Excellence and Equity in Teacher Competency Testing: A Policy Perspective.

Autor/in	Gifford, Bernard R.
Titel	Excellence and Equity in Teacher Competency Testing: A Policy Perspective.
Quelle	(1986), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Competency Based Teacher Education; Educational Policy; Educational Trends; Elementary Secondary Education; Higher Education; Minority Group Teachers; Occupational Tests; Racial Differences; Scores; State Programs; State Standards; Teacher Certification; Teacher Evaluation; Teacher Improvement; Teacher Qualifications; Teacher Recruitment; Teacher Supply and Demand; Test Bias; Test Validity; Testing Problems; Testing Programs; National Teacher Examinations; California Basic Educational Skills Test + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufseignungsprüfung; Rassenunterschied; Regierungsprogramm; Teacher appraisal; Lehrerbeurteilung; Lehrqualifikation; Lehrerrekrutierung; Lehrerbedarf; Testkritik; Testvalidität; Teaching profession; Examination; Examinations; Lehramt; Prüfung; Staatsexamen
Abstract	Trends in teacher competency testing, test bias against minority group teachers, and ways to encourage qualified personnel to join the teaching profession are discussed. Currently, 21 states require students to pass a test to enter a teacher education program, and 31 require teacher candidates to pass a certification test. Admission tests include the Scholastic Aptitude Test, American College Testing Program, California Achievement Test, Pre-Professional Skills Test, National Teacher Examination (NTE) core battery, and state tests. Certification tests include the NTE core battery and specialty tests, and state tests such as the California Basic Educational Skills Test. Criteria for admission to a teacher education program affect enrollment patterns. Minority groups' high failure rates on teacher certification tests reflect two ominous trends: talented minority students' decreased interest in becoming teachers, and the overall decline in quality of all college graduates. A number of critics have questioned the NTE's validity in predicting effective teachers, as well as its fairness for minorities. Three steps are proposed to remedy these problems: (1) early recruitment and intensive training of minority and low income students who wish to teach; (2) selection of highly qualified teaching professionals; and (3) identification of and rewards for outstanding teachers. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC