A New York City Validity Study for the NTE Specialty Area Test in Early Childhood Education. OREA Report.

Autor/inn/en	Kippel, Gary M.; Shivakumar, K. R.
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	A New York City Validity Study for the NTE Specialty Area Test in Early Childhood Education. OREA Report.
Quelle	(1990), (101 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Early Childhood Education; Licensing Examinations (Professions); Minimum Competency Testing; School Districts; Scores; Standard Setting (Scoring); Teacher Certification; Test Validity; Testing Programs; Urban Schools; National Teacher Examinations + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School district; Schulbezirk; Bewertungsskala; Testvalidität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching profession; Examination; Examinations; Lehramt; Prüfung; Staatsexamen
Abstract	Evidence of the validity of the National Teacher Examinations' (NTEs') Early Childhood Education Test (ECET) as it is used in the New York City School System is presented. The NTE Core Battery and Specialty Area Tests are used as part of the alternative process for teacher licensure in New York City. The ECET measures knowledge and skills required by entry-level teachers in the area. Only one form of the test was reviewed. Judgments were provided by 32 New York City educators with expertise in early childhood education (ECE). Each judge participated in two professional panels: (1) a job relevance panel that reviewed each test item and responded in one of four categories indicating the extent to which the knowledge/academic skills needed to answer each item correctly is relevant to competent performance as a beginning teacher of ECE in New York City; and (2) a knowledge estimation panel that reviewed each item and responded in one of eight categories reflecting the individual item difficulty for persons who have the minimum levels of knowledge/academic skills needed for competent performance as a beginning teacher of ECE in New York City. Job relevance findings were reviewed by two statistical methods; 96.0% or 99.3%, respectively, of the items were found to be job relevant. Two analyses of results from the knowledge estimation panel resulted in scores of 500 and 510, respectively, as potential passing marks; 500 was the recommended passing score, partly because the statistical methodology agreed with that used in setting the passing score on the NTE Core Battery. The content validity of the test was deemed acceptable. The methodology in this study could serve as a prototype for studies of other specialty area tests. Fourteen data tables and 15 appendices are included. (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC