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ERIC Number: EJ782633
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: Author
Reference Count: 41
ISSN: ISSN-0022-4871
High-Stakes, Minimum-Competency Exams: How Competent Are They for Evaluating Teacher Competence?
Goodman, Gay; Arbona, Consuelo; Dominguez de Rameriz, Romilia
Journal of Teacher Education, v59 n1 p24-39 2008
Increasingly, teacher educators recommend authentic, performance-related measures for evaluating teacher candidates. Nevertheless, more states are requiring teachers to pass high-stakes, minimum-competency exams. This study examined the relation between teacher candidate scores on authentic measures and their scores on certification exams required by the state of Texas. Participants included 155 teacher candidates. Predictor variables that served as authentic measures of teaching effectiveness included scores on the Professional Attributes Questionnaire (PAQ), designed to measure teaching dispositions, and scores on Teaching Performance Portfolios, designed to measure teaching knowledge and skills. Scores on the Professional Roles and Responsibilities (PPR) and the Generalist Elementary Comprehensive (GEC) exams served as the measures for the high-stakes, minimum-competency tests. Findings indicate a significant relationship between the PAQ and both the PPR and the GEC exams. No significant relationship was found between the Teaching Performance Portfolios and either one of the state-mandated tests. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas