This paper examines the growth of the standards movement in education and asserts that the standards movement neglects large issues and constructs in a search for a simple, "quick fix" solution. Most of the standards' attention is centered around the content of the curriculum and little attention is paid to students and teachers. The standards…

Discusses how in 1999, the authors interviewed faculty, administrators, and students involved in teacher education to learn how the Massachusetts teacher test was affecting the business of teacher education. Argues that the most significant effect of the teacher test has been on admissions, as teacher education programs have begun linking…

Offers four indices and underlying criteria to help teacher education administrators and leaders identify candidates for a multiple subjects teaching credential who are at risk of failing the Reading Instruction Competence Assessment (RICA) using California Basic Educational Skills Test (CBEST) scores. Yields four indices for cumulative, writing,…

Portfolio assessment can be a valuable tool in assessing professional proficiency in teachers if appropriate attention is given to issues of reliability and validity. The Teaching Assessment Project at Stanford University has explored portfolios as an alternative to traditional methods of teacher evaluation. (IAH)

A study examined ACT and SAT scores of candidates taking a test from the Educational Testing Service's Praxis II series for teachers in 1995-1997. People who pass teacher-licensure tests have academic skills comparable to those of the overall population of SAT takers. Whites have higher pass rates than do minorities. (MLH)

Based on ethnic group differences in Massachusetts Educator Certification Test (MECT) scores, argues that performance-based assessments should be as important as a paper-and-pencil test of cognitive and content skills. Asserts that rather than screening out minorities from the teaching force, the state should be looking for ways to ensure that…

The purpose of this paper is to examine the use of standardized teacher tests as demonstration of licensure competencies for diverse candidates in Oregon and nationally. The following four areas and their accompanying questions guide the development of this paper: (1) Why would a diverse teacher workforce help close the achievement gap?; (2) What…

This case study chronicles one teacher's experience in the semester after an in-service course, Using Technology for Instruction and Assessment. Results suggest that success in the course and good intentions do not necessarily translate into dramatic change in methods or media of instruction. Student mobility and special needs, unexpected…

This research examined concerns that primary teachers had in challenging gifted pupils in a normal classroom setting. Research findings in England indicated that children with high ability do not always attain highly, and within the context of primary science education underachievement was often linked to lack of appropriate challenge. The…

The Idaho Comprehensive Literacy Assessment (ICLA) is a faculty-developed, state-wide, high-stakes assessment of pre-service teachers' knowledge and application of research based literacy practices. The literacy faculty control all aspects of the test, including construction, refinement, administration, scoring and reporting. The test development…

One dimension of the current educational reform movement made testing teacher candidates a fixture in nearly every state. The companion problem is that standardized test scores often correlate with the test-takers ethnicity and gender. Such an outcome appears to place teacher competency interests in competition with egalitarian interests. Is…

Reports on a survey of experienced teachers to assess their knowledge of the structure of spoken and written language. Results reveal pervasive conceptual weaknesses in the very skills needed for direct, language-focused reading instruction. The importance of specific linguistic knowledge for instruction is illustrated, and policy changes for…

Presents the third replication of a causal-comparative study of expert and novice instrumental music teachers seeking to determine characteristics that may define successful, outstanding band directors. Reports findings about both novice and expert instructors' behavior, and relates them to those of the previous two studies. (DSK)

Considers how many teacher educators feel caught between the need to comply with state and federal laws governing the approval of their teacher education programs and the desire to resist what many feel to be another example of "testing gone wild." Presents a conversation with Alfie Kohn on high stakes tests for teachers and for students. (SG)

In recent case studies, teachers' strong endorsement of National Board standards highlights the importance of encouraging policies that will increase participation and success rates and contribute to their equitable distribution. However, teachers face significant problems due to inadequate information and wide variations in available support…