This paper is a report of a study designed to develop recommendations on minimum qualifying scores for National Teacher Examinations (NTE) that are valid for certification and endorsement in Tennessee. The functions performed in the review of the NTE Core Battery and Specialty Area tests were conceptualized as panel activities. The number of…

Minimum standards were established for the National Teacher Examinations (NTE) by teacher educators instructed in the use of the Angoff, Nedelsky, or Jaeger procedures. The anticipated failure rates, the psychometric characteristics of the ratings, and other factors suggest the Angoff procedure yields the most defensible standards for the NTE area…

Comparative data and results of validation and standard-setting studies are presented for five subject-matter tests for teacher certification in two states. The five tests evaluated were available from the Educational Testing Service (ETS): one National Teacher Examination specialty area test (special education); and four tests from a consortium…

This study evaluated procedures for establishing a minimum performance standard for the essay subtest of the National Teacher Examinations Communications Skills test. Results indicated the preferred procedure for setting standards on essays should involve a blind review followed by an informed review. (Author/DWH)

The effects of using recommended data collection procedures on median recommended test standards, variability of recommended test standards, and reliability of recommended standards for 7 subtests of the National Teacher Examinations Communications Skills and General Knowledge Tests were explored, using 236 evaluators (75 public school teachers…

This study examined the contribution of five categories of variables to the standard-setting recommendations of a representative sample of 241 judges recommending standards for the General Knowledge and Communication Skills Tests of the National Teacher Examinations (NTE) for the state of North Carolina. It was based on the assumption that…

Teacher competency tests are being used more frequently to assess the knowledge and skills of prospective teachers. Educational policymakers face the dilemma of setting passing standards for these tests which will satisfy the desire for meaningful quality standards for teachers while meeting the necessity for making available a reasonable number…

The National Teacher Evaluation Program has developed a competency test for teachers that is the result of extensive consultation with the profession, pretesting, and review. Plans for the future of the test are detailed. (MLF)

Differences in test scores can be attributed to various causes, including genuine knowledge differences, test-taking abilities, and irrelevant and biased questions. The Golden Rule reform is a safeguard to ensure that standardized tests measure relevant knowledge differences between test takers and not irrelevant, culturally specific factors. (JAZ)

Two approaches to setting standards for the professional performance of teachers are contrasted. One involves a coherent professional belief system in which an internal standard is invoked within a conceptual framework. It is exemplified by Sigel's Distancing Model, and involves a theoretical standard for teacher performance and emphasizes the…

The National Teachers Examination (NTE) core battery tests are designed to be an objective measure of academic achievement for students entering teacher education programs (Parts I and II) and for seniors completing such programs (Part III). Passing these tests at specified levels is a requirement in North Carolina. While the cut-off scores for…

Authors discuss several key legal issues involving the testing and licensing of teachers to improve educational quality. Primary focus is on federal constitutional and statutory issues in testing those who belong to different racial/ethnic, gender, age, language, and disability groups. Addresses legal implications of new testing requirements in…