Engineering and Technology Education 6– to 12
Test and Test Information Guide Development
Teacher Certification Testing
Since 1980, Florida teacher certification candidates have been required to pass the Florida
Teacher Certification Examinations (FTCE), which has consisted of tests in reading, writing,
mathematics, and professional knowledge. The 1986 Florida Legislature modified the testing
program by also requiring teacher candidates to pass a test in the subject area in which they wish
to be certified. For more information about certificate types and general knowledge and subject
area knowledge requirements, visit the Florida Department of Education website.
The subject area knowledge tested on this examination was identified and validated by
committees of content specialists from within the state of Florida. Committee members included
public school teachers, district supervisors, and college faculty with expertise in this field.
Committee members were selected on the basis of recommendations by district superintendents,
public school principals, deans of education, experts in the field, and other organizations. In
developing the test, the committees used an extensive literature review, interviews with selected
public school teachers, a large-scale survey of teachers, pilot tests, and their own professional
judgment.
More information about the test development and validation process is available on the How the
FTCE and FELE Were Developed webpage.
Role of the Test Information Guide
The purpose of this test information guide is to help candidates taking the test prepare effectively
for the examination. The guide was designed to familiarize prospective test takers with various
aspects of the examination, including the content that is covered and the way it is represented.
The guide should enable candidates to direct their study and to focus on relevant material for
review. An annotated bibliography of related subject matter materials is available in the final
section of the test information guide to provide further guidance in identifying additional areas in
need of study.
This test information guide is intended primarily for use by certification candidates, who may be
students in a college or university educator preparation program, teachers with provisional
certification, teachers seeking certification in an additional subject area, or persons making a
career change. Candidates may have studied and worked in Florida or may be from out of state.
College or university faculty may also use the guide to prepare students for certification, and inservice trainers may find the guide useful for helping previously certified teachers prepare for
recertification or multiple certification.
This test information guide is not intended as an all-inclusive source of subject area or
pedagogical knowledge, nor is it a substitute for college coursework, professional preparation, or
other preparation resources and activities. The sample questions are representative of the content
of the actual test; however, they are not actual test questions from an actual test form. Instead,
the guide is intended to help candidates prepare for the subject area test by presenting an
overview of the content and format of the examination.
Preparation Strategies
When you are preparing to take the examination, the best strategy is to study systematically and
effectively. Remember that you are not only preparing for a test but also reviewing content that
will be an important part of your responsibilities as an educator.
The information in this test information guide is designed to help candidates taking the
examination:
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understand the structure and content of the tests;
plan an effective course of study; and
learn strategies for successful test taking.
Understanding the Test Structure and Content
The knowledge, skills, and abilities assessed on the examination are described in the
competencies and skills that are available in Section 3 of this test information guide. The
competencies and skills are based on relevant educational standards for the subject area (e.g.,
State Board of Education-approved educational standards, national standards). These
competencies and skills represent the knowledge that teams of teachers, subject area specialists,
and district-level educators have determined to be important for beginning teachers.
Competencies and Skills and Test Blueprint
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Competencies are broad areas of content knowledge.
Skills identify specific behaviors that demonstrate the competencies.
Percentages indicate the approximate proportion of test questions that represent the
competencies on the test.
The following excerpt, taken from the FTCE Professional Education Test, illustrates the
components of the competencies and skills and test blueprint.
Graphic of a sample competency, Knowledge of Instructional Design and Planning.
The competency is numbered 1, and has an approximate percentage of 18 percent, which
represents its weight toward the overall test score.
Below the competency and weight is a numerical list of the related skills.
Plan a Course of Study
The following steps may help you prepare for the examination. Adapt these suggested steps to
suit your own study habits and the time you have available for review.
Step 1: Read the competencies and skills for the examination you are preparing to take.
The first step in preparing for the exam is to identify the information the exam will cover by
reviewing the competencies and skills for your subject area. This will help you:
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Familiarize yourself with the test structure and content
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Gain a more specific idea of the knowledge, skills, and abilities you will be required to
demonstrate on the exam
Begin assessing your readiness to take the exam
Step 2: Read the sample questions and attempt to answer them.
The sample questions represent the type of questions you may find on the examination. These
sample test questions will acquaint you with the general format of the examination; however,
these questions do not cover all of the competencies and skills that are tested and will only
approximate the degree of examination difficulty.
To help you prepare for your test, each sample multiple-choice question is preceded by the
competency it measures and followed by the correct response. On the actual test, the
competencies and correct responses will not be given.
After answering a sample multiple-choice test question, review the correct response. If you
answered a question incorrectly, you may need to do some additional studying of the content
covered by that competency.
For tests or subtests that include an essay component, you will be presented with two sample
topics and asked to select one of the topics as the basis for your essay. In addition to the sample
essay topics, this section of the test information guide includes the field-specific scoring criteria
that raters will use to evaluate your response on the actual exam.
Step 3: Develop a study plan to focus your studies.
You may wish to consult with faculty at your educator preparation program to determine the best
time for you to take the exam. In your coursework to date, you should already have mastered
most or all of the content that you will see on the exam. At this point, the best preparation is to
identify: 1) your areas of strength and weakness (the sample questions in the test information
guide may provide you some idea of the areas on which you might focus); 2) any content with
which you have had difficulty in the past; and 3) any other content you have not yet mastered.
You should then systematically and effectively study areas you have not yet mastered.
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Identify the most appropriate resources. These may include your basic textbooks from relevant
courses; your class notes and other assignments; textbooks currently in use in Florida
elementary and secondary schools; and publications from local, state, and national professional
organizations. This test information guide also includes an annotated bibliography that provides
general references that you may find useful in preparing for the exam. Each resource is keyed to
the competencies and skills used to develop this examination.
Develop a study plan schedule. A carefully thought-out plan will enable you to cover the
material you need to review before your test date.
Consult your advisor. To determine whether the courses you have taken covered the breadth of
content that will appear on the exam, you may wish to review the competencies and skills with
your advisor. Before meeting with your advisor, you may wish to complete the Test
Competencies and Skills to Courses Taken Worksheet to determine whether the knowledge and
skills tested by a competency were covered by a particular course. If there are any competencies
not yet covered in your coursework, your advisor and professors may be able to help you
identify additional classes you should take, or additional materials that you can study from, to
improve your knowledge in those areas.
While concentrating your studies on your areas of weakness, you should also be sure to do some
additional preparation addressing the content covered in the other competencies. Remember,
your score on the test/subtest is based on the total number of questions that you answer correctly;
therefore, improvement on any competency will increase your total score on the test/subtest.
Suggested Study Method
One study method that many students have found to be effective is "PQ4R," or "Preview,
Question, Read, Reflect, Recite, Review." After reviewing the competencies and skills, refer to
the annotated bibliography for a list of the most important and most comprehensive texts
pertaining to the competencies and skills. Once you have obtained the appropriate study
materials, apply the six steps of the PQ4R method as described below.
1. Preview: Scan the section headings and subheadings of the chapter or article you wish to
study. Read the introduction or overview section as well as the summary section. This
initial step can provide a good foundation on which to build your knowledge of a topic or
skill.
2. Question: Based on the appropriate test competencies and your preview of the study
materials, think of specific questions to which you would like to find answers as you
study. Write these questions down and use them as a guide as you read.
3. Read: Read through the chapter you have selected. Adjust your reading speed as needed;
some sections may take less time to read than others. Also, study any figures, tables, or
graphics when you come across references to them in the text. This helps to keep each
piece in context.
4. Reflect: As you read, think about the examples and descriptions provided in the text. You
may also think of examples from your own experience that are related to what you are
reading. Reflective reading is active reading; by interacting with what you read, you may
better understand and remember the content.
5. Recite: When you complete each section of the text, check your understanding of what
you have read. Can you answer the questions about this section that you wrote down
before you started? Do you need to reread the section or some parts of it? Monitoring
your progress by asking yourself these types of questions may help you identify areas you
understand well and areas that you will want to study further.
6. Review: After you have finished reading the text, you may want to check your
understanding of the content by reviewing your questions for the whole chapter. Can you
answer your questions without referring to the text? Reviewing your questions for a
chapter immediately after you finish reading it, as well as later in your study plan
schedule, can help you retain and apply what you have learned.
Whether you use PQ4R or some other study technique, the key to success is to become familiar
with the material you are studying. As you study, predict what the content will be, ask yourself
questions about it, paraphrase information aloud, relate the information to other things you know,
review and summarize what you have learned—become involved in your studying.
Test-Taking Advice
There are many strategies for taking a test and different techniques for dealing with different
types of questions. Nevertheless, you may find the following general suggestions useful.
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Plan ahead. Go into the examination prepared, alert, and well rested. Plan to arrive at the test
site early so that you can locate the parking facilities and examination room without rushing.
Take proper identification (as described in the "Identification Policy" ) with you to the test site,
dress comfortably, and bring a sweater or sweatshirt in case the room is too cool for your
comfort.
Follow directions. Read, listen to, and follow all test directions.
Pace your work. The test session is designed to allow sufficient time for you to complete the
test/subtest/section. At any point in the test/subtest/section, you will be able to see how much
time you have remaining. Go through the entire test/subtest/section and answer all the
questions you are reasonably certain about. If you have any difficulty answering a question, you
may mark it for review and return to it later, but you must respond to the questions, including
those marked for review, during the allotted time.
For examinations with multiple subtests or sections, you will only be able to review items
within that subtest or section. Once you complete a subtest or section, you will not be
able to return to that subtest or section of the test. You will be alerted to this during
testing.
Before completing a subtest or section, go back and check every question. Verify that you
have answered all of the questions and that your responses are correctly entered.
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Read carefully. Read each question and all the response options carefully before selecting your
answer. Pay attention to all of the details.
Determine the "best answer." Your response to each multiple-choice question should be the
best answer of the alternatives provided. When you are not certain of the correct answer,
eliminate as many options as you can and choose the response that seems best.
Guess wisely. Your multiple-choice results will be based on the number of questions you answer
correctly. Attempt to answer all questions. You will not be penalized for incorrect responses; it is
to your advantage to answer all the questions on the exam, even if you are uncertain about
some of your choices.
Respond to constructed-response assignments fully and clearly. If you are taking an exam with
an essay component, be sure to read and respond to each part of the assignment. It is important
that your response fully addresses the topic.
Competencies and Skills and Blueprint
The test design below describes general testing information. The blueprints that follow provide a
detailed outline that explains the competencies and skills that this test measures.
Test Design
Format
Computer-based test (CBT)
Number of Questions Approximately 120 multiple-choice questions
Time
Passing Score
2 hours and 30 minutes
A scaled score of at least 200
Competencies, Skills, and Approximate Percentages of Questions
Competency
Approximate Percentage
of Total Test Questions
1
Knowledge of the nature and impacts of technology
10%
2
Knowledge of principles of drafting
10%
3
Knowledge of principles of engineering
10%
4
Knowledge of energy and power technologies
10%
5
Knowledge of information and communication technologies
10%
6
Knowledge of transportation technologies
10%
7
Knowledge of manufacturing technologies
10%
8
Knowledge of construction technologies
10%
9
Knowledge of laboratory management and safety
10%
10
Knowledge of technology education, professional development, and
standards-based instruction and assessment
10%
Competencies and Skills
Competency 1—Knowledge of the nature and impacts of technology
1.
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3.
4.
Identify the characteristics of technology.
Analyze a technological system in terms of inputs, processes, outputs, and feedback.
Assess the role of technology in developing products and systems that solve problems.
Evaluate the historical, social, ethical, cultural, economic, political, and environmental
causes and effects of technological development and change.
5. Identify and assess new, emerging, and developing technologies and their impacts on
society.
6. Identify biotechnology applications and advances in the areas of agriculture,
pharmaceuticals, food and beverages, medicine, energy, environment, and genetic
engineering.
Competency 2—Knowledge of principles of drafting
1. Select appropriate drafting instruments, equipment, and materials for a given purpose.
2. Differentiate between various disciplines of drafting (e.g., architectural, electrical,
mechanical).
3. Apply fundamental principles of drafting (e.g., line conventions, lettering, dimensioning,
scale, measurement, graphing).
4. Analyze the types of drawings used in drafting (e.g., orthographic, pictorial, auxiliary
view).
5. Select appropriate 3D modeling processes for a given purpose.
6. Identify components of hardware and software for CAD.
Competency 3—Knowledge of principles of engineering
1. Identify appropriate design and problem-solving principles and procedures in engineering
design.
2. Analyze factors involved in engineering design (e.g., economic, safety, ergonomic,
reliability).
3. Analyze data acquisition methods in engineering (e.g., the use of test equipment,
measurement instruments, research techniques).
4. Analyze legal and ethical issues in engineering.
Competency 4—Knowledge of energy and power technologies
1. Analyze the characteristics of power (e.g., steam, fluid power, electrical, solid and liquid
fuels, nuclear, solar) and methods of generation and distribution.
2. Analyze the economic, social, and environmental impacts of traditional and alternative
energy sources.
3. Select appropriate tools and materials used in various energy and power technologies.
4. Identify characteristics of AC and DC circuits and their components (e.g., source, load,
path).
5. Apply Ohm's law and Kirchhoff's law to series and parallel circuits.
6. Distinguish between the characteristics of analog and digital circuits.
Competency 5—Knowledge of information and communication technologies
1. Analyze communication systems in terms of their components (i.e., source, encoder,
transmitter, receiver, decoder, storage, retrieval, destination).
2. Analyze the tools, machines, equipment, and sources used in multiple forms of
communications (e.g., human to human, machine to machine, human to machine,
machine to human).
3. Apply the design process (e.g., storyboarding, wireframes, compositions) for various
media.
4. Apply appropriate hardware and software application components for Web-based,
audiovisual, and print media.
5. Select the most appropriate form of communication for a given task (e.g., traditional
versus emerging technologies).
6. Classify the elements (e.g., color, shape, lines) and principles of design (e.g., balance,
rhythm, emphasis).
7. Distinguish between the types, characteristics, components, and processes of prepress
operations (e.g., generating and manipulating images, desktop publishing, typography).
8. Identify the characteristics and components of major printing processes (e.g., screen,
offset, digital, sublimation).
Competency 6—Knowledge of transportation technologies
1. Analyze transportation systems, their subsystems (i.e., structural, propulsion, suspension,
guidance, control, support), and their components.
2. Analyze transportation processes (e.g., receiving, holding, shipping) and systems (e.g.,
railways, pipelines).
3. Select appropriate transportation systems or components for land, sea, air, and space.
4. Analyze legal and ethical issues related to transportation (e.g., environmental regulations,
governmental regulations, safety).
Competency 7—Knowledge of manufacturing technologies
1. Select appropriate tools, machinery, and equipment used for manufacturing.
2. Analyze types of manufacturing (e.g., job-lot, custom, mass production) and their
characteristics.
3. Analyze legal and ethical issues related to manufacturing (e.g., environmental
regulations, safety procedures, labeling requirements).
4. Select appropriate manufacturing management systems (e.g., just-in-time, continuous,
lean, FMS).
5. Analyze factors affecting choices in manufacturing processes (e.g., rapid prototyping,
CAM, CNC, CIM), including emerging technologies.
6. Select appropriate materials according to their properties and characteristics (e.g.,
strength, weight, costs, environmental impact).
Competency 8—Knowledge of construction technologies
1. Differentiate between characteristics of residential, commercial, civil, and industrial
construction.
2. Analyze structural systems, their subsystems, and their components.
3. Select appropriate tools, equipment, materials, and processes in construction.
4. Identify the constraints (e.g., building codes, environmental sustainability, structural
forces) that affect residential, commercial, civil, and industrial construction and
renovation.
5. Evaluate factors involved in estimating, bidding, and scheduling.
Competency 9—Knowledge of laboratory management and safety
1. Evaluate the requirements for safety precautions and practices in technology education
laboratories for staff and all students.
2. Identify student guidelines and processes for safe, functional use, storage, and
maintenance of tools, machines, and equipment.
3. Identify student guidelines and processes for safe, functional use, storage, and disposal of
materials and supplies.
4. Select precautions and practices in preventing and extinguishing different classes of fires.
5. Identify components of a comprehensive safety program for work and learning spaces
(e.g., emergency procedures, OSHA regulations).
6. Select appropriate tools, machines, equipment, materials, and supplies for program
objectives.
7. Determine the procedures for developing and maintaining an inventory of tools,
machines, equipment, materials, supplies, and records.
Competency 10—Knowledge of technology education, professional development, and standards-based
instruction and assessment
1. Identify the social, historical, and philosophical foundations of technology education and
STEM programs.
2. Apply appropriate instructional and assessment strategies for developing learning
activities, including project-based learning, that are aligned with standards (e.g., the
Standards for Technological Literacy, Florida Curriculum Frameworks, the Florida
Standards).
3. Determine how technology education supports and fosters STEM learning through crosscurricular integration.
4. Apply instructional strategies and measurement instruments for developing and assessing
the cognitive learning, psychomotor processes, and problem-solving skills (e.g., critical
thinking, lateral problem solving) of diverse student populations.
5. Evaluate the relationships between technology education, career readiness, and career and
technical student organizations.
6. Identify components of a lifelong plan for professional and technical development,
including learning theories, pedagogical practices, assessment techniques, research
findings, and changing technologies.
Test Format and Sample Questions
The Engineering and Technology Education 6– to 12 subject area test consists of approximately
120 multiple-choice questions. You will have two and one-half hours to complete the test.
Each question will contain four response options, and you will indicate your answer by selecting
A, B, C, or D.
The table below presents types of questions on the exam and directs you to examples of these
formats among the sample items that follow.
Table of Question Formats
Sample Questions
The following questions represent both the form and content of questions on the examination.
These questions will acquaint you with the general format of the examination; however, these
sample questions do not cover all of the competencies and skills that are tested and will only
approximate the degree of examination difficulty.
http://www.fl.nesinc.com/studyguide/TIG_055/01.asp