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9. Conclusions and Recommendations
Pages 163-172

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From page 163...
... In the preceding chapters, the committee reviews programs that use written tests to determine whether entry-level teachers have the skills and knowledge minimally necessary for beginning teaching. The report describes a new federal law called the Teacher Quality Enhancement Grants for States and Partnerships that uses teacher licensure tests to hold teacher education programs and states accountable for the quality of their preparation and licensure systems.
From page 164...
... DO CURRENT TESTS MEASURE BEGINNING TEACHER COMPETENCE APPROPRIATELY AND IN A TECHNICALLY SOUND WAY? The committee examined four types of data in response to this question; it looked at practice and research data on the knowledge, skills, abilities, and dispositions that competent teachers demonstrate; information about current licensing systems and licensing tests; evaluation data for several widely used teacher licensure tests; and an investigation of the extent to which tests can and cannot improve teacher competence and supply.
From page 165...
... They are designed to separate teacher candidates who are minimally competent in the areas assessed from those who are not. Initial teacher licensure tests do not provide information to distinguish moderately qualified from highly qualified teacher candidates nor are they designed to test all of the competencies relevant to beginning practice.
From page 166...
... States differ in how high they set passing scores. The committee does not know the extent to which this variation in passing scores reflects differences among states in standard-setting methods; state teaching and learning standards; the characteristics of applicant pools; or different concerns about measurement error, teacher quality, or teacher supply.
From page 167...
... The lower passing rates for minority teacher candidates on current licensure tests pose problems for schools and districts in seeking a qualified and diverse teaching force. Setting substantially higher passing scores on licensure tests is likely to reduce the diversity of the teacher applicant pool, further adding to the difficulty of obtaining a diverse school faculty.
From page 168...
... . · The committee's criteria for judging test quality include the following: tests should have a statement of purpose; systematic processes should be used in deciding what to test and in assuring balanced and adequate coverage of these competencies; test materials should be tried out and analyzed before operational decisions are made; test administration and scoring should be uniform and fair; test materials and results should be protected from corruptibility; standard-setting procedures should be systematic and well documented; test results should be consistent across test forms and scorers; information about tests and scoring should be available to candidates; technical documentation should be accessible for public and professional review; validity evidence should be gathered and presented; costs and feasibility should be considered in test development and selection; and the long-term consequences of licensing tests should be monitored and examined.
From page 169...
... · When states are selecting from among existing tests for initial teacher licensure, they should obtain and carefully consider field test and any available operational data regarding reliability, validity, cost/feasibility, and fairness as part of their decision-making process. When states are developing licensing tests, they should collect and weigh this evidence in making decisions about the final form of the test and its use.
From page 170...
... SHOULD TEACHER LICENSURE TESTS BE USED TO HOLD STATES AND INSTITUTIONS OF HIGHER EDUCATION ACCOUNTABLE FOR THE QUALITY OF TEACHER PREPARATION AND LICENSURE? Making Decisions About Programs Based on Licensure Tests Title II of the Higher Education Act was enacted to achieve four goals: to improve student achievement; to improve the quality of the current and future teaching force by improving the preparation of prospective teachers and enhancing professional development activities; to hold institutions of higher education accountable for preparing beginning teachers to have the necessary teaching skills and to be highly competent in the academic content areas in which they plan to teach; and to recruit highly qualified individuals, including individuals from other occupations.
From page 171...
... · States should report multiple indicators of the quality of teacher preparation programs to federal officials in complying with Title II. The federal government should not use passing rates on initial teacher licensing tests as the sole basis for comparing states and teacher education programs or for withholding funds, imposing other sanctions, or rewarding teacher education programs.
From page 172...
... Conclusion . New and developing assessment systems warrant investigation for addressing the limits of current initial teacher licensure tests and for improving teacher licensure.


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