Study Guide
Test Design and Test Objectives
Field 87: Professional Knowledge—Adult Education
Test Overview
| Format | Computer-based test (CBT) and online-proctored test |
|---|---|
| Number of Questions | 100 selected-response questions and 2 written performance assignments |
| Time | 3 hours (does not include 15-minute tutorial) |
| Passing Score | 240 |
Pie chart of approximate test weighting outlined in the table below.
Test Objectives
| Subareas | Range of Objectives | Approximate Test Proportions | |
|---|---|---|---|
| I | Understanding Adult Learners | 1–3 | 40% |
| II | Instructional Practice | 4–7 | 50% |
| III | Working in the Professional Environment | 8–9 | 10% |
Subarea I–Understanding Adult Learners
Objective 0001: Understand the unique characteristics and needs of adult learners and the processes by which adult learners acquire knowledge and skills.
For example:- Demonstrate knowledge of the characteristics of adult learners (e.g., self-directed, practical and results oriented, multilevel responsibilities) and the ways in which adult learners differ from child learners.
- Apply knowledge of internal and external factors that affect adult learning (e.g., motivation, self-esteem, experiential backgrounds, classroom culture and practices).
- Apply knowledge of the importance of adult learners' foundation of life experiences and knowledge from work- and family-related activities and the implications of this foundation for teaching and learning.
- Apply knowledge of strategies for reducing anxiety and fostering self-esteem and motivation in adult learners (i.e., affective filter) to break down barriers to learning.
- Apply knowledge of learning theories in the adult learning environment, processes by which adult learners acquire new knowledge and skills, and methods for addressing learning differences among adult learners (e.g., scaffolding, adaptations, accommodations).
- Apply knowledge of strategies for providing opportunities for adult learners to actively participate in their learning and engaging adult learners in decision making about their learning.
- Apply knowledge of strategies for connecting learning experiences and instruction to adult learners' goals and interests and building adult learners' confidence.
Objective 0002: Understand the significance of diversity and how to create a respectful classroom environment.
For example:- Demonstrate knowledge of types of diversity (e.g., cultural, linguistic, socioeconomic, racial, prior knowledge and experiences) and the implications of diversity for teaching and learning.
- Demonstrate knowledge of the effects of bias and stereotyping in the educational environment and ways in which a teacher's own perspectives and biases can affect learning.
- Demonstrate knowledge of how to access resources to deepen understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create relevant learning experiences.
- Apply knowledge of how to model respectful attitudes toward adult learners from diverse cultural communities, educational experiences, and economic and professional backgrounds as well as methods for using adult learners' diversity to enrich learning.
- Demonstrate knowledge of techniques for creating respectful and caring learning environments and a classroom climate that is sensitive to diversity and responsive to the needs of adult learners.
Objective 0003: Understand procedures and practices for creating learning environments that ensure active engagement and support adult learners in meeting rigorous academic standards and their personal learning goals.
For example:- Identify elements of a safe and productive learning environment for adult learners, including norms, expectations, routines, and organizational structures.
- Demonstrate knowledge of strategies for creating a supportive learning community that promotes adult learners' active engagement, cooperation, and collaboration as well as constructive, meaningful, and respectful interactions with the teacher and with one another.
- Apply knowledge of strategies for communicating high expectations and the belief that all adult learners can achieve at high levels and helping adult learners feel valued and value others.
- Apply knowledge of strategies for engaging adult learners in collaborative learning experiences, helping adult learners work together cooperatively and productively to achieve learning goals, and promoting adult learners' ability to apply effective interpersonal skills to collaborate in various contexts.
- Apply knowledge of the principles of motivation and strategies for creating learning environments and experiences that promote adult learners' self-direction and ownership of learning.
Subarea II–Instructional Practice
Objective 0004: Understand a variety of assessments and strategies to monitor progress and guide instructional decisions to ensure adult learners' continuous growth.
For example:- Demonstrate knowledge of types of assessments (e.g., diagnostic, formative, summative) and their uses.
- Apply knowledge of strategies for designing, adapting, and selecting appropriate assessments to address specific learning goals, individual differences, match learning objectives, and minimize sources of bias.
- Apply knowledge of methods for using multiple formative assessment measures (e.g., performance, projects, observations, simulations) to assess adult learners' progress and inform instruction.
- Apply knowledge of methods for monitoring adult learners' understanding (e.g., circulating around the room, listening to verbal responses, attending to nonverbal cues) and using assessment and adult learner feedback to adjust the pace of instruction.
- Apply knowledge of techniques for providing timely, appropriate, and useful feedback to adult learners (e.g., modeling correct answers, asking simpler questions, providing hints).
- Apply knowledge of strategies for actively engaging adult learners in reflecting on their work; self-monitoring their progress; analyzing their performance and assessment results; and communicating about their thinking, progress, and learning.
- Demonstrate knowledge of how to employ technology to support assessment practice, engage adult learners more fully, and assess and address adult learners' needs.
Objective 0005: Understand instructional strategies for creating learning experiences that make content accessible and meaningful while engaging adult learners in critical thinking and problem solving.
For example:- Demonstrate knowledge of the purpose of content standards, content standards progression, and how curriculum aligns to content standards.
- Demonstrate knowledge of strategies for making academic language accessible to adult learners and creating opportunities for learners to practice and master academic language.
- Apply knowledge of strategies for activating adult learners' prior knowledge by linking new concepts to familiar concepts, making connections to adult learners' experiences, and integrating culturally relevant content.
- Apply knowledge of strategies that guide adult learners to analyze the complexity of an issue, examine ideas from diverse perspectives, and apply content knowledge to collaboratively address real-world problems.
- Apply knowledge of techniques for facilitating adult learners' effective use of current instructional resources to maximize content learning and promoting understanding of ethics related to information and its use.
Objective 0006: Understand planning for effective instruction based on content standards, instructional resources, assessment data, and specific needs of adult learners.
For example:- Demonstrate knowledge of processes related to planning differentiated lessons for adult learners that are informed by assessment data and content standards.
- Recognize components of effective instructional plans (e.g., measurable objectives, connections to prior knowledge, opportunities for practice, applications to real world).
- Demonstrate knowledge of how to select and integrate instructional and technology resources to support learning.
- Apply knowledge of strategies for planning differentiated learning experiences that promote higher-order thinking skills (e.g., problem solving, application, analysis, evaluation, synthesis) and move at a pace that is appropriately challenging for adult learners.
- Demonstrate knowledge of strategies for incorporating varied types of interaction (e.g., independent, small group, partner, whole class) into lessons to maximize learners' motivation and engagement.
Objective 0007: Understand the use of effective instructional strategies for adult learners.
For example:- Demonstrate knowledge of a wide range of evidence-based instructional approaches (e.g., interdisciplinary learning, project-based learning, inquiry learning, cooperative learning) and their use in adult education settings.
- Demonstrate knowledge of strategies for implementing various components of effective instruction (e.g., communicating lesson objectives, explicitly linking new concepts to familiar concepts, providing sufficient opportunities for guided and independent practice, providing appropriate closure to lessons).
- Apply knowledge of how to use a variety of instructional techniques to explain concepts and tasks for adult learners with diverse needs (e.g., modeling, visuals, hands-on materials, demonstrations).
- Apply knowledge of strategies for monitoring learner understanding and providing feedback as appropriate.
- Apply knowledge of strategies for sequencing and pacing instruction, and using scaffolding techniques (i.e., moving adult learners from one level of understanding to a higher level and systematically reducing assistance as adult learners become proficient).
- Apply knowledge of strategies for providing opportunities for adult learners to apply newly learned skills and knowledge in authentic contexts.
- Apply knowledge of strategies for integrating information technologies and digital literacy skills into instruction.
- Apply knowledge of how to use various questioning techniques for specific purposes (e.g., fostering opportunities for adult learners to pose their own questions; eliciting adult learners' prior knowledge; prompting adult learners to apply, analyze, synthesize, and evaluate information; using appropriate wait times).
- Demonstrate knowledge of the use of metacognitive strategies to guide adult learners to reflect on and monitor their own progress.
Subarea III–Working in the Professional Environment
Objective 0008: Understand how to communicate and collaborate with colleagues to enhance learning opportunities and improve adult learner outcomes.
For example:- Identify strategies that facilitate productive communication and collaboration among colleagues to benefit adult learners.
- Demonstrate knowledge of strategies for engaging in coherent and sustained professional development to improve instructional practice, including participation in collaborative professional development models (e.g., study groups, critical friends groups).
- Demonstrate knowledge of how to use data measures to monitor learner performance and align learner performance with program goals.
Objective 0009: Understand strategies for using reflective practices and continuous professional learning to strengthen the effectiveness and quality of instruction.
For example:- Demonstrate knowledge of strategies for self-appraisal and self-assessment (e.g., journals, pre- and post-observation discussions) and fostering collective responsibility for improving student performance through professional learning communities.
- Apply knowledge of practices for planning, implementing, and evaluating professional learning aligned to individual learning goals, program goals, and adult learners' needs.
- Demonstrate knowledge of strategies for engaging in coherent and sustained professional development that builds knowledge and skills to improve instructional practice.