Appropriate Expectations for Content Judgments Regarding Teacher Licensure Tests

1992 ◽  
Vol 5 (4) ◽  
pp. 285-301 ◽  
Author(s):  
W. James Popham
Keyword(s):  
Teacher Licensure ◽  
Licensure Tests

The practice of licensure, the licensure of practice

2020 ◽  
Vol 101 (6) ◽  
pp. 19-23 ◽  
Author(s):  
Geoffrey Phelps ◽  
Gary Sykes
Keyword(s):  
Core Competencies ◽  
Critical Role ◽  
Professional Knowledge ◽  
Teacher Licensure ◽  
Professional Competencies ◽  
The Core ◽  
Assessment Tasks ◽  
Licensure Testing ◽  
Licensure Tests

Licensure tests play a critical role in any profession. Well-designed tests both delineate the core competencies that are required to enter a profession and provide evidence that candidates can safely practice in the profession. They also identify the professional knowledge and skill that differentiates any educated individual from the well-prepared professional. Geoffrey Phelps and Gary Sykes use a series of assessment tasks to illustrate how teacher licensure testing can be designed to focus more directly on assessing aspiring educators’ performance of the professional competencies that make up the day-to-day and moment-to-moment work of teaching.

scholarly journals PECULIARITIES OF DIAGNOSTICS OF TEACHERS PROFESSIONAL COMPETENCE

1970 ◽  
Vol 5 (1) ◽  
Author(s):  
Iryna Ye. Bulakh ◽  
Maryna R. Mrouga ◽  
Ihor V. Filonchuk
Keyword(s):  
Professional Competence ◽  
Teacher Licensure ◽  
Different Types ◽  
Professional Requirements ◽  
Basic Characteristics ◽  
Licensure Tests

Ways of determination of professional requirements to the teacher by the society are discussed. The review of initial teacher licensure system in USA is done. Basic characteristics of different types of initial licensure tests are considered.

Useful Signal or Unnecessary Obstacle? The Role of Basic Skills Tests in Teacher Preparation

2011 ◽  
Vol 62 (5) ◽  
pp. 431-445 ◽  
Author(s):  
Drew H. Gitomer ◽  
Terran L. Brown ◽  
John Bonett
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Cognitive Skills ◽  
Basic Skills ◽  
Teacher Licensure ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Useful Signal ◽  
Licensure Tests

Many individuals who attempt to enter teacher education programs are precluded from doing so because of an inability to pass basic skills tests. The authors examine whether these tests are simply a gate that needs to be passed through or whether they provide useful early information about how individuals are likely to perform on subsequent licensure tests. By examining a pool of individuals who took both basic skills and licensure tests, the authors contrast the likelihood of passing licensure tests given how well individuals performed on the basic skills test. The results support the hypothesis that basic skills tests are measuring cognitive skills important to the learning of material required for success in attaining teacher licensure and are not simply a bureaucratic hurdle.

Licensure Tests for Special Education Teachers

2009 ◽  
Vol 42 (5) ◽  
pp. 464-474 ◽  
Author(s):  
Sandra Stotsky
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Special Education Teachers ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Evaluation Systems ◽  
Test Items ◽  
Licensure Tests

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

How Can Preservice Teaching Programs Help New Teachers Feel Prepared to Address Absenteeism?

2020 ◽  
Vol 122 (5) ◽  
pp. 1-28
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey ◽  
Ethan Hutt
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
New Teachers ◽  
Fixed Effects ◽  
Teacher Licensure ◽  
Current Crisis ◽  
Chronic Absenteeism ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Teaching Candidates

Background Though policy makers are beginning to hold schools accountable for reducing chronic absenteeism, little attention has been paid to the role of teachers. No known study has examined whether rising cohorts of new teachers feel prepared to address this challenge. This is particularly problematic given that teachers with less experience tend to be less efficacious at reducing students’ absences. Research Questions (1) Do newly graduating teachers feel as if they have sufficient knowledge about chronic absenteeism? (2) Do newly graduating teachers feel prepared to address absenteeism? (3) Do these perceptions differ by elementary versus secondary preservice graduates? Subjects Our study collected survey data from the 2017–2018 graduating cohort of general education teacher candidates from a statewide university system in California. This system prepares, on average, 800 teaching candidates a year, and all general education candidates participate in teacher licensure. We surveyed the teaching candidates in the 2017–2018 graduating cohort from these campuses and had a response rate of 60%. Survey measures included teacher background data and perceptions of the effectiveness of their preparation programs, knowledge of absenteeism, and perceived ability to address absenteeism. Research Design We began with a baseline model in which our outcome measures (knowledge and ability to address absenteeism) were regressed on teachers’ background characteristics and perceptions of the efficacy of their preparation programs. We augmented this model by including university fixed effects, such that we only explore variation within program rather than across universities. Results Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it. The results were differentiated by elementary versus secondary candidates. Conclusions Given our students’ extreme rate of missing school days, it is of immediate importance to determine if we are preparing our nation's newest teachers to help address the current crisis. Our study fills this gap by looking at the influence that teacher education programs (specifically teacher licensure requirements) might have in contributing to teachers’ perceptions of being prepared to graduate and attend to attendance.

Possible Tradeoffs in Raising Basic Skills Cutoff Scores for Teacher Licensure

2003 ◽  
Vol 54 (3) ◽  
pp. 217-227 ◽  
Author(s):  
David M. Memory ◽  
Christy L. Coleman ◽  
Sharron D. Watkins
Keyword(s):  
Basic Skills ◽  
Teacher Licensure ◽  
Cutoff Scores
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