ERIC Number: ED341718
Record Type: RIE
Publication Date: 1991-Nov
Reference Count: 0
Formulation of Recommended Performance Standards on Validated ETS Subject-Matter Tests for Initial Teacher Licensure in Tennessee.
Bowman, Harry L.; And Others
Several tests from the Educational Testing Service (ETS) have been used or are candidates for use by the Tennessee State Department of Education as initial licensure endorsement area tests. Memphis State University conducted a study in 1991 to recommend minimum qualifying scores for endorsement area applicants who would take the applicable tests. The statewide study involved personnel from 39 public education agencies and 34 higher education institutions with professional preparation programs in these specialized areas. The four tests evaluated were: (1) Education in the Elementary School; (2) English Language and Literature; (3) Social Studies; and (4) Spanish. A Knowledge Estimation Panel was formed with a minimum of 30 members for each test (panels ranged from 33 to 39 members, for a total of 140), and judgments were made on each test question by panel members using a 9-point scale. Twelve educational and lay representatives served on a standards committee that reviewed panel findings and made recommendations about minimum qualifying scores. Five tables present study findings, with the recommended scores for the four tests reviewed in 1991 and the seven tests validated earlier. A seven-item list of references is included. (SLD)
Descriptors: Beginning Teachers, Cutting Scores, Elementary Education, Elementary School Teachers, English, Evaluators, Higher Education, Licensing Examinations (Professions), Public School Teachers, Social Studies, Spanish, Standard Setting (Scoring), State Standards, Teacher Certification, Teacher Education, Teacher Qualifications, Test Validity
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: ETS Specialty Area Tests; NTE Specialty Area Tests; Tennessee
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (20th, Lexington, KY, November 12-15, 1991).