ERIC Number: ED311075
Record Type: Non-Journal
Publication Date: 1989-Mar
Reference Count: N/A
An Exploratory Assessment of Content Validation Processes Used with the National Teacher Examinations.
Busch, John Christian; Jaeger, Richard M.
The role of expert judges in establishing the content validity of the National Teacher Examinations (NTE) was examined in a detailed study. The NTE are used in 22 states for screening applicants to teacher education programs and/or for screening candidates for initial teacher certification. Such extensive use of the NTE has stimulated 35 recent validation and standard-setting studies of the tests. Most of the studies have sought the judgments of experts concerning the relevancy of the tests to success in a teacher education program or to success as a beginning teacher. This study assessed characteristics and selection of judges, data collection procedures for judgment panels, validity of judges' instruction concerning student opportunity-to-learn assessments, judges' attitudes toward the uses of the NTE, and their personal confidence in their judgments. This paper reports results only for the seven multiple-choice subtests that compose the communication skills and general knowledge tests of the NTE. In this study, 82 college/university teachers and 37 public school teachers assessed the NTE communication skills subtest, and 87 college/university teachers and 39 public school teachers assessed the NTE general knowledge subtest. Results indicate that: (1) 21% of the judges did not agree that applicants should be screened at all; (2) 72% of the judges felt that tests should be validated prior to use; (3) assessments of the relevancy of examinees' opportunity to learn the content of the NTE were generally positive; (4) the science subtest was rated the lowest with respect to relevancy; and (5) judges were generally confident about their judgments. Seven data tables and three bar graphs are provided. (TJH)
Descriptors: College Entrance Examinations, Content Validity, Data Collection, Evaluators, Formative Evaluation, Higher Education, National Programs, Professors, Public School Teachers, Relevance (Education), Science Tests, Self Evaluation (Individuals), Standardized Tests, Teacher Certification, Teacher Education, Test Validity, Testing Programs
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: North Carolina Univ., Greensboro. Center for Educational Research and Evaluation.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Teacher Examinations