Test Design and 
Test Framework

Field 232: Speech-Language Pathologist: Nonteaching

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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

graph of percentages of each subarea's weight toward overall test score

Test Subarea Number of Test Objectives Number of Scorable Items Number of Non-Scorable Items subarea weight as percent of total test score
Subarea 1—Foundations of Communication 3 15 4 19 percent
Subarea 2—Students with Communication Disorders 5 25 6 31 percent
Subarea 3—Assessment of Communication Disorders 3 15 4 19 percent
Subarea 4—Program Planning and Intervention for Students with Communication Disorders 3 15 4 19 percent
Subarea 5—Collaboration and Professional Responsibilities 2 10 2 12 percent
Totals 16 80 20 100 percent

Subarea 1—Foundations of Communication

0001—Understand characteristics and features of typical and atypical speech and language development.

For example:

0002—Understand the principles of speech and language science.

For example:

0003—Understand the role of cognitive, social, and cultural aspects of language on the development of language and communication skills.

For example:

Subarea 2—Students with Communication Disorders

0004—Understand prevention and intervention techniques for students who are underperforming or at risk of developing communication disorders.

For example:

0005—Understand characteristics and etiologies of speech disorders (e.g., disorders of articulation, phonology, voice, resonance, and fluency) and their effects on students' speech and language development.

For example:

0006—Understand characteristics of disorders of receptive and expressive language and their effects on students' speaking, listening, reading, writing, and gestural modalities of communication.

For example:

0007—Understand characteristics of hearing impairments and their effects on speech and language development.

For example:

0008—Understand characteristics of neurogenic/neurological disorders and swallowing and feeding disorders and their effects on speech and language development.

For example:

Subarea 3—Assessment of Communication Disorders

0009—Understand characteristics, uses, and limitations of formal and informal assessments.

For example:

0010—Understand how to apply accepted procedures for assessing students' speech and language.

For example:

0011—Understand strategies for interpreting and communicating assessment results.

For example:

Subarea 4—Program Planning and Intervention for Students with Communication Disorders

0012—Understand effective, evidence-based interventions and instructional practices for students with speech disorders.

For example:

0013—Understand effective, evidence-based instructional practices for students with receptive and expressive language disorders.

For example:

0014—Understand effective, evidence-based instructional practices for students with hearing impairments.

For example:

Subarea 5—Collaboration and Professional Responsibilities

0015—Understand strategies for working and collaborating with family, school, and relevant local community professionals.

For example:

0016—Understand the roles and professional and ethical responsibilities of a speech language pathologist.

For example: