comfortably.

• Wear layers of clothing that you can easily remove or add on (for example, a sweater or sweatshirt). This will allow you to make personal adjustments for fluctuations in room or body temperature.
• Wear soft-soled shoes so that you will not disturb other examinees when you leave your seat.

Arriving at the test center.

• Any personal items that you bring to the test center must be stored in a locker outside of the testing room during the test. This includes watches, wallets, and purses in addition to prohibited materials described on the CTCE website.
• Do not bring any unauthorized aids or prohibited materials, as listed under "Test Center Rules" on the CTCE website, with you to the test center. If you do bring these materials, you will be required to leave them outside the testing area, as designated.

Test-Taking Tips

The following tips for taking standardized tests are offered as suggestions that may contribute to your success and confidence during the test session.

Watch the tutorials.

• Take the Computer-Based Testing Tutorials on the CTCE website before the day of your test to learn how to navigate through a computer-based test (CBT), including how to indicate answers and how to use CBT features.
• Take the Pearson Professional Centers Tour on the CTCE website to preview a visit to a Pearson Professional Center, including a view of the typical test room and other test center areas, to gain advance knowledge of the test center experience.
• If your test includes one or more assignments that allow you to handwrite and scan your responses, watch the Hand-Draw Tutorial Video on the CTCE website to review the process.

Follow directions.

• At the beginning of the test and throughout the test session, follow all directions carefully. This includes instructions and written directions given to you by the test center administrators and written directions in the test itself.
• The test will contain general directions for the test as a whole and specific directions for individual test items or groups of test items.
• If you do not understand something about the directions, raise your hand and ask a test center administrator.

Pace your work.

• The test session is four hours long. The test session is designed to allow sufficient time for sign-in and communication of directions before testing begins and for completion of the test by candidates. Some candidates may finish testing well before the scheduled ending time of the test session.
• You may find that you need less time than the four hours in the test session, but be prepared to stay for the entire time.
• Do not make any other commitments for this time period that may cause you to work more quickly than you should.
• Do not spend a lot of time on a test item that you cannot answer promptly; skip that item and move on.

Read carefully.

• Read the directions and the test items carefully.
• Read the test items closely so that you understand what they ask.
• Read all response options.
• Remember that the test items call for the "best answer." Do not choose the first response option that seems reasonable; read and evaluate all choices to find the best answer.
• Do not skim the test items in an effort to save time; you may misread key words and select the wrong answer or spend more time than needed on a test item.
• Read the test items, but don't read into them. The test items are designed to be straightforward, not tricky.

Choose wisely.

• As you read through the multiple-choice item response options, try to find the best answer. If you cannot quickly determine the best answer, try to eliminate as many of the options as possible. Then, select from among the remaining answer choices.
• Your score on each test will be based on the number of multiple-choice items you have answered correctly, in combination with your scores on the open-response items.
• There is no penalty for incorrect multiple-choice item answers; therefore, it is better to select an answer than not to respond at all.

Check your accuracy.

• Use any remaining time at the end of the test session to check your work.
• Go back to the test items that gave you difficulty and verify your work on them.

Review the open-response items carefully.

• Be sure to read and respond to each part of the items.
• Write legibly (if the test requires that you handwrite your responses). Your responses to the open-response items will be evaluated by at least two qualified scorers. It is important for the scorers to be able to read your response.

After the Test

Score Reporting

Score reports are available for 2 years in your account. From your account, you may view, print, and save your score report during that period. Your testing history for all tests taken, reported as pass/fail status, is always available to you through your account.

After the 2-year period, you may request a copy using the reprint request form.

The score report you receive is for your information and for your personal records. Your test scores will be reported to you, the CSDE, and the institution(s) that you indicated when you registered. The institution(s) will receive information about whether you passed the test and, if you did not pass the test, your total test score. Information about your performance on the individual subareas of the test will be released to the institution(s) only if you give explicit permission with your registration.

Interpreting Your Score Report

Each CTCE test has its own passing score set by the Connecticut State Board of Education. In order to report test scores in a consistent way, the scores for all the tests are reported on the same scale. Test results are reported as scores in a range of 100 to 300. The passing score for each test may be found on the test landing page for the field (select your field from the table on the Tests page). Therefore, a total test scaled score equal to or higher than the passing score is required to pass the test.

Your total test score is based on your performance on all sections of the test. Your multiple-choice score and scores on open-response items are combined to obtain your total score, reported on the 100 to 300 scale. The scaled score for the multiple-choice items is obtained from the number of test items answered correctly. The scaled score for the open-response items is obtained from the scores assigned to the candidate's written responses. If a candidate does not attempt an open-response item on the test, no points are contributed to the candidate's score for that test item.