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Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

Index

A

Ability-based teacher education at Alverno College, 322–330

abilities and learning outcomes for the baccalaureate degree, 322–324

abilities and learning outcomes in teacher education , 324

Alverno’s program for education majors, 324–326

assessment as learning, 326–327

research and program evaluation, 327–330

Accountability

and evaluation, 196–198

of higher education institutions for quality of teacher preparation, 8–9, 170–171

for holding states and higher education institutions, 138–145

improving with teacher licensure tests, 136– 146

for programs that prepare teachers, 198–201

Accreditation of teacher education programs, 42–43

ACT, 132

Administration of teacher licensure tests, 77–78

Administrative provisions, under Public Law 105–244, 194–196

Admission requirements, for teacher education, state-specified, 43

Alaska’s initial teacher licensure system, 57–58, 269–272

post baccalaureate teacher preparation at the University of Alaska, 271–272

redesign of teacher education, 270–272

teacher education at Alaska’s private schools, 272

Alternative assessment strategies

ability-based teacher education at Alverno College, 322–330

analysis of, 158–162

case studies, 298–330

Connecticut’s teacher preparation and induction program, 308–315

Ohio’s teacher induction program, 315–321

performance assessment of experienced teachers by the NBPTS, 298–308

Alternative preparation programs for teachers, 44

in Maryland’s licensure system, 285–286

Alverno College, 149, 156–158

ability-based teacher education at, 322–330

assessment as learning, 326–327

outcomes for the baccalaureate degree, 322– 324

outcomes in teacher education, 324

program for education majors, 324–326

research and program evaluation, 327–330

Angoff. See Modified Angoff method

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

Appropriations, authorization of, under Public Law 105–244, 203

Approval, of teacher education programs, 42–43

Arizona’s teacher licensure system, NES teacher licensure tests in, 248–249

Assessment. See also Classroom performance assessment

centers for, in EA/ELA, 305

as learning, at Alverno College, 326–327

purpose of, 75–76

teachers as using formal and informal strategies, according to INTASC, 212– 213

Assessment of Teaching Skills-Written, 52

Assessors, training in the PATHWISE Induction Program-Praxis III Version, 320–321

Authoritarian personality, 21

Authorization of appropriations, under Public Law 105–244, 203

Average scores, and the differences between minority and majority teacher candidates on teacher licensing tests, 101–102

B

Baccalaureate degree programs, at Alverno College, abilities and learning outcomes for, 322–324

Basic skills

currently used licensure tests of, 51

list of Praxis tests on, 221–222

research on testing, 131–132

Beginning Educator Support and Training (BEST) program in Connecticut, 153, 310, 312–313

portfolio assessments, 312–313

support for mentors, 313

Beginning teacher competence

defining, 2–3, 164

measuring appropriately, 2–8, 164–170

Beginning teachers

designing licensure tests for measuring, 3–4, 165–166

evaluating licensure tests for, 6–8, 167–170

licensure tests for, 32, 34–69, 288–293

making decisions about candidates based on licensure tests, 4–5, 56, 166–167

support programs for, 46–47

BEST. See Beginning Educator Support and Training program

Bias, factors contributing to, 110–111

Biology: Content Knowledge Tests, Parts 1 and 2, evaluating, 84, 95–97, 101

Board on Testing and Assessment, 2, 15–16

Bookmarking method, of standard setting for teacher licensure tests, 65

Brown v. Board of Education decision, 22

Bureau of Labor Statistics, National Longitudinal Surveys of Youth-Child Data, 135

Buros Center for Testing, 16, 83–84

Bush, George W., 11

C

California Basic Educational Skills Test (CBEST), 57, 105–107

California’s teacher licensure system, 276–282

direct internship programs, 280–282

initial licensure requirements in, 57, 59, 62

NES teacher licensure tests in, 249–250

preinternship program, 281–282

Title II state grant, 282

traditional teacher preparation programs, 277–279

university internship programs, 279–280

Candidate performance, NCATE standards, 216–217

CBEST. See California Basic Educational Skills Test

Census Bureau, 134

Cincinnati, introduction and peer review, 155– 156

Civil Rights Act of 1964, 112

Classroom interactions, teachers as fostering supportive, according to INTASC, 210– 211

Classroom performance assessment, in the PATHWISE Induction Program-Praxis III inversion, 318–319

Clinton, William, 11–12

Colorado’s teacher licensure system, NES teacher licensure tests in, 250–251

Committed to students and their learning, teachers as, 23–26

according to NBPTS, 26, 215, 218, 300

according to NCATE, 26

Committee on Assessment and Teacher Quality, 2, 15–16

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

Common Core of Teaching, components of Connecticut’s, 153, 311

Comparisons of teacher licensure tests

comparability issues, 79

data combined across states, 98

with different test scales, 98

first-time and eventual passing rates, 97–98

methodological issues, 97–98

Competencies

to be assessed by teacher licensure tests, 76

focusing teacher education on identified, 136–138

Competent beginning teaching

defining, 2–3, 164

measuring appropriately, 2–8, 164–170

Competent teachers

equilibrium teacher wage and the number of, 294–297

in presenting the prescribed curricula, 22

Connecticut’s teacher licensure system

Beginning Educator Support and Training program, 153, 310, 312–313

Beginning Teacher Induction Program, 153– 154

Common Core of Teaching, 153, 311

initial licensure requirements in, 57, 60–61

preservice training, 310

professional development, 313–314

role of other staff, 314

studies of technical characteristics, 314–315

support for teachers seeking NBPTS certification, 309

teacher preparation and induction program in, 308–315

Consequences of disparities in test performances, 111–112

Consistency and reliability of teacher licensure tests, 79

Contrasting groups method, of standard setting for teacher licensure tests, 65

Core Battery tests

Communication Skills Test, 51–52

General Knowledge Test, 51

Professional Knowledge Test, 51–53

Corruptibility, protection of teacher licensure tests from, 78

Costs, of teacher licensure tests, 81

Council for Higher Education Accreditation, 43

Council of Chief State School Officers, 48

Course requirements, in teacher education, state-specified, 43–44

Creators of learning experiences, teachers as, according to INTASC, 205

Criteria, for evaluating teacher licensure tests, 70–71

Cultural values, teachers as transmitters of, 21

Currently used licensure tests, 47–55

basic skills, 51

concerns about, 54–55

general knowledge, 51

measuring beginning teacher competence appropriately, 2–8, 164–170

pedagogical knowledge, 52–53

standards for passing scores, 66–68

subject matter knowledge, 51–52

subject-specific pedagogical knowledge, 53–54

types of tests used by states, 48–54

D

Decisions about candidates, basing on licensure tests for beginning teachers, 4–5, 56, 166–167

Demand for teachers, 293–294

Designing licensure tests, for measuring beginning teacher competence, 3–4, 165–166

Differences between minority and majority teacher candidates on licensing tests, 109–112

in average scores, 101–102

consequences of, 111–112

in impact of teacher licensure tests, 95, 97

on large-scale tests, 99

in passing rates, 102–109

on the SAT, 99–100

on teacher licensing tests, 101–109

and test bias, 110–111

Direct internship programs, in California’s teacher preparation system, 280–282

Disparities. See Differences between minority and majority teacher candidates on licensing tests

E

Early Adolescence/English Language Arts (EA/ ELA) standards, according to NBPTS, 302–303

advancing student learning in the classroom, 302

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

assessment center exercises, 305

portfolios, 304–305

preparing the way for productive student learning, 302

supporting student learning through long-range initiatives, 303

Early Childhood Longitudinal Survey, 135

Ebel’s method, of standard setting for teacher licensure tests, 65

Economic model of supply and demand for teachers, 287–297

demand for teachers, 293–294

equilibrium teacher wage and the number of competent teachers, 294–297

licensure testing, 288–293

no licensure testing model, 287–288

raising passing scores, 293

setting passing scores, 296–297

supply of teachers, 287–293

Educational Testing Service (ETS) teacher licensure tests, 4, 6, 48, 63, 69, 83–84, 113, 137, 149, 221–247

on basic skills, 221–222

on professional knowledge of teaching, 223

on subject area knowledge, 224–246

Educational values, teachers as transmitters of, 21

Elementary and Secondary Education Act, revised, 11

Entry Year Program, in Ohio, 315–316

Established standards of teacher quality, 23–32

teachers as committed to students and their learning, 23–26

teachers as managers and monitors of student learning, 28–29

teachers as members of a broader community, 30–32

teachers as possessing deep subject matter knowledge, 26–27

teachers as reflective about their teaching, 29–30

Ethnicity and test results. See Differences between minority and majority teacher candidates on licensing tests

ETS. See Educational Testing Service teacher licensure tests

ETS Standards for Quality and Fairness, 86

Evaluating teacher licensure tests, 6–8, 70–114, 167–170

and accountability, under Public Law 105– 244, 196–198

administration and scoring, 77–78

competencies to be assessed, 76

consistency, reliability, generalizability, and comparability, 79

costs and feasibility, 81

criteria for evaluating tests, 70–71

developing the assessment, 76–77

differences between minority and majority teacher candidates on, 99–109

evaluating the Praxis series tests, 86–95

evidence concerning validity, 71–75

examining disparate impact, 95, 97

field testing and exercise analysis, 77

long-term consequences of a licensure program, 81–82

meaning of disparities, 109–112

methodological issues in making comparisons, 97–98

policy options, 113

protection from corruptibility, 78

purpose of assessment, 75–76

score reporting and documentation, 79–80

selecting teacher licensure tests for review, 83–86

standard setting, 78–79

validation studies, 80–81

Evaluation framework, for teacher licensure tests, 75–82

Eventual passing rates, 97–98

Examination for the Certification of Educators in Texas (ExCET), 52

ExCET. See Examination for the Certification of Educators in Texas

Experienced teachers, performance assessment by the NBPTS, 159–160, 298–308

F

Feasibility considerations, in evaluating teacher licensure tests, 81

Field testing, in developing teacher licensure tests, 77

First-time passing rates, 97–98

FIRST Year Program in Ohio, 154, 315–316

Florida Professional Education Test, 53

Formative Induction Results in Stronger Teaching (FIRST) Year Program in Ohio, 154, 315–316

Fostering active inquiry and supportive classroom interactions, teachers as, according to INTASC , 210–211

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

G

General knowledge

currently used tests, 51

research on tests, 131–132

General provisions, under Public Law 105–244, 202

Generalizability, of teacher licensure tests, 79

Grants under Public Law 105–244

partnership, 190–193

state, 188–190

for teacher recruitment, 193–194

H

Higher Education Act (HEA)

Title II, 1, 8–9, 14, 138–145

Title IV, 2, 14–15

Higher education institutions, holding accountable for quality of teacher preparation, 8–9, 170–171

Hiring issues, 47

I

Idaho’s teacher licensure system, 263–267

changes in initial teacher licensure system, 267

initial licensure requirements in, 57–58, 62

teacher education at Albertson College, 265–266

teacher education at Boise State University, 264–265

teacher education at Lewis-dark State College, 266–267

teacher preparation programs, 264–267

Illinois’ teacher licensure system, NES teacher licensure tests in, 251–253

Improving accountability with teacher licensure tests, 136–146

accountability and evaluation provisions of Title II, 139–141

concerns about accountability and evaluation provisions of Title II, 141–145

focusing teacher education on identified competencies, 136–138

holding states and higher education institutions accountable, 138–145

Improving teacher licensure testing, 147–162

analysis of alternatives, 158–162

Connecticut’s Beginning Teacher Induction Program, 153–154

NBPTS certification, 150–153

new and developing test systems, 150–158

Ohio’s teacher induction program, 154–156

performance-based teacher education at Alverno College, 156–158

selecting cases that use performance assessment, 148–150

Improving teacher quality and supply with teacher licensure tests, 115–135

directions for new research, 134–135

licensing tests and the quantity and quality of teachers, 116–121

research on teacher licensing tests and teacher competence, 121–134

Induction

in Cincinnati, 155–156

in Connecticut, 153–154, 310–312

in Ohio, 154–156, 315–316

Initial licensure requirements, 56–62

in Alaska, 57–58

in California, 57, 59, 62

in Connecticut, 57, 60–61

designing tests of, 3–4, 165–166

in Idaho, 57–58, 62, 267

in Maryland, 57, 59–60, 62

in Nebraska, 57–59, 62

in Wyoming, 57–58, 62, 269

Initial Report of the Secretary on the Quality of Teacher Preparation, 46

Innovative methods, of measuring beginning teacher competence, 10, 171–172

Institutions of higher education, holding accountable for quality of teacher preparation, 8–9, 170–171

Instructional strategies, teachers as using varied, according to INTASC, 208

INTASC. See Interstate New Teacher Assessment and Support Consortium

Interstate Contract, 46

Interstate New Teacher Assessment and Support Consortium (INTASC), 4, 13, 16, 19–20, 23–32, 43, 53, 69, 153, 204– 214

active inquiry, teachers as fostering, 210– 211

adapting instruction to learner diversity, teachers as, 206–207

core standards, 205–214

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

Model Standards for Beginning Teacher Licensing and Development, 24, 204– 205

Performance Assessment Development Project, 148

teaching standards of, 204–214

Inventory of Teacher Knowledge of Reading, 133

J

Judgmental policy capturing method, of standard setting for teacher licensure tests, 65

L

LAST. See Liberal Arts and Sciences Test

Learner diversity, teachers as adapting instruction to, according to INTASC, 206–207

Learning communities, teachers as members of, 30–32

according to INTASC, 213–214

according to NBPTS, 31, 219, 301

according to NCATE, 31

Learning experiences, teachers as creators of, according to INTASC, 205

Liberal Arts and Sciences Test (LAST), 51

License to Teach, A, 122

Licensing requirements, teaching compared with other professions, 38–41

Licensure tests for beginning teachers, 32, 34– 69, 288–293

appropriateness, of current tests measuring beginning teacher competence, 2–8, 164–170

currently used licensure tests, 47–55

designing, 3–4, 165–166

evaluating, 6–8, 167–170

initial licensure requirements in selected states, 56–62

making decisions about candidates based on, 4–5, 56, 166–167

professional licensing, 35–37

setting passing scores, 62–68

teacher licensure, 37–47

test results supporting decisions about candidates, 55–62

Long-range initiatives, supporting student learning in EA/ELA, according to NBPTS, 303

Long-term consequences, of a teacher licensure test program , 81–82

M

Managers of student learning, teachers as, 28–29

according to NBPTS, 29, 218–219, 300–301

according to NCATE, 29

Maryland’s licensure system, 282–286

alternative certification program, 285–286

initial licensure requirements in, 57, 59–60, 62

Title II state grant, 286

traditional undergraduate teacher preparation programs, 284–285

Massachusetts Educator Certification Test (MECT), 54

Massachusetts licensure system, NES teacher licensure tests in, 253–254

Mathematics: Proofs, Models, and Problems, Part 1 test, evaluating, 84, 93–95, 101

Measuring beginning teacher competence, 2–8, 164–170

defining competent beginning teaching, 2–3, 164

designing licensure tests, 3–4, 165–166

evaluating licensure tests, 6–8, 167–170

holding programs accountable for quality of teacher preparation, 8–9, 170–171

innovative methods of, 10, 171–172

making decisions about candidates based on licensure tests, 4–5, 56

MECT. See Massachusetts Educator Certification Test

Mentors

support for in the BEST program, 313

training of in the PATHWISE Induction Program-Praxis III Version, 320–321

Michigan’s licensure system, NES teacher licensure tests in, 254–257

Middle School English/Language Arts test, evaluating, 84, 89, 91–93, 101

Minority teacher candidate differences

in average scores, 101–102

on large-scale tests, 99

in passing rates, 102–109

on the SAT, 99–100

on teacher licensing tests, 101–109

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

Model Standards for Beginning Teacher Licensing and Development, 24, 204– 205

Modified Angoff method, of standard setting for teacher licensure tests, 65, 88, 90, 92, 96

Monitors of student learning, teachers as, 28–29

according to NBPTS, 29, 218–219, 300–301

according to NCATE, 29

MSAT. See Multiple Subjects Assessment for Teachers

Multiple Subjects Assessment for Teachers (MSAT), 105–107

N

National Academy of Sciences, 2, 15–16

National Assessment of Educational Progress tests, 99

National Association of State Directors of Teacher Education and Certification, 48, 62

Interstate Contract, 46

National Board for Professional Teaching Standards (NBPTS), 13, 16, 20, 23–32, 35, 104, 148–150, 215–219

certification under, 145, 150–153

performance assessment of experienced teachers by, 159–160, 298–308

propositions of accomplished teaching, 215, 218–219, 300–301

support for teachers seeking certification in Connecticut, 309

What Teachers Should Know and Be Able to Do, 23–24

National Center for Education Statistics, 141

Early Childhood Longitudinal Survey, 135

National Commission on Teaching and America’s Future, 13

National Council for Accreditation of Teacher Education (NCATE), 13, 19–20, 23–32, 42, 52, 214–215

Standards, Procedures and Policies for the Accreditation of Professional Education Units, 24

National Council of Teachers of Mathematics, 86

National Education Summit, 12

National Educational Longitudinal Study (NELS), 132

National Evaluation Systems (NES) teacher licensure tests, 4, 6, 48, 69, 113–114, 137, 248–262

Arizona, 248–249

California, 249–250

Colorado, 250–251

difficulties with, 84–86

Illinois, 251–253

Massachusetts, 253–254

Michigan, 254–257

New Mexico, 257

New York, 52, 257–258

Oklahoma, 258–260

Oregon, 260

selecting for review, 84–86

Texas, 260–262

National Institute of Child Health and Development, 134

National Longitudinal Surveys of Youth-Child Data, 135

National Science Foundation, 134

National Teachers Examinations (NTE), 133

Test of Professional Knowledge, 74

NBPTS. See National Board for Professional Teaching Standards

NCATE. See National Council for Accreditation of Teacher Education

Nebraska’s teacher licensure system, 273–276

initial licensure requirements in, 57–59, 62

teacher education at Creighton University, 275–276

teacher education at the University of Nebraska, Lincoln, 274–275

teacher education at Wayne State College, 275

teacher preparation programs, 274–276

Title II state grant, 276

Nedelsky’s method, of standard setting for teacher licensure tests, 65

NELS. See National Educational Longitudinal Study

NES. See National Evaluation Systems teacher licensure tests

New Mexico’s teacher licensure system, NES teacher licensure tests in, 257

New York’s teacher licensure system, NES teacher licensure tests in, 257–258

No licensure testing model, 287–288

NTE. See National Teachers Examinations

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

O

Ohio’s teacher induction program, 154–156

FIRST Year Program, 154, 315–316

PATHWISE Induction Program-Praxis III Version, 316–321

Oklahoma General Education Test, 51

Oklahoma’s teacher licensure system, NES teacher licensure tests in, 258–260

Oregon’s teacher licensure system, NES teacher licensure tests in, 260

Oscar and Luella Buros Center for Testing, 16, 83–84

P

Partnership grants, under Public Law 105–244, 190–193

Passing rates

and the differences between minority and majority teacher candidates on teacher licensing tests, 102–109

first-time and eventual, 97–98

Passing scores

raising, 293

setting, 62–68, 296–297

Past definitions of teacher quality, 20–22

comparing across states, 67

teachers as personifications of virtue, 20–21

teachers as transmitters of cultural and educational values, 21

teachers’ competence in presenting the prescribed curricula, 22

PATHWISE Induction Program-Praxis III Version, 149, 316–321

classroom performance assessment, 318– 319

implementation in Ohio, 154–156, 320–321

training of mentors and assessors, 320–321

Pedagogical content knowledge, research on testing, 133–134

Pedagogical knowledge

currently used licensure tests, 52–53

research on testing, 132–133

Performance assessment, of experienced teachers by the NBPTS, 298–308

Performance Assessment Development Project, 148

Performance-based teacher education at Alverno College, 156–158

Personifications of virtue, teachers as, 20–21

PLT. See Principles of Learning and Teaching (K-6) test

Policy options, and teacher licensure tests, 113

Portfolio assessments

in the BEST program, 312–313

in EA/ELA, according to NBPTS, 304–305

Positive social interaction, teachers as encouraging, according to INTASC, 208–210

Post baccalaureate teacher preparation, at the University of Alaska, 271–272

PPST. See Pre-Professional Skills Test in Reading

Praxis I, 51

Praxis II, 51–55, 57

Core Battery tests, 51–52

revamping, 52

Praxis III, 154–155, 316–321

Praxis series tests, 48, 153

on basic skills, 221–222

Biology: Content Knowledge Tests, Parts 1 and 2, 84, 95–97, 101, 143

evaluating, 86–95

Mathematics: Proofs, Models, and Problems, Part 1 test, 84, 93–95, 101, 143

Middle School English/Language Arts test, 84, 89, 91–93, 101, 143

passing rates based on race, 108–109

Pre-Professional Skills Test in Reading, 84, 87–89, 101–104, 143

Principles of Learning and Teaching (K-6) test, 52, 84, 89–91, 101–104, 143

on professional knowledge of teaching, 223

selecting for review, 83–84

on subject area knowledge, 133, 224–246

Pre-Professional Skills Test (PPST) in Reading, evaluating, 84, 87–89, 101–104

Preinternship programs, in California’s teacher preparation system, 281–282

Preservice training, in Connecticut, 310

Principles for the Validation and Use of Personnel Selection Procedures, 70

Principles of Learning and Teaching (PLT) (K-6) test, 52, 68, 101–104

evaluating, 84, 89–91

Problems with measuring beginning teacher competence, 12–15

educational reform, 12–13

federal initiatives, 14–15

state initiatives, 13–14

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

Productive student learning, preparing the way for in EA/ELA, according to NBPTS, 302

Professional development, in Connecticut, 313– 314

Professional knowledge of teaching, list of Praxis tests on, 223

Professions, licensing requirements for, 38–41

Programs that prepare teachers

accountability for, under Public Law 105– 244, 198–201

holding accountable for quality of teacher preparation, 8–9, 170–171

Protection, of teacher licensure tests from corruptibility, 78

Public Law 105–244, 187–203

accountability and evaluation, 196–198

accountability for programs that prepare teachers, 198–201

administrative provisions, 194–196

authorization of appropriations, 203

general provisions, 202

partnership grants, 190–193

purposes and definitions, 187–188

state functions, 201–202

state grants, 188–190

teacher recruitment grants, 193–194

Purposes and definitions, under Public Law 105–244, 187–188

Q

Quality of teacher preparation, holding programs accountable for, 8–9, 170–171

R

Race-based discrepancies in test performance. See Differences between minority and majority teacher candidates on licensing tests

Reading Instruction Competence Assessment (RICA), 53, 148

Recommendations, 2–10, 165–172

Recruitment grants, under Public Law 105–244, 193–194

Redesign of teacher education, in Alaska initial teacher licensure system, 270–272

Reference and Reporting Guide for Preparing State and Institutional Reports on the Quality of Teacher Preparation, 141– 143

Reflective about their professional work, teachers as, 29–30

according to INTASC, 213

according to NBPTS, 30, 219, 301

Reliability, of teacher licensure tests, 79

Research on teacher licensing tests and teacher competence, 121–134

pedagogical content knowledge, 133–134

pedagogical knowledge, 132–133

subject matter knowledge, 132

tests of basic skills and general knowledge, 131–132

Review, of teacher licensure tests, 83–86

RICA. See Reading Instruction Competence Assessment

Riley, Richard, 11

S

SAT. See Scholastic Assessment Test

Scholastic Assessment Test (SAT), 99–100

Science Research Associates Reading Achievement Series, 133

Scoring of teacher licensure tests, 77–78

reporting, 79–80

Selecting performance assessment cases, for teacher licensure testing, 148–150

Setting passing scores, 62–68

comparison across states, 67

current standards, 66–68

standard-setting methods, 63–66

Social interaction, teachers as encouraging positive, according to INTASC, 208– 210

Sputnik era, 22

Standard setting for teacher licensure tests, 63– 66, 78–79

benchmark method, 94

bookmarking method, 65

contrasting groups method, 65

Ebel’s method, 65

item-level pass/fail method, 94

judgmental policy capturing method, 65

modified Angoff method, 65, 88, 90, 92, 96

Nedelsky’s method, 65

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

Standards, Procedures and Policies for the Accreditation of Professional Education Units, 24

Standards for Educational and Psychological Testing, 64, 70, 84, 86

State functions, under Public Law 105–244, 201–202

State grants, under Public Law 105–244, 188– 190

State-specification

of admission requirements for teacher education, 43

of course requirements in teacher education, 43–44

States

alternative preparation programs for teachers, 44

comparisons of passing standards, 67

holding accountable for quality of teacher preparation, 8–9, 170–171

licensure tests currently used by, 48–54

provisions for licensure portability, 46

reporting provisions, 140

types of teaching licenses, 45–46

Student learning

preparing the way for productive, 302

supporting through long-range initiatives in EA/ELA, according to NBPTS, 303

teachers as managers and monitors of, 28– 29, 218–219, 300–301

Students, teachers as committed to, 23–26

according to NBPTS, 26, 215, 218, 300

according to NCATE, 26

Studying measures of beginning teacher competence, 15–18

evidence collected, 16–18

Subject matter knowledge

currently used licensure tests, 51–52

list of Praxis tests on, 224–246

research on testing, 132

teachers as possessing, 26–27

according to INTASC, 211

according to NBPTS, 27, 218, 300

according to NCATE, 27

Subject-specific pedagogical knowledge, currently used licensure tests, 53–54

Supply and demand for teachers, 287–297

demand, 293–294

equilibrium teacher wage and the number of competent teachers, 294–297

and licensure testing, 288–293

the no licensure testing model, 287–288

and raising passing scores, 293

and setting passing scores, 296–297

supply, 287–293

Support programs, beginning teacher, 46–47, 153–156, 310–311, 315–316

T

Teacher Education Accrediting Council (TEAC), 42–43

Teacher education programs

at Alaska’s private schools, 272

at Albertson College, 265–266

at Alverno College, abilities and learning outcomes in, 324

approval of, 42–43

at Boise State University, 264–265

at Creighton University, 275–276

focusing on identified competencies, 136– 138

holding accountable for quality of, 8–9, 170–171

in Idaho’s teacher licensure system, 264– 267

at Lewis-Clark State College, 266–267

in Nebraska’s teacher licensure system, 274–276

at the University of Nebraska, Lincoln, 274– 275

at Wayne State College, 275

in Wyoming’s teacher preparation system, 268–269

Teacher General Knowledge test, 51

Teacher licensure, 37–47

accreditation and approval of teacher education programs, 42–43

beginning teacher support programs, 46–47, 153–156, 310–311, 315–316

and hiring, 47

other state licensing requirements, 45

state-specified admission requirements for teacher education, 43

state-specified course requirements in teacher education, 43–44

states’ alternative preparation programs for teachers, 44

states’ provisions for licensure portability, 46

tests, 44

types of state teaching licenses, 45–46

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

Teacher licensure tests

administration and scoring, 77–78

analysis of alternatives, 158–162

competencies to be assessed, 76

Connecticut’s portfolio assessment, 153– 154, 312–313

consistency, reliability, generalizability, and comparability, 79

costs and feasibility, 81

criteria for evaluating tests, 70–71

developing the assessment, 76–77

differences between minority and majority teacher candidates on, 99–109

evaluating, 70–114

evaluation framework, 75

evidence concerning validity, 71–75

examining disparate impact, 95, 97

field testing and exercise analysis, 77

improving, 147–162

improving accountability with, 136–146

long-term consequences of a licensure program, 81–82

meaning of disparities, 109–112

methodological issues about comparisons, 97–98

NBPTS certification, 150–153

new and developing test systems, 150–158

Ohio’s performance assessment program, 154–156, 316–319

performance-based teacher education at Alverno College, 156–158

policy options, 113

Praxis series tests, 86–95, 154–155, 318–319

protection from corruptibility, 78

purpose of assessment, 75–76

score reporting and documentation, 79–80

selecting teacher licensure tests for review, 83–86, 148–150

standard setting, 78–79

validation studies, 80–81

Teacher preparation. See Teacher education programs

Teacher quality, 19–33

current definitions, 22–32

enhancement grants for states and partnerships, 187–203

established standards, 23–32

past definitions, 20–22

Teacher Quality and Student Achievement: A Review of State Policy Evidence, 122

Teacher Quality Enhancement Grants for States and Partnerships (Title II), 1, 8–9, 14, 145

accountability and evaluation provisions of, 139–141

in California’s teacher preparation system, 282

concerns about accountability and evaluation provisions of, 141–145

in Maryland’s licensure system, 286

in Nebraska’s teacher licensure system, 276

Teacher recruitment, grants under Public Law 105–244, 193–194

Teacher requirements, 263–286

Alaska initial teacher licensure system, 269– 272

California’s teacher preparation system, 276–282

Idaho’s teacher licensure system, 263–267

Maryland’s licensure system, 282–286

Nebraska’s teacher licensure system, 273– 276

Wyoming’s teacher preparation system, 267–269

Teachers

economic model of supply and demand for, 287–297

seeking NBPTS certification, support for in Connecticut, 309

supply and demand for, 287–297

Teachers’ standards

as committed to students and their learning, 23–26

as competent in presenting the prescribed curricula, 22

as managers and monitors of student learning, 28–29

as members of a broader community, 30–32

as personifications of virtue, 20–21

as possessing deep subject matter knowledge, 26–27

as reflective about their teaching, 29–30

as transmitters of cultural and educational values, 21

Teachers’ standards according to INTASC

as adapting instruction to learner diversity, 206–207

as creators of learning experiences, 205

as encouraging positive social interaction, 208–210

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

as fostering active inquiry and supportive classroom interactions, 210–211

as part of a larger community, 213–214

as possessing subject matter knowledge, 211

as possessing understanding of children, 206

as reflective about their professional work, 213

as using formal and informal assessment strategies, 212–213

as using varied instructional strategies, 208

Teachers’ standards according to NBPTS

as committed to students and their learning, 26, 215, 218, 300

as managers and monitors of student learning, 29

as managing and monitoring student learning, 218–219, 300–301

as members of a broader community, 31

as members of learning communities, 219, 301

as possessing deep subject matter knowledge, 27

as possessing subject matter knowledge, 218, 300

as reflective about their professional work, 219, 301

as reflective about their teaching, 30

Teachers’ standards according to NCATE

as committed to students and their learning, 26

as managers and monitors of student learning, 29

as members of a broader community, 31

as possessing deep subject matter knowledge, 27

TECAT. See Texas Examination of Current Administrators and Teachers

Technical documentation of teacher licensure tests, 79–80

Technical soundness, of current tests measuring beginning teacher competence, 2–8, 164–170

Test fairness issues. See Disparities

Test of Basic Mathematical Understandings, 132

Test of Professional Knowledge, 74

Test of Teaching Knowledge (TTK), 53

Test preparation courses, 105

Test scale comparisons, 98

Tests. See Licensure tests for beginning teachers

Tests at a Glance, 88, 94, 96

Texas Examination of Current Administrators and Teachers (TECAT), 132

Texas teacher licensure system, NES teacher licensure tests in, 260–262

Title II. See Teacher Quality Enhancement Grants for States and Partnerships

Traditional teacher preparation programs

in California’s teacher preparation system, 277–279

undergraduate, in Maryland’s licensure system, 284–285

Training of mentors and assessors, in the PATHWISE Induction Program-Praxis III Version, 320–321

Transmitters of cultural and educational values, teachers as, 21

TTK. See Test of Teaching Knowledge

2000 NASDTEC Manual, 84

U

U.S. Supreme Court, 22

Uniform Guidelines for Employee Selection Procedures, 70

University internship programs, in California’s teacher preparation system, 279–280

U.S. Constitution, testing knowledge of, 57

U.S. Department of Education, 2, 15, 43, 48, 134, 139, 141, 145

U.S. Department of Health, Education, and Welfare, 35

U.S. Department of Health and Human Services, 134

U.S. Department of Labor, 134

V

Validity of teacher licensure tests, evidence concerning, 71–75, 80–81

Varied instructional strategies, teachers as using, according to INTASC, 208

Virtue, teachers as personifications of, 20–21

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
×

W

Waller, Willard, 20

What Matters Most: Teaching for America’s Future, 13

What Teachers Should Know and Be Able to Do, 23–24

Wisconsin’s teacher licensure system, licensing practices in, 330

World War II era measurement of personality traits, 21

Wyoming’s teacher preparation system, 267– 269

initial certification, 269

initial licensure requirements in, 57–58, 62

teacher preparation program, 268–269

Suggested Citation:"Index." National Research Council. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press. doi: 10.17226/10090.
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Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates.

This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence.

Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.

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