NBCT flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Selected response items

Multiple-choice items on the Component 1 assessment that sample the breadth of subject-matter and pedagogical content knowledge defined by the certificate area's standards.

Constructed response exercises

Typed, timed written responses on Component 1 in which the candidate explains content, anticipates student misconceptions, and justifies instructional choices for a described classroom situation.

Certificate area standards

The NBPTS standards for a specific subject and developmental level that define accomplished practice and shape what the Component 1 assessment measures.

0 to 4.25 rubric scale

The common scoring scale used for constructed responses and portfolio entries; assessors assign a level and component scores are weighted into the total weighted score.

Pedagogical content knowledge

Knowledge of how a particular subject is learned and taught, including representations, examples, and predictable student misconceptions; a central target of Component 1 items.

Pearson VUE test center

The secure computer-based testing site where Component 1 is administered; appointments are scheduled in advance and candidate identification is verified at check-in.

Total weighted score

The combined result of all four scored components; certification depends on reaching the passing standard on this total rather than on any single component.

Component 1 retake

Candidates who fall short of the passing total may retake the content knowledge assessment in a later assessment window to improve their overall score.

Class profile

A Component 2 artifact describing the class's composition, strengths, prior knowledge, and learning needs, used to justify the differentiation choices analyzed in the commentary.

Focus students

A small number of students selected for close analysis; the commentary explains their specific strengths and needs and how instruction was adapted in response.

Differentiation

Adapting content, process, product, or learning environment to students' readiness, interests, and learning profiles so all students work toward the same rigorous goals.

Formative evidence

Observation notes, exit tickets, or drafts collected during instruction that show how the teacher monitored understanding and adjusted the lesson while it was in progress.

Written commentary

The analytical write-up accompanying portfolio evidence; it explains the reasoning behind instructional decisions, cites specific evidence, and assesses the impact on students.

Scaffolding

Temporary supports such as models, graphic organizers, sentence frames, or guided practice that are gradually withdrawn as students take on more of the task independently.

Responsive planning

Revising or designing instruction based on evidence of student understanding gathered before or during a lesson sequence, rather than delivering a fixed plan unchanged.

Evidence-based justification

Linking each instructional or differentiation decision to specific student data, work samples, or observations instead of general claims about categories of learners.

Unedited continuous video

Component 3 recordings must be a single uninterrupted take showing authentic classroom interaction, with no cuts, added narration, captions, or music.

Fifteen-minute recording

The approximate length of each Component 3 video; the segment must be long enough to show a complete instructional interaction with teacher and students audible and visible.

Media release forms

Signed parent or guardian permission required for every student who appears or is heard on a submitted video; adults appearing on camera also give consent.

Learning environment evidence

Video and commentary evidence of routines, rapport, high expectations, respect, and physical arrangement that support a safe and productive classroom.

Instructional practice analysis

Commentary that explains why a teaching move was chosen, how students responded to it, and what the teacher would keep or change next time.

Equitable participation

Evidence that students across the class, including quiet or frequently overlooked ones, are engaged and given opportunities to contribute during the recorded lesson.

Two-video requirement

Component 3 requires two separate recordings from the candidate's own classroom, each accompanied by a commentary analyzing the teaching practices they illustrate.

Timestamp citation

Referring to specific moments in the video so assessors can locate the evidence being analyzed, rather than offering general description of the whole lesson.

Student growth documentation

Assessment data collected at two or more points in time and analyzed to show what students learned and how instruction influenced that change.

Multiple measures

Using more than one source of assessment evidence, such as formative, summative, district, or performance tasks, to support claims about student learning in Component 4.

Professional learning analysis

An explanation of how a specific course, coaching experience, or professional development activity changed the teacher's practice and affected student learning.

Collaboration evidence

Documentation of work with colleagues, families, or community members that produced a change in practice or in student learning, not just meeting attendance.

Impact on student learning

The Component 4 strand that analyzes assessment evidence over time to demonstrate what students learned as a result of the teacher's instruction.

Baseline data

Initial assessment evidence gathered before instruction, providing the comparison point used to demonstrate student growth in Component 4.

Reflective practitioner

A teacher who systematically examines the effects of their own practice with data, adjusts instruction, and sets professional learning goals accordingly.

Data disaggregation

Breaking class assessment results into subgroups or individual patterns to identify which students or skills require a change in instruction.