ERIC Documents Citations for NTE
EJ407941 TM515005
Standard-Setting Practices for Teacher Tests.
Rudner, Lawrence M.; Eissenberg, Thomas E.
Journal of Personnel Evaluation in Education, v3 p143-49
1990
Paper based on paper presented at the Annual Meeting of the
National Council on Measurement in Education (New Orleans, LA, April
6-8, 1988).
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143);
CONFERENCE PAPER (150)
Standard-setting practices in states using the National Teachers
Examination (NTE) were examined. Passing score-setting procedures,
recommended study scores, passing scores established by the states,
and the implications of the passing scores were studied. States have
typically adopted standards lower than cut scores recommended by
advisory councils. (SLD)
Descriptors: Cutting Scores; Higher Education; Licensing
Examinations (Professions); Minimum Competency Testing; *Scoring;
State Programs; *State Standards; *Teacher Certification; Testing
Problems; *Testing Programs
Identifiers: *National Teacher Examinations; *Standard Setting;
Teacher Competency Testing
EJ406887 EA524371
Beyond the NTE--New Directions for Licensing Teachers and
Principals.
Anrig, Gregory R.
NASSP Bulletin, v74 n525 p58-62 Apr 1990
Available From: UMI
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
A new computer-based assessment system will replace the National
Teachers Examination by fall 1992. The three-stage system will test
state-required basic academic skills during the sophomore year of
college, evaluate subject field knowledge and skills using open-ended
and multiple-choice questions, and contain a locally based
performance observation component. New directions for principal
licensure are also provided. (MLH)
Descriptors: *Administrators; *Assessment Centers (Personnel);
*Certification; Elementary Secondary Education; Evaluation Methods;
*Management Development; *Teacher Certification
Identifiers: *National Teacher Certification; *National Teacher
Examinations
ED336382 SP033311
The Use of NTE Communication Skills and General Knowledge Scores
for Admission to Teacher Education Programs: Policy Recommendations.
Wakeford, Mary E.; Williams, Valerie S. L.
1990
12p.; Paper presented at the Annual Meeting of the North Carolina
Association for Research in Education (Research Triangle Park, NC,
March 29-30, 1990).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: CONFERENCE PAPER (150)
Policymakers adopt basic skills tests as admission requirements for
programs of teacher education to increase the accuracy of admissions
and, ultimately, to increase the competence of the teaching force.
The tests are regarded as an independent measure of student academic
competence. A multiple regression study of the incremental
predictive validity of the test scores shows that basic skills test
scores do not improve the prediction of students' success in teacher
education programs when the grade point average of the first 2 years
of college is available. The use of college grade point averages
alone are recommended to measure academic achievement and to predict
future academic achievement. It is also recommended that candidates
for admission to teacher education programs submit scores on
standardized tests of basic skills at the time of admission, but that
a qualifying score not be designated. A final recommendation asserts
that prospective teachers achieve a qualifying score on a test of
basic skills before licensure. (Author/LL)
Descriptors: Academic Achievement; Academic Standards;
Communication Skills; Elementary Secondary Education; *Grade Point
Average; Higher Education; Licensing Examinations (Professions);
*Policy Formation; Predictive Validity; *Preservice Teacher Education;
Scores; *Selective Admission; *Standardized Tests; Teacher Education
Programs; *Test Use
Identifiers: *National Teacher Examinations; NTE Test of
Professional Knowledge
ED335375 TM016980
The Predictive Validity of the NTE for Performance in Teacher
Education Programs and on the Certification Examination.
Williams, Valerie S. L.; Wakeford, Mary E.
Mar 1990
11p.; Paper presented at the Annual Meeting of the North Carolina
Association for Research in Education (Research Triangle Park, NC,
March 29-30, 1990).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
The predictive validity of the National Teacher Examinations (NTE)
tests of communications skills (CS) and general knowledge (GK) as
entrance requirements for teacher education programs and for later
performance on the state certification examination were studied.
Data were collected for 1,143 graduates of teacher education programs
in North Carolina. Data collected included: (1) Scholastic Aptitude
Test verbal and mathematics scores; (2) grade point average (GPA) at
two points; (3) NTE CS scores; (4) NTE GK scores; and (5) NTE test of
professional knowledge (PK) scores. The CS and GK scores were not
found to be strongly enough related to performance in the teacher
education programs, as measured by GPA, to merit their use as
requirements for admission. The tests were useful in predicting
performance on the NTE PK tests, the state certification examinations.
Cross-validation of regression models from prior studies showed these
relationships to be stable. Implications for educational policy are
discussed. Three tables present study data. (Author/SLD)
Descriptors: *Admission Criteria; *College Graduates; Educational
Policy; Grade Point Average; Higher Education; *Licensing
Examinations (Professions); *Predictive Validity; *Scores; State
Programs; *Teacher Certification; Teacher Education Programs; Testing
Programs; Test Validity
Identifiers: *National Teacher Examinations; NTE Test of
Professional Knowledge
ED330667 SP032979
The NTE As a Measure of General Academic Ability: Implications for
Teacher Education.
Loadman, William E.; Deville, Craig W.
Oct 1990
20p.; Paper presented at a meeting of the Mid-Western Educational
Research Association (Chicago, IL, October 1990).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: CONFERENCE PAPER (150)
In 1987 the Ohio State Board of Education adopted new requirements
for teacher education and teacher certification. This included the
implementation of competency testing in Ohio, using the National
Teacher Examination (NTE) as the certification examination.
Correlation and regression analyses were performed on data collected
between 1982 and 1989 on Ohio State University (OSU) teacher
education graduates. Grade point average (GPA) and American College
Testing (ACT) composite scores, and NTE results were correlated. In
general, the high correlations were among the NTE measures and
between these measures and the ACT scores. Regression analyses of
the data indicated that ACT proved to be a better predictor of the
NTE scores than GPA. The data suggest that efforts to improve the
quality of OSU teacher education students should focus on students
with higher ACT scores. Many educators advocate the development of a
more comprehensive student assessment program that more accurately
reflects the complexity and richness of teaching. Appendixes include
seven tables displaying the data. (IAH)
Descriptors: *Academic Achievement; Achievement Tests; Correlation;
Elementary Secondary Education; Grade Point Average; Higher Education;
*Predictor Variables; Preservice Teacher Education; State Standards;
*Teacher Certification; Test Use
Identifiers: ACT Assessment; *National Teacher Examinations; Ohio;
Ohio State University; *Teacher Testing
EJ419247 SP520045
Using the National Teacher Examinations in Credential Candidate
Assessment.
White, John O.; Tierney, Dennis S.
Teacher Education Quarterly, v16 n3 p27-33 Spr 1989
Available From: UMI
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
This study attempted to determine the appropriateness of the
National Teacher Examination (NTE) for certifying competency of
applicants for teaching credentials. One conclusion is that the NTE
is a valid instrument but that grade point averages need to be
considered as well. (SM)
Descriptors: Educational Certificates; *Evaluation Methods; Higher
Education; Measures (Individuals); *Teacher Certification; Teacher
Qualifications; Teachers; Tests
Identifiers: California; *Competency Based Certification; *National
Teacher Examinations
EJ397235 SP518887
Predicting Performance on the National Teacher Examinations Core
Battery.
Egan, Paul J.; Ferre, Victor
Journal of Educational Research, v82 n4 p227-30 Mar-Apr
1989
Available From: UMI
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Undergraduate grade point average and American College Test subtest
scores continue to correlate as well with the new National Teacher
Examination (NTE) Core Battery as they did with the old NTE Common
Examinations. Subjects were 94 teacher education graduates.
Implications for teacher education programs are discussed. (IAH)
Descriptors: College Entrance Examinations; Correlation; *Education
Majors; *Grade Point Average; Higher Education; Multiple Regression
Analysis; *Predictive Validity; Preservice Teacher Education;
Screening Tests; Teacher Qualifications; *Test Use
Identifiers: *American College Testing Program; *National Teacher
Examinations; Teacher Testing
ED314475 TM014362
The PPST and NTE as Predictors of Student Teacher Performance.
Salzman, Stephanie A.
Oct 1989
35p.; Paper presented at the Annual Meeting of the Northern Rocky
Mountain Educational Research Association (Jackson, WY, October 5-7,
1989).
EDRS Price - MF01/PC02 Plus Postage.
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150);
TEST, QUESTIONNAIRE (160)
The Pre-Professional Skills Test (PPST) and the National Teacher
Examinations (NTE) were examined as predictors of student classroom
performance as measured by three instruments from the "Teacher
Performance Assessment Instruments" (TPAIs) of W. Capie et al.
(1979). Subjects were 305 teacher education students taking the
student teaching practicum in 1988 and 1989 at Idaho State University.
Most (n=247) were college seniors; 31 were graduate students. The
three TPAIs instruments used were: (1) the Teaching Plans and
Materials instrument; (2) the Classroom Procedures instrument; and
(3) the Interpersonal Skills instrument. Subjects took the PPST as a
requirement for admission to the teacher education program and took
the NTE in their final year of teacher preparation. Twenty-four
raters used the TPAIs instruments to evaluate the students. The PPST
and the NTE were found to be weak predictors of actual classroom
performance of student teachers, based on the TPAIs results. These
tests may be measures of subject-matter knowledge but did not reveal
how teacher education students would perform in the classroom and did
not appear to be appropriate competency measures for teacher
certification. Appendix A contains the summary data sheets for the
TPAIs instruments, and Appendix B is the coding sheet for student
performance. Three tables summarize the analyses. (SLD)
Descriptors: Classroom Techniques; *College Students; Comparative
Testing; Education Majors; Evaluation Methods; Higher Education;
*Performance Factors; *Predictive Measurement; *Student Teachers;
Teacher Certification; Teacher Education; *Teacher Effectiveness
Identifiers: *National Teacher Examinations; *Pre Professional
Skills Tests; Teacher Performance Assessment Instruments
ED305373 TM012865
The NTE, PPST, and Classroom Performance.
Ayers, Jerry B.
Feb 1989
9p.; Part of the paper was presented at the Annual Meeting of the
Association of Teacher Educators (St. Louis, MO, February 1989).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: CONFERENCE PAPER (150); RESEARCH REPORT (143)
The relationships among scores on the National Teacher Examinations
(NTE) and the Pre-Professional Skills Test (PPST) and scores achieved
on objectively scored observation instruments were studied in 100
graduates of teacher preparation programs at Tennessee Technological
University (Cookeville). Of these, 62 had completed the NTE and 27
had taken the PPST. The Classroom Observation Keyed for
Effectiveness Research instrument was used to evaluate some of these
teachers in the spring of 1987, and the low inference observation
instrument of the Kentucky Career Ladder Program was used for those
observed in 1988. There was little relationship between scores on
the NTE or the PPST and the observation system utilized. These tests
provided little information that was useful in predicting the success
of the individual in the classroom. Nevertheless, these tests did
provide information useful for determining student deficiencies in
potential basic skills areas. It is suggested that the NTE and the
PPST not become the sole criteria for admission to study in
professional education or for licensure as a teacher. Four tables
are provided. (SLD)
Descriptors: Beginning Teachers; *Classroom Observation Techniques;
College Entrance Examinations; *College Graduates; Comparative
Analysis; Higher Education; *Licensing Examinations (Professions);
Performance; *Predictive Measurement; Predictor Variables; Teacher
Education Programs; *Teacher Evaluation
Identifiers: *National Teacher Examinations; *Pre Professional
Skills Tests; Teacher Competency Testing; Tennessee
EJ377020 SP517985
Another Look at the Concurrent and Predictive Validity of the
National Teacher Examinations.
Ayers, Jerry B.
Journal of Educational Research, v81 n3 p133-37 Jan-Feb
1988
Available From: UMI
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Forty-eight elementary school teachers were studied to determine
the concurrent and predictive validity of the National Teachers
Examination (NTE). NTE scores, grade point averages, and American
College Test scores were correlated with principal and pupil
evaluations of teacher performance. Methodology is discussed. (JL)
Descriptors: Academic Achievement; *Concurrent Validity;
Correlation; Elementary Education; Elementary School Teachers; Grade
Point Average; *Predictive Validity; *Teacher Evaluation; *Test
Validity
Identifiers: American College Testing Program; *National Teacher
Examinations
ED291698 SP029905
The Relationship of NTE Exams to Teacher Education Admission,
Performance, and Employment.
Olstad, Roger G.
Feb 1988
16p.; Paper presented at the Annual Meeting of the American
Association of Colleges for Teacher Education (New Orleans, LA,
February 17-20, 1988).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: CONFERENCE PAPER (150); REVIEW LITERATURE (070)
Questions have been raised about what criteria to use in selecting,
training, and hiring teachers, and when those measures should be
taken--at the time of entrance to teacher preparation programs or at
the end of training and at the time of certification. Another
question concerns the demonstrated teaching competency of the
teachers selected and prepared by institutions relying on rigorous
admission and exit criteria. A final question emerges about the
employment of student teachers who do demonstrate competence on tests
in performance. This paper reports on a series of five studies
conducted at a major university over a two-year period. Admission
criteria, performance and employment of student teachers were
examined in the light of scores on the National Teacher Examinations
(NTE) for General Knowledge or for disicpline specialization in
either the life sciences, physical sciences or social studies areas.
Results show that the NTE tests do not contribute additional
information about the student teachers that isn't already available
through other measures, nor does NTE predict either teaching
performance or employment of teachers. (JD)
Descriptors: *Admission Criteria; Higher Education; Preservice
Teacher Education; *Standardized Tests; Teacher Certification;
*Teacher Employment; *Testing Programs; *Test Validity
Identifiers: *National Teacher Examinations
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