The CTEL Examination is composed of three separate subtests. The subtests are criterion referenced. A criterion-referenced test is designed to measure an examinee's knowledge and skills in relation to an established standard rather than in relation to the performance of other examinees. The purpose of this examination is to help identify candidates for certification who have demonstrated the level of knowledge and skills required to effectively teach English learners.
Each CTEL Examination subtest is designed to measure a specific set of knowledge and skills. All of the knowledge and skills were defined in conjunction with committees of California educators. Test materials matched to the knowledge and skills were developed using, in part, textbooks, California K–12 Student Academic Content Standards and curriculum frameworks, and CTC program standards. The materials were developed through consultation with California teachers, teacher educators, and other content and assessment specialists.
Refer to the following table for a description of each of the CTEL Examination subtests.
| Subtest | Subtest Description |
|---|---|
| CTEL 1: Language and Language Development |
This subtest covers (1) language structure and use and (2) additive-language development. This subtest consists of 50 multiple-choice questions and one essay. |
| CTEL 2: Assessment and Instruction | This subtest covers the assessment of English learners, the foundations of English language and literacy development and content instruction, and approaches and methods for English language development and content instruction. This subtest consists of 60 multiple-choice questions and two essays. |
| CTEL 3: Culture and Inclusion | This subtest covers culture and cultural diversity and their relationship to academic achievement and culturally inclusive instruction. This subtest does not focus on any specific cultural group and consists of 40 multiple-choice questions and one essay. |