Testing Teacher Candidates The Role of Licensure Tests in Improving Teacher Quality (2001) / Chapter Skim
Currently Skimming:
Test 4: High School Mathematics Proofs, Models, and Problems, Part 1 Test
Test 4: High School Mathematics Proofs, Models, and Problems, Part 1 Test
Pages 415-436
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 415... ...
A TEST AND ASSESSMENT DEVELOPMENT · Purpose: ETS describes the purpose of this test as to measure "the mathematical knowledge and competencies necessary for a beginning teacher of secondary school mathematics" (Tests at a Glance: High School Mathematics, p.36~.
|
From page 416... ...
iThis domain was for all tests that might be used to license teachers of mathematics; thus, it is broader than the domain for this test, which is only one test out of six that relate to high school mathematics. The total domain contains 12 major knowledge categories: Basic Mathematics, Geometry, Trigonometry, Functions and Their Graphs, Probability and Statistics, Calculus, Analytical Geometry, Discrete Mathematics, Abstract Algebra, Linear Algebra, Computer Science, and Pedagogy Specific to Mathematics.
|
From page 417... ...
The draft domain consisted of 175 task statements for 12 categories: Basic Mathematics, Geometry, Trigonometry, Functions and Their Graphs, Probability and Statistics, Calculus, Analytical Geometry, Discreet Mathematics, Abstract Algebra, Linear Algebra, Computer Science, and Pedagogy Specific to Mathematics. In developing the draft domain, ETS staff took into account current literature, current state requirements, specifications from the old National Teacher Examinations tests, and their own experience in teaching.
|
From page 418... ...
: ETS has provided only a generic description of the test development procedures for all its licensure tests. In addition to the generic description, ETS has developed its own standards (The ETS Standards for Quality and Fairness,
|
From page 419... ...
The local committee of 8 to 12 diverse practitioners delineates the test specifications in greater detail after the National Advisory Committee finishes its draft and draft test items that are mapped to the specifications. Members of the Local Advisory Committee may also serve on the Local Development Committee, to maintain development continuity.
|
From page 420... ...
(The validation study is described in the November 1992 ETS document Multistate Study of Aspects of the Validity and Fairness of Items Developed for the Praxis Series: Professional Assessments for Beginning Teachers™.) Comment: The procedures described by ETS in Validation and Standard-Setting Procedures Usedfor Tests in the Praxis Series™ for examining the congruence between test items and the table of specifications and their relevance to practice are consistent with sound measurement practice.
|
From page 421... ...
Traditional reliability estimates for short tests may be misleading reflections of the consistency of scores. · Stability across forms: The Test Analysis Subject Assessments document provides summarized comparative data for 10 forms of the test.
|
From page 422... ...
The most recent data were collected in the July 1998 administration of this test. (Data describing these statistical comparisons are contained in the Test Analysis Subject Assessments document.)
|
From page 423... ...
The statistical report for the July 1998 test administration provides only an overall standard error of score (1.91 for raw scores; 4.77 for scaled scores)
|
From page 424... ...
This summary was developed from the Overview document. One of the questions in the multistate validity study that external reviewers answered was a fairness question.
|
From page 425... ...
Qualifications and demographic characteristics of personnel: No information was found regarding the internal ETS sensitivity review of the items in the pool for these tests. The Fairness Review Panel that served as part of the multistate validity study made decisions regarding the deletion, modification, or inclusion of items.
|
From page 426... ...
Whereas the proof and the model items are each weighted by a factor of 2 resulting in a possible score range of O to 20 for each of those items, the second performance estimate in each round is a passing score for each constructed-response module being considered. After making their firstround estimates, panelists announce their passing values to the entire panel.
|
From page 427... ...
It is not clear which items were included and if the items are still in use. Comment: The procedures described by ETS for collecting content validity evidence are consistent with sound measurement practice.
|
From page 428... ...
It should be interpreted to mean that no specific reports from user states about this aspect of the validity of the test scores were found in the materials provided. The multistate validity study may provide limited information about the content validity of this test.
|
From page 429... ...
It is very unlikely that operational test forms include nonscored items (a method for pilot testing items under operational conditions) due to the ease of remembering constructed-response items, resulting in potential security breaches.
|
From page 430... ...
It is not specified how frequently such visits might occur or what conditions might lead to such a visit. Comment: The test security procedures described for use at the test administration site are excellent.
|
From page 431... ...
In addition, ETS provides a comprehensive study guide for four mathematics tests in the Praxis series. Information about the HS-MPMP-1 is included in this guide.
|
From page 432... ...
The personnel requirements for test administration are also described in the manuals. Comment: The logistical, space, and personnel requirements are reasonable and consistent with what would be expected for any similar test.
|
From page 433... ...
Comment: The level of detail in the administration manuals is appropriate and consistent with sound measurement practice. It is also consistent with sound practice that ETS periodically observes the administration (either announced or unannounced)
|
From page 434... ...
In addition to information for the applicant, ETS provides information to users (states) related to such things as descriptions of the program, the need for using justifiable procedures in setting passing scores, history of past litigation related to testing, and the need for validity for licensure tests.
|
From page 435... ...
The procedures reportedly used for test development, standard setting, and validation are all consistent with sound measurement practices. The fairness reviews and technical strategies used are also consistent with sound measurement practices.
|
From page 436... ...
· Global perspective: an ability to articulate interconnections between and among diverse opinions, ideas, and beliefs about global issues · Effective citizenship: an ability to make informed choices and develop strategies for collaborative involvement in community issues Aesthetic responsiveness: an ability to make informed responses to artistic works which are grounded in knowledge of the theoretical, historical, and cultural context. The abilities cut across the disciplines and are subdivided into six developmental levels.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.