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ERIC Number: ED221578
Record Type: RIE
Publication Date: 1982-Mar
Pages: 115
Abstractor: N/A
Reference Count: 0
The State of the Art of Teacher Certification Testing.
Rubinstein, Sherry A.; And Others
A series of five papers is presented. Sherry Rubinstein, and others, characterize the changes of teacher certification programs and reflect on the factors propelling and influencing the direction of those changes such as increased emphasis on the description and testing of the skills and knowledge of prospective teachers, and the adoption of criterion-referenced measures to assess teacher skills and knowledge. Katherine Vorwerk and William Gorth present a general model for developing the formal testing component of a certification program. The model includes: (1) developing certification requirements; (2) deciding how to assess requirements; (3) defining measurement strategies and instruments; (4) handling logistical issues of assessment; and, (5) communicating and using assessment results. Michael Priestley explores various approaches to assessment for initial teacher certification. Conceptual issues are considered in relation to test design, assessment for entry to a teacher education program, exit credentialing, and classroom performance assessment. Paula Nassif reviews technical issues of teacher certification testing, focusing on standard setting and equating, and validity and job analysis. Scott Elliot presents current applications of job analysis methodology to teacher certification testing. (PN)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Evaluation Systems, Inc., Amherst, MA.
Note: Papers presented at the Annual Meeting of the National Council on Measurement in Education (New York, NY, March 20-22, 1982).