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Question Types

You may see the following types of selected-response questions on the exam:

Below you will find descriptions of these commonly used question formats, along with suggested approaches for responding to each type.

Single Questions

The single-question format presents a direct question or an incomplete statement. It can also include a reading passage, graphic, table or a combination of these. Four or more answer options appear below the question.

Example 1

The following question is an example of the single-question format. It tests knowledge of Core Subjects EC–6 Subject Exam English Language Arts and Reading (901) Competency 007 (Writing Conventions): The teacher understands the conventions of writing in English and provides instruction that helps students develop proficiency in applying writing conventions.

Which of the following elements of writing is the best example of a major difference between written and spoken English?

  1. Sentence construction
  2. Pauses
  3. Figurative language
  4. Audience
Suggested Approach

Read the question carefully and critically. Think about what it is asking. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer.

As you read this question, recall that written language is more restricted and generally follows a standardized form of grammar, structure, organization and vocabulary. Now look at the options and consider how written language differs from spoken English in each option.

Option A is sentence construction. Sentence construction refers to when writing the writer must follow rules and have a variety of sentence types. When speaking, individuals can sometimes use sentence fragments and run on sentences.

Option B is pauses. Pauses can be used in writing and in spoken English. For example, a pause in speaking could be a moment of silence and a pause in writing could be indicated by ellipsis points.

Option C is figurative language. Figurative language can be used in writing and in spoken language. For example, different types of figurative language can be metaphor, simile, personification and alliteration and these can all be expressed in written and spoken English.

Option D is audience. Audience can be used in writing and in spoken language. Audience in writing and speaking can differ and is geared toward different individuals. For example, your writing and speaking will differ whether you are communicating with a professor, family member, or a friend.

A major difference between written and spoken English can be seen through sentence construction. The correct response is option A.

Example 2

The following question tests knowledge of Core Subjects EC–6 Subject Exam Fine Arts, Health and Physical Education (905) Competency 005 (Theatre): The teacher understands the concepts, processes and skills involved in the creation, appreciation and evaluation of theatre and uses that knowledge to plan and implement effective and engaging theatre instruction.

Before casting for a class play, a sixth-grade teacher tells the class that the main character will have a monologue during the play. The monologue most directly challenges students to develop which of the following skills?

  1. Dialoguing with another character
  2. Using expressive movements
  3. Improving some of the lines
  4. Memorizing a long speech
Suggested Approach

Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer.

As you read this question, recall that monologue in a play is a character speaking alone. Now look at the options and consider which option shows the skill that a student will learn from doing a monologue.

Option A is dialoguing with another character. A character in a play would not be dialoguing with another character during a monologue. Option B is using expressive movements. Expressive movements are a delivery of all dramatics texts that requires expression and movement but it is not specifically developed though monologue delivery. Option C is improving some of the lines. A monologue would not require a student to improve some of the lines. The improvement of the lines would be done by the writer of the play. Option D is memorizing a long speech. A monologue is a long speech by a single character that requires memorization and delivery of a long speech. The correct response is option D.

Clustered Questions

Clustered questions are made up of a stimulus and two or more questions relating to the stimulus. The stimulus material can be a reading passage, graphic, table, or any other information necessary to answer the questions that follow.

You can use several different approaches to respond to clustered questions. Some commonly used strategies are listed below.

Strategy 1 Skim the stimulus material to understand its purpose, its arrangement, and/or its content. Then read the questions and refer again to the stimulus material to obtain the specific information you need to answer the questions.
Strategy 2 Read the questions before considering the stimulus material. The theory behind this strategy is that the content of the questions will help you identify the purpose of the stimulus material and locate the information you need to answer the questions.
Strategy 3 Use a combination of both strategies. Apply the "read the stimulus first" strategy with shorter, more familiar stimuli and the "read the questions first" strategy with longer, more complex or less familiar stimuli. You can experiment with the sample questions in the preparation manuals and then use the strategy with which you are most comfortable when you take the actual exam.

Whether you read the stimulus before or after you read the questions, you should read it carefully and critically. You may want to note its important points to help you answer the questions.

As you consider questions set in educational contexts, try to enter into the identified teacher's frame of mind and use that teacher's point of view to answer the questions that accompany the stimulus. Be sure to consider the questions only in terms of the information provided in the stimulus — not in terms of your own experiences or individuals you may have known.

Example

Read the description below of a student writing a summary on a story; then answer the two questions that follow.

After reading Charlotte's Web, a student writes the following summary.

The most important part of the story is when Charlotte saves the life of Wilbur the pig. She does this by writing words in her web that describe Wilbur. All the towns' people love Wilbur. The person who loves Wilbur the most is probably Fern. She is a human girl who raised Wilbur. The animals in this story talk to one another. In the end, Wilbur takes care of Charlotte's magnum opus. Then, one day they hatch, and he has new friends.

Now you are prepared to respond to the first of the two questions associated with this stimulus. The first question tests knowledge of Core Subjects EC–6 Subject Exam English Language Arts and Reading (901) Competency 010: (Assessment of Developing Literacy): The teacher understands the basic principles of literacy assessment and uses a variety of assessments to guide literacy instruction.

1. Based on the summary, the student will benefit most from instruction in which of the following skills?

  1. Making personal connections
  2. Identifying the main character
  3. Focusing on the key details
  4. Supporting textual interpretations
Suggested Approach

As you read this question, recall that summarizing a story is taking a larger selection of text and providing the key ideas and main points. Now look at the options and consider which option shows the type of instruction that this student will benefit most from.

Option A is making personal connections. A summary of a story does not require a student to include their personal connections to the text. Option B is identifying the main character. The student has identified the main character, "Wilbur," in their summary. Option C is focusing on the key details. The student is having difficulty narrowing down the summary of the story and is giving too many supporting details. Option D is supporting textual interpretations. A summary of a story does not require textual interpretations. The correct response is option C.

Now you are prepared to respond to the second question associated with this stimulus. The second question tests knowledge of Core Subjects EC–6 Subject Exam English Language Arts and Reading (901) Competency 004 (Reading Comprehension and Applications): The teacher understands the importance of reading for understanding, knows the components and processes of reading comprehension, and teaches students strategies for improving their comprehension, including using a variety of texts and contexts.

2. Which of the following provides the best evidence that Charlotte's Web is a fantasy?

  1. The main character is a human girl.
  2. The animals talk to each other.
  3. The story includes scientific information about spiders.
  4. The story has a theme about the importance of friendship.
Suggested Approach

As you read this question, recall that fantasy in fiction is something that would not occur in the real world. Now look at the options and consider which option shows that Charlotte's Web would be considered a fantasy.

Option A is the main character is a human girl. The main character in the story does not make this a fantasy. Option B is the animals talk to each other. Animals do not talk in the real world. Option C is the story includes scientific information about spiders. This information would be a feature of expository texts not fantasy text. Option D is the story has a theme about the importance of friendship. Friendship is a common theme across a variety of fiction genres. The correct response is option B.

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