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Study Guide

Section 3: Test Summary and Framework
WEST–B

The Washington Educator Skills Test–Basic (WEST–B) is designed to measure a candidate's basic skills in reading and writing contained in the test framework. The explicit purpose of the WEST–B is to help identify candidates with the required level of basic skills to perform successfully in an educator preparation program or as a teacher in a public school classroom.

Test Summary

This test summary describes general testing information. The framework contains the objectives that define the content for the WEST–B Reading and Writing subtests.

Format	Online proctored test
Number of Questions	Reading: 60 multiple-choice questions Writing: 50 multiple-choice and 2 constructed-response questions
Test Session	CBT tutorial and nondisclosure agreement: 15 minutes Reading: 2 hours testing time Writing: 3 hours testing time
Passing Score	240
Subtest Codes	895–096

Basic Skills Test Objectives

Reading

Objective 0001: Understand the main idea and supporting details of a reading selection.

The following are examples of content that may be covered under this objective.

Identify the explicit or implicit main idea, theme, or message of a reading selection.
Recognize explicit and implicit information, facts, and details that support, illustrate, or elaborate on the main idea of a reading selection.
Determine whether particular statements strengthen or weaken the main idea of a reading selection.

Objective 0002: Analyze the relationships among ideas or information within one or more reading selections.

The following are examples of content that may be covered under this objective.

Predict outcomes, make generalizations, and draw conclusions inductively or deductively from ideas or information presented within one or more reading selections.
Identify similarities, differences, and implied relationships between or among ideas or information within one or more reading selections.
Recognize implications of ideas or information presented within one or more reading selections.
Identify the sequence of steps or events within a reading selection.
Select solutions to problems based on ideas or information presented within one or more reading selections.

Objective 0003: Use critical reasoning skills to evaluate a reading selection.

The following are examples of content that may be covered under this objective.

Recognize stated or implied assumptions on which the validity of an argument depends.
Determine the relevance of specific facts, examples, or graphic data to a writer's argument.
Recognize fallacies in the logic of a writer's argument.
Recognize qualifying language, and distinguish between fact and opinion in a reading selection.
Assess the credibility, objectivity, or bias of the writer of a reading selection or of the writer's sources.

Objective 0004: Analyze the writer's purpose, intent, and point of view in a reading selection.

The following are examples of content that may be covered under this objective.

Recognize the writer's stated or implied purpose for writing (e.g., to persuade, to describe) in a reading selection.
Determine the appropriateness of a writer's choice of words or language for various purposes or audiences.
Identify the attitude, opinion, or point of view expressed by the writer of a reading selection.

Objective 0005: Determine the meaning of words and phrases in context.

The following are examples of content that may be covered under this objective.

Determine the meaning of words using context clues, syntax, and/or structural analysis.
Recognize the correct use of commonly misused words (e.g., to/too/two, their/they're/there, your/you're) in a reading selection.
Determine the meaning of figurative or colloquial language in a reading selection.
Identify appropriate synonyms or antonyms for words in a reading selection.

Objective 0006: Apply study skills to aid in understanding reading selections, graphs, tables, and charts.

The following are examples of content that may be covered under this objective.

Identify an accurate summary, outline, or graphic representation of a reading selection.
Interpret information presented in charts, graphs, or tables.
Identify where to find specified information using a table of contents, section headings, or an index.

Writing

In the Writing section of the Washington Educator Skills Test—Basic, the standard writing conventions that will be tested are those that reflect "standard English as used in the United States." "Standard English as used in the United States" refers to a form of English that conforms to the conventions of style, usage, and syntax generally considered acceptable in formal written communication. This is the form of English that is used by writers in the United States to communicate in textbooks, government documents, magazines, newspapers, and the like. Many other forms of written and spoken English are acceptable in certain situations, but knowledge and proper use of "standard English as used in the United States" are what will be measured by this test.

Objective 0007: Understand the role of audience and purpose in written communication.

The following are examples of content that may be covered under this objective.

Assess the appropriateness of a written selection for a specific purpose or audience (e.g., a business letter, a communication to parents/guardians/caregivers).
Determine the likely effect on an audience of a writer's choice of a particular word or words (e.g., to evoke sympathy, to raise questions about an opposing point of view).
Recognize persuasive techniques used by a writer in a passage.

Objective 0008: Understand idea development, fluency, and organization within writing.

The following are examples of content that may be covered under this objective.

Identify organizational methods used by the writer of a selection.
Distinguish between effective and ineffective thesis statements.
Recognize unnecessary shifts in point of view (e.g., shifts from first to third person) or distracting details that impair development of the main idea within a written selection.
Recognize the appropriate use of transitional words and phrases to convey text structure.
Recognize examples of focused, concise, and well-developed writing.

Objective 0009: Recognize writing that effectively communicates intended messages.

The following are examples of content that may be covered under this objective.

Distinguish between effective and ineffective development of ideas within a paragraph.
Understand the use of paragraphing to reinforce text structure.
Determine whether supporting details in a written selection are essential or nonessential.

Objective 0010: Apply revision strategies to written works.

The following are examples of content that may be covered under this objective.

Apply revision strategies affecting voice, syntax, transitions, organization, clarity, coherence, and point of view in a written selection.
Make revisions that improve the fluency and focus of a written selection or that improve cohesion and the effective sequence of ideas.
Improve the clarity and effectiveness of a written selection through changes in word choice.
Eliminate or replace unnecessary or imprecise words and phrases.
Insert appropriate transitional words or phrases (e.g., however, as a result) into a passage to convey the structure of the text and to help readers understand the sequence of a writer's ideas.
Recognize wordiness, redundancy, and ineffective repetition in sentences and paragraphs.

Objective 0011: Recognize the use of standard writing conventions.

The following are examples of content that may be covered under this objective.

Recognize the use of standard writing conventions (e.g., grammar) that enhance or impair meaning and clarity.
Understand the standard use of verbs (e.g., subject-verb agreement, verb tense, consistency of tense), nouns (e.g., plural and possessive forms), pronouns (e.g., pronoun-antecedent agreement, standard pronoun cases, use of possessive pronouns, standard use of relative and demonstrative pronouns), and modifiers (e.g., adverbs, adjectives, prepositional phrases).
Recognize instances in which incorrect or extraneous punctuation has been used or necessary punctuation has been omitted.
Identify standard initial capitalization and standard capitalization with proper words and titles.
Recognize the standard spellings of words.
Identify sentence fragments and run-on sentences.

Objective 0012: Prepare an organized, developed composition in response to instructions regarding content, purpose, and audience.

The candidate may be asked to respond to persuasive and/or expository writing exercises in which the candidate is asked to do one or more of the following.

Compose a fluent, focused, and sustained piece of writing on a given topic using language and style appropriate to a specified audience, purpose, and occasion.
State and maintain a clear main idea and point of view using effective organization to enhance meaning and clarity.
Take a position on a contemporary social or political issue and defend that position with reasoned arguments and supporting examples.
Use effective sentence structure.
Demonstrate the ability to spell, capitalize, and punctuate according to standard writing conventions.

Based on the writing exercise assigned, responses will be evaluated according to the following performance characteristics.

Performance Characteristics

Focus and Appropriateness	The fluency and quality of the discussion, and the sustained attention on a given topic using language and style appropriate to a specified audience, purpose, and occasion.
Unity and Organization	The effectiveness of the organization, the logical sequence of ideas, and the clarity of the writing used to state and maintain a main idea and point of view.
Development and Rationale	The relevance, depth, and effectiveness of statements or arguments and examples used to support those statements or defend a position.
Usage and Sentence Structure	The precision in word choice and use of effective sentence structure.
Mechanical Conventions	The use of spelling, capitalization, and punctuation according to standard writing conventions.