Test Information Guide
Overview and Test Objectives
Field 61: English
Test Overview
| Format | Computer-based test (CBT) and online proctored test; 100 multiple-choice questions, 2 open-response items |
|---|---|
| Number of Items by Subarea |
|
| Time | 4 hours (does not include 15-minute CBT tutorial) |
| Passing Score | 240 |
The Massachusetts Tests for Educator Licensure (MTEL) are designed to measure a candidate's knowledge of the subject matter contained in the test objectives for each field. The MTEL are aligned with the Massachusetts educator licensure regulations and, as applicable, with the standards in the Massachusetts curriculum frameworks.
The test objectives specify the content to be covered on the test and are organized by major content subareas. The chart below shows the approximate percentage of the total test score derived from each of the subareas.
The test assesses a candidate's proficiency and depth of understanding of the subject at the level required for a baccalaureate major according to Massachusetts standards. Candidates are typically nearing completion of or have completed their undergraduate work when they take the test.
Pie chart of approximate test weighting outlined in the table below.
Test Objectives
| Subareas | Range of Objectives | Approximate Test Weighting | |
|---|---|---|---|
| Multiple-Choice | |||
| I | Reading and Language | 01–07 | 40% |
| II | Rhetoric and Composition | 08–13 | 40% |
| 80% | |||
| Open-Response* | |||
| III | Integration of Knowledge and Understanding | ||
| Analysis of a Literary or Informational Text | 14 | 10% | |
| Development of an Argument in Response to a Written Text | 15 | 10% | |
| 20% | |||
*The open-response items may relate to topics covered in any of the subareas.
Subarea I–Reading and Language
Objective 0001: Apply knowledge of the characteristics of major genres of literature.
For example:
- Apply knowledge of the genres of fiction and their characteristic elements and structures.
- Apply knowledge of the genres of drama and their characteristic elements and structures.
- Apply knowledge of the genres of poetry and their characteristic elements and structures.
- Apply knowledge of young adult literary texts and their characteristic elements and structures.
- Apply knowledge of literary devices and analyze ways in which they contribute to meaning, point of view, and style in a literary text.
- Determine the theme(s) or central idea(s) of a literary text.
- Apply knowledge of how two or more texts treat similar themes or topics.
- Analyze how an author draws on and transforms prior literary texts and traditions to develop original work.
- Analyze text structure, including how specific sentences, paragraphs, and larger portions of a text relate to each other and to the text as a whole.
- Interpret words and phrases as they are used in a literary text, including figurative and connotative meanings.
- Analyze the impact of specific word choices on the meaning, tone, and mood of literary texts.
Objective 0002: Apply knowledge of American literature from the seventeenth through the twenty-first century that represents a range of American perspectives reflecting diversity of gender; race; ethnicity; sexual orientation; nation of origin; religion; age; disability; and cultural, economic, and geographic backgrounds.
For example:
- Apply knowledge of the characteristics and significance of literary genres, movements, and periods in American literature.
- Apply knowledge of the historical, social, and cultural contexts in which American literature emerged and has developed.
- Apply knowledge of a wide range of authors who represent a diverse range of perspectives, the authors' representative works, and the significance of the authors and their works in the development of American literature.
- Apply knowledge of characteristics of works of fiction, poetry, and drama written by a wide range of American authors.
Objective 0003: Apply knowledge of British literature from the Anglo-Saxon through the contemporary period.
For example:
- Apply knowledge of British literature from the following periods: Anglo-Saxon and Middle Ages, English Renaissance, Elizabethan, Restoration/Enlightenment, Romantic, Victorian, postcolonial, modern, and contemporary.
- Apply knowledge of the historical, social, and cultural contexts in which British literature emerged and has developed.
- Apply knowledge of the characteristics of significant genres in British literature.
- Apply knowledge of a wide range of authors who represent a diverse range of perspectives, the authors' representative works, and the significance of the authors and their works in the development of British literature.
Objective 0004: Apply knowledge of contemporary and historical literature from Africa, Asia, Latin America, the Caribbean, and Europe from ancient times through the twenty-first century.
For example:
- Apply knowledge of the characteristics of major literary forms, genres, works, and themes associated with literature from Africa, Asia, Latin America, the Caribbean, and Europe from ancient times through the twenty-first century.
- Apply knowledge of the historical, social, and cultural contexts in which literature from Africa, Asia, Latin America, the Caribbean, and Europe emerged and has developed.
- Apply knowledge of the characteristics and significance of texts from religions, myths, and folk literature from Africa, Asia, Latin America, the Caribbean, and Europe.
- Apply knowledge of a wide range of authors who represent a diverse range of perspectives, the authors' representative works, and the significance of the authors and their works in the development of literature from Africa, Asia, Latin America, the Caribbean, and Europe from ancient times through the twenty-first century.
Objective 0005: Apply knowledge of informational texts.
For example:
- Apply knowledge of the characteristic elements and structures of informational texts (i.e., exposition, argument, functional text written for a broad audience).
- Determine an author's point of view or purpose in an informational text.
- Determine the central idea(s) of an informational text and analyze its/their development over the course of the text.
- Recognize an objective summary of an informational text.
- Analyze how an author uses rhetoric to advance a particular point of view or purpose in an informational text.
- Determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings.
- Analyze the cumulative impact of specific word choices on the meaning and/or tone of an informational text.
- Delineate and evaluate the central argument and specific claims in an informational text, distinguishing claims that are supported by reasons and evidence from claims that are not.
- Cite strong and thorough textual evidence to analyze what a text says explicitly as well as to draw inferences from the text.
- Analyze seminal historical texts for their themes, purposes, and rhetorical features.
Objective 0006: Apply knowledge of the structure and development of Standard American English.
For example:
- Apply knowledge of historical, social, cultural, and technological influences on the development of Standard American English and its variations, including additions to the lexicon.
- Apply knowledge of strategies for using semantic and syntactic clues to verify word meanings.
- Apply knowledge of the role of vocabulary skills and strategies in the development of reading proficiency.
- Apply knowledge of the distinction between general academic and domain-specific vocabulary and of techniques for vocabulary acquisition through context and word study.
- Apply knowledge of strategies for researching word origins and analyzing word formation to understand meanings, derivations, and spellings.
- Apply knowledge of relationships between words, such as homonyms, synonyms, and antonyms.
- Apply knowledge of issues related to word choice, such as denotative and connotative meanings and words with multiple meanings.
Objective 0007: Apply knowledge of theory, research, and instructional practice related to language acquisition and reading.
For example:
- Apply knowledge of the processes of first- and second-language acquisition and use.
- Apply knowledge of significant research-based theories, practices, and programs related to adolescent language and literacy development in the domains of critical thinking, reading, writing, speaking and/or expressive communication, and listening and/or receptive communication.
- Apply knowledge of comprehension strategies to use before, during, and after reading and of the ways in which text characteristics and purposes for reading influence the selection of reading strategies.
- Apply knowledge of the characteristics of language-based reading and learning disabilities and of research-based strategies for addressing these disabilities in the general education classroom.
Subarea II–Rhetoric and Composition
Objective 0008: Apply knowledge of principles of rhetoric and characteristics of effective writing and writing instruction.
For example:
- Apply knowledge of principles of classical, modern, and contemporary rhetoric and rhetorical strategies used in writing.
- Apply knowledge of similarities and differences between language structures in spoken and written English, how to interpret and apply Standard English grammar and language conventions in written contexts, and the role of cultural factors in spoken and written communication.
- Apply knowledge of strategies for writing effectively for a variety of audiences, purposes, and contexts.
- Apply knowledge of processes for planning, drafting, revising, editing, and publishing texts.
- Apply knowledge of the accurate and effective use of written language conventions, techniques for editing written texts to achieve conformity with conventions of Standard English usage, and strategies for effective editing.
- Demonstrate knowledge of how to employ a broad range of technological tools to enhance writing and content learning in a variety of contexts, including multimedia presentations, online platforms, collaborative writing, research, and publication.
- Apply knowledge of techniques for providing feedback that promotes students' growth in writing.
Objective 0009: Apply knowledge of techniques for writing arguments.
For example:
- Apply knowledge of how to introduce a precise, knowledgeable claim.
- Apply knowledge of how to establish the significance of a claim and distinguish the claim from alternate or opposing claims.
- Apply knowledge of how to logically organize claims, counterclaims, reasons, and evidence.
- Apply knowledge of techniques for using words, phrases, and clauses, as well as varied syntax, to link the major sections of a text, create cohesion, and clarify relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Apply knowledge of how to develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
- Apply knowledge of techniques for using narrative strategies within an argument.
- Apply knowledge of how to establish and maintain a style appropriate to audience and purpose while attending to the norms and conventions of the discipline in which one is writing.
- Apply knowledge of how to compose a concluding statement or section that follows from and supports the argument presented.
Objective 0010: Apply knowledge of techniques for writing informative/explanatory texts.
For example:
- Apply knowledge of how to introduce a topic and develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information or examples appropriate to the audience's knowledge of the topic.
- Apply knowledge of appropriate organizational structures, formatting, graphics, and multimedia to use for a specific writing task and purpose and for an intended audience.
- Apply knowledge of how to use precise language and domain-specific vocabulary to inform about or explain a topic.
- Apply knowledge of how to use appropriate and varied transitions to link the major sections of a text, create cohesion, and clarify the relationships between complex ideas and concepts.
- Apply knowledge of how to use literary devices to affect meaning in an informational or explanatory text.
- Apply knowledge of how to develop a conclusion that follows from and supports the information or explanation presented.
Objective 0011: Apply knowledge of techniques for conducting academic research to build and present knowledge.
For example:
- Apply knowledge of techniques for developing a research question and for narrowing or broadening inquiry as appropriate.
- Apply knowledge of how to conduct research using advanced searches to gather relevant information from multiple authoritative print and digital sources.
- Apply knowledge of how to assess the strengths and limitations of prospective sources in terms of task, purpose, audience, and credibility.
- Apply knowledge of techniques for integrating information into a text selectively to maintain the development of ideas while avoiding plagiarism and overreliance on any one source.
- Apply knowledge of techniques for citing material accurately using a standard format.
- Apply knowledge of techniques for presenting information by using structure and style appropriate to the task, purpose, and audience; conveying a clear and distinct perspective; and addressing alternative or opposing perspectives.
- Apply knowledge of how to draw evidence from works of literature or literary nonfiction to support analysis, reflection, and research.
- Apply knowledge of techniques for making strategic use of digital media in presentations to enhance audience understanding of findings, reasoning, and evidence.
Objective 0012: Apply knowledge of techniques for writing narratives.
For example:
- Apply knowledge of how to engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing point(s) of view, and introducing a narrator and/or characters.
- Apply knowledge of how to create an appropriate progression of experiences or events.
- Apply knowledge of how to use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
- Apply knowledge of how to use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone or outcome.
- Apply knowledge of how to use precise words and phrases, telling details, and figurative and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.
- Apply knowledge of techniques for combining informative and explanatory writing within narrative writing.
- Apply knowledge of how to provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of a narrative.
Objective 0013: Apply knowledge of techniques for speaking and/or expressive communication and listening and/or receptive communication to use in a variety of contexts.
For example:
- Apply knowledge of principles of classical rhetoric and modern and contemporary theories of rhetoric in the areas of speaking and/or expressive communication and listening and/or receptive communication.
- Apply knowledge of techniques for using organization, development, vocabulary, style, and form of delivery for various types of expressive communications that are appropriate to task, purpose, and audience.
- Apply knowledge of techniques for making strategic use of digital media and visual displays of data to express information and enhance audience understanding of presentations.
- Apply knowledge of techniques for initiating and participating in a range of collaborative discussions with diverse partners by building on others' ideas and by expressing one's own ideas clearly and persuasively.
- Apply knowledge of techniques for promoting civil, democratic discussions and decision making, such as setting clear goals and deadlines and establishing individual roles as needed.
- Apply knowledge of techniques for effective participation in academic discussions, including posing and responding to questions that probe reasoning and evidence; referring to evidence from texts and other research; synthesizing comments, claims, and evidence on all sides of an issue; clarifying, verifying, and challenging conclusions; promoting divergent and creative perspectives; and resolving contradictions when possible.
- Apply knowledge of techniques for evaluating a speaker's point of view, reasoning, and use of evidence and rhetoric by assessing the speaker's stance, premises, links between ideas, word choice, points of emphasis, and tone.
Subarea III–Integration of Knowledge and Understanding
Objective 0014: Prepare an organized, developed written analysis of a literary or informational text.
For example:
- Apply knowledge of the characteristics of genres of literature, as well as of authors, works, and literary movements, to analyze a given work of literature.
- Apply knowledge of historical, social, and cultural contexts to analyze a given piece of literature.
- Analyze a document of historical and literary significance for its theme, purpose, and rhetorical features.
- Cite evidence from a literary or informational text to support written analysis, interpretation, and reflection.
- Identify a significant theme within a given text and explain how the use of a literary or rhetorical device contributes to the theme.
- Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
Objective 0015: Prepare an organized, developed written analysis of an argument.
For example:
- Summarize in your own words the argument presented in a text.
- Analyze how the argument is developed through the use of claims, counterclaims, reasons, and evidence.
- Evaluate the validity of the author's reasoning.
- Evaluate the relevance and sufficiency of evidence provided to support the argument.
- Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.