Specifications for a New Teacher Examination: A First Approximation.

Autor/in	Medley, Donald M.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Specifications for a New Teacher Examination: A First Approximation.
Quelle	(1970), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavioral Objectives; Biographical Inventories; Film Study; Predictive Measurement; Scoring; Situational Tests; Teacher Characteristics; Teacher Effectiveness; Teacher Evaluation; Teacher Qualifications; Teacher Selection; Teaching Skills; Teaching Styles; Test Construction; Test Interpretation + Suchen Sie Ihr Suchwort? Biography; Biographies; Research; Biographie; Forschung; Biografieforschung; Biografische Methode; Biografisches Interview; Filmkurs; Bewertung; Situationsansatz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lehrqualifikation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrstil; Unterrichtsstil; Testaufbau; Test analysis; Testauswertung
Abstract	Suggestions are offered for constructing a test which would predict how a teacher would teach, thus providing school personnel officers, teacher certification agencies, and other clients with an index of the degree to which a candidate has mastered the content of teacher education. Three tasks in constructing this type of teacher examination are emphasized: (1) Defining the domain of behaviors contributing to success in teaching that the test must sample (Chapter II); (2) Specifying the domains to be covered by the modules of which the test is composed (Chapter III); and (3) Constructing items to put into the modules (Chapter IV). Although all of the suggestions offered for the new teacher examinations involve innovation in varying degrees, it is emphasized in Chapter I that a significant change in scoring and interpreting the test is needed. A reporting on cognitive factors in teaching style is appended. (AG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC