The AEPA test (Arizona Educator Proficiency Assessments test) is a comprehensive battery of tests for men and women who want to teach in the state of Arizona. These prospective teachers must pass an AEPA test of general knowledge, as well as one covering the subject they wish to teach. There are also special AEPA tests for supervisors, principals, and superintendents.
AEPA tests are designed to incorporate areas covered by the Arizona Academic Standards, Arizona Professional Teaching Standards, and Arizona Professional Administrative Standards. There are three general professional knowledge AEPA tests addressing early childhood, elementary, and secondary education. Each version is comprised of 100 multiple-choice questions and three written performance assignments.
AEPA subject knowledge tests are more specific, assessing knowledge in a particular content area. These tests also contain about 100 multiple-choice questions each, but usually have only one written-performance assignment. AEPA subject knowledge tests for French, German, and Spanish have fewer multiple-choice questions, only 55, but include performance assignments related to both written and oral expression. A few candidates for teaching jobs in the state of Arizona (those who have not successfully completed ADE-approved coursework) will have to take a test on the Constitutions of the United States and Arizona. This AEPA test consists of 100 multiple-choice questions.
Higher-level AEPA tests have similar components. The administrator tests for superintendents and principals are comprised of 100 multiple-choice questions and four written-performance assignments (two case studies, one educational issue assignment, and one work product assignment). The supervisor test consists of 100 multiple-choice questions and one written-performance assignment.
For individuals interested in entering teacher education programs, the state of Arizona administers a basic skills test that has three components: reading comprehension, writing, and mathematics. The reading comprehension and mathematics sections of this AEPA test both contain 42 multiple-choice questions; the writing component consists of 42 multiple-choice questions and a written performance assignment.
1. By the end of the first grade, most students will be able to:
a. notice and comment on aspects of the writer’s craft.
b. use reading as a tool for learning in content areas.
c. sustain interest and understanding over long texts.
d. use letter-sound information along with meaning and language to decode words.
2. A major difference between independent reading and guided reading is that in independent reading:
a. students read silently.
b. teachers do not interact with students.
c. students select their own texts.
d. students read together in small groups.
3. The primary purpose of guided reading is to:
a. help students develop a deeper understanding of literature.
b. help students develop their oral reading skills.
c. help students improve their phonological awareness.
d. expand students’ reading power to increasingly difficult texts.
4. While reading speeds vary depending on the difficulty of the text and the student’s purpose for reading, a general oral reading goal for fourth-graders is about:
a. 80-100 words per minute.
b. 115-140 words per minute.
c. 160-200 words per minute.
d. 185-225 words per minute.
5. After students have read the first chapter of a book, their teacher asks them to speculate on what the main character is going to do next. The students are being asked to use a comprehension strategy called:
b. monitoring and correcting.
c. making predictions.
d. drawing conclusions.
AEPA Test Answers
1. D. Most early readers will have achieved phonemic awareness and mastered the alphabetic principle by the end of first grade. The reading skills described in the other choices are characteristic of advanced readers in grades four, five, and six.
2. C. Although teachers may offer guidance in book selection, independent reading allows students to choose texts that have special appeal to them. Silent reading and teacher interaction are features of both independent and guided reading. Guided reading is characterized by small groups and a shared text.
3. D. By choosing texts for students and leading them in discussion, teachers are able to introduce young readers to increasingly complex reading material. The primary focus of guided reading is not specifically on literature study, fluency, or phonological awareness.
4. B. All students should be able to read aloud fluently by fourth grade. A general silent reading goal for fourth-graders is about 130-175 words per minute. A reasonable silent reading rate for sixth-graders is about 185-225 words per minute.
5. C. Predicting events in a story builds anticipation and helps propel the reading forward. Students activate prior knowledge from life and literature to understand characters and anticipate their thoughts and actions.