A Comparison of the Content Mastery Examination for Educators (CMEE) and the Praxis I Academic Skills Assessment for Initial Certification of Montana Educators.

Autor/in	Morton, Claudette
Institution	Montana State Board of Education, Helena.
Titel	A Comparison of the Content Mastery Examination for Educators (CMEE) and the Praxis I Academic Skills Assessment for Initial Certification of Montana Educators.
Quelle	(1994), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indians; Beginning Teachers; Comparative Analysis; Criterion Referenced Tests; Cultural Awareness; Elementary Secondary Education; Measures (Individuals); National Competency Tests; Standardized Tests; Teacher Certification; Teacher Competencies; Teacher Competency Testing; Teacher Evaluation; Teaching Skills; Montana; National Teacher Examinations; Praxis Series + Suchen Sie Ihr Suchwort? American Indian; Indianer; Junior teacher; Junglehrer; Cultural identity; Kulturelle Identität; Messdaten; Standadised tests; Standardisierter Test; Lehrkunst; Teacher appraisal; Lehrerbeurteilung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching profession; Examination; Examinations; Lehramt; Prüfung; Staatsexamen
Abstract	This comparative study was conducted in preparation for selecting a successor to the National Teachers Examination (NTE) for initial certification of Montana educators. The paper begins by discussing the background of using teacher competency tests in Montana, and examining demographic data on Montana students and certified teachers. Then, the Basic Skills and Pedagogy Tests of the Content Mastery Examination for Educator (CMEE), offered by National Computer Systems, and two versions of Praxis I Academic Skills Assessments and Pre-Professional Skills Tests (PPST) offered by the Educational Testing Service, are compared. The two sets of tests are examined in terms of five questions: (1) the knowledge, skills, and concepts the tests measure; (2) cost to new teachers; (3) whether these tests should be offered on computers and how would that impact costs; (4) what must be done to validate and implement the new test; and (5) why Montana is mandating a teacher competency test. A concern expressed is the need to include American Indians in the development and validation of the tests. The findings of the comparison indicate that there is more reliance on tests that demonstrate utilization of knowledge, such as essays to assess writing, and less reliance on tests with discrete bits of knowledge. Only one company offers a multiple choice pedagogy test, but with the caveat that there is no assurance that the person who passes the test will be a good teacher. Based on the concept that a teacher's performance will have to be evaluated when he/she is actually teaching, the Praxis Series has added a performance test to assess teaching ability. Finally, since the ETS has removed all deadlines associated with phasing out any NTE tests, the results of the study suggest that Montana keep the NTE Core Battery in place while continuing to evaluate the Praxis Series. (Contains 13 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC