Initial Teacher Licensure Testing in Tennessee: Test Development.
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| Title: | Initial Teacher Licensure Testing in Tennessee: Test Development. |
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| Language: | English |
| Authors: | Butler, E. Dean |
| Peer Reviewed: | N |
| Page Count: | 10 |
| Publication Date: | 1988 |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive |
| Descriptors: | College Faculty, Content Analysis, Higher Education, Item Banks, Knowledge Level, Licensing Examinations (Professions), Public School Teachers, Standard Setting (Scoring), State Programs, State Standards, Teacher Certification, Teacher Educators, Test Construction, Test Items, Test Use, Test Validity, Testing Programs |
| Geographic Terms: | Tennessee |
| Laws, Policies and Program Identifiers: | Comprehensive Education Reform Act (Tennessee) |
| Abstract: | The process of development of tests for teacher certification in Tennessee is described. In response to the Tennessee Comprehensive Education Reform Act of 1984 requiring the use of tests for individuals seeking initial teacher licensure, the Department of Education identified 12 areas of teacher endorsement for which no currently validated and applicable tests existed. The team responsible for test development consists of two co-directors and four test development specialists from the faculties of two institutions of higher education in Tennessee. A panel of college faculty in teacher preparation and classroom teachers is created to draft test specifications under the supervision of the project team. A validation review panel of classroom teachers and college professors in the subject matter then reviews the tests for job relevance. Final specifications are given to an item-writing panel of individuals representing school systems and teacher preparation programs in the state. This panel creates a bank of approximately 500 test items to reflect content and knowledge level of the specifications. After review by new panels of educators, items are forwarded to a national testing agency for sensitivity review, assembly into forms, production, and administrative processes. Of the 12 areas targeted, tests have been initiated for 8 areas. (SLD) |
| Entry Date: | 1989 |
| Accession Number: | ED306288 |
| Database: | ERIC |
| Abstract: | The process of development of tests for teacher certification in Tennessee is described. In response to the Tennessee Comprehensive Education Reform Act of 1984 requiring the use of tests for individuals seeking initial teacher licensure, the Department of Education identified 12 areas of teacher endorsement for which no currently validated and applicable tests existed. The team responsible for test development consists of two co-directors and four test development specialists from the faculties of two institutions of higher education in Tennessee. A panel of college faculty in teacher preparation and classroom teachers is created to draft test specifications under the supervision of the project team. A validation review panel of classroom teachers and college professors in the subject matter then reviews the tests for job relevance. Final specifications are given to an item-writing panel of individuals representing school systems and teacher preparation programs in the state. This panel creates a bank of approximately 500 test items to reflect content and knowledge level of the specifications. After review by new panels of educators, items are forwarded to a national testing agency for sensitivity review, assembly into forms, production, and administrative processes. Of the 12 areas targeted, tests have been initiated for 8 areas. (SLD) |
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