GKT test information guide

Test-taking hints
GKT information
Sample questions
Misc. information about the test

Eat before the test. Recommend: protein and fruit
Get at least 8 hours of sleep before the test.
Set your alarm and have a backup alarm set as well.
Try to show up at least 15 minutes before the test will
start.
Go to the restroom before walking into the exam
room.
Dress comfortably for the test. You may want to take
several layers of clothes so that you can adjust to the
temperature of the room.

Read the answers before you look at the question.
Read question.
Come up with the answer in your head before
looking at the possible answers.
Eliminate answers you know aren't right. Usually
one per question is obviously incorrect. (outlier)
Read all the choices before choosing your answer.
Since there is no guessing penalty, always take an
educated guess and select an answer.

Don't keep on changing your answer, usually your first choice is the
right one, unless you misread the question. Choose one letter and
stick with it.
On "All of the above" and "None of the above" choices, if you are
certain one of the statements is true don't choose "None of the
above" or one of the statements are false don't choose "All of the
above".
On a question with an "All of the above" choice, if you see that at
least two correct statements, then "All of the above" is probably the
answer.
A positive choice is more likely to be true than a negative one.
Usually the correct answer is the choice with the most information
(or the longest).

 The General Knowledge test consists of four subtests: Essay,
English Language Skills, Reading, and Mathematics. Click on a
link below for more information about each subtest.
 Essay (50 minutes)
 English Language Skills (40 minutes)
 Reading (55 minutes)
 Mathematics (100 minutes)
 Subtests may be registered for and taken separately, if desired.
They are available in computer-based format. The total testing
time for all subtests is approximately four hours.
 Taking the entire test, including time for the administration of
the test, requires arrival at 8:00 A.M. and departure at about 1:15
P.M. Subtests may be registered for and taken separately, if
desired. No other test may be taken that day.
 Each question will contain four response options, and you will
indicate your answer by selecting A, B, C, or D.

This subtest consists of an essay component that tests
competencies and skills including, but not limited to, the
following:
 formulating a thesis or statement of main idea;
 organizing ideas and details effectively;
 using effective transitions; and
 using a variety of sentence patterns effectively.

The General Knowledge Essay subtest and several
other tests require the writing of an essay. The essay
must be an original essay, composed and organized
when you select the essay topic. The intent of the
essay test component is to show that you can, in the
time allotted, compose and write an original essay that
completely addresses the topic in an effective, well-
organized manner, with good grammar and spelling, as
described in the rubric in the Department's Test
Preparation Guide.

♦ Determine the purpose for writing.
♦ Formulate a thesis or statement of
main idea.
♦ Organize ideas and details effectively.
♦ Provide adequate, relevant supporting
material.
♦ Use effective transitions.

♦ Demonstrate a mature command of
language.
♦ Avoid inappropriate use of slang, jargon,
and clichés.
♦ Use a variety of sentence patterns
effectively.
♦ Maintain consistent point of view.
♦ Observe the conventions of standard
American English.

For your essay, you will choose between two topics. The 50
minutes allotted for this section of the exam includes time
to prepare, write, and edit your essay.
Your work will be scored holistically by two judges. The
personal views you express will not be an issue; however,
the skill with which you express those views, the logic of
your arguments, and the degree to which you support your
position will be very important in the scoring. Your essay
will be scored both on substance and on the composition
skills demonstrated.

SCORE of 6
 The 6 essay is notably effective.
 The main idea is clearly established and fully developed with specific details and examples.
 Organization is notably logical and coherent.
 Focus is consistently maintained.
 Vocabulary and sentence structure are varied and effective.
 Errors in sentence structure, usage, and mechanics are few and insignificant.
SCORE of 5
 The 5 essay is mostly effective.
 The main idea is established and mostly developed with specific details and examples.
 Organization is mostly logical and coherent.
 Focus is mostly maintained.
 Vocabulary and sentence structure are mostly varied and effective.
 Errors in sentence structure, usage, and mechanics are few and mostly insignificant.
SCORE of 4
 The 4 essay is adequate.
 The main idea is stated and adequately developed with some specific details and examples.
 Organization is adequately logical and coherent.
 Focus is adequately maintained.
 Vocabulary and sentence structure are somewhat varied and effective.
 Errors in sentence structure, usage, and mechanics may be present, butdo not interfere with communication.

SCORE of 6
 The 6 essay is notably effective.
 The main idea is clearly established and fully developed with specific details and examples.
 Organization is notably logical and coherent.
 Focus is consistently maintained.
 Vocabulary and sentence structure are varied and effective.
 Errors in sentence structure, usage, and mechanics are few and insignificant.
SCORE of 5
 The 5 essay is mostly effective.
 The main idea is established and mostly developed with specific details and examples.
 Organization is mostly logical and coherent.
 Focus is mostly maintained.
 Vocabulary and sentence structure are mostly varied and effective.
 Errors in sentence structure, usage, and mechanics are few and mostly insignificant.
SCORE of 4
 The 4 essay is adequate.
 The main idea is stated and adequately developed with some specific details and examples.
 Organization is adequately logical and coherent.
 Focus is adequately maintained.
 Vocabulary and sentence structure are somewhat varied and effective.
 Errors in sentence structure, usage, and mechanics may be present, butdo not interfere with communication.
TARGE
T

CHANGE FROM LAST SUMMER:
 Topics are related to school –
 Constructivism has been popular in the past few years. Analyze the advantages and
disadvantages of using constructivism in elementary school.

Using both Active and Passive Voice
Not using Consistent Person (1st person or 3rd
person)
Not using Consistent Tense (staying in past,
present or future)
Not having Subject/Verb Agreement
Not having Sentence Variety
Not using Transition Words

Use either Active or Passive Voice
Use Consistent Person (1st person or 3rd person)
Using Consistent Tense (staying in past, present or
future)
Always hav Subject/Verb Agreement
Always have Sentence Variety – sentences with 3-
10 words in length.
Use Transition Words liberally “First,” “Then,”
“Finally,” etc.

ENGLISH LANGUAGE
SKILLS
This subtest consists of multiple-choice questions that test
competencies and skills including, but not limited to, the
following:
conceptual and organizational skills;
word choice skills;
sentence structure skills; and
grammar, spelling, capitalization, and punctuation skills.

* DIRECTIONS: Choose the sentence that has no errors in structure.
A. The book taught me how to change the faucet and connect the water supply.
B. The book taught me how to change the faucet and connecting the water
supply.
C. The book taught me about changing the faucet and to connect the water
supply.
• DIRECTIONS: Choose the option that corrects an error in the underlined
portion(s). If no error exists, choose "No change is necessary."
• If none of these positions appeals to you, don't despair, there will always be
tomorrow's help-wanted ads to investigate.
A. despair there
B. despair. There
C. despair; there,
D. No change is necessary.

READING
This subtest consists of multiple-choice questions
that test competencies and skills including, but not
limited to, the following:
literal comprehension; and
inferential comprehension.

With the accession of Elizabeth 1 to the throne, a new age approached. The
Renaissance, a spirit which had kindled the fires of learning in other
countries, spread to England with its vibrant, intellectual queen to assist
it rather than to contain or extinguish it. With Mary or sickly Edward and
his protector and governor, Edward Seymour, the spirit of the Renaissance
might never have spread to a receptive assemblage of subjects, and
England might have continued its stifling asceticism and unproductive
civil strife. Elizabeth brought not only her remarkable leadership to the
throne, but also her intense desire to unify and help her people. Her
education allowed her to appreciate the vitality of the times and to
capitalize on it. Rather than resisting the restless individualism of the age,
she nurtured it by her own unique example. The people had a woman to
idolize and emulate — someone who led by ability rather than by force.
And the people followed her out of gratitude and love. Writers praised
Elizabeth in prose, drama, and verse, and the Queen and her subjects
delighted in reading the literary homage.

Literal Comprehension:
1. Which sentence best states the main idea of this
passage?
A) The Renaissance was the rebirth of intellectual
growth.
B) Queen Elizabeth I helped to encourage a new age of
literary brilliance.
C) Writers praised Queen Elizabeth I in prose, drama,
and verse.
D) Queen Elizabeth I’s reign was one of great
leadership.

2. According to the passage, what might have
caused the Renaissance not to have spread
through England?
A) Mary or Edward had reigned.
B) Elizabeth had not tried to read.
C) people followed any leader.
D) people had not tried to follow Elizabeth’s
example.

MATHEMATICS
This subtest consists of multiple-choice questions
that test competencies and skills including, but not
limited to, the following:
measurement (using customary or metric units);
geometry and spatial sense;
algebraic thinking; and
data analysis and probability.
You will be given a Mathematics Reference Sheet with information on it to use.
(Found in the General Knowledge Guide handout)

Categories of the
Competencies
# of test items
Number Sense, Concepts,
and Operations
8
Measurement (customary
or metric units)
10
Geometry and Spatial
Sense
9
Algebraic Thinking 9
Data Analysis and
Probability
9

Learning Liaisons – offers real-time virtual classes as well as
video-on-demand recordings of sessions. $30-$55 (one time use or
month long access). Workshops and resources.
http://www.thelearningliaisons.com/index.php/our-topics/ftce
ThinktimeInc - $39.95 for one practice test and “Knowledge
Notes” http://thinktimeinc.com/pricing/
Math:
1. Khan Academy (free): https://www.khanacademy.org/
2. Harcourt Publishing Co (free):
http://www.gwinnett.k12.ga.us/AlcovaES/online_textbooks.htm
3. Proportion: http://www.youtube.com/watch?v=Nmwg40b7B9E
(all prices are as of 11.3.15 and will probably change as time passes.)

GKT test information guide

More Related Content

Similar to GKT test information guide

More from Susan Wegmann

Recently uploaded

GKT test information guide

Editor's Notes