Assessment at a Glance - NBPTS...Assessment Center Exercises - EMC/Art This assessment is composed...

Assessment at a Glance

For retake candidates who began the certification process in 2013-14 or earlier.

© 2015 National Board for Professional Teaching Standards | All rights reserved.

This document contains the assessment center exercise descriptions and sample exercises for all certificate areas.

Table of Contents

EMC/Art 1 EAYA/Art 4 EAYA/Career and Technical Education 7 EMC/English as a New Language 11 EAYA/English as a New Language 21 EA/English Language Arts 44 AYA/English Language Arts 48 ECYA/Exceptional Needs Specialist 52 EC/Generalist 55 MC/Generalist 62 EAYA/Health Education 66 ECYA/Library Media 68 EMC/Literacy: Reading-Language Arts 71

EA/Mathematics 76 AYA/Mathematics 82 EMC/Music 87 EAYA/Music 93 EMC/Physical Education 99 EAYA/Physical Education 102 ECYA/School Counseling 105 EA/Science 108 AYA/Science 111 EA/Social Studies-History 120 AYA/Social Studies-History 123 EAYA/World Languages 126

Assessment Center Exercises - EMC/Art This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.

Following is a description of each assessment center exercise.

Exercise 1: PersonalArt-Making Processes

For this exercise, you create an art product before you attend your assessment center appointment, using stimulus materials mailed to you in advance. At the assessment center, you are asked to describe, analyze, and reflect on the art-making processes you considered and used as you created an art product.

Exercise 2: Studying and Interpreting Art

In this exercise, you use your knowledge of art criticism and your understanding of specific art concepts to analyze a work of art in terms of expressive, sensory, and formal qualities, and to discuss how these qualities, as well as symbolism and metaphor, contribute to the meaning of the work of art.

Exercise 3: The Functions of Art

In this exercise, you use your knowledge of art history and your understanding of the functions of art to describe a work of art created in a specific culture, time, and place. You are asked to discuss the role, purpose, and/or function of the work in its respective culture, time, and place.

Exercise 4: The Nature and Value of Art

In this exercise, you use your knowledge and understanding of aesthetic theories and the nature and value of art to examine and analyze the aesthetic and artistic qualities of a work of art. You are asked to justify the interpretations and judgments you have made about the image.

Exercise 5: The Evolution of Art

In this exercise, you use your knowledge of art history and your understanding of the contextual factors that affect the creation of art to discuss the social, historical, and/or political contexts of Western art through the examination of one artwork representative of an artist's body of work. You are asked to discuss the nature and significance of an important artist's work on the world of art.

Exercise 6: Forming Processes

In this exercise, you use your knowledge and understanding of the creative process to describe and analyze the media, tools, and techniques present in two works of art. You are asked to discuss how the artists' choices of forming processes affect the visual impact and meaning of both works of art.

Read Assessment Center Policy and Guidelines on the National Board website for more information about the assessment center component of the certification process. To locate an assessment center, visit the National Board computer-based testing website (www.pearsonvue.com/nbpts/).

Selected Assessment Center Exercises The following sections contain selected exercises administered in a previous assessment cycle. These exercises present information that candidates saw on screen at the assessment center and include instructions for using the computer, stimulus materials (if applicable), and prompts requiring responses. These exercises have been included to help you become familiar with the structure of assessment center exercises and to help you understand the scoring rubrics. The exercise prompts in this section do not represent actual prompts candidates will see at assessment centers in the future.

Please note that assessment center exercises cover the entire age range of the certificate. Be aware that you are expected to demonstrate knowledge of developmentally appropriate content across the full range of your certificate.


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http://www.pearsonvue.com/nbpts/

Sample Exercise 3: The Functions of Art

Exercise 3 - The Functions of Art - Candidate Name Time Remaining 29:31

The Functions of Art

Introduction

In this exercise, you will use your knowledge of art history and your understanding of the roles, purposes, and functions of art to describe and discuss a work representative of a specific culture, time, and place. You will be asked to respond to one prompt.

Criteria for Scoring

To satisfy the highest level of the scoring rubric, your response must provide clear, consistent, and convincing evidence of the following:

• a detailed description of a work of art created in a specific culture, time, and place; and

• an in-depth understanding of the role, purpose, and/or function of the selected work of art asdemonstrated through a firmly grounded discussion that makes specific and appropriatereferences to the social, cultural, political, and/or historical context in which the work wasmade and viewed.

Directions

You may view the prompt by clicking the Next button. Compose your response in the space provided.

? Help Navigator Next

Preparation

Works of art are classified by a wide range of traditional and contemporary forms. Artists or artisans from specific times, cultures, and places created the works presented in this exercise. Reproductions are provided on screen. A limited amount of information about each work is included.

Select one of the two works on which to base your response. You may wish to preview the prompt before making your selection.

Closely examine the selected work displayed on the screen as you respond to the prompt.

Prompt

You must address each of the following in your response.

• Describe the physical characteristics of the work. Firmly ground your response in the selectedwork. Discuss how the art form or type of work best represents its culture, time, and place oforigin. Include in your discussion the use of materials, tools, and techniques and the artisticchoices made by the artist/artisan.

• Discuss the role, purpose, and/or function of the work within its culture and context. Firmlyground your response in the selected work. Make specific references to the social, cultural,political, and/or historical contexts of the work in your response.


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Sample Exercise 5: The Evolution of Art

Exercise 5 - The Evolution of Art - Candidate Name Time Remaining 29:31

The Evolution of Art

Introduction

In this exercise, you will use your knowledge of art history and your understanding of the contextual factors that affect the creation of art to discuss a work of Western art, representative of an important artist’s body of work, its significance, and its impact on the world of art. You will be asked to respond to one prompt.



• an accurate understanding of the nature of a selected work of Western art, as demonstratedthrough a thoughtful discussion of how the work is representative of the artist's body ofwork, with specific references to the social, historical, and/or political contexts in which thework was made and viewed; and

• an accurate understanding of the significance of the Western artist's body of work, asdemonstrated through a thoughtful discussion of the importance of the selected work to theevolution of art and of the impact of the artist's body of work on the development of theworld of art.

Directions



Preparation

Reproductions are provided on screen. Artists who are considered by many to have made a significant contribution to the world of art created these works of art. A limited amount of information about each work is included.



Prompt


• Discuss how this work is representative of the artist’s body of work. Firmly ground your response in the selected work. Make specific references to the social, historical, and/or political contexts in which the work was made and viewed.

• Discuss the key concepts that support the conclusion that the selected artist’s work is significantin the world of art. Firmly ground your response in the selected work. Include why the artist’swork is considered important in the evolution of art. Discuss the impact of the artist's body ofwork on the development of the world of art.


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Assessment Center Exercises - EAYA/Art This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Personal Art-Making Processes

For this exercise, you create an art product before you attend your assessment center appointment, using stimulus materials mailed to you in advance. At the assessment center, you are asked to describe, analyze, and reflect on the art-making processes you considered and used as you created an art product.

Exercise 2: Studying and Interpreting Art

In this exercise, you use your knowledge of art criticism and your understanding of specific art concepts to analyze a work of art in terms of expressive, sensory, and formal qualities, and to discuss how these qualities, as well as symbolism and metaphor, contribute to the meaning of the work of art.

Exercise 3: The Functions of Art

In this exercise, you use your knowledge of art history and your understanding of the roles, purposes, and functions of art to describe a work of art representative of a specific culture, time, and place. You discuss the relationship between a work’s role, purpose, and/or function and the social, political, and historical aspects of its culture of origin.

Exercise 4: The Nature and Value of Art

In this exercise, you use your knowledge and understanding of aesthetic theories and the nature and value of art to analyze the aesthetic and artistic qualities of a work of art. You are asked to provide a rationale grounded in aesthetic theory to support your analysis and evaluation of the image.

Exercise 5: The Evolution of Art

In this exercise, you use your knowledge of art history and your understanding of the contextual factors that affect the creation of art to discuss the social, historical, and/or political contexts of a work of art. You discuss a Western art image, representative of an important artist’s body of work, its significance, and its impact on the world of art.

Exercise 6: Forming Processes

In this exercise, you use your knowledge and understanding of the creative process to describe and analyze the media, tools, and techniques present in two works of art. You are asked to discuss how the artists’ choices of forming processes affect the visual impact and meaning of both works of art.





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Sample Exercise 3: The Functions of Art

Exercise 3 - The Functions of Art - Candidate Name Time Remaining 29:31

The Functions of Art

Introduction

In this exercise, you will use your knowledge of art history and your understanding of the roles, purposes, and functions of art to describe and discuss a work representative of a specific culture, time, and place. You will be asked to respond to one prompt.



• a detailed description of a work of art created in a specific culture, time, and place; and

• an in-depth understanding of the role, purpose, and/or function of the selected work of art asdemonstrated through a firmly grounded discussion that makes specific and appropriatereferences to the social, cultural, political, and/or historical context in which the work wasmade and viewed.

Directions



Preparation

Works of art are classified by a wide range of traditional and contemporary forms. Artists or artisans from specific times, cultures, and places created the works presented in this exercise. Reproductions are provided on screen. A limited amount of information about each work is included.



Prompt


• Describe the physical characteristics of the work. Firmly ground your response in the selectedwork. Discuss how the art form or type of work best represents its culture, time, and place oforigin. Include in your discussion the use of materials, tools, and techniques and the artisticchoices made by the artist/artisan.

• Discuss the role, purpose, and/or function of the work within its culture and context. Firmlyground your response in the selected work. Make specific references to the social, cultural,political, and/or historical contexts of the work in your response.


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Sample Exercise 5: The Evolution of Art

Exercise 5 - The Evolution of Art - Candidate Name Time Remaining 29:31

The Evolution of Art

Introduction

In this exercise, you will use your knowledge of art history and your understanding of the contextual factors that affect the creation of art to discuss a work of Western art, representative of an important artist’s body of work, its significance, and its impact on the world of art. You will be asked to respond to one prompt.



• an accurate understanding of the nature of a selected work of Western art, as demonstratedthrough a thoughtful discussion of how the work is representative of the artist's body ofwork, with specific references to the social, historical, and/or political contexts in which thework was made and viewed; and

• an accurate understanding of the significance of the Western artist's body of work, asdemonstrated through a thoughtful discussion of the importance of the selected work to theevolution of art and of the impact of the artist's body of work on the development of theworld of art.

Directions



Preparation

Reproductions are provided on screen. Artists who are considered by many to have made a significant contribution to the world of art created these works of art. A limited amount of information about each work is included.



Prompt


• Discuss how this work is representative of the artist’s body of work. Firmly ground your response in the selected work. Make specific references to the social, historical, and/or political contexts in which the work was made and viewed.

• Discuss the key concepts that support the conclusion that the selected artist’s work is significantin the world of art. Firmly ground your response in the selected work. Include why the artist’swork is considered important in the evolution of art. Discuss the impact of the artist's body ofwork on the development of the world of art.


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Assessment Center Exercises - EAYA/Career and Technical Education This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Integration of Academic Studies with Career and Technical Education

In this exercise, you are asked to describe and justify a contextualized learning experience that will integrate specified skills from the core curriculum with career and technical skills.

Exercise 2: Advances in the Field (Path Specific)

In this exercise, you identify a recent advance, within a specified focus, that has had a significant impact on practice in occupations from your career and technical area. You are asked to describe the critical features of the advance and how these features have created significant impact on professional practice in the field (not on teaching), and the preparation necessary to take advantage of the advance.

Exercise 3: Exploring Careers

In this exercise, you demonstrate your knowledge of developmentally appropriate career exploration methods. You are asked to describe and justify a focused career exploration activity along with evaluative techniques appropriate for middle school students.

Exercise 4: High-Level Skills or Processes (Path Specific)

In this exercise, you are asked to demonstrate your knowledge of high- level skills within your career and technical area. Based on a given scenario, you are asked to describe a specific high-level skill crucial for expert practice in an occupation from your career and technical area and to explain the distinctions between expert and novice displays of the skill, and to explain the relationship of the skill to important workplace factors.

Exercise 5: Employability Skills

In this exercise, you demonstrate your knowledge of workplace skills and expectations, and the use of authentic work simulations to advance student understanding of these skills and expectations. Based on a given scenario, you are asked to describe and justify a work simulation that would advance student understanding of the specified skills.

Exercise 6: Worksite Learning

In this exercise, you demonstrate your knowledge of age-appropriate worksite learning strategies and programs. You are asked to describe and justify the appropriateness of a specified type of worksite learning experience, including the responsibilities of the specified participants.





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Sample Exercise 1: Integration of Academic Studies with Career and Technical Education

Exercise 1: Integration of Academic Studies with Career Time Remaining 29:31and Technical Education - Candidate Name

Integration of Academic Studies with

Career and Technical Education

Introduction

In this exercise, you will use your knowledge of the core curriculum and of career and technical education to describe and justify a contextualized learning experience that will integrate specified skills from the core curriculum with career and technical skills. You will be asked to respond to one prompt.



• a thorough knowledge of the specified concepts or skills from the core curriculum;

• a thorough knowledge of career and technical education concepts and/or skills;

• an ability to meaningfully integrate the specified concepts or skills from the core curriculum withcareer and technical education concepts and/or skills;

• a description of a contextualized and developmentally appropriate learning experience forseventh-grade students;

• a detailed description of goals and student participation; and

• a logical and thorough explanation for the effectiveness of the learning experience, including adiscussion of how the learning experience would advance students’ understanding of theconcepts or skills from the core curriculum and the career and technical education conceptsand/or skills.

Directions




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Scenario A mathematics teacher from a neighboring middle school has invited you to present a lesson on practical applications of fractions in your career and technical area. There are 25 students in the seventh-grade mathematics class, and you will have 45 minutes to present your lesson.

Prompt

For the purpose of this exercise, “contextualized” means that students’ hands and minds are actively engaged in a learning experience that is relevant to them and the real world.


• Describe a contextualized learning experience, appropriate for seventh-grade students, that willadvance student understanding of fractions within your career and technical area. The learningexperience should integrate an understanding of fractions with important career and technicalconcepts and/or skills. In your response, include

your goals for this integrated learning experience, and

a detailed description of what the students will be doing as they learn about practical applicationsof fractions.

• Briefly explain why this learning experience would be effective in advancing student understandingof both fractions and the concepts and/or skills from your career and technical area.


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Sample Exercise 2: Advances in the Field

Exercise 2: Advances in the Field - Candidate Name Time Remaining 29:31

Advances in the Field

Introduction

In this exercise, you will demonstrate your knowledge of a recent advance that has had a significant impact on practice in occupations from your career and technical area. You will be asked to respond to one prompt.



• a thorough and complete description of a recent advance (from the last five years) within therequired area;

• a thorough and complete explanation of how the advance has significantly impacted practice inoccupations from your career and technical area (not teaching); and

• a comprehensive explanation of the preparation necessary to take advantage of the advance.

Directions



Prompt

For the purpose of this exercise, “significant” means that a fundamental, frequent, or critical work process, technique, or understanding has been changed.


• Name one recent advance (from the last five years) in computer software that has had a significantimpact on occupations in your career and technical area (not on teaching).

• Describe the critical features of this advance and explain how these features, separately or takentogether, have created a significant impact on practice in your career and technical area (not onteaching).

• Explain what prior knowledge would be necessary for an employee to have in order to takeadvantage of this advance.


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Assessment Center Exercises - EMC/English as a New LanguageNLThis assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.

The descriptions below apply to Path 2 Early and Middle Childhood/English as a New Language candidates only. Path 2 EMC/English as a New Language candidates are those teachers

who have identified themselves as English Language Development Specialists who help students develop English and gain access to the content across the curriculum.

If you are a Path 1 Early and Middle Childhood/English as a New Language candidate, you will take

assessment center exercises that examine content knowledge specified in the English as a New Language Standards and the Standards addenda. Path 1 EMC/English as a New Language candidates

should review the descriptions for the EC/Generalist or MC/Generalist assessment center exercises, depending on the level of their students as identified at application.


Exercise 1: Domains of English Language Development

In this exercise, you demonstrate knowledge of domains of English language development to identify strategies and/or activities that enhance students' proficiencies in language domains.

Exercise 2: Linguistic Structure of English

In this exercise, you demonstrate knowledge of phonology, vocabulary, grammar, and discourse to analyze a student's work sample and describe strategies for meeting the needs of the student.

Exercise 3:

Second-Language Acquisition

In this exercise, you demonstrate knowledge of factors influencing second-

language acquisition to analyze a description of a second-language learner and explain strategies that could enhance second-language acquisition.

Exercise 4:

Academic Language (Concepts Common to all Curriculum)

In this exercise, you demonstrate knowledge of academic language and

concepts that are common across the curriculum to describe performance objectives designed to develop students' knowledge of academic language as it relates to a common concept within a topic from the curriculum.

Exercise 5:

Linking Content to

English Language Development

In this exercise, you demonstrate your ability to analyze challenges in

subject matter text and make adaptations in order to facilitate English language development.

Exercise 6:

English as a New Language Terminology

In this exercise, you demonstrate knowledge of ENL terms by defining terms and describing the instructional implications for each.



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Selected Assessment Center Exercises

The following sections contain sample exercises. These exercises present the type of information that candidates would see on a computer screen at the assessment center and include instructions for

using the computer, stimulus materials (if applicable), and prompts requiring responses. These

exercises have been included to help you become familiar with the structure of assessment center exercises and to help you understand the scoring rubrics. The exercise prompts in this section do not

represent actual prompts candidates will see at assessment centers in the future.


Path 1: EC/Generalist—Sample Exercise 1: Literacy

Exercise 1: Literacy - Candidate Name Time Remaining 29:31

Introduction

In this exercise, you will use your knowledge of reading development to plan an appropriate instructional strategy that builds on a student’s strengths in reading and fosters the student’s reading development. You will be asked to respond to one prompt.



an accurate identification and supporting explanation of two important strengths of a student’sreading development through the use of the student’s progress report;

a developmentally appropriate goal and instructional strategy that builds directly on theidentified strengths of the student to support the student’s reading development;

a developmentally appropriate resource or material that you would use to further readingdevelopment for the identified student; and

an appropriate, effective, and insightful rationale for the choice of resource or material.

Directions




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Stimulus

Student's first-semester progress report Grade 1

READING Not Yet Developing Established

Distinguishes words in spoken sentences and syllables in spoken words; blends, segments, and substitutes phonemes in spoken words

Uses knowledge of phonics and common inflections to decode regular single-syllable words

Reads grade-level sight words automatically

Uses knowledge of syllable patterns to decode regular two-syllable words

Reads grade-level text with accuracy

Reads grade-level text at an appropriate rate

Reads grade-level text with prosody

Self-monitors and self-corrects for meaning

Understands grade-level vocabulary presented orally and uses it appropriately

Understands grade-level vocabulary in texts

Understands grammar and conventions of standard English used in grade-level texts

Understands key ideas and details in literary and informational texts

Identifies and describes different types and features of literary and informational texts

Uses textual evidence to describe and compare stories, ideas, and details in literary and informational texts

With support, reads literary and informational texts of appropriate complexity for grade 1

Established = has met grade-level expectations Developing = making progress toward grade level Not Yet = not making adequate progress

COMMENTS ON READING

This student’s interest level exceeds his grade and reading level; he most often chooses advanced books in science subjects. He draws on his extensive background knowledge to make connections with the material in these books and in this way gleans much information from the charts and pictures, which he loves to share with the class. Over the course of the semester, he has come to recognize some phonics elements and word patterns and knows many sight words in isolation, but struggles when asked to sound out unfamiliar words, even if they contain familiar elements. He has recently resisted reading out loud, and has started to have difficulty concentrating in small reading groups.


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Prompt


Identify two important strengths from this student’s progress report that you could draw on asyou support the student’s reading development. Explain why you have identified these asindicators of strength that could be used to support further reading development.

Drawing upon the identified strengths, state your goal and describe an appropriate classroom- based instructional strategy to support further reading development for this student. For thepurpose of this exercise, “instructional strategy” refers to a plan to accomplish a learning goal.

Identify a developmentally appropriate resource or material that you would use to help youachieve this goal.

Provide a rationale for your choice of resource or material.

Path 1: EC/Generalist—Sample Exercise 2: Mathematics

Exercise 2 - Mathematics - Candidate Name Time Remaining 29:31

Mathematics

Introduction

In this exercise, you will use your knowledge of mathematical concepts and processes to identify a misconception or difficulty in a student’s work and plan an instructional strategy based on real-world applications. You will be asked to respond to one prompt.



an accurate and detailed identification of a mathematical misconception or difficulty in astudent’s work;

an insightful and complete description of the fundamental concepts that are prerequisites forlearning the particular mathematical concept;

an unambiguous goal and a well-developed instructional strategy or learning experience thatis clearly linked to real-world applications and appropriately addresses the student’s needs;and

a developmentally appropriate choice of materials used to teach the mathematical conceptand a logical rationale for the choice of materials.

Directions




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Stimulus

A kindergarten student is having difficulty with a mathematical concept.

The student was asked to mark an X on all of the triangles.

Student Response

Prompt


Identify the mathematical misconception or difficulty evident in this student response.

Describe the fundamental concepts that are prerequisites for this student at this grade level tolearn this concept.

State your goal for an instructional strategy or learning experience based on real-worldapplications to help the student understand this mathematical concept. Describe aninstructional strategy or learning experience based on this goal that would appropriatelyaddress this student’s needs.

Identify what developmentally appropriate materials you would use to teach this mathematicalconcept to this student. Provide a rationale for your choice of materials.


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Path 1: MC/Generalist—Sample Exercise 1: Supporting Reading Skills

Exercise 1: Supporting Reading Skills - Candidate Name Time Remaining 29:31

Introduction

In this exercise, you will use your content and pedagogical knowledge of reading to analyze and interpret a transcript of a student’s oral reading of a given reading passage to identify a strength and a weakness in the student’s oral reading and to identify and justify appropriate strategies to support the student’s ongoing reading development. You will be asked to respond to one prompt.



knowledge of reading as demonstrated through an accurate identification of one strength andone weakness in a given student’s oral reading, citing specific examples from the passageand the student’s reading;

a thorough description of two specific, effective instructional strategies to address theidentified weakness in the student’s reading, including significant evidence of theappropriateness of the strategies for supporting the student’s ongoing reading development;and

a thorough rationale for each instructional strategy that explicitly connects each strategy tothe student’s identified reading strength and weakness.

Directions



Preparation

Read the transcription of the student’s oral reading of a passage. You will be asked to identify one strength and one weakness in the student’s oral reading and provide instructional strategies to address the weakness you identified.

For the purpose of this exercise, all errors or patterns of errors are related only to the student’s reading ability and not to the student’s language development.


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Scenario

You are teaching reading to a class of third-grade students of mixed ability. You have provided a passage for a student in your class to read aloud. Below is a record of the student’s oral reading performance.

Stimulus

Prompt


Identify one strength and one weakness evident in the student’s oral reading. Cite examplesfrom the record of the student’s reading to support your response.

Describe two specific, effective instructional strategies you would use to address the readingweakness you identified.

For each instructional strategy you have described, give a rationale for its use, including howit relates to the student’s ongoing reading development as well as to the reading strength andweakness you identified.


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Path 1: MC/Generalist—Sample Exercise 5: Health and Wellness

Exercise 5: Health and Wellness - Candidate Name Time Remaining 29:31

Introduction

In this exercise, you will use your knowledge of health and wellness education to identify a developmentally appropriate goal and learning activity to promote students’ knowledge and skills related to a given health and wellness topic and enable them to transfer their knowledge and skills. You will be asked to respond to one prompt.



a clear identification of a developmentally appropriate learning goal supported by a logicaland effective rationale for including it in a unit on a given health and wellness topic;

a rich and detailed description of a learning activity designed to help students achieve thelearning goal and enable them to transfer their knowledge and skills beyond the immediateenvironment or classroom; and

a clear and logical explanation of how the learning activity would support the goal andpromote students' knowledge and skills related to the health and wellness topic.

Directions



Stimulus

You are planning a unit to promote sixth graders' knowledge and skills related to bullying prevention.

Prompt


Identify a clear, developmentally appropriate learning goal for the students and provide arationale for including this goal as part of the unit.

Describe in detail a learning activity designed to help students achieve this goal and enablethem to transfer their knowledge and skills beyond the immediate environment or classroom.

Explain how this learning activity would support the goal and promote the students'knowledge and skills related to bullying prevention.


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Path 2: English Language Development Specialist—

Sample Exercise 1: Domains of English Language Development

Exercise 1 - Domains of English Language Development - Time Remaining 29:31

Candidate Name

Domains of English Language Development

Introduction

In this exercise, you will use your knowledge of domains of English language development to identify four strategies and/or activities that would enhance proficiencies in four of five domains (listening, speaking, reading, writing, and visual literacy). You will be asked to respond to one prompt.



an accurate identification and thorough explanation of four strategies and/or activities that wouldsupport the development of students' proficiencies in four of five domains (listening, speaking,reading, writing, and visual literacy); and

an appropriate rationale for each strategy and/or activity.

Directions



Scenario

In their literature class, your fourth-grade English as a New Language (ENL) students are studying the book Little House in the Big Woods. The current chapter of their book is called Two Big Bears.

Text

Two Big Bears

In the Big Woods the snow was beginning to thaw. Bits of it dropped from the branches of the trees and made little holes in the softening snow banks below. At noon all the big icicles along the eaves of the little house quivered and sparkled in the sunshine, and drops of water hung trembling at their tips. Pa said he must go to town to trade the furs of the wild animals he had been trapping all winter. So one evening he made a big bundle of them. There were so many furs that when they were packed tightly and tied together they made a bundle almost as big as Pa.

Prompt


Given the scenario, identify and explain four strategies and/or activities that would support thedevelopment of students’ proficiencies in four of the following five domains: listening, speaking,reading, writing, and visual literacy. Be sure to identify one strategy and/or activity for each ofthe four domains you have chosen, making specific reference to the text provided in thisexercise.

For each of your chosen domains, give a rationale that supports the use of the identifiedstrategy and/or activity.


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Path 2: English Language Development Specialist—

Sample Exercise 6: English as a New Language Terminology

Exercise 6 - English as a New Language Terminology - Time Remaining 29:31

Candidate Name


Introduction

In this exercise, you will use your knowledge of critical ENL terminology to define specified terms and to identify and describe one instructional implication for each term. You will be asked to respond to one prompt.



an accurate definition and thorough explanation of each specified ENL term; and

an accurate identification and a thorough, insightful description of an appropriateinstructional implication for each of the terms.

Directions



Preparation

Refer to the following five terms in your response to the prompt.

silent period

writing process

fossilization

BICS

sociolinguistics

Prompt


Define the five terms. Include a thorough explanation of the characteristics of each term.

For each term, identify and describe in detail one instructional implication.


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Assessment Center Exercises - EAYA/English as a New LanguageNL This assessment is composed of six exercises that examine content knowledge specified in the NBPTS Standards. You are given up to 30 minutes to respond to each exercise.

The descriptions below apply to Path 2 Early Adolescence through Young Adulthood/English as a New Language candidates only. Path 2 EAYA/English as a New Language candidates are those teachers who have identified themselves as English Language Development Specialists who help students develop English and gain access to the content across the curriculum.

If you are a Path 1 Early Adolescence through Young Adulthood/English as a New Language candidate, you will take assessment center exercises that examine content knowledge specified in the English as a New Language Standards and the Standards addenda. Path 1 EAYA/ English as a New Language candidates should review the descriptions for the Mathematics, Science, or Social Studies–History assessment center exercises, depending on the level of their students and the subject area taught, as identified at application.


Exercise 1: Domains of English Language Development

In this exercise, you demonstrate knowledge of domains of English language development to identify strategies that enhance students' proficiencies in language domains.

Exercise 2: Linguistic Structure of English

In this exercise, you demonstrate knowledge of phonology, vocabulary, grammar, and discourse to analyze a student's work sample and describe strategies for meeting the needs of the student.

Exercise 3: Second-Language Acquisition

In this exercise, you demonstrate knowledge of factors influencing second- language acquisition, and describe and explain strategies that could enhance second-language acquisition.

Exercise 4: Academic Language (Concepts Common to all Curriculum)

In this exercise, you demonstrate knowledge of academic language and concepts that are common across the curriculum to describe performance objectives designed to develop students' knowledge of academic language as it relates to a common concept within a topic from the curriculum.

Exercise 5: Linking Content to English Language Development

In this exercise, you adapt content-area text for second-language learners and identify language and content goals and resources to supplement text when planning instruction.

Exercise 6: English as a New Language Terminology

In this exercise, you demonstrate knowledge of ENL terms by defining terms and describing the instructional implications for each.


Selected Assessment Center Exercises The following sections contain sample exercises. These exercises present the type of information that candidates would see on a computer screen at the assessment center and include instructions for using the computer, stimulus materials (if applicable), and prompts requiring responses. These exercises have been included to help you become familiar with the structure of assessment center exercises and to help you understand the scoring rubrics. The exercise prompts in this section do not represent actual prompts candidates will see at assessment centers in the future.


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Sample exercises for the Path 1 content areas are provided on the following pages in the order listed below:

EA/Mathematics AYA/Mathematics EA and AYA/Social Studies—History EA/Science AYA/Science (Biology, Chemistry, Earth/Space Science, Physics)

Sample exercises for Path 2 are provided after the last sample exercise of the Path 1 content areas.

Path 1: EA/Mathematics—Sample Exercise 3: Data Analysis

Exercise 3: Data Analysis - Candidate Name Time Remaining 29:31

Data Analysis

Introduction

In this exercise, you will use your knowledge of data analysis to provide various graphical representations and interpretations of a given set of data. You will be asked to respond to one prompt.


To satisfy the highest level of the scoring rubric, your responses must provide clear, consistent, and convincing evidence of the following:

• a complete and accurate graphical representation of a given set of data;

• a meaningful interpretation of the data based on the graphical representation;

• an appropriate and accurate alternate graphical representation of the data; and

• a meaningful, accurate, and distinct interpretation of the data based on its alternategraphical representation.

Directions

You may view the prompt by clicking the Next button.

You must write your response to this exercise in the green section for Exercise 3 on pages 23–33 of the Response Booklet. Graph paper is provided on pages 32–33 of this section. Your score for this exercise will be based only on what you write in the green section for Exercise 3 of the Response Booklet.



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Stimulus

Below you will find a set of data. Use the data to respond to the prompt.

Top 22 All-Time Highest Grossing Movies (Domestic gross ticket receipts in $millions)

Rank Total Gross Movie

1 $601 Titanic

2 $461 Star Wars

3 $435 E.T.

4 $431 Star Wars: The Phantom Menace

5 $404 Spider-Man

6 $357 Jurassic Park

7 $340 The Lord of the Rings: The Two Towers

8 $333 Finding Nemo

9 $330 Forrest Gump

10 $329 The Lion King

11 $318 Harry Potter and the Sorcerer's Stone

12 $313 The Lord of the Rings: The Fellowship of the Ring

13 $311 Star Wars: Attack of the Clones

14 $309 Star Wars: Return of the Jedi

15 $306 Independence Day

16 $294 The Sixth Sense

17 $290 Star Wars: The Empire Strikes Back

18 $286 Home Alone

19 $280 The Matrix Reloaded

20 $275 Pirates of the Caribbean...Black Pearl

21 $268 Shrek

22 $262 Harry Potter and the Chamber of Secrets

Prompt


• Provide a numerical analysis of the data that includes all of the following: minimum, first quartile,median, third quartile, maximum, and mean. Create a boxplot of the data.

• Create one alternate graphical representation of the data. Name one advantage and onedisadvantage of the alternate graphical representation.

Write your response in the green section for Exercise 3 on pages 23–33 of the Response Booklet. Graph paper is provided on pages 32–33 of this section.


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Sample Exercise 6: Right Triangle Trigonometry

Exercise 6: Right Triangle Trigonometry - Candidate Name Time Remaining 29:31

Right Triangle Trigonometry

Introduction

In this exercise, you will use your knowledge of right triangle trigonometry to analyze several situations involving right triangles, including one in which you provide a graphical representation and a solution to a real-world problem involving right triangle trigonometry. You will be asked to respond to three prompts.



• accurate and complete numerical solution to a problem that involves finding lengthsassociated with a given geometric figure;

• accurate and complete solution of a problem that involves finding measures of anglesassociated with a given geometric figure; and

• accurate graphical representation of a real-world situation and a complete and accuratenumerical solution to the problem.

Directions

You may preview all of the prompts by clicking the Next button. The Previous button will enable you to return to any of the prompts.

You must write your responses to all the prompts for this exercise in the black section for Exercise 6 on pages 55–66 of the Response Booklet. Graph paper is provided on pages 64–66 of this section. Your score for this exercise will be based only on what you write in the black section for Exercise 6 of the Response Booklet.


Prompt 1

Use the information below to respond to this prompt.

A right triangle has a hypotenuse of length 10.00 cm and an angle that measures 20.00°, as shown below.

What is the area of the triangle rounded to the nearest hundredth of a square centimeter? Show your work and explain your reasoning.

Write your response in the black section for Exercise 6 on pages 55–66 of the Response Booklet. Label your response as Prompt Number 1. Graph paper is provided on pages 64–66 of this section.


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Prompt 2


A 15.00-ft. ladder leans against a wall. The base of the ladder is located 8.00 ft. from the wall.

What is the measure of θ, rounded to the nearest hundredth of a degree? Show your work and explain your reasoning.


Prompt 3


A surveyor stands 100 ft. from a tree. The surveyor uses a transit to measure two angles. The surveyor measures an angle of elevation of 25° from the transit to the top of the tree with respect to the horizontal, and an angle of depression of 5° to the bottom of the tree with respect to the horizontal. What is the height of the tree?

You must address each of the following in your response to this prompt.

• Sketch a diagram representing the given situation.

• Find a numerical solution to the problem. Express your answer to the nearest foot.



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Path 1: AYA/Mathematics—Sample Exercise 1: Algebra

Exercise 1: Algebra - Candidate Name Time Remaining 29:31

Algebra

Introduction

In this exercise, you will use your knowledge of algebra to explain the relationships between two important algebraic concepts. You will also create an algebraic model for a given problem and find its solution, graph the related equation(s) or inequality(ies), and interpret the graph as it relates to the solution of the problem. You will be asked to respond to two prompts.



• an accurate and thorough explanation of the relationship between two algebraicconcepts;

• an accurate algebraic model and solution for a given problem situation;

• an accurate and complete sketch of the graph of the model; and

• a logical and appropriate interpretation of the graph as it relates to the solution.

Directions


You must write your responses to all prompts for this exercise in the blue section for Exercise 1 on pages 3–12 of the Response Booklet. Graph paper is provided on pages 11–12 of this section. Your score for this exercise will be based only on what you write in the blue section for Exercise 1 of the Response Booklet.



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Prompt 1

Give an accurate and thorough explanation of the relationships that exist between the degree of a polynomial equation and the number of complex roots of the equation.

Write your response in the blue section for Exercise 1 on pages 3–12 of the Response Booklet. Label your response as Prompt Number 1. Graph paper is provided on pages 11–12 of this section.

Prompt 2

Use the problem described below to respond to this prompt.

A farmer is building a rectangular pen for his cows. Using the side of his barn as one side of the pen, he will use 390 feet of fencing for the remaining three sides. He needs to know the dimensions of a pen with the largest possible area.


• Create an algebraic model for the problem and find the solution using symbolic algebra.

• Sketch the graph in the xy-coordinate plane for the model you created.

• Interpret the graph as it relates to the solution of the problem.



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Sample Exercise 6: Families of Functions

Exercise 6: Families of Functions - Candidate Name Time Remaining 29:31

Families of Functions

Introduction

In this exercise, you will use your knowledge of families of functions to analyze the characteristics of a function and the relationship between a function and its inverse function. You will graph a function and its inverse and discuss how the graphs are related to each other. You will also find a symbolic representation of the inverse function and demonstrate that the symbolic representation found is the inverse function. You will be asked to respond to one prompt.



• complete and accurate graph of the given function and a correct identification of the domainand range of the function;

• complete and accurate graph of the inverse function and a thorough discussion of therelationship between the given function and its inverse;

• complete and accurate symbolic representation of the inverse function; and

• valid and complete demonstration that the symbolic representation found is the inverse ofthe given function.

Directions


You must write your response to this exercise in the black section for Exercise 6 on pages 55–66 of the Response Booklet. Graph paper is provided on pages 64–66 of this section. Your score for this exercise will be based only on what you write in the black section for Exercise 6 of the Response Booklet.



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Prompt

π Use the function f(x) = 3cos(2x), where { x | 0 ≤ x ≤ 2 } to respond to the prompt that follows.


• Identify the domain and range of f and sketch a graph of y = f(x). Identify the coordinates ofany intercepts, maxima, and/or minima.

• Identify the domain and range of the inverse function of f, f –1(x), and sketch a graph ofy = f –1(x). Explain how the domains, ranges, and the graphs of f and f–1 are related.

• Find a symbolic representation of y = f –1(x).

• Use composition of functions to demonstrate that the symbolic form of y = f –1(x) is theinverse function of y = f(x).

Write your response in the black section for Exercise 6 on pages 55–66 of the Response Booklet. Graph paper is provided on pages 64–66 of this section.


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Path 1: EA/Social Studies—History and AYA/Social Studies–History— Sample Exercise 1: Documents

Exercise 1 - Documents - Candidate Name Time Remaining 29:31

Documents

Introduction

In this exercise, you will use your knowledge of United States History and Political Science to analyze an excerpt from a historical document. You will be asked to respond to one prompt.



• an accurate identification of the topic addressed in the historical document, and a detailedexplanation of the historical issues relevant to the creation of the document;

• an insightful explanation of the motivation of the author(s) for creating this document; and

• an in-depth explanation of an opposing point of view from the same time period about the topicaddressed in the document.

Directions



Stimulus

“. . . That on the first day of January, in the year of our Lord one thousand eight hundred and sixty three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom. . . .

And I further declare and make known that such persons of suitable condition will be received into the armed service of the United States . . .”

— excerpt from the Emancipation Proclamation

Prompt


• Identify the topic addressed in this excerpt and explain the historical issues relevant to the creation of thedocument from which this excerpt was taken.

• Explain the motivation of the author(s) for creating this document.

• Explain an opposing point of view from the same time period about the topic addressed in this document.


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Path 1: EA/Social Studies—History and AYA/Social Studies–History— Sample Exercise 4: Social Movements

Exercise 4 - Social Movements - Candidate Name Time Remaining 29:31

Social Movements

Introduction

In this exercise, you will use your knowledge of Political Science and United States or World History to analyze the causes and effects of a specific social movement. You will be asked to respond to one prompt.



• a detailed explanation of the historical circumstances that precipitated a specific social movement;

• an identification of a specific strategy and an accurate explanation of how this strategy was used todraw attention to the movement and/or effect change; and

• an in-depth analysis of two societal changes that resulted from this movement.

Directions



Prompt


• Explain the historical circumstances that gave rise to the labor union movement in the United States.

• Identify a specific strategy and explain how it was used to draw attention to the movement and/or effectchange.

• Analyze two societal changes that resulted from this movement.


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Path 1: EA/Science—Sample Exercise 2: Interrelationships

Exercise 2 - Interrelationships - Candidate Name Time Remaining 29:31

Interrelationships

Introduction

In this exercise, you will use your knowledge of science to give explanations of two concepts and explain the interrelationships between them. You will be asked to respond to one prompt.



• a detailed explanation of two scientific concepts; and

• an accurate and thorough explanation of the interrelationships that exist between the twoconcepts.

Directions


You must enter your response to this exercise in the text box that appears below the prompt. Your score for this exercise will be based only on what you enter in the text box on the computer screen. If you write your response to this exercise in the Response Booklet, it will not be scored.


Prompt


• Provide a detailed explanation of genes.

• Provide a detailed explanation of heredity.

• Explain thoroughly the interrelationship that exists between genes and heredity.

Enter your response in the text box below. If you write your response to this exercise in the Response Booklet, it will not be scored.


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Path 1: EA/Science—Sample Exercise 5: Student Misconceptions

Exercise 5 - Student Misconceptions - Candidate Name Time Remaining 29:31

Student Misconceptions

Introduction

In this exercise, you will use your knowledge of science to identify student misconception(s) in a sample of student work, describe the scientific content needed to correct the misconception(s), and briefly explain how to pedagogically address the misconception(s). You will be asked to respond to one prompt.



• an accurate identification of a student’s misconception(s) through examination of thestudent’s work;

• an accurate description of the scientific concepts the student would need to understand inorder to correct the misconception(s); and

• an informed description of the instruction you would use to enhance student understandingand to address the student’s misconception(s).

Directions




Stimulus

The following work sample was turned in by a student as a preassessment during the study of seasonal changes.

Some places on Earth have seasonal changes. These changes cause certain regions to have warmer and colder temperatures that we commonly think of as summer and winter. When the Northern Hemisphere is having summer, the Southern Hemisphere is having winter. We have seasons because Earth is closer to the sun in the summer and further away from the sun in the winter. I really wish we had summer all year.

Prompt


• Identify the student’s misconception(s) and describe in detail the scientific concepts the studentwould need to understand to correct the misconception(s).

• Describe what you would do next in an instructional context to enhance student understandingand address the student’s misconception(s).



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Path 1: AYA/Science—Sample Exercise 5: Connections in Science (Biology)

Exercise 5 - Connections in Science - Candidate Name Time Remaining 29:31

Connections in Science

Introduction

In this exercise, you will use your knowledge of biology to connect a topic studied in biology to another science and to discuss possible student misconceptions. You will be asked to respond to one prompt.



• a detailed explanation of a topic studied in biology;

• a thorough explanation of concepts from another science that are needed in order tounderstand that topic;

• a thorough discussion of a common student misconception associated with the topic; and

• an appropriate explanation of what you would do next in an instructional context to addressthe student’s misconception.

Directions



Prompt


• Explain, in detail, the fundamental concepts important to the understanding of ozone depletionas it applies to biology.

• Explain thoroughly the concepts from chemistry that are needed by students to understand thetopic ozone depletion.

• Describe thoroughly a common student misconception associated with ozone depletion andbriefly explain what you would do in an instructional context to address the student’smisconception.


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Path 1: AYA/Science—Sample Exercise 5: Connections in Science (Chemistry)



Introduction

In this exercise, you will use your knowledge of chemistry to explain a concept, connect the concept to another science, and trace the historical development of the concept. You will be asked to respond to one prompt.



• a detailed explanation of a concept studied in chemistry;

• a correct connection of the concept to another science; and

• a thorough discussion of the historical development of scientific thought concerning theconcept.

Directions




Prompt


• Explain in detail the fundamental concept of acid/base theory.

• Relate the concept of acid/base theory to the understanding of acid rain in Earth and spacescience.

• Discuss the historical development of scientific thought concerning the concept of acid/basetheory.



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Introduction

In this exercise, you will use your knowledge of Earth and space science to connect a topic studied in Earth and space science to another science and to discuss the topic in another context of science. You will be asked to respond to one prompt.



• a detailed explanation of a topic studied in Earth and space science;

• an accurate and appropriate explanation of concepts from another science that are neededin order to understand that topic; and

• a thorough discussion of that topic in another context of science.

Directions



Prompt


• Explain in detail why the burning of fossil fuels is an important topic for Earth and space science.

• Explain the concepts in chemistry that are necessary to understand this topic.

• Discuss thoroughly another context of science (historical development or a science, technology,and society issue) that would be important for students to be familiar with to fully understand thetopic burning of fossil fuels.


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Introduction

In this exercise, you will use your knowledge of physics to connect a concept studied in physics to another science and trace the historical development of the concept. You will be asked to respond to one prompt.



• a detailed explanation of a concept studied in physics;

• an accurate and appropriate relation of the concept to another science; and

• a thorough discussion of the historical development of scientific thought with regard to thisconcept.

Directions




Prompt


• Explain, in detail, the fundamental concepts of heat energy.

• Relate the concept of heat energy to the understanding of exothermic reactions in chemistry.

• Discuss the historical development of scientific thought with regard to the fundamental conceptof heat energy.



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Exercise 6 - Breadth of Knowledge - Candidate Name Time Remaining 29:31

Breadth of Knowledge

Introduction

In this exercise, you will use your knowledge of science to describe a major idea, explain concepts from other fields of science, and relate the concepts to the major idea. You will be asked to respond to one prompt.



• an accurate and thorough description of a major idea in science;

• an accurate explanation, using examples, of one concept from each of the followingsubjects: chemistry, Earth and space science, and physics; and

• a thorough explanation of how each concept relates to the major idea.

Directions



Stimulus

One of the major ideas that cuts across all the sciences is transformation of energy.

The table below shows concepts associated with the main sciences not in your chosen discipline.

Chemistry Earth and Space Science Physics

Exothermic reaction Hydroelectric power Pendulum system

Prompt


• Give an in-depth description of transformation of energy.

• Using examples, explain each concept shown in the table while relating it to the transformationof energy.


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Introduction





• an accurate explanation, using examples, of one concept from each of the followingsubjects: biology, Earth and space science, and physics; and


Directions




Stimulus



Biology Earth and Space Science Physics

Photosynthesis Hydroelectric power Pendulum system

Prompt






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Path 1: AYA/Science— Sample Exercise 6: Breadth of Knowledge (Earth/Space Science)



Introduction





• an accurate explanation, using examples, of one concept from each of the followingsubjects: biology, chemistry, and physics; and


Directions



Stimulus



Biology Chemistry Physics Photosynthesis Exothermic reaction Pendulum system

Prompt





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Path 1: AYA/Science—Sample Exercise 6: Breadth of Knowledge (Physics)



Introduction





• an accurate explanation, using examples, of one concept from each of the followingsubjects: biology, chemistry, and Earth and space science; and


Directions




Stimulus



Biology Chemistry Earth and Space Science

Photosynthesis Exothermic reactions Hydroelectric power

Prompt






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Path 2: English Language Development Specialist— Sample Exercise 1: Domains of English Language Development Exercise 1 - Domains of English Language Development - Time Remaining 29:31Candidate Name

Domains of English Language Development

Introduction

In this exercise, you will use your knowledge of domains of English language development to identify four strategies and/or activities that would enhance proficiencies in four of five domains (listening, speaking, reading, writing, and visual literacy). You will be asked to respond to one prompt.



• an accurate identification and thorough explanation of four strategies and/or activities thatwould support the development of students' proficiencies in four of five domains (listening,speaking, reading, writing, and visual literacy); and

• an appropriate rationale for each strategy and/or activity.

Directions



Scenario

In their world history class, your tenth-grade English as a New Language (ENL) students are studying a unit titled “The Dawn of Early Man.” The current chapter of their text focuses on Homo sapiens.

Text

Many scientists believe Homo erectus eventually developed into Homo sapiens—the species name for modern humans. Homo sapiens means “wise men.” While they physically resembled Homo erectus, Homo sapiens had much larger brains. Scientists have traditionally classified Neanderthals and Cro-Magnons as early groups of Homo sapiens. However, in 1997 DNA tests on a Neanderthal skeleton indicated that Neanderthals were not ancestors of modern humans.

Prompt


• Given the scenario, identify and explain four strategies and/or activities that would support thedevelopment of students’ proficiencies in four of the following five domains: listening, speaking,reading, writing, and visual literacy. Be sure to identify one strategy and/or activity for each ofthe four domains you have chosen, making specific reference to the text provided in thisexercise.

• For each of your chosen domains, give a rationale that supports the use of the identifiedstrategy and/or activity.


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Path 2: English Language Development Specialist— Sample Exercise 6: English as a New Language Terminology Exercise 6 - English as a New Language Terminology - Time Remaining 29:31Candidate Name


Introduction

In this exercise, you will use your knowledge of critical ENL terminology to define specified terms and to identify and describe one instructional implication for each term. You will be asked to respond to one prompt.



• an accurate definition and thorough explanation of each specified ENL term; and

• an accurate identification and a thorough, insightful description of an appropriateinstructional implication for each of the terms.

Directions



Preparation

Refer to the following five terms in your response to the prompt.

silent period writing process fossilization BICS sociolinguistics

Prompt


• Define the five terms. Include a thorough explanation of the characteristics of each term.

• For each term, identify and describe in detail one instructional implication.


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Assessment Center Exercises - EA/English Language Arts This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Literary Analysis

In this exercise, you analyze the connection between literary devices and meaning. You are asked to read a poem, discuss theme and effect, and use details from the poem to show how identified literary devices affect the text.

Exercise 2: Universal Themes

In this exercise, you demonstrate the ability to analyze and understand text. You are asked to read a prose selection, determine the theme, and relate it to the human condition. You also select a nonprint text and connect it to both the passage and the theme.

Exercise 3: Teaching Reading

In this exercise, you show your knowledge of the reading process and ability to analyze student reading. You are asked to read a passage, a student prompt, and a student response, and to determine the reasons for misconceptions in the reading. You also provide strategies to correct the misconceptions.

Exercise 4: Language Study

In this exercise, you demonstrate an understanding of language study and ability to determine patterns in a student's language development. You are asked to read a second language learner's oral and written response to a prompt, analyze patterns, and provide strategies to further develop that student's language.

Exercise 5: Analysis of Writing

In this exercise, you demonstrate an understanding of audience and purpose in writing and an ability to analyze techniques authors employ to make a passage effective. You are asked to read a nonfiction passage, discuss audience and purpose, and analyze techniques that make the piece effective for the audience and purpose.

Exercise 6: Teaching Writing

In this exercise, you show an understanding of the writing process. You are asked to read a student response, identify and discuss weaknesses, and provide strategies for correction.





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Sample Exercise 4: Language Study

Exercise 4: Language Study - Candidate Name Time Remaining 29:31

Language Study

Introduction

In this exercise, you will use your knowledge of English language arts to build a profile of a student as a second-language learner and to plan ways to facilitate this student’s language development. You will be asked to respond to one prompt.



• accurate identification of significant features of the oral and written discourse of a studentwho is an English language learner;

• an insightful explanation of how the identified features relate to the student’s second- language development; and

• an informed and detailed description of two instructional strategies for addressing theidentified features, with thorough rationales that are tightly connected to each strategy.

Directions



Stimulus Carefully read the following scenario and student responses.

Your seventh-grade class was asked to respond to the topic “A Special Adventure.” Both the transcript of the oral discourse and the written response are from the same seventh-grade student for whom English is a second language. Please refer to the student’s responses when answering the prompt. Do not assess the student’s reading comprehension.

Student Oral Transcript One time . . . (three-second pause) my special adventure is . . . (two-second pause) my family we come to America. Umh . . . I was very scared. I think I cannot never . . . live (four-second pause) in this place. My father . . . (two- second pause) he tell me not never to be scared . . . (three-second pause) he help me. It very . . . (three-second pause) different here . . . but I like it now . . . (three-second pause). I do good here and I have friend.

Student Written Response (unedited first draft) My special adventure is my family come to America. I did not want to leve my frends at home. I like to be with them and I did not want to go to new place. My brother he tell me I like new place. I am scared to go. We move here and I did not like it. Bit I mak fren and I am happy now here.


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Prompt


• Identif y one significant feature of the student’s oral discourse. Identify one significant feature ofthe student’s written discourse. Explain what these features tell you about the student’s second- language development.

• Identif y two instructional strategies that you would use to address the significant features of thisstudent’s second-language development that you identified above. Describe each strategy in detail, providing a thorough rationale for using that strategy.

Sample Exercise 6: Teaching Writing

Exercise 6: Teaching Writing - Candidate Name Time Remaining 29:31

Teaching Writing

Introduction

In this exercise, you will use your knowledge of English language arts to analyze student writing and discuss strategies to improve writing skills. You will be asked to respond to one prompt.



• an accurate identification of two significant weaknesses in writing conventions;

• an informed and substantive identification and a thorough explanation of one significantweakness in organization or content in a piece of student writing;

• a thorough understanding of the recursive nature of the writing process as demonstratedthrough identification of two significant strategies that are tightly connected to the identifiedweakness in organization or content; and

• an informed choice of the appropriate stage in the writing process for application of eachstrategy and a thorough rationale for the choice of each strategy.

Directions



Carefully read the following scenario, student prompt, and final draft of a student response.

Scenario

A seventh-grade class was asked to write an essay on heroes.


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Student Prompt Define what it means to be a hero. Based on your definition, decide if Odysseus is a hero. Use specific examples from “The Odyssey” to support your opinion.

Student Response

When Odysseus started out in the book. He never wanted to help Menelaus to get his wife back. When Odysseus pledged to take care of Helen. Whatever happened to her. He had to think about it before he left.

5 What makes a good hero it is someone muscular, dauntless, and powerful. A hero will put himself or herself in peril to save others. I think a hero needs to have all of these characteristics. A true hero will stop to help other people. Odysseus is not a true hero he thinks about saving himself first then he thinks about others. When he and his men got out of the cave.

10 He had to go back. And talk to the Cyclops. He put his men in danger. When the Cyclops threw something big at the boat. A hero will not put other people in danger. Just to get a little revenge. I think Odysseus is not a good hero.

Prompt


• Identif y two significant weaknesses in the writing conventions in the student’s response.

• Identif y and analyze one significant weakness in either organization or content in the student’sresponse. Provide examples from the student’s response to support your analysis.

• To assist this student when writing a similar piece, identify two strategies you would use toaddress the weakness in either organization or content you identified above. Indicate at whatstage in the writing process you would apply each strategy and provide a thorough rationale foreach of your strategies.


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Assessment Center Exercises - AYA/English Language Arts This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Literary Analysis

In this exercise, you analyze the connection between literary devices and meaning. You are asked to read a poem, discuss theme and effect, and use details from the poem to show how identified literary devices affect the text.

Exercise 2: Universal Themes

In this exercise, you demonstrate the ability to analyze and understand text. You are asked to read a prose selection, determine the theme, and relate it to the human condition. You also select a nonprint text and connect it to both the passage and the theme.

Exercise 3: Teaching Reading

In this exercise, you show your knowledge of the reading process and ability to analyze student reading. You are asked to read a passage, a student prompt, and a student response, and to determine the reasons for misconceptions in the reading. You also provide strategies to correct the misconceptions.

Exercise 4: Language Study

In this exercise, you demonstrate an understanding of language study and your ability to determine patterns in a student's language development. You are asked to read a second language learner's oral and written response to a prompt, analyze patterns, and provide strategies to further develop that student's language.

Exercise 5: Analysis of Writing

In this exercise, you demonstrate an understanding of audience and purpose in writing and an ability to analyze techniques authors employ to make a passage effective. You are asked to read a nonfiction passage, discuss audience and purpose, and analyze techniques that make the piece effective for the audience and purpose.

Exercise 6: Teaching Writing

In this exercise, you show an understanding of the writing process. You are asked to read a student response, identify and discuss weaknesses, and provide strategies for correction.





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Sample Exercise 4: Language Study

Exercise 4: Language Study - Candidate Name Time Remaining 29:31

Language Study

Introduction

In this exercise, you will use your knowledge of English language arts to build a profile of a student as a second-language learner and to plan ways to facilitate this student’s language development. You will be asked to respond to one prompt.



• accurate identification of significant features of the oral and written discourse of a studentwho is an English language learner;

• an insightful explanation of how the identified features relate to the student’s second- language development; and

• an informed and detailed description of two instructional strategies for addressing theidentified features, with thorough rationales that are tightly connected to each strategy.

Directions



Stimulus

Carefully read the following scenario and student responses.

Your ninth-grade class has just finished reading the novel Tom Sawyer. The essay assignment requires the students to explain how they are like Tom Sawyer and to support their ideas with a personal experience. Both the transcript of the oral discourse and the written response are from the same ninth-grade student for whom English is a second language. Please refer to the student’s responses when answering the questions. Do not assess the student’s reading comprehension of the novel.

Student Oral Transcript

I am like Tom Sawyer because (three-second pause) I get some others to do work for me. Sometime (two-second pause) I get them in trouble. One time (three-second pause) I got my cousin in trouble for me. I am supposed to go to the store for my mother. She tell me to go right away because she need the eggs. (four-second pause) I am playing in the treehouse and no want to go then. So I tell my cousin if he go to the store (four-second pause) I let him play in the treehouse with me every day. (three-second pause) My cousin... he... go very fast to the store. I tell him he must come back fast. When he running to the house with the bag, he fall and break all the eggs. I laugh and laugh at him. (four-second pause) My mother yell at both of us and I must go back to the store.

Student Written Response (an unedited first draft)

I am like Tom Sawyer because I some times get some body to do my work and sometime I get them in trouble. One time my mother want me to go get eggs right away she needs them. I am playing in my tree house and do no want to get them. I see my cousin and ask him to get the eggs. I tell him I will let him play in the tree house every day if he get the eggs real fast. He run very fast and get the eggs. He is running back with the bag and he fall and all of the eggs break. I laugh and laugh but my cousin no think it is very funny. My mother not laugh. She make me go to store and I get in trouble for not being nice to my cousin. That is how I am like Tom Sawyer.


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Prompt


• Identify one significant feature of the student’s oral discourse. Identify one significant feature ofthe student’s written discourse. Explain what these features tell you about the student’s second- language development.

• Identify two instructional strategies that you would use to address the significant features of thisstudent’s second-language development that you identified above. Describe each strategy indetail, providing a thorough rationale for using that strategy.

Sample Exercise 6: Teaching Writing

Exercise 6: Teaching Writing - Candidate Name Time Remaining 29:31

Teaching Writing

Introduction

In this exercise, you will use your knowledge of English language arts to analyze student writing and discuss strategies to improve writing skills. You will be asked to respond to one prompt.



• an accurate identification of two significant weaknesses in writing conventions;

• an informed and substantive identification and a thorough explanation of one significantweakness in organization or content in a piece of student writing;

• a thorough understanding of the recursive nature of the writing process as demonstratedthrough identification of two significant strategies that are tightly connected to the identifiedweakness in organization or content; and

• an informed choice of the appropriate stage in the writing process for application of eachstrategy and a thorough rationale for the choice of each strategy.

Directions



Carefully read the following scenario, student prompt, and final draft of a student response.

Scenario

A tenth-grade class was asked to write a compare and contrast essay using the text and the movie of Romeo and Juliet.


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Student Prompt

We have read Romeo and Juliet and watched the film directed by Baz Luhrmann. In a well-written essay, compare and contrast the two using examples from both works.

Student Response

I liked Romeo and Juliet, but I liked the movie much better then the play. When the movie’s setting was changed to today, the meaning becomes much more clearer.

5 When we read the play, the words are very hard to understand. When Romeo talked to Mercutio and he gives his speech about the queen and everything, it was hard to understand what he’s talking about. In the movie, it was easy to see that Mercutio is really cool and crazy and fun and the

10 party was wild and Juliet’s parents don’t really love themselves.

The guys really like the girl who plays Juliet. She was pretty and enthusiastic and you could tell she really loved Romeo because she fought with her father, her mother fights with her too, Paris is just a creep.

15 So you can see, I liked the movie. We spend so much time on the book and they’re hard to understand. So the movie is so much better. It’s easier to understand when you can see the people talking and hear what they say. I like seeing it in today’s world even if we really don’t know where it is.

Prompt


• Identify two significant weaknesses in the writing conventions in the student’s response.

• Identify and analyze one significant weakness in either organization or content in the student’sresponse. Provide examples from the student’s response to support your analysis.

• To assist this student when writing a similar piece, identify two strategies you would use toaddress the weakness in either organization or content you identified above. Indicate at whatstage in the writing process you would apply each strategy and provide a thorough rationale foreach of your strategies.


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Assessment Center Exercises - ECYA/Exceptional Needs Specialist This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Social Development and Behavior (Path Specific)

In this exercise, you demonstrate your knowledge of social development and behavior in students with exceptional needs in your area of specialty. You describe a student and explain how the student's exceptionality influences one aspect of the student's social development or behavior. You are asked to describe two instructional strategies for addressing the student's area of need and explain why these two strategies would be effective. You then explain how you would evaluate the success of each strategy.

Exercise 2: Numeracy (Common)

In this exercise, you demonstrate your knowledge of numeracy skills instruction for students with exceptional needs. You describe a student with whom you will be working and define one important numeracy concept or skill. You are asked to describe two instructional strategies and two instructional resources for teaching the numeracy concept or skill to the student. You will then explain why these strategies and resources would be effective and how you would measure the student's success.

Exercise 3: Literacy (Path Specific)

In this exercise, you demonstrate your knowledge of literacy skills and of instruction for students with exceptional needs in your area of specialty. You describe a student with whom you will be working and then describe one learning objective related to literacy. You are asked to discuss two instructional strategies for addressing the learning objective and explain why each strategy would be effective.

Exercise 4: Transitions and Career Development (Path Specific)

In this exercise, you demonstrate your knowledge of transitions and career development for students with exceptional needs in your area of specialty. You are asked to describe a student and two factors to consider when planning a transition or career development for that student. You discuss two teacher strategies for addressing one of those two factors and explain why each of the strategies would be effective.

Exercise 5: Assessment (Common)

In this exercise, you apply your knowledge of assessment and of students with exceptional needs. You describe a student and an area to be evaluated and then describe two types of assessments to use with the student for that purpose. You are asked to explain why you selected those two types of assessments and to discuss the advantages and limitations of each type. You then discuss the kinds of information each type of assessment would provide.

Exercise 6: Collaboration (Common)

In this exercise, you demonstrate your knowledge of professional collaboration in the field of exceptional needs. You are asked to describe a student and to identify two individuals to collaborate with in a particular situation involving the student and explain why you selected those two individuals. You discuss two steps you would take in collaborating with the two individuals you identified and explain how you would evaluate the effectiveness of this collaboration.



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Selected Assessment Center Exercises The following sections contain selected sample exercises. These exercises present the type of information that candidates would see on a computer screen at the assessment center and include instructions for using the computer, stimulus materials (if applicable), and prompts requiring responses. These exercises have been included to help you become familiar with the structure of assessment center exercises and to help you understand the scoring rubrics. The exercise prompts in this section do not represent actual prompts candidates will see at assessment centers in the future.

Sample Exercise 1: Social Development and Behavior Exercise 1: Social Development and Behavior - Time Remaining 29:31Candidate Name

Social Development and Behavior

Introduction

In this exercise, you will use your knowledge of social development and behavior in students with exceptional needs in your area of specialty. You will be asked to respond to one prompt.



• a brief description of how a student's exceptionality influences one aspect of the student'ssocial development or behavior;

• a thorough discussion of two instructional strategies you would use to address this student'sarea of need;

• a thorough explanation of why each of these two strategies would be effective; and

• a thorough explanation of how you would evaluate the success of each of these twostrategies.

Directions



Prompt

A student with exceptional needs in your area of specialty has an individualized goal related to initiating friendships with peers. You are planning instruction to address this student's goal. Drawing on your particular area of exceptional needs, prepare a response in which you:

• Briefly describe the student (e.g., age/grade level/developmental level, type of exceptionality,strengths/needs) and explain how this student's exceptionality influences the student's ability toinitiate friendships.

• Discuss thoroughly two instructional strategies you would use to help this student learn how toinitiate friendships with peers.

• Explain why each of these two strategies would be effective.

• Explain how you would evaluate the success of each of these two strategies.


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Sample Exercise 2: Numeracy

Exercise 2: Numeracy - Candidate Name Time Remaining 29:31

Numeracy

Introduction

In this exercise, you will use your knowledge of numeracy skills and instruction for students with exceptional needs. You will be asked to respond to one prompt.



• a brief description of a student with exceptional needs with whom you will be working;

• a description of one important concept or skill regarding a topic related to numeracy;

• a thorough description of two instructional activities and two instructional resources youwould use to teach this concept or skill to the student you describe; and

• a thorough, in-depth explanation of how these activities and resources would be particularlyeffective for the student you describe and how you would measure the student's success.

Directions



Prompt

You will be teaching a mathematics lesson on measurement to a student with exceptional needs. Using your knowledge of students with exceptional needs, prepare a response in which you:

• Briefly describe the student you will be teaching (e.g., age/grade level/developmental level,exceptionality, strengths/needs).

• Describe one important concept or skill related to measurement you would include in thislesson.

• Describe two instructional activities and two instructional resources, including any applicabletechnological resources, you would use to teach this concept or skill.

• Explain how these activities and resources would be particularly effective for the student youdescribe and how you would measure the student’s success.


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Assessment Center Exercises - EC/GeneralistThis assessment is composed of six exercises that examine content knowledge specified in the NBPTS Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Literacy

In this exercise, you show your ability to analyze and make inferences about a student's reading development. You identify important strengths from a student's progress report and plan an appropriate instructional strategy, based on these strengths, to foster this student's reading development. You are also asked to include a resource or material that would be used to help achieve this plan and to provide a rationale for your choice of resource or material.

Exercise 2: Mathematics

In this exercise, you demonstrate your ability to identify mathematical misconceptions or difficulty in a student's work, to state the fundamental prerequisites needed by this student in order to learn this particular mathematical concept, and to plan an instructional strategy based on real- world applications. You are also asked to choose the materials and to provide a rationale for your choice of these materials that will be used to teach these prerequisites.

Exercise 3:

Science

In this exercise, you exhibit your knowledge of a scientific topic as it

relates to unifying concepts and processes in science and your application of this topic to the process of scientific inquiry. You are asked to plan an inquiry activity that would further scientific understanding, including a discussion and rationale for tools, technology, and/or materials needed to further the students' understanding of the topic and its relation to the unifying concepts and processes in science.

Exercise 4: Social Studies

In this exercise, you demonstrate your knowledge of a social studies

concept and your ability to use multiple strategies, resources, and assessment methods to develop that concept. You plan an instructional sequence for a class in which learning objectives, prior knowledge, materials or resources, and the method of assessment is discussed.

Exercise 5: Children's Play

In this exercise, you demonstrate your ability to identify significant aspects of child development through a play scenario and identify the role of the

teacher in supporting that development. You describe children's social/emotional and cognitive development, the impact of this play on your teaching, and the ways in which to support and extend cognitive development in regard to this play scenario. You are asked to provide rationales for the description of the impact on your teaching and for the ways you support and extend the cognitive development.

Exercise 6:

Health Education and Physical Education

In this exercise, you demonstrate your ability to identify a developmentally

appropriate goal and learning activity to help young children develop knowledge and skills related to a given health or physical education topic and enable them to transfer their knowledge and skills. You will explain

how the learning activity would support the goal and develop children’s knowledge and skills related to the health or physical education topic.

Read Assessment Center Policy and Guidelines on the National Board website for more information

about the assessment center component of the certification process. To locate an assessment center, visit the NBPTS computer-based testing website (www.pearsonvue.com/nbpts/).


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The following sections contain selected sample exercises. These exercises present the type of information that candidates would see on a computer screen at the assessment center and include

instructions for using the computer, stimulus materials (if applicable), and prompts requiring responses. These exercises have been included to help you become familiar with the structure of

assessment center exercises and to help you understand the scoring rubrics. The sample exercises in

this section do not represent actual versions of exercises candidates will see at assessment centers in the future.

Please note that assessment center exercises cover the entire age range of the certificate. Be aware that you are expected to demonstrate knowledge of developmentally appropriate content across the

full range of your certificate.

Sample Exercise 1: Literacy

Exercise 1: Literacy - Candidate Name Time Remaining 29:31

Introduction

In this exercise, you will use your knowledge of reading development to plan an appropriateinstructional strategy that builds on a student’s strengths in reading and fosters the student’s readingdevelopment. You will be asked to respond to one prompt.


To satisfy the highest level of the scoring rubric, your response must provide clear, consistent, andconvincing evidence of the following:

an accurate identification and supporting explanation of two important strengths of a student’sreading development through the use of the student’s progress report;

a developmentally appropriate goal and instructional strategy that builds directly on theidentified strengths of the student to support the student’s reading development;

a developmentally appropriate resource or material that you would use to further readingdevelopment for the identified student; and

an appropriate, effective, and insightful rationale for the choice of resource or material.

Directions




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Stimulus

Student's first-semester progress report Grade 1

READING Not Yet Developing Established

Distinguishes words in spoken sentences and syllablesin spoken words; blends, segments, and substitutesphonemes in spoken words

Uses knowledge of phonics and common inflections todecode regular single-syllable words

Reads grade-level sight words automatically

Uses knowledge of syllable patterns to decode regulartwo-syllable words

Reads grade-level text with accuracy

Reads grade-level text at an appropriate rate

Reads grade-level text with prosody

Self-monitors and self-corrects for meaning

Understands grade-level vocabulary presented orallyand uses it appropriately

Understands grade-level vocabulary in texts

Understands grammar and conventions of standardEnglish used in grade-level texts

Understands key ideas and details in literary andinformational texts

Identifies and describes different types and features ofliterary and informational texts

Uses textual evidence to describe and comparestories, ideas, and details in literary and informationaltexts

With support, reads literary and informational texts ofappropriate complexity for grade 1

Established = has met grade-level expectationsDeveloping = making progress toward grade levelNot Yet = not making adequate progress

COMMENTS ON READING

This student’s interest level exceeds his grade and reading level; he most oftenchooses advanced books in science subjects. He draws on his extensive backgroundknowledge to make connections with the material in these books and in this waygleans much information from the charts and pictures, which he loves to share withthe class. Over the course of the semester, he has come to recognize some phonicselements and word patterns and knows many sight words in isolation, but struggleswhen asked to sound out unfamiliar words, even if they contain familiar elements. Hehas recently resisted reading out loud, and has started to have difficultyconcentrating in small reading groups.


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Prompt


Identify two important strengths from this student’s progress report that you could draw on asyou support the student’s reading development. Explain why you have identified these asindicators of strength that could be used to support further reading development.

Drawing upon the identified strengths, state your goal and describe an appropriate classroom-based instructional strategy to support further reading development for this student. For thepurpose of this exercise, “instructional strategy” refers to a plan to accomplish a learning goal.

Identify a developmentally appropriate resource or material that you would use to help youachieve this goal.

Provide a rationale for your choice of resource or material.


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Sample Exercise 2: Mathematics

Exercise 2: Mathematics - Candidate Name Time Remaining 29:31

Introduction

In this exercise, you will use your knowledge of mathematical concepts and processes to identify amisconception or difficulty in a student’s work and plan an instructional strategy based on real-worldapplications. You will be asked to respond to one prompt.


To satisfy the highest level of the scoring rubric, your response must provide clear, consistent, andconvincing evidence of the following:

an accurate and detailed identification of a mathematical misconception or difficulty in astudent’s work;

an insightful and complete description of the fundamental concepts that are prerequisites forlearning the particular mathematical concept;

an unambiguous goal and a well-developed instructional strategy or learning experience thatis clearly linked to real-world applications and appropriately addresses the student’s needs;and

a developmentally appropriate choice of materials used to teach the mathematical conceptand a logical rationale for the choice of materials.

Directions




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Stimulus

A kindergarten student is having difficulty with a mathematical concept.

The student was asked to mark an X on all of the triangles.

Student Response


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Prompt


Identify the mathematical misconception or difficulty evident in this student response.

Describe the fundamental concepts that are prerequisites for this student at this grade level tolearn this concept.

State your goal for an instructional strategy or learning experience based on real-worldapplications to help the student understand this mathematical concept. Describe aninstructional strategy or learning experience based on this goal that would appropriatelyaddress this student’s needs.

Identify what developmentally appropriate materials you would use to teach this mathematicalconcept to this student. Provide a rationale for your choice of materials.


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Assessment Center Exercises - MC/Generalist This assessment is composed of six exercises that examine content knowledge specified in the NBPTS Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Supporting Reading Skills

In this exercise, you demonstrate your ability to analyze and interpret a transcript of a student's oral reading of a given reading passage to identify one strength and one weakness in the student’s oral reading. You are also asked to identify and justify appropriate strategies to support the identified student's ongoing reading development.

Exercise 2: Analyzing Student Work

In this exercise, you demonstrate your ability to identify mathematical misconceptions/errors in a given student's work, to identify concepts/skills necessary for student understanding of the math problem, and to provide appropriate strategies with a rationale to assist the student's understanding of the identified concepts or skills.

Exercise 3: Knowledge of Science

In this exercise, you demonstrate your ability to identify and understand fundamental concepts and principles in science. You are asked to respond to a student's inquiry about a real-world phenomenon by identifying scientific concepts and principles that are related to the real-world phenomenon. You are also asked to describe an appropriate learning experience with a rationale that will provide student understanding of a concept/principle that relates to the real-world phenomenon.

Exercise 4: Social Studies

In this exercise, you demonstrate your ability to identify and interpret social studies/history information within a given graphic. You are asked to identify a cause-and-effect relationship based on the information in the given graphic and to identify a specific historic event related to the cause- and-effect relationship. You are also asked to describe a learning experience/activity that develops student understanding of a real-world connection related to the identified cause-and-effect relationship.

Exercise 5: Health and Wellness

In this exercise, you demonstrate your ability to identify a developmentally appropriate goal and learning activity to promote students’ knowledge and skills related to a given health and wellness topic and enable them to transfer their knowledge and skills. You are also asked to explain how the learning activity would support the goal and promote students’ knowledge and skills related to the health and wellness topic.

Exercise 6: Integrating the Arts

In this exercise, you demonstrate your ability to use the arts to develop student understanding of concepts in another discipline. You are asked to identify concepts in a given subject area and describe an arts-focused learning experience that will establish a connection for students’ understanding of an identified concept and provide multiple paths of access for student learning of that concept. You are asked to justify how the arts- focused learning experience will enable students to develop a deeper or broader appreciation of the arts.



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Selected Assessment Center Exercises The following sections contain selected sample exercises. These exercises present the type of information that candidates would see on a computer screen at the assessment center and include instructions for using the computer, stimulus materials (if applicable), and prompts requiring responses. These exercises have been included to help you become familiar with the structure of assessment center exercises and to help you understand the scoring rubrics. The sample exercises in this section do not represent actual versions of exercises candidates will see at assessment centers in the future.


Sample Exercise 1: Supporting Reading Skills

Exercise 1: Supporting Reading Skills - Candidate Name Time Remaining 29:31

Introduction

In this exercise, you will use your content and pedagogical knowledge of reading to analyze and interpret a transcript of a student’s oral reading of a given reading passage to identify a strength and a weakness in the student’s oral reading and to identify and justify appropriate strategies to support the student’s ongoing reading development. You will be asked to respond to one prompt.



• knowledge of reading as demonstrated through an accurate identification of one strength andone weakness in a given student’s oral reading, citing specific examples from the passageand the student’s reading;

• a thorough description of two specific, effective instructional strategies to address theidentified weakness in the student’s reading, including significant evidence of theappropriateness of the strategies for supporting the student’s ongoing reading development;and

• a thorough rationale for each instructional strategy that explicitly connects each strategy tothe student’s identified reading strength and weakness.

Directions



Preparation

Read the transcription of the student’s oral reading of a passage. You will be asked to identify one strength and one weakness in the student’s oral reading and provide instructional strategies to address the weakness you identified.

For the purpose of this exercise, all errors or patterns of errors are related only to the student’s reading ability and not to the student’s language development.


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Scenario

You are teaching reading to a class of third-grade students of mixed ability. You have provided a passage for a student in your class to read aloud. Below is a record of the student’s oral reading performance.

Stimulus

Prompt


• Identify one strength and one weakness evident in the student’s oral reading. Cite examplesfrom the record of the student’s reading to support your response.

• Describe two specific, effective instructional strategies you would use to address the readingweakness you identified.

• For each instructional strategy you have described, give a rationale for its use, including howit relates to the student’s ongoing reading development as well as to the reading strength andweakness you identified.


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Sample Exercise 5: Health and Wellness

Exercise 5: Health and Wellness - Candidate Name Time Remaining 29:31

Introduction

In this exercise, you will use your knowledge of health and wellness education to identify a developmentally appropriate goal and learning activity to promote students’ knowledge and skills related to a given health and wellness topic and enable them to transfer their knowledge and skills. You will be asked to respond to one prompt.



• a clear identification of a developmentally appropriate learning goal supported by a logicaland effective rationale for including it in a unit on a given health and wellness topic;

• a rich and detailed description of a learning activity designed to help students achieve thelearning goal and enable them to transfer their knowledge and skills beyond the immediateenvironment or classroom; and

• a clear and logical explanation of how the learning activity would support the goal andpromote students' knowledge and skills related to the health and wellness topic.

Directions



Stimulus

You are planning a unit to promote sixth graders' knowledge and skills related to bullying prevention.

Prompt


• Identify a clear, developmentally appropriate learning goal for the students and provide arationale for including this goal as part of the unit.

• Describe in detail a learning activity designed to help students achieve this goal and enablethem to transfer their knowledge and skills beyond the immediate environment or classroom.

• Explain how this learning activity would support the goal and promote the students'knowledge and skills related to bullying prevention.


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Assessment Center Exercises - EAYA/Health Education This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Nutrition

In this exercise, you demonstrate an understanding of the importance of the dynamics of nutrition and the influences on one’s health and wellness.

Exercise 2: Risk Behaviors

In this exercise, you show an understanding of the impact of risk behaviors (for example, alcohol, tobacco, and other drug use; poor nutrition; sedentary lifestyle; intentional and unintentional injuries; sexual risk behaviors) on personal health and wellness.

Exercise 3: Family Life

In this exercise, you demonstrate the knowledge and skills needed to manage healthy and unhealthy relationships.

Exercise 4: Health-Related Information

In this exercise, you analyze and evaluate health-related information as it relates to critical thinking and decision making about products and services.

Exercise 5: Components of Health

In this exercise, you display knowledge of the interrelationships among the components of health and the application of life skills pertaining to these components.

Exercise 6: Disease Prevention and Control

In this exercise, you display knowledge of diseases and an ability to evaluate information and student health care options that impact a healthy lifestyle (for example, nutrition, heredity, both environmental and cultural factors).


Selected Assessment Center Exercises The following section contains a sample Health Education assessment center exercise. This exercise includes instructions for using the computer, stimulus materials (if applicable), and prompts requiring responses. This exercise has been included to help you become familiar with the structure of assessment center exercises and to help you understand the scoring rubrics. The exercise prompts in this section do not represent actual prompts candidates will see at assessment centers in the future.



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Sample Exercise 3: Family Life

Exercise 3: Family Life - Candidate Name Time Remaining 29:31

Family Life

Introduction

In this exercise, you will demonstrate the knowledge and skills necessary to manage healthy and unhealthy relationships. You will be asked to respond to one prompt.



• an insightful identification of the content knowledge and skills necessary to address astudent's question and an informed explanation of the importance of this content knowledge;

• a detailed explanation of how the identified factor would affect each component of health(wellness); and

• a thorough description of how you would incorporate an awareness and understanding oftwo available resources to help a student.

Directions



Scenario

You are teaching a unit on family relationships. You will identify and explain the content knowledge and skills necessary to advance seventh-grade health education students’ understanding of health (wellness) as it relates to blended families.

A student asks you the following question.

“My father has just remarried and I have lots of mixed emotions. It feels strange to have a stepmother and her children in the house. It bothers me when my stepmother tells me what to do. Even worse, I have to share my room. How can I make them understand that while I’m not opposed to all of the changes, I need time to make adjustments?”

Prompt


• Identify the content knowledge and skills necessary to address this student's question andexplain why this content knowledge is important.

• In relation to the scenario, explain how changes in family structure affect each component ofhealth (wellness). For the purpose of this exercise, the components of health (wellness) aremental/intellectual, emotional, physical, spiritual, and social.

• Describe thoroughly how you would incorporate into your response to the student’s question anawareness and understanding of two available resources to help this student.


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Assessment Center Exercises - ECYA/Library Media This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Organizational Management

In this exercise, you demonstrate content knowledge of administrative issues and problem solving in the library media center. Given a scenario, you identify and analyze issues, and propose strategies to address those issues.

Exercise 2: Ethical and Legal Tenets

In this exercise, you demonstrate content knowledge of key components of a reconsideration challenge. You describe and evaluate one of the components given and describe and explain the value of one specific professional resource when dealing with such a challenge.

Exercise 3: Technologies

In this exercise, you demonstrate content knowledge of technological issues related to hardware, software, and connectivity. You explain technological needs to accomplish specific objectives presented in a scenario. Your response will include knowledge of technological issues in implementing programs to meet objectives.

Exercise 4: Collection Development

In this exercise, you demonstrate content knowledge of the processes involved in ensuring that the library collection meets the needs of the learning community by identifying weaknesses in a collection development process, and suggesting modifications to strengthen the process in response to a given scenario. You also suggest methods for promoting new acquisitions.

Exercise 5: Information Literacy

In this exercise, you demonstrate content knowledge of information literacy processes and apply this knowledge to a given scenario. You include in the response a description of the components in the process selected and an example of the application of each component in the given situation.

Exercise 6: Knowledge of Literature

In this exercise, you demonstrate your content knowledge of children's or young adults' literature by evaluating a recognized piece of literature in terms of a specified criterion. You then suggest a specific content area lesson that would be enriched by the use of this piece of literature.





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Sample Exercise 3: Technologies

Exercise 3: Technologies - Candidate Name Time Remaining 29:31

Technologies

Introduction

In this exercise, you will use your knowledge of instructional technologies to identify the technological needs of a library media program in a given situation with respect to hardware, software, and connectivity. You will also explain three significant issues you would address to accomplish the objective of the project. You will be asked to respond to one prompt.



• an accurate explanation of the technological needs of the library media program in a givensituation in terms of hardware, software, and connectivity; and

• a thorough and insightful explanation of a significant issue in each of three given areas youwould address in order to implement this project.

Directions



Scenario Your school has been given significant monies for the objective of requiring each student to create a curriculum- based digital project. The media center already has several networked computers capable of running the latest software applications. Some, but not all, of the classrooms are equipped with networked computers, but no classroom has more than one computer. Teachers are excited about this decision, but only a few teachers have experience in this area. No teachers currently require digital projects in their classes. A large percentage of your students come from households that have computers and many students are proficient using various computer applications, but none has ever been required to create a digital project for a school assignment.

Prompt


• Give a brief explanation of the hardware, software, and connectivity needs that must beaddressed to accomplish the objective in the scenario.

• Explain one significant issue that you would address for each of the following three areas inorder to implement this project: staff development, access to equipment, and digital projectdesign.


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Sample Exercise 4: Collection Development

Exercise 4: Collection Development - Candidate Name Time Remaining 29:31

Collection Development

Introduction

In this exercise, you will use your knowledge of collection development to describe three weaknesses of the needs assessment for a given library media program. You will also explain three modifications you would make to strengthen the needs assessment for the program and describe how you would promote new acquisitions. You will be asked to respond to one prompt.



• an accurate identification of three weaknesses apparent in a needs assessment of a librarymedia collection;

• a thorough explanation of three distinct modifications you would make to address theweaknesses and how the needs assessment process would be improved by themodifications; and

• identification of a suggested acquisition that is tightly connected to the scenario and aninsightful, detailed description of a strategy you would use to promote the new material.

Directions



Scenario The library media program was recently given $5,000 by the board of education specifically to be used to acquire additional materials to support the new science curriculum. The science curriculum has been revised in order to infuse more hands-on activities, and the staff has recently completed extensive professional development workshops in order to implement this new emphasis in the science program.

The library media specialist performed the following steps to assess the needs of the library collection:

read through the new science curriculum

looked over the existing science collection to see what areas of the new curriculum were not included in the existing collection, and made a list of topics for which materials were needed

evaluated the current resources and online services to see whether the new topics were covered adequately

consulted vendor catalogs for materials on topics needed

Prompt


• Identify three weaknesses in the needs assessment, and thoroughly explain three modificationsyou would make to the needs assessment to correct those weaknesses. Explain how yourmodifications would strengthen the needs assessment process.

• Identify one type of acquisition you might make and describe in detail one step you would taketo promote that acquisition to students and staff.


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Assessment Center Exercises - EMC/Literacy: Reading-Language Arts This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Reading Comprehension

In this exercise, you analyze a student's comprehension of an excerpt of text and suggest a strategy to use with this student to improve comprehension.

Exercise 2: Oral Language Acquisition Skills for Learners of English as a New Language

In this exercise, you identify one strength and two weaknesses in the oral language development of a student for whom English is a new language. You describe two developmentally appropriate teaching strategies, other than teacher correction, for building upon the identified strength or for addressing the identified weaknesses in order to further the student’s oral language development.

Exercise 3: Emergent Literacy

In this exercise, you analyze a student's writing sample, describe the developmental characteristics of the student's writing, and propose two developmentally appropriate teaching strategies to address an identified area of weakness or build upon an identified strength.

Exercise 4: Analyzing Student Reading

In this exercise, you analyze a transcript of a student's oral reading, identify two significant patterns with respect to reading miscues and/or fluency, and discuss an appropriate teaching strategy to address one of the identified patterns.

Exercise 5: Interpreting Visual Text

In this exercise, you interpret a visual text, identify its message, and analyze the use of visual and textual elements to convey that message. You identify the intended audience for the visual text and explain how the visual text targets that audience.

Exercise 6: Writing Development

In this exercise, you identify one strength and one area of need in a student’s writing sample and describe a developmentally appropriate teaching strategy to address each of them.





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Sample Exercise 2: Oral Language Acquisition Skills for Learners of English as a New Language Exercise 2: Oral Language Acquisition Skills for

Learners of English as a New Language - Time Remaining 29:31Candidate Name

Oral Language Acquisition Skills for Learners of English

as a New Language

Introduction

In this exercise, you will identify one strength and two weaknesses in the oral language development of a student for whom English is a new language. You will describe two developmentally appropriate teaching strategies, other than teacher correction, for building upon the identified strength or for addressing the identified weaknesses in order to further the student’s oral language development. You will be asked to respond to one prompt.



• an accurate identification of one strength and two weaknesses in a student’s oral languagedevelopment;

• examples of the strength and weaknesses from the conversational transcript that stronglysupport your identification;

• a description of two insightful and appropriate teaching strategies, other than teachercorrection, that are tightly connected to the identified strength or weakness(es) in thestudent’s oral language development; and

• an insightful and logical rationale for using these strategies.

Directions




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Stimulus

Elena is an 8-year-old second-grade student. She has been in the United States for two years. This is her second year of formal education. Her family speaks a little English but uses their native language at home.

Transcript of Conversation:

T = Teacher

S = Student

“Birthday”

T: Elena, next week is your birthday. How do you celebrate your birthday?

S: Celebrate?

T: What do you plan to do to celebrate this special day?

S: Family happy. Hang big circle of flowers on door. I wear pretty long clothes, pretty color. Wear over dress.

T: Do you mean an apron?

S: No—long it goes here. (Points to her waist)

T: Oh, around your waist! What will your family do?

S: Big party! Grandmother, aunt, uncle, cousins all come.

T: What will you do at the party?

S: Mother, grandmother make for me all foods I like to eat. They make cabbage with meat inside potatoes inside.

T: What will you do after you eat all of that good food?

S: I sit on special chair—all pretty with colors and flowers—cousins lift chair up in air.

T: It sounds like fun. Elena, how do you say “Happy Birthday” in Lithuanian?

S: Sveikinu su gimtadieniu!

T: I don’t think I can say that Elena!

Prompt


• Identify one strength and two weaknesses in this student’s oral language development.

• Support your identification with specific examples of the strength and weaknesses identified fromthe transcript.

• Provide two appropriate and specific teaching strategies to further this student’s oral languagedevelopment, other than teacher correction. Explain how the strategies are connected to theidentified strength or weakness(es).

• Provide a rationale for using each of these strategies.


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Sample Exercise 3: Emergent Literacy

Exercise 3: Emergent Literacy - Candidate Name Time Remaining 29:31

Emergent Literacy

Introduction

In this exercise, you will analyze a student’s writing sample, describe the developmental characteristics of a student’s writing, and propose two developmentally appropriate teaching strategies to address an identified weakness or build upon an identified strength. You will be asked to respond to one prompt.



• a thorough and accurate analysis of one area of strength and one area of weakness in astudent writing sample, including examples to support your analysis;

• a detailed description of the developmental characteristics of the writing sample;

• an explanation of two developmentally appropriate, insightful, and effective teachingstrategies to further the student’s skills in writing; and

• an appropriate rationale for how these strategies are connected to the stated strength orweakness.

Directions




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Stimulus

Examine the student prompt, student writing sample, and teacher transcript of student writing below.

Student Prompt

The student was asked to write about the following.

What can the boy in the story do in the fall?

Student Writing Sample

He can fly a kite.

Teacher Transcript of Student Writing

Prompt


• Analyze one area of strength and one area of weakness. Provide examples from the studentwriting sample to support your analysis.

• Describe in detail the developmental characteristics of this writing sample.

• Explain two developmentally appropriate and effective instructional strategies to further thestudent’s skill in writing development.

• Provide a rationale for how each of the two strategies is connected to the strength or weaknessthat you have identified.


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Assessment Center Exercises - EA/Mathematics This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Algebra and Functions

In this exercise, you demonstrate knowledge by using the language of algebra to model problem situations; using algebraic techniques and procedures; and identifying and explaining the links between basic patterns and concepts related to functions.

Exercise 2: Connections

In this exercise, you demonstrate knowledge of intradisciplinary and interdisciplinary connections to describe the relationship between related concepts within mathematics and to describe the application of a given mathematical concept to a topic from another curricular discipline.

Exercise 3: Data Analysis

In this exercise, you demonstrate knowledge of data analysis by creating appropriate graphical representations of given data, and analyzing and interpreting given data.

Exercise 4: Geometry

In this exercise, you demonstrate knowledge of geometry by performing the transformations of dilation, reflection, rotation, and translation on a two- dimensional figure, and analyzing the overall effects on a three-dimensional figure caused by a change in one of the figure's dimensions.

Exercise 5: Number and Operation Sense

In this exercise, you demonstrate knowledge of different sets of numbers within the real number system, the ability to evaluate numerical expressions, and the ability to use proportionality to model a variety of situations.

Exercise 6: Right Triangle Trigonometry

In this exercise, you demonstrate knowledge of the use of right triangle trigonometry to analyze and solve problems involving right triangles.





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Sample Exercise 3: Data Analysis

Exercise 3: Data Analysis - Candidate Name Time Remaining 29:31

Data Analysis

Introduction

In this exercise, you will use your knowledge of data analysis to provide various graphical representations and interpretations of a given set of data. You will be asked to respond to one prompt.



• a complete and accurate graphical representation of a given set of data;

• a meaningful interpretation of the data based on the graphical representation;

• an appropriate and accurate alternate graphical representation of the data; and

• a meaningful, accurate, and distinct interpretation of the data based on its alternategraphical representation.

Directions


You must write your response to this exercise in the green section for Exercise 3 on pages 23–33 of the Response Booklet. Graph paper is provided on pages 32–33 of this section. Your score for this exercise will be based only on what you write in the green section for Exercise 3 of the Response Booklet.



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Stimulus

Below you will find a set of data. Use the data to respond to the prompt.

Top 22 All-Time Highest Grossing Movies (Domestic gross ticket receipts in $millions)

Rank Total Gross Movie

1 $601 Titanic

2 $461 Star Wars

3 $435 E.T.

4 $431 Star Wars: The Phantom Menace

5 $404 Spider-Man

6 $357 Jurassic Park

7 $340 The Lord of the Rings: The Two Towers

8 $333 Finding Nemo

9 $330 Forrest Gump

10 $329 The Lion King

11 $318 Harry Potter and the Sorcerer's Stone

12 $313 The Lord of the Rings: The Fellowship of the Ring

13 $311 Star Wars: Attack of the Clones

14 $309 Star Wars: Return of the Jedi

15 $306 Independence Day

16 $294 The Sixth Sense

17 $290 Star Wars: The Empire Strikes Back

18 $286 Home Alone

19 $280 The Matrix Reloaded

20 $275 Pirates of the Caribbean...Black Pearl

21 $268 Shrek

22 $262 Harry Potter and the Chamber of Secrets

Prompt


• Provide a numerical analysis of the data that includes all of the following: minimum, first quartile,median, third quartile, maximum, and mean. Create a boxplot of the data.

• Create one alternate graphical representation of the data. Name one advantage and onedisadvantage of the alternate graphical representation.

Write your response in the green section for Exercise 3 on pages 23–33 of the Response Booklet. Graph paper is provided on pages 32–33 of this section.


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Sample Exercise 6: Right Triangle Trigonometry

Exercise 6: Right Triangle Trigonometry - Candidate Name Time Remaining 29:31

Right Triangle Trigonometry

Introduction

In this exercise, you will use your knowledge of right triangle trigonometry to analyze several situations involving right triangles, including one in which you provide a graphical representation and a solution to a real-world problem involving right triangle trigonometry. You will be asked to respond to three prompts.



• accurate and complete numerical solution to a problem that involves finding lengthsassociated with a given geometric figure;

• accurate and complete solution of a problem that involves finding measures of anglesassociated with a given geometric figure; and

• accurate graphical representation of a real-world situation and a complete and accuratenumerical solution to the problem.

Directions


You must write your responses to all the prompts for this exercise in the black section for Exercise 6 on pages 55–66 of the Response Booklet. Graph paper is provided on pages 64–66 of this section. Your score for this exercise will be based only on what you write in the black section for Exercise 6 of the Response Booklet.



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Prompt 1


A right triangle has a hypotenuse of length 10.00 cm and an angle that measures 20.00°, as shown below.

What is the area of the triangle rounded to the nearest hundredth of a square centimeter? Show your work and explain your reasoning.


Prompt 2


A 15.00-ft. ladder leans against a wall. The base of the ladder is located 8.00 ft. from the wall.

What is the measure of θ, rounded to the nearest hundredth of a degree? Show your work and explain your reasoning.



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Prompt 3


A surveyor stands 100 ft. from a tree. The surveyor uses a transit to measure two angles. The surveyor measures an angle of elevation of 25° from the transit to the top of the tree with respect to the horizontal, and an angle of depression of 5° to the bottom of the tree with respect to the horizontal. What is the height of the tree?


• Sketch a diagram representing the given situation.

• Find a numerical solution to the problem. Express your answer to the nearest foot.



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Assessment Center Exercises - AYA/MathematicsThis assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Algebra

In this exercise, you demonstrate knowledge of theoretical, graphical, and symbolic representations of functions, and the interrelationships that exist between two concepts in algebra.

Exercise 2: Calculus

In this exercise, you demonstrate knowledge of limits and continuity, differentiation and integration, and the ability to apply the knowledge to meaningful situations.

Exercise 3:

Discrete Mathematics

In this exercise, you demonstrate knowledge of sequence and series,

probability, and counting theory.

Exercise 4: Geometry

In this exercise, you demonstrate the ability to use deductive reasoning to

construct a proof, explain the interrelationships between two important concepts in geometry, and apply measurement formulas to a three-

dimensional figure generated by the rotation of a two-dimensional figure about an axis.

Exercise 5:

Statistics and Data Analysis

In this exercise, you demonstrate knowledge of statistics and data analysis

to graph a normal distribution of a given situation and find various probabilities; identify and explain types of association, effects on trend lines, and values of correlation coefficients; graph and provide a numerical

analysis of given data; and explain an important statistical concept.

Exercise 6: Families of Functions

In this exercise, you demonstrate knowledge of functions: rational functions, logarithmic and exponential functions, trigonometric functions, inverse functions, and composition of functions.

Read Assessment Center Policy and Guidelines on the National Board web site for more information

about the assessment center component of the certification process. To locate an assessment center, visit the National Board computer-based testing website (www.pearsonvue.com/nbpts/).


The following sections contain selected sample exercises. These exercises present the type of information that candidates would see on a computer screen at the assessment center and include

instructions for using the computer, stimulus materials (if applicable), and prompts requiring

responses. These exercises have been included to help you become familiar with the structure of

assessment center exercises and to help you understand the scoring rubrics. The exercise prompts in

this section do not represent actual prompts candidates will see at assessment centers in the future.

Please note that assessment center exercises cover the entire age range of the certificate. Be aware

that you are expected to demonstrate knowledge of developmentally appropriate content across the full range of your certificate.


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Sample Exercise 1: Algebra

Exercise 1: Algebra - Candidate Name Time Remaining 29:31

Algebra

Introduction

In this exercise, you will use your knowledge of algebra to explain the relationships between two important algebraic concepts. You will also create an algebraic model for a given problem and find its solution, graph the related equation(s) or inequality(ies), and interpret the graph as it relates to the solution of the problem. You will be asked to respond to two prompts.



an accurate and thorough explanation of the relationship between two algebraicconcepts;

an accurate algebraic model and solution for a given problem situation;

an accurate and complete sketch of the graph of the model; and

a logical and appropriate interpretation of the graph as it relates to the solution.

Directions


You must write your responses to all prompts for this exercise in the blue section for Exercise 1 on pages 3–12 of the Response Booklet. Graph paper is provided on pages 11–12 of this section. Your score for this exercise will be based only on what you write in the blue section for Exercise 1 of the Response Booklet.



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Prompt 1

Give an accurate and thorough explanation of the relationships that exist between the degree of a polynomial equation and the number of roots of the equation.


Prompt 2

Use the problem described below to respond to this prompt.

A farmer is building a rectangular pen for his cows. Using the side of his barn as one side of the pen, he will use 390 feet of fencing for the remaining three sides. He needs to know the dimensions of a pen with the largest possible area.


Create an algebraic model for the problem and find the solution using symbolic algebra.

Sketch the graph in the xy-coordinate plane for the model you created.

Interpret the graph as it relates to the solution of the problem.



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Sample Exercise 6: Families of Functions

Exercise 6: Families of Functions - Candidate Name Time Remaining 29:31

Families of Functions

Introduction

In this exercise, you will use your knowledge of families of functions to analyze the characteristics of a function and the relationship between a function and its inverse function. You will graph a function and its inverse and discuss how the graphs are related to each other. You will also find a symbolic representation of the inverse function and demonstrate that the symbolic representation found is the inverse function. You will be asked to respond to one prompt.



complete and accurate graph of the given function and a correct identification of the domainand range of the function;

complete and accurate graph of the inverse function and a thorough discussion of therelationship between the given function and its inverse;

complete and accurate symbolic representation of the inverse function; and

valid and complete demonstration that the symbolic representation found is the inverse ofthe given function.

Directions


You must write your response to this exercise in the black section for Exercise 6 on pages 55–66 of the Response Booklet. Graph paper is provided on pages 64–66 of this section. Your score for this exercise will be based only on what you write in the black section for Exercise 6 of the Response Booklet.



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Prompt

Use the function f(x) = 3cos(2x), where { x | 0 x 2 } to respond to the prompt that follows.


Identify the domain and range of f and sketch a graph of y = f(x). Identify the coordinates ofany intercepts, maxima, and/or minima.

Identify the domain and range of the inverse function of f, f –1(x), and sketch a graph ofy = f

–1(x). Explain how the domains, ranges, and the graphs of f and f–1 are related.

Find a symbolic representation of y = f –1(x).

Use composition of functions to demonstrate that the symbolic form of y = f –1(x) is theinverse function of y = f(x).

Write your response in the black section for Exercise 6 on pages 55–66 of the Response Booklet. Graph paper is provided on pages 64–66 of this section.


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Assessment Center Exercises - EMC/Music This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Diagnostic Skills

In this exercise, you demonstrate your ability to hear, analyze, and anticipate performance problems in student performances. Given a recorded student performance, you identify performance problems and cite potential causes and solutions for each. Given a second musical score, you anticipate and explain performance challenges for a given group of students.

Exercise 2: Historical Repertoire

In this exercise, you demonstrate knowledge of music history. Given three identified musical excerpts, you discuss the compositions from a formal perspective, and discuss how each is representative of its style or genre and its historical or cultural context.

Exercise 3: Applied Theory/Composition

In this exercise, you demonstrate knowledge of music theory and composition. Given a school function that calls for music, as well as specified compositional parameters, you compose a brief composition intended for student performance.

Exercise 4: Instructional Strategies

In this exercise, you demonstrate your depth of knowledge of instructional strategies designed to support student learning of a given music concept. Given a musical concept, you identify and explain six ways of teaching the concept.

Exercise 5: Music from a World Sample

In this exercise, you demonstrate knowledge of music from diverse cultures. Given four recorded samples of music chosen from a world sample, you identify the styles or genres of the samples, and explain these styles or genres through a discussion of the relevant instrumentation, vocal styles, theoretical system, uses of music within the culture, or elements of music.

Exercise 6: Curricular Applications

In this exercise, you demonstrate knowledge of curriculum. Given the score of a well-known song, you identify and describe the uses of the song as an instructional resource to address four given student content standards.





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Sample Exercise 3: Applied Theory/Composition (Band)

Exercise 3: Applied Theory/Composition - Candidate Name Time Remaining 29:31

Applied Theory/Composition

Introduction

In this exercise, you will use your knowledge of music theory and composition to create an 8-measure composition in accordance with a given set of specifications. There is one prompt in this exercise.


To satisfy the highest level of the scoring rubric, your response must provide clear, consistent, and convincing evidence of the ability to:

• use accurate key signature, time signature, signs and symbols, and musically appropriatedynamics and expressive markings in a composition that includes eight complete measures;

• create a composition that is thoroughly well crafted in its musically expressive use of form,texture, rhythm, melody, and harmony;

• compose music in response to curricular demands or performance situations that is at anappropriate level of difficulty for an intended ensemble; and

• accurately and effectively include specified characteristics in the composition.

Directions

There is one prompt in this exercise. Please write your 8-measure composition on the staff paper located in the back of the AC Response Booklet. Your score for this exercise will be based only on what you write in this section of the AC Response Booklet.

Please Note: If you have not received an AC Response Booklet, raise your hand.


Prompt

Create an 8-measure composition according to the specifications listed below. Include in your response the full range of musically appropriate signs and symbols, including tempo and dynamic markings.

Specifications

Purpose: A fanfare

Instrumentation: Brass quartet: 2 trumpets, 1 French horn, 1 trombone

Performers: 10-year-old students

Key/Meter: E-flat major (in transposed score) /

Characteristic: Your 8-measure composition must include syncopation.

Write your 8-measure composition on the staff paper located in the back of the AC Response Booklet.


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Sample Exercise 3: Applied Theory/Composition (Orchestra)



Introduction








Directions




Prompt


Specifications

Purpose: A fanfare

Instrumentation: String quartet: 2 violins, 1 viola, 1 cello


Key/Meter: G major /




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Sample Exercise 3: Applied Theory/Composition (Vocal)



Introduction








Directions





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Prompt


Specifications

Purpose: A fanfare

Instrumentation: 2-part vocal score with 4-part classroom instrumental accompaniment, including 2 different pitched and 2 different unpitched instruments


Key/Meter: F major /


Text: You may choose to use the following text. You may vary the text as necessary for your setting, or you may create your own.

Welcome to our school; Welcome to our school; You must come again; Stay and be our friend; Welcome to our school.



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Sample Exercise 4: Instructional Strategies

Exercise 4: Instructional Strategies - Candidate Name Time Remaining 29:31

Instructional Strategies

Introduction

In this exercise, you will use your knowledge of instructional strategies to identify and describe six learning activities designed to support student learning of a given music concept. There is one prompt in this exercise.


To satisfy the highest level of the scoring rubric, your response must provide clear, consistent, and convincing evidence of:

• a broad knowledge of auditory, visual, and kinesthetic instructional strategies asdemonstrated through a detailed description of six distinct learning activities for one type ofmusic class/ensemble and grade level;

• an explicit description of students’ roles in the learning activities; and

• the ability to select instructional strategies that thoroughly support student learning of agiven concept as demonstrated through rationales for each activity that are tightlyconnected to the concept.

Directions

There is one prompt in this exercise. You must enter your response to this exercise in the text box that appears below the prompt. Your score for this exercise will be based only on what you enter in the text box on the computer screen.


Preparation

You must address one of the following two concepts.

• intonation (or pitch matching)

• dotted rhythms

Prompt

Identify the grade level(s) and type of music class or ensemble for which you will design this instruction. All parts of your response must refer to the same class or ensemble. Select and identify one concept from the list presented. Then describe a total of six distinct learning activities for teaching this concept. This group of activities must include examples of auditory, kinesthetic, and visual learning. For each activity, describe what the students will be doing and discuss how the activity will support their learning of the concept.

Enter your response in the text box below. If you write your response to this prompt in the AC Response Booklet, it will not be scored.


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Assessment Center Exercises - EAYA/Music This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Diagnostic Skills

In this exercise, you demonstrate your ability to hear, analyze, and anticipate performance problems in student performances. Given a recorded student performance, you identify performance problems and cite potential causes and solutions for each. Given a second musical score, you anticipate and explain performance challenges for a given group of students.

Exercise 2: Historical Repertoire

In this exercise, you demonstrate knowledge of music history. Given three identified musical excerpts, you discuss the compositions from a formal perspective, and discuss how each is representative of its style or genre and its historical or cultural context.

Exercise 3: Applied Theory/Composition

In this exercise, you demonstrate knowledge of music theory and composition. Given a school function that calls for music, as well as specified compositional parameters, you compose a brief composition intended for student performance.

Exercise 4: Instructional Strategies

In this exercise, you demonstrate your depth of knowledge of instructional strategies designed to support student learning of a given music concept. Given a musical concept, you identify and explain six ways of teaching the concept.

Exercise 5: Music from a World Sample

In this exercise, you demonstrate knowledge of music from diverse cultures. Given four recorded samples of music chosen from a world sample, you identify the styles or genres of the samples, and explain these styles or genres through a discussion of the relevant instrumentation, vocal styles, theoretical system, uses of music within the culture, or elements of music.

Exercise 6: Curricular Applications

In this exercise, you demonstrate knowledge of curriculum. Given the score of a well-known song, you identify and describe the uses of the song as an instructional resource to address four given student content standards.





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Sample Exercise 3: Applied Theory/Composition (Band)



Introduction








Directions




Prompt


Specifications

Purpose: A fanfare

Instrumentation: Brass quintet: 2 trumpets, French horn, trombone, tuba

Performers: High school students

Key/Meter: E-flat major (in transposed score) /




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Sample Exercise 3: Applied Theory/Composition (Orchestra)



Introduction








Directions




Prompt


Specifications

Purpose: A fanfare

Instrumentation: String quartet: 2 violins, 1 viola, 1 cello


Key/Meter: A major /




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Sample Exercise 3: Applied Theory/Composition (Vocal)



Introduction








Directions





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Prompt


Specifications

Purpose: A fanfare

Instrumentation: Unaccompanied SATB chorus


Key/Meter: E-flat major /


Text: You may choose to use the following text. You may vary the text as necessary for your setting, or you may create your own.

Welcome to our school; Welcome to our school; You must come again; Stay and be our friend; Welcome to our school.



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Sample Exercise 4: Instructional Strategies

Exercise 4: Instructional Strategies - Candidate Name Time Remaining 29:31

Instructional Strategies

Introduction

In this exercise, you will use your knowledge of instructional strategies to identify and describe six learning activities designed to support student learning of a given music concept. There is one prompt in this exercise.


To satisfy the highest level of the scoring rubric, your response must provide clear, consistent, and convincing evidence of:

• a broad knowledge of auditory, visual, and kinesthetic instructional strategies asdemonstrated through a detailed description of six distinct learning activities for one type ofmusic class/ensemble and grade level;

• an explicit description of students’ roles in the learning activities; and

• the ability to select instructional strategies that thoroughly support student learning of agiven concept as demonstrated through rationales for each activity that are tightlyconnected to the concept.

Directions

There is one prompt in this exercise. You must enter your response to this exercise in the text box that appears below the prompt. Your score for this exercise will be based only on what you enter in the text box on the computer screen.


Preparation

You must address one of the following two concepts.

• intonation (or pitch matching)

• dotted rhythms

Prompt

Identify the grade level(s) and type of music class or ensemble for which you will design this instruction. All parts of your response must refer to the same class or ensemble. Select and identify one concept from the list presented. Then describe a total of six distinct learning activities for teaching this concept. This group of activities must include examples of auditory, kinesthetic, and visual learning. For each activity, describe what the students will be doing and discuss how the activity will support their learning of the concept.

Enter your response in the text box below. If you write your response to this prompt in the AC Response Booklet, it will not be scored.


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Assessment Center Exercises - EMC/Physical Education This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Exercise Science

In this exercise, you use your knowledge of specific health- or skill-related fitness components to describe how they are related to scientific/exercise principles and how they apply to a physical education theme or activity. You demonstrate your knowledge of the interrelationship among fitness components, scientific/exercise principles, and developmentally appropriate practice.

Exercise 2: Biomechanics and Motor Learning

In this exercise, you describe how you use motor learning concepts and apply biomechanical principles to the acquisition and development of skills.

Exercise 3: Safety, Equity, and Fairness Issues

In this exercise, you are provided with scenarios and are asked to analyze each one in light of the students' physical, social, and emotional well-being in the physical education setting. The analyses you provide demonstrate your knowledge of safety, equity, and fairness issues in physical education. Based on your analyses, you then recommend appropriate and responsible actions that are based on best practice in the areas of student safety, fairness, and equity.

Exercise 4: Students with Disabilities

In this exercise, you identify and apply knowledge of educational law and the design and implementation of an Individualized Education Plan. You identify the essential strategies and knowledge necessary for teaching physical education to students with disabilities in order to promote effective instruction for all students within a physically, socially, and emotionally safe environment.

Exercise 5: Movement Forms

In this exercise, you use your knowledge of critical elements of specific movement forms and identify developmentally immature aspects of performance. You demonstrate comprehensive knowledge of the impact of the principles of movement concepts (force, time, flow, space, effort, and relationship) in teaching movement patterns.

Exercise 6: Integration of Technology and Interdisciplinary Approaches

In this exercise, you use your knowledge of integrating content and/or skills from physical education and another specified content area in a learning experience appropriate for physical education students. You justify the appropriateness of the content and/or skills from physical education and the other content area and explain how the learning experience advances students' understanding of physical education and the other content area. You must demonstrate your knowledge of purposeful and appropriate uses of technology for effective physical education instruction.


Selected Assessment Center Exercises The following sections contain selected exercises administered in a previous assessment cycle. These exercises present information that candidates saw on screen at the assessment center and include instructions for using the computer, stimulus materials (if applicable), and prompts requiring responses. These exercises have been included to help you become familiar with the structure of


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assessment center exercises and to help you understand the scoring rubrics. The exercise prompts in this section do not represent actual prompts candidates will see at assessment centers in the future.


Sample Exercise 1: Exercise Science

Exercise 1: Exercise Science - Candidate Name Time Remaining 29:31

Exercise Science

Introduction

In this exercise, you will use your knowledge of the interrelationship of fitness components and scientific/exercise principles to define and explain terms and to plan a developmentally appropriate physical education activity. You will be asked to respond to one prompt.



• a thorough and complete knowledge of specific health- or skill-related fitness componentsand scientific/exercise principles and their interrelationships; and

• a learning experience that effectively integrates the specified fitness component andscientific/exercise principle, significantly promotes student fitness, and demonstrates deepunderstanding of developmentally appropriate physical education activities.

Directions



Stimulus

You are planning a learning experience for a third-grade class of heterogeneously grouped students.

Prompt


• Define the following fitness component: muscular strength.Define the following scientific/exercise principle: intensity.How are muscular strength and intensity related to each other?

• Define the following fitness component: cardiovascular endurance.Define the following scientific/exercise principle: duration.How are cardiovascular endurance and duration related to each other?

• Describe a developmentally appropriate learning experience that you would use to integratemuscular strength and intensity or cardiovascular endurance and duration. Explain why thislearning experience is developmentally appropriate.


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Sample Exercise 2: Biomechanics and Motor Learning Exercise 2: Biomechanics and Motor Learning - Time Remaining 29:31Candidate Name

Biomechanics and Motor Learning

Introduction

In this exercise, you will describe how you use motor learning concepts and apply biomechanical principles to the acquisition and development of skills. You will be asked to respond to three prompts.



• a deep understanding of specified motor learning and biomechanical concepts;

• a thorough knowledge of the application of these concepts to the acquisition anddevelopment of specified skills; and

• a detailed explanation of why the concepts are important in the teaching of the specifiedskills.

Directions

You may preview all of the prompts by clicking the Next button. The Previous button will enable you to return to any of the prompts in order to compose or revise your response in the space provided.


The following prompts require you to apply a particular motor learning concept and/or a biomechanical principle to teaching a given skill.

Explain your response to each of the prompts by applying your knowledge of motor learning concepts and/or biomechanical principles to skill acquisition and development.

Prompt 1

Describe how the principle of stability can be applied to teaching a catching skill. Why is this principle important in teaching this skill?

Prompt 2

Describe how the concept of goal setting can be applied to teaching a dance movement. Why is this concept important in teaching this skill?

Prompt 3

Describe how the concept of whole and part practice can be used to adjust for the teaching of punting a ball to beginning, intermediate, and advanced learners.


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Assessment Center Exercises - EAYA/Physical Education This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Exercise Science

In this exercise, you use your knowledge of specific health- or skill-related fitness components to describe how they are related to scientific/exercise principles and how they apply to a physical education theme or activity. You demonstrate your knowledge of the interrelationship among fitness components, scientific/exercise principles, and developmentally appropriate practice.

Exercise 2: Biomechanics and Motor Learning

In this exercise, you describe how you use motor learning concepts and apply biomechanical principles to the acquisition and development of skills.

Exercise 3: Safety, Equity, and Fairness Issues

In this exercise, you are provided with scenarios and are asked to analyze each one in light of the students' physical, social, and emotional well-being in the physical education setting. The analyses you provide demonstrate your knowledge of safety, equity, and fairness issues in physical education. Based on your analyses, you recommend appropriate and responsible actions that are based on best practice in the areas of student safety, fairness, and equity.

Exercise 4: Students with Disabilities

In this exercise, you identify and apply knowledge of educational law and the design and implementation of an Individualized Education Plan. You identify the essential strategies and knowledge necessary for teaching physical education to students with disabilities in order to promote effective instruction for all students within a physically, socially, and emotionally safe environment.

Exercise 5: Movement Forms

In this exercise, you use your knowledge of critical elements of specific movement forms and identify developmentally immature aspects of performance. You demonstrate comprehensive knowledge of the impact of the principles of movement concepts (force, time, flow, space, effort, and relationship) in teaching movement patterns.

Exercise 6: Integration of Technology and Interdisciplinary Approaches

In this exercise, you use your knowledge of integrating content and/or skills from physical education and another specified content area in a learning experience appropriate for physical education students. You justify the appropriateness of the content and/or skills from physical education and the other content area and explain how the learning experience advances students' understanding of physical education and the other content area. You must demonstrate your knowledge of purposeful and appropriate uses of technology for effective physical education instruction.


Selected Assessment Center Exercises The following sections contain selected exercises administered in a previous assessment cycle. These exercises present information that candidates saw on screen at the assessment center and include instructions for using the computer, stimulus materials (if applicable), and prompts requiring responses. These exercises have been included to help you become familiar with the structure of


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assessment center exercises and to help you understand the scoring rubrics. The exercise prompts in this section do not represent actual prompts candidates will see at assessment centers in the future.


Sample Exercise 1: Exercise Science

Exercise 1: Exercise Science - Candidate Name Time Remaining 29:31

Exercise Science

Introduction

In this exercise, you will use your knowledge of the interrelationship of fitness components and scientific/exercise principles to define and explain terms and to plan a developmentally appropriate physical education activity. You will be asked to respond to one prompt.



• a thorough and complete knowledge of specific health- or skill-related fitness componentsand scientific/exercise principles and their interrelationships; and

• a learning experience that effectively integrates the specified fitness component andscientific/exercise principle, significantly promotes student fitness, and demonstrates deepunderstanding of developmentally appropriate physical education activities.

Directions



Stimulus

You are planning a learning experience for a ninth-grade class of heterogeneously grouped students.

Prompt


• Define the following fitness component: muscular strength.Define the following scientific/exercise principle: intensity.How are muscular strength and intensity related to each other?

• Define the following fitness component: cardiovascular endurance.Define the following scientific/exercise principle: duration.How are cardiovascular endurance and duration related to each other?

• Describe a developmentally appropriate learning experience that you would use to integratemuscular strength and intensity or cardiovascular endurance and duration. Explain why thislearning experience is developmentally appropriate.


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Sample Exercise 2: Biomechanics and Motor Learning Exercise 2: Biomechanics and Motor Learning - Time Remaining 29:31Candidate Name

Biomechanics and Motor Learning

Introduction

In this exercise, you will describe how you use motor learning concepts and apply biomechanical principles to the acquisition and development of skills. You will be asked to respond to three prompts.



• a deep understanding of specified motor learning and biomechanical concepts;

• a thorough knowledge of the application of these concepts to the acquisition anddevelopment of specified skills; and

• a detailed explanation of why the concepts are important in the teaching of the specifiedskills.

Directions

You may preview all of the prompts by clicking the Next button. The Previous button will enable you to return to any of the prompts in order to compose or revise your response in the space provided.


The following prompts require you to apply a particular motor learning concept and/or a biomechanical principle to teaching a given skill.

Explain your response to each of the prompts by applying your knowledge of motor learning concepts and/or biomechanical principles to skill acquisition and development.

Prompt 1

Describe how the principle of stability can be applied to teaching a catching skill. Why is this principle important in teaching this skill?

Prompt 2

Describe how the concept of goal setting can be applied to teaching a dance movement. Why is this concept important in teaching this skill?

Prompt 3

Describe how the concept of open and closed practice can be used to adjust for the teaching of punting a ball to beginning, intermediate, and advanced learners.


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Assessment Center Exercises - ECYA/School Counseling This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Human Growth and Development

In this exercise, you demonstrate knowledge of a specific human growth and development theory, and then apply that knowledge to a given developmental stage.

Exercise 2: School Counseling Program

In this exercise, you demonstrate knowledge of the development, implementation, and management of a school counseling program.

Exercise 3: Diverse Populations

In this exercise, you use knowledge of counseling diverse populations to apply counseling skills, techniques, and interventions to a student situation.

Exercise 4: Theory

In this exercise, you demonstrate knowledge of a counseling theory and theorist by describing the theory and applying it to a school counseling issue.

Exercise 5: Data and Planning

In this exercise, you demonstrate the ability to interpret and analyze the data provided, make appropriate recommendations for school improvement, then discuss the rationale and steps for implementation of the recommendations.

Exercise 6: Collaboration

In this exercise, you assess a student concern, then discuss the legal and ethical procedures and medical concerns to consider while creating a plan of collaboration to help the student succeed.





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Sample Exercise 2: School Counseling Program

Exercise 2: School Counseling Program - Candidate Name Time Remaining 29:31

School Counseling Program

Introduction

In this exercise, you will demonstrate your knowledge of the development, implementation, and management of a school counseling program. You will be asked to respond to one prompt.



• an accurate identification of two specific issues related to the development, implementation,and management of the school counseling program described in a scenario;

• an analysis that is in-depth and directly connected to how these issues impact the school inthe scenario; and

• a thorough description of two significant strategies to address these issues and a thoughtfuland substantive explanation of how these strategies will improve the school counselingprogram.

Directions



Scenario

You are a school counselor newly assigned to an elementary school. The counseling staff has been operating on a responsive-services-only schedule. The supervisor of school counseling has asked you to meet with her to discuss your vision for improving the school counseling program. According to the supervisor, there has been little teacher support for the school counseling program over the past few years.

Prompt


• Identify the two issues presented in the scenario.

• Analyze how the issues presented in the scenario impact the school.

• Describe two significant strategies that you would recommend to address the issues identifiedand explain how each would improve the school counseling program.


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Sample Exercise 3: Diverse Populations

Exercise 3: Diverse Populations - Candidate Name Time Remaining 29:31

Diverse Populations

Introduction

In this exercise, you will use your knowledge about providing counseling to diverse populations. You will apply counseling skills, techniques, and interventions to a student situation described in the scenario. You will be asked to respond to one prompt.



• a detailed and accurate description of the situational and cultural challenges of a diversepopulation;

• an accurate and informed discussion of three culturally appropriate counseling skills andtechniques, including rationales; and

• an accurate and thorough discussion of three counseling interventions for a specific student.

Directions



Scenario

You are a school counselor at a middle school. A 12-year-old student has recently moved with his family from Korea. He comes to your office in tears a week after starting school. He speaks limited English and appears nervous.

Prompt


• What situational and cultural challenges is the student in the scenario facing?

• Discuss three culturally appropriate counseling skills/techniques to use with this student.Provide a rationale for why each is appropriate given the context of his cultural background.

• Describe three counseling interventions that will be part of the plan for this student. Explain whyeach is appropriate.


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Assessment Center Exercises - EA/Science This assessment is composed of six exercises that examine content knowledge specified in the NBPTS Standards. You are given up to 30 minutes to respond to each exercise.



In this exercise, you demonstrate sound principles of data analysis. You read a student-designed experiment, study a student collection of data, and analyze a student conclusion concerning the experiment.

Exercise 2: Interrelationships

In this exercise, you show your knowledge of interrelationships that exist within science. You give explanations of two concepts and explain the interrelationships.

Exercise 3: Unifying Concepts

In this exercise, you focus on your knowledge of unifying concepts. You describe a major idea in science, explain a concept from each of the major sciences, and relate the concepts to the major idea.

Exercise 4: Change over Time

In this exercise, you demonstrate knowledge of change that occurs over time. You describe a concept from one of the major sciences and explain the mechanisms involved in a change over time involving that concept.

Exercise 5: Student Misconceptions

In this exercise, you use your knowledge of science to identify student misconceptions and to appropriately address the misconceptions. You identify student misconceptions in a sample of student work, describe the scientific content needed to correct the misconceptions, and briefly explain how to pedagogically address the misconceptions.

Exercise 6: Science, Technology, and Society

In this exercise, you focus on your knowledge and understanding of science, technology, and society issues. You describe a science, technology, and society issue and discuss the scientific knowledge that students need to know in order to understand the issue.

Read Assessment Center Policy and Guidelines on the National Board website for more information about the assessment center component of the certification process. To locate an assessment center, visit the National Board computer-based testing Web site (www.pearsonvue.com/nbpts/).




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Sample Exercise 2: Interrelationships

Exercise 2 - Interrelationships - Candidate Name Time Remaining 29:31

Interrelationships

Introduction

In this exercise, you will use your knowledge of science to give explanations of two concepts and explain the interrelationships between them. You will be asked to respond to one prompt.



• a detailed explanation of two scientific concepts; and

• an accurate and thorough explanation of the interrelationships that exist between the twoconcepts.

Directions




Prompt


• Provide a detailed explanation of genes.

• Provide a detailed explanation of heredity.

• Explain thoroughly the interrelationship that exists between genes and heredity.



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Sample Exercise 5: Student Misconceptions

Exercise 5 - Student Misconceptions - Candidate Name Time Remaining 29:31

Student Misconceptions

Introduction

In this exercise, you will use your knowledge of science to identify student misconception(s) in a sample of student work, describe the scientific content needed to correct the misconception(s), and briefly explain how to pedagogically address the misconception(s). You will be asked to respond to one prompt.



• an accurate identification of a student’s misconception(s) through examination of thestudent’s work;

• an accurate description of the scientific concepts the student would need to understand inorder to correct the misconception(s); and

• an informed description of the instruction you would use to enhance student understandingand to address the student’s misconception(s).

Directions




Stimulus

The following work sample was turned in by a student as a preassessment during the study of seasonal changes.

Some places on Earth have seasonal changes. These changes cause certain regions to have warmer and colder temperatures that we commonly think of as summer and winter. When the Northern Hemisphere is having summer, the Southern Hemisphere is having winter. We have seasons because Earth is closer to the sun in the summer and further away from the sun in the winter. I really wish we had summer all year.

Prompt


• Identify the student’s misconception(s) and describe in detail the scientific concepts the studentwould need to understand to correct the misconception(s).

• Describe what you would do next in an instructional context to enhance student understandingand address the student’s misconception(s).



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Assessment Center Exercises - AYA/Science This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.



In this exercise, you demonstrate an ability to use sound principles of data analysis. You are asked to analyze, interpret, predict (extrapolate, interpolate), or infer using graphs or other data.

Exercise 2: Interrelationships

In this exercise, you show your knowledge of the interrelationships that exist within your discipline. You describe and analyze interrelationships.

Exercise 3: Fundamental Concepts

In this exercise, you demonstrate a depth of content knowledge in your specialized field. You are given a visual, mathematical, or graphical representation of a concept, and you give a description of the concept, analyze relationships, and discuss consequences of changes.

Exercise 4: Change over Time (Biological, physical, and earth sciences specialty areas)

OR

In this exercise, you exhibit your knowledge of changes that occur over time in science. You explain changes that occur over time through a discussion of the underlying concepts or principles, a description of the mechanisms of change, and a discussion of the variables involved.

Exercise 4: Changes in Systems (Chemistry specialty area only)

In this exercise, you exhibit your knowledge of changes in chemical systems. You explain changes in chemical systems through a discussion of the underlying concepts or principles, a solution of a problem, and a discussion of the variables involved.

Exercise 5: Connections in Science

In this exercise, you show your ability to relate science content in your area of specialization to another context of science. You describe a fundamental concept from your own specialty and relate the concept to other areas of science or to historical context, technology, or society.

Exercise 6: Breadth of Knowledge

In this exercise, you demonstrate knowledge across the science disciplines. You describe a major idea in science. You then explain a concept in each of the three major sciences not in your specialty and relate the concepts to the major idea.





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Sample Exercise 5: Connections in Science (Biology)



Introduction

In this exercise, you will use your knowledge of biology to connect a topic studied in biology to another science and to discuss possible student misconceptions. You will be asked to respond to one prompt.



• a detailed explanation of a topic studied in biology;

• a thorough explanation of concepts from another science that are needed in order tounderstand that topic;

• a thorough discussion of a common student misconception associated with the topic; and

• an appropriate explanation of what you would do next in an instructional context to addressthe student’s misconception.

Directions



Prompt


• Explain, in detail, the fundamental concepts important to the understanding of ozone depletionas it applies to biology.

• Explain thoroughly the concepts from chemistry that are needed by students to understand thetopic ozone depletion.

• Describe thoroughly a common student misconception associated with ozone depletion andbriefly explain what you would do in an instructional context to address the student’smisconception.


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Sample Exercise 5: Connections in Science (Chemistry)



Introduction

In this exercise, you will use your knowledge of chemistry to explain a concept, connect the concept to another science, and trace the historical development of the concept. You will be asked to respond to one prompt.



• a detailed explanation of a concept studied in chemistry;

• a correct connection of the concept to another science; and

• a thorough discussion of the historical development of scientific thought concerning theconcept.

Directions




Prompt


• Explain in detail the fundamental concept of acid/base theory.

• Relate the concept of acid/base theory to the understanding of acid rain in Earth and spacescience.

• Discuss the historical development of scientific thought concerning the concept of acid/basetheory.



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Sample Exercise 5: Connections in Science (Earth/Space Science)



Introduction

In this exercise, you will use your knowledge of Earth and space science to connect a topic studied in Earth and space science to another science and to discuss the topic in another context of science. You will be asked to respond to one prompt.



• a detailed explanation of a topic studied in Earth and space science;

• an accurate and appropriate explanation of concepts from another science that are neededin order to understand that topic; and

• a thorough discussion of that topic in another context of science.

Directions



Prompt


• Explain in detail why the burning of fossil fuels is an important topic for Earth and space science.

• Explain the concepts in chemistry that are necessary to understand this topic.

• Discuss thoroughly another context of science (historical development or a science, technology,and society issue) that would be important for students to be familiar with to fully understand thetopic burning of fossil fuels.


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Sample Exercise 5: Connections in Science (Physics)



Introduction

In this exercise, you will use your knowledge of physics to connect a concept studied in physics to another science and trace the historical development of the concept. You will be asked to respond to one prompt.



• a detailed explanation of a concept studied in physics;

• an accurate and appropriate relation of the concept to another science; and

• a thorough discussion of the historical development of scientific thought with regard to thisconcept.

Directions




Prompt


• Explain, in detail, the fundamental concepts of heat energy.

• Relate the chemistry concepts that students need to know in order to understand the concept ofheat energy.

• Discuss the historical development of scientific thought with regard to the fundamental conceptof heat energy.



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Sample Exercise 6: Breadth of Knowledge (Biology)



Introduction





• an accurate explanation, using examples, of one concept from each of the followingsubjects: chemistry, Earth and space science, and physics; and


Directions



Stimulus



Chemistry Earth and Space Science Physics

Exothermic reaction Hydroelectric power Pendulum system

Prompt





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Sample Exercise 6: Breadth of Knowledge (Chemistry)



Introduction





• an accurate explanation, using examples, of one concept from each of the followingsubjects: biology, Earth and space science, and physics; and


Directions




Stimulus



Biology Earth and Space Science Physics

Photosynthesis Hydroelectric power Pendulum system

Prompt






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Sample Exercise 6: Breadth of Knowledge (Earth/Space Science)



Introduction





• an accurate explanation, using examples, of one concept from each of the followingsubjects: biology, chemistry, and physics; and


Directions



Stimulus



Biology Chemistry Physics Photosynthesis Exothermic reaction Pendulum system

Prompt





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Sample Exercise 6: Breadth of Knowledge (Physics)



Introduction





• an accurate explanation, using examples, of one concept from each of the followingsubjects: biology, chemistry, and Earth and space science; and


Directions




Stimulus



Biology Chemistry Earth and Space Science

Photosynthesis Exothermic reactions Hydroelectric power

Prompt






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Early Adolescence/Social Studies–History Assessment at a Glance

Assessment Center Exercises - EA/Social Studies-History This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Documents (U.S. History and Political Science)

In this exercise, you identify the topic of a historical document, explain issues relevant to the creation of the document, explain the motivation of the author(s) for creating the document, and explain an opposing point of view from the same time period about the topic addressed in the document.

Exercise 2: Population Movements (Geography and World History)

In this exercise, you describe the motivation for a specific population movement, the identified region before the population movement occurred, then analyze the impact of the population movement on the identified region.

Exercise 3: United States Economic Policy (Economics and Political Science)

In this exercise, you describe political or economic factors that influence the U.S. government’s enactment of an identified economic policy and analyze two ways the policy may affect the U.S. and/or global economy.

Exercise 4: Social Movements (Political Science and U.S. or World History)

In this exercise, you explain historical circumstances precipitating a specific social movement, identify a specific strategy and how it was used to draw attention to the social movement and/or effect change, and analyze societal changes resulting from the movement.

Exercise 5: Regional Economic and Geographic Trends (Geography and Economics)

In this exercise, you identify an economic or geographic trend in a map or graph and explain two reasons for the trend. Also, you analyze one economic and one geographic effect of this trend on the region identified in the graph or map.

Exercise 6: Conflict (from the perspective of one of the disciplines)

In this exercise, you analyze the causes and consequences of a particular conflict in society from the perspective of one of the disciplines comprising the domain of Social Studies–History as identified in the Standards document. You show your depth of knowledge in the discipline of choice: United States History, World History, Economics, Political Science, or Geography.




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http://www.pearsonvue.com/nbpts/)


Sample Exercise 1: Documents


Documents

Introduction







Directions



Stimulus




Prompt


• Identify the topic addressed in this excerpt and explain the historical issues relevant to the creation of thedocument from which this excerpt was taken.


• Explain an opposing point of view from the same time period about the topic addressed in this document.

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Sample Exercise 4: Social Movements


Social Movements

Introduction




• a detailed explanation of the historical circumstances that precipitated a specific social movement;

• an identification of a specific strategy and an accurate explanation of how this strategy was used todraw attention to the movement and/or effect change; and


Directions



Prompt


• Explain the historical circumstances that gave rise to the labor union movement in the United States.

• Identify a specific strategy and explain how it was used to draw attention to the movement and/or effectchange.


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Assessment Center Exercises - AYA/Social Studies-History This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Documents (U.S. History and Political Science)

In this exercise, you identify the topic of a historical document, explain issues relevant to the creation of the document, explain the motivation of the author(s) for creating the document, and explain an opposing point of view from the same time period about the topic addressed in the document.

Exercise 2: Population Movements (Geography and World History)

In this exercise, you describe the motivation for a specific population movement, the identified region before the population movement occurred, then analyze the impact of the population movement on the identified region.

Exercise 3: United States Economic Policy (Economics and Political Science)

In this exercise, you describe political or economic factors that influence the U.S. government’s enactment of an identified economic policy and analyze two ways the policy may affect the U.S. and/or global economy.

Exercise 4: Social Movements (Political Science and U.S. or World History)

In this exercise, you explain historical circumstances precipitating a specific social movement, identify a specific strategy and how it was used to draw attention to the social movement and/or effect change, and analyze societal changes resulting from the movement.

Exercise 5: Regional Economic and Geographic Trends (Geography and Economics)

In this exercise, you identify an economic or geographic trend in a map or graph and explain two reasons for the trend. Also, you analyze one economic and one geographic effect of this trend on the region identified in the graph or map.

Exercise 6: Conflict (from the perspective of one of the disciplines)

In this exercise, you analyze the causes and consequences of a particular conflict in society from the perspective of one of the disciplines comprising the domain of Social Studies–History as identified in the Standards document. You show your depth of knowledge in the discipline of choice: United States History, World History, Economics, Political Science, or Geography.





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Sample Exercise 1: Documents


Documents

Introduction







Directions



Stimulus




Prompt


• Identify the topic addressed in this excerpt and explain the historical issues relevant to the creationof the document from which this excerpt was taken.


• Explain an opposing point of view from the same time period about the topic addressed in thisdocument.


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Sample Exercise 4: Social Movements


Social Movements

Introduction




• a detailed explanation of the historical circumstances that precipitated a specific socialmovement;

• an identification of a specific strategy and an accurate explanation of how this strategy wasused to draw attention to the movement and/or effect change; and


Directions



Prompt


• Explain the historical circumstances that gave rise to the labor union movement in the UnitedStates.

• Identify a specific strategy and explain how it was used to draw attention to the movement and/oreffect change.



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Assessment Center Exercises - World Languages This assessment is composed of six exercises that examine content knowledge specified in the National Board Standards. You are given up to 30 minutes to respond to each exercise.


Exercise 1: Oral Proficiency

In this exercise, you demonstrate functional knowledge of the target language. You demonstrate the ability to speak the language with sufficient accuracy to participate effectively in most formal and informal conversations on practical, social, professional, and abstract topics. Given twelve distinct scenarios, you respond to one aural prompt for each. The scenarios are presented in English, both aurally and in writing. The aural prompts and the candidate responses are in the target languages. Prompts and responses are delivered and recorded electronically at the assessment centers.

Exercise 2: Interpreting Aural Texts

In this exercise, you demonstrate functional knowledge of the target language. Given two aural texts in the target language, you respond in English to four comprehension questions and one inference question pertaining to each text.

Exercise 3: Interpreting Written Texts

In this exercise, you demonstrate functional knowledge of the target language. Given an excerpt from literature in the target language, you respond in English to four questions about the text. You describe the setting, characters, relationships between characters, and actions and behaviors of the characters. You also draw a reasonable inference from the text and support your inference with evidence from the text.

Exercise 4: Written Communication

In this exercise, you demonstrate functional knowledge of the target language. Given a writing prompt, you write a draft essay in the target language. In the draft essay, you demonstrate the ability to express an opinion on a professional or social topic.

Exercise 5: Knowledge of Language Acquisition

In this exercise, you demonstrate knowledge of language acquisition. Given three terms from the professional literature on: language acquisition; instructional techniques; and methods and approaches, you explain each of the three terms and give examples connected to the explanation from your target language and instructional level. The terms may come from professional journals and/or language acquisition texts.

Exercise 6: Knowledge of How Language Works

In this exercise, you demonstrate knowledge of how the target language works. Given 20 errors embedded in excerpts from a variety of texts in the target language, you correct each error and explain why it is an error.




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Sample Exercise 4: Written Communication

Exercise 4 - Written Communication - Candidate Name Time Remaining 29:31

Written Communication

Introduction

In this exercise, you will use your functional knowledge of the target language to write a draft of an essay in the target language in which you express your opinion on a professional or social topic. You will be asked to respond to one prompt.



• an ability to express thoughts through formal writing on a given topic in the target language,using culturally appropriate organization of ideas with supporting details;

• an organized and coherent essay in the target language with consistent signs of fluency;and

• a good variety of vocabulary and a strong control of various grammatical and syntacticalstructures in the target language.

Directions

You must respond in the target language. You must enter your response in the text box that appears below the prompt on the computer screen. You may use Unicode text for producing diacritical marks and characters. Access the Unicode key combinations by clicking the Unicode button on the prompt screen.


Prompt

At your highest level of proficiency in the target language, write a two- or three-paragraph draft of a formal essay of at least 250 words. You may organize the essay in any order, but you must address all of the following.

• Describe what you think the role of the World Languages teacher should be today.

• Describe what you think the role of the World Languages teacher has been in the past.

• Describe how you think the role of the World Languages teacher has changed from the past totoday.


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Sample Exercise 5: Knowledge of Language Acquisition

Exercise 5 - Knowledge of Language Acquisition - Time Remaining 29:31Candidate Name

Knowledge of Language Acquisition

Introduction

In this exercise, you will use your knowledge of language acquisition to explain three terms from current literature on language acquisition, methodology and approaches, and instructional techniques. In your response, you will give examples appropriate to your target language context and instructional level. You will be asked to compose your response in English to three prompts.



• thoughtful and accurate explanations of three terms from language acquisition, methodologyand approaches, and instructional techniques;

• relevant and meaningful examples appropriate to your target language and instructionallevel that clearly illustrate the terms; and

• an informed and tightly connected analysis of how each term is related to student languageacquisition.

Directions


The use of proper Unicode text for producing diacritical marks and characters is permitted. Access the Unicode key combinations by clicking the Unicode button on the prompt screen.

You must enter your responses to this exercise in the text boxes that appear below the prompts. Your score for this exercise will be based only on what you enter in the text boxes on the computer screen. ? Help Navigator Next

Prompt 1


Negotiation of Meaning

• Explain negotiation of meaning.

• Give one example that clearly illustrates negotiation of meaning appropriate to your targetlanguage and instructional level.

• Explain how the example you gave illustrates negotiation of meaning. Your explanationshould demonstrate a thorough understanding of the term and how it relates to studentlanguage acquisition.

Compose your response in English. Enter your response in the text box below. Your score for this exercise will be based only on what you enter in the text boxes on the computer screen.


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Prompt 2


Monitor Hypothesis

• Explain the monitor hypothesis.

• Give one example that clearly illustrates the monitor hypothesis appropriate to your targetlanguage and instructional level.

• Explain how the example you gave illustrates the monitor hypothesis. Your explanation shoulddemonstrate a thorough understanding of the term and how it relates to student languageacquisition.


Prompt 3


TPR Storytelling

• Explain TPR Storytelling.

• Give one example that clearly illustrates TPR Storytelling appropriate to your target languageand instructional level.

• Explain how the example you gave illustrates TPR Storytelling. Your explanation shoulddemonstrate a thorough understanding of the term and how it relates to student languageacquisition.



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