The current popularity of teacher testing allows for content, criterion, and construct validity to be assessed, as pertaining to achievement levels on basic knowledge examinations. Teacher competency is a complex issue that is inaccurately confused with or identified as measures derived from academic testing. The problems in addressing the…

The educational reform movement has brought a mandate to test prospective teachers from training entry through exit and certification. Concentrating upon recent literature, this report explores current trends and policies in teacher testing. A review of what tests measure and how tests are being used is included. The negative impact of testing on…

This article discusses the range of validation studies conducted in Kansas in examining the validity of the National Teachers' Examination as a certification test for that state. It is argued that the validation of certification tests calls for a wider range of studies than typically are undertaken. (JAZ)

Teacher education will probably continue to receive specific attention in the competency testing area. Professional educators need to apply the best knowledge and practice available if testing is to become a valuable and valid part of the teacher certification process. (CJB)

This paper examines the major issues to be faced and the decisions to be made in the development and administration of basic competency tests used for the certification of teachers. The focus is on the use of competency tests as criteria in determining the initial certification of teachers, as differentiated from the ongoing observation and…

Describes a competency assessment system developed for use with preservice and inservice teachers and reports the reliability and validity of the instrument. Presents data from a tryout of the assessment system with a group of preservice science teachers. (CS)

This paper reports changes in the professional knowledge, general knowledge, and communication skills components of the National Teacher Examinations and explains validation procedures. Research efforts to: (1) establish the tests' credibility and usefulness; (2) identify factors the tests measure; and (3) study their relationship to effective…

The Connecticut Teacher Assessment Center Project has, since 1986, been developing a semistructured interview in the area of mathematics to evaluate beginning teacher competence. The strategy for validation of the project's performance tests, Connecticut's reform initiatives, and implications of systematic validity for traditional psychometric…

This article describes procedures used at Pennsylvania State University to assess basic skills of applicants to the secondary school teacher education program. Tests given prior to student teaching assignments measure reading, writing, and speaking competencies. Test development and validation activities are explained. (PP)

Two central aspects of the teacher-testing movement are addressed: (1) assumptions that form the basis for the prescription that teachers should be tested; and (2) the various domains in which testing might take place. Recommendations for teacher education institutions concerning appropriate use of competency testing are given. (PP)

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…

The Texas Examination of Current Administrators and Teachers is a basic literacy test that was administered to 202,000 practicing educators in March 1986. An in-depth case study was undertaken to examine the effects of the test as an instrument of educational reform and policy making. The two-year study involved 10 separate data-collection phases…

The National Teacher Examinations (NTE) Core Battery and Specialty Area tests were assessed to determine (1) test validity and (2) minimum performance standards for use in the state of Tennessee. The NTE was reviewed by 316 teacher education personnel, who focused on its relevance to teacher education programs. A group of 288 local school district…

A project continued activity to improve the occupational competency assessment program for evaluating and certifying vocational education teachers. Development of new testing was continued by Temple University, The Pennsylvania State University, and University of Pittsburgh. Workshops for test developers were conducted to ensure standardization of…

The evaluation of the content validity of the Functional Academic Skills Tests (FAST) are described. The FAST was designed to assess the competency of inservice teachers in the Houston, Texas Independent School District in basic reading, writing, and mathematics skills. Validation standards were based on the Equal Employment Opportunity…