Evaluating Cut-Scores on Two Certification Tests: How Well Do Decisions Based on Cut-Scores Match Teacher- and Principal-Reported Ratings of Competence in the Classroom?
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| Title: | Evaluating Cut-Scores on Two Certification Tests: How Well Do Decisions Based on Cut-Scores Match Teacher- and Principal-Reported Ratings of Competence in the Classroom? |
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| Language: | English |
| Authors: | Nweke, Winifred C., Hall, Thomas R. |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 1999 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Beginning Teachers, Competence, Concurrent Validity, Cutting Scores, Elementary Secondary Education, Principals, Teacher Certification, Teacher Evaluation, Teacher Qualifications |
| Assessment and Survey Identifiers: | Praxis Series |
| Abstract: | The purpose of this study was three-fold. The first purpose was the investigation of the criterion-related validity of the Georgia Teacher Certification Test (TCT) and the Praxis II tests that are used in the teacher certification process in Georgia. The second purpose was to compare decisions based on the two tests. Finally, the effects of using recommended, rather than the adopted, cut-scores were examined. Participants were 2,326 beginning teachers in Georgia in the 1998 fiscal year and their principals. Beginning teachers and their principals completed questionnaires that elicited, on a four-point scale, how well prepared and ready for the classroom the teacher was during the first 9 weeks on the job. The mean ratings for overall readiness and content knowledge were used in the analyses. Beginning teachers were also classified as "ready" or "not ready" and "knowledgeable" or "not knowledgeable" by dichotomizing the rating scale. The analyses comprised one-sample and two-sample t-tests, binomial approximation to the normal distribution, and chi-squared tests of independence. Results provide favorable evidence of criterion-related validity for the two tests, but show no differences between the tests. Results also show that recommended cut-scores would have increased the number of false rejections rather than reducing the number of false acceptances. The results raise questions that require more in-depth examination. An appendix contains study data tables. (Contains 8 tables and 17 references.) (Author/SLD) |
| Entry Date: | 1999 |
| Accession Number: | ED431000 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED431000 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED431000 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluating Cut-Scores on Two Certification Tests: How Well Do Decisions Based on Cut-Scores Match Teacher- and Principal-Reported Ratings of Competence in the Classroom? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nweke%2C+Winifred+C%2E%22">Nweke, Winifred C.</searchLink><br /><searchLink fieldCode="AR" term="%22Hall%2C+Thomas+R%2E%22">Hall, Thomas R.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 26 – Name: DatePubCY Label: Publication Date Group: Date Data: 1999 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Concurrent+Validity%22">Concurrent Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Cutting+Scores%22">Cutting Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Praxis+Series%22">Praxis Series</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was three-fold. The first purpose was the investigation of the criterion-related validity of the Georgia Teacher Certification Test (TCT) and the Praxis II tests that are used in the teacher certification process in Georgia. The second purpose was to compare decisions based on the two tests. Finally, the effects of using recommended, rather than the adopted, cut-scores were examined. Participants were 2,326 beginning teachers in Georgia in the 1998 fiscal year and their principals. Beginning teachers and their principals completed questionnaires that elicited, on a four-point scale, how well prepared and ready for the classroom the teacher was during the first 9 weeks on the job. The mean ratings for overall readiness and content knowledge were used in the analyses. Beginning teachers were also classified as "ready" or "not ready" and "knowledgeable" or "not knowledgeable" by dichotomizing the rating scale. The analyses comprised one-sample and two-sample t-tests, binomial approximation to the normal distribution, and chi-squared tests of independence. Results provide favorable evidence of criterion-related validity for the two tests, but show no differences between the tests. Results also show that recommended cut-scores would have increased the number of false rejections rather than reducing the number of false acceptances. The results raise questions that require more in-depth examination. An appendix contains study data tables. (Contains 8 tables and 17 references.) (Author/SLD) – Name: DateEntry Label: Entry Date Group: Date Data: 1999 – Name: AN Label: Accession Number Group: ID Data: ED431000 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED431000 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 26 Subjects: – SubjectFull: Beginning Teachers Type: general – SubjectFull: Competence Type: general – SubjectFull: Concurrent Validity Type: general – SubjectFull: Cutting Scores Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Principals Type: general – SubjectFull: Teacher Certification Type: general – SubjectFull: Teacher Evaluation Type: general – SubjectFull: Teacher Qualifications Type: general – SubjectFull: Praxis Series Type: general Titles: – TitleFull: Evaluating Cut-Scores on Two Certification Tests: How Well Do Decisions Based on Cut-Scores Match Teacher- and Principal-Reported Ratings of Competence in the Classroom? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nweke, Winifred C. – PersonEntity: Name: NameFull: Hall, Thomas R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 1999 |
| ResultId | 1 |
