Test Design and
Test Framework

Field 229: Teacher of Students Who Are Deaf or Hard of Hearing

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The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.

Test Design

Format Computer-based test (CBT)
Number of Questions 100 multiple-choice questions
Time* 3 hours, 15 minutes
Passing Score 240

*Does not include 15-minute CBT tutorial

Test Framework

Pie chart of approximate test weighting outlined in the table below.



test subarea number of test objectives number of scorable items number of nonscorable items subarea weight as percent of total test score
subarea 1—Understanding Students Who Are Deaf or Hard of Hearing 2 13 3 17 percent
subarea 2—Assessing Students and Developing Individualized Learning 3 20 5 25 percent
subarea 3—Promoting Students' Language and Communication Skills 2 14 4 17 percent
subarea 4—Managing the Learning Environment and Planning and Delivering Instruction 3 20 5 24 percent
subarea 5—Maintaining Effective Communication, Collaboration, and Professionalism 2 13 3 17 percent
totals 12 80 20 100 percent

Subarea 1—Understanding Students Who Are Deaf or Hard of Hearing

Objective 0001—Understand the auditory system and the significance of hearing loss for human development and learning.

For example:

Objective 0002—Understand the historical and legal foundations of education for students who are deaf or hard of hearing.

For example:

Subarea 2—Assessing Students and Developing Individualized Learning

Objective 0003—Understand assessment instruments and procedures used for screening, evaluating, and identifying students who are deaf or hard of hearing.

For example:

Objective 0004—Understand procedures for interpreting assessments and communicating assessment results to design instruction for students who are deaf or hard of hearing.

For example:

Objective 0005—Understand the process and procedures for the development and implementation of individualized services and programming, ranging from pre-intervention initiatives through individual interventions for students who are deaf or hard of hearing (documented through Individualized Family Service Plans [I F S Pees], Individualized Education Programs [I E Pees], behavior intervention plans [B I Pees], transition plans, and Section 5 0 4 plans).

For example:

Subarea 3—Promoting Students' Language and Communication Skills

Objective 0006—Understand language and communication principles and theories related to students who are deaf or hard of hearing.

For example:

Objective 0007—Understand methods for promoting the language and communication skills of students who are deaf or hard of hearing.

For example:

Subarea 4—Managing the Learning Environment and Planning and Delivering Instruction

Objective 0008—Understand methods for creating learning experiences and environments that encourage positive social interaction, active engagement in learning, and self-motivation for students who are deaf or hard of hearing.

For example:

Objective 0009—Understand principles and methods for preparing, selecting, using, and adapting specialized materials, equipment, and assistive technology for students who are deaf or hard of hearing.

For example:

Objective 0010—Understand principles and methods of individualizing instruction for students who are deaf or hard of hearing.

For example:

Subarea 5—Maintaining Effective Communication, Collaboration, and Professionalism

Objective 0011—Understand how to promote and develop communicative and collaborative partnerships to support students who are deaf or hard of hearing.

For example:

Objective 0012—Understand the professional roles and responsibilities of teachers of students who are deaf or hard of hearing.

For example: