Faculty manual : a guide to understanding and interpreting test results

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FACULTV MANUAL
A Guide to Understanding and Interpreting Test Results

Georgia Professional Standards Commission

Georgia Teacher
Certification Testing
Program

This Handbook has been produced by the Georgia Professional Standards Commission in conjunction with National Evaluation Systems, Inc. Copyright"' 1994 by Georgia Professional Standards Commission. Permission is granted to make copies of this document for noncommericial use by Georgia educators. "NES" and its logo are registered trademarks of National Evaluation Systems, Inc.TM
Georgia Professional Standards Commission 1454 Twin Towers East Atlanta, GA 30334 (404) 657-9000
The Professional Standards Commission is an Equal Opportunity Employer. It is the policy of this Commission not to discriminate on the. basis of race, color, sex, handicap, national origin, or age in its employment policy.

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TABLE OF CONTENTS
FOREWORD.......................................................... 1 PURPOSE OF THE FACULTY MANUAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 FOR FURTHER INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 STRUCTURE OF THE TESTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 HOW THE TESTS ARE SCORED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HOW TO INTERPRET SCORE REPORT INFORMATION FOR INDIVIDUALS . . . . . . . . . . . . . . . 6 KEY FEATURES OF THE INDIVIDUAL EXAMINEE REPORT . . . . . . . . . . . . . . . . . . . . 6 INTERPRETING THE INDIVIDUAL EXAMINEE REPORT . . . . . . . . . . . . . . . . . . . . . . . 6 SAMPLE EXAMINEE SCORE REPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
HELPING STUDENTS PREPARE TO TAKE THE TESTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 IDENTIFYING WEAKNESSES IN SUBJECT-MATTER KNOWLEDGE AND DEVELOPING A STUDY PLAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
HOW TO INTERPRET SCORE REPORT INFORMATION FOR INSTITUTIONS . . . . . . . . . . . . . . 10 INSTITUTION SCORE ROSTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 KEY FEATURES OF THE INSTITUTION SCORE ROSTER . . . . . . . . . . . . . . . . . . . . . . 10 INTERPRETING THE INSTITUTION SCORE ROSTER . . . . . . . . . . . . . . . . . . . . . . . . . 10 ANNUAL INSTITUTION SUMMARY REPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 KEY FEATURES OF THE INSTITUTION SUMMARY RESULTS REPORT . . . . . . . . . . . . 11 INTERPRETING THE INSTITUTION SUMMARY RESULTS REPORT . . . . . . . . . . . . . . . 11 SAMPLE INSTITUTION SCORE ROSTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 SAMPLE ANNUAL INSTITUTION SUMMARY RESULTS REPORT . . . . . . . . . . . . . . . . 13
USING TEST OBJECTIVES AND TEST RESULTS TO EXAMINE CONTENT COVERAGE AT YOUR INSTITUTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ANALYZING THE OBJECTIVE-COURSE MATCH . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 REVIEWING INSTITUTION OBJECTIVE SCORES . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 6 OUTLINE FOR THE INITIAL TEST DEVELOPMENT PROCESS . . . . . . . . . . . . . . . . . . . 17 LIST OF REQUIRED TESTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 ADDITIONAL RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 ANSWERS TO QUESTIONS FREQUENTLY ASKED BY TEACHER CANDIDATES . . . . . . 21 DEVELOPING TEST-TAKING STRATEGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 STUDENT PROFILE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 OBJECTIVE-COURSE MATCHING CHART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 SAMPLE OBJECTIVE-COURSE MATCHING CHART . . . . . . . . . . . . . . . . . . . . . . . . . 28 USING TEST RESULTS TO ASSESS CONTENT COVERAGE . . . . . . . . . . . . . . . . . . . . 32

FOREWORD
The Georgia Professional Standards Commission (PSC) recognizes that the role of the classroom teacher is central to student learning. The goal of the Georgia Teacher Certification Testing (TCT) Program is to ensure that prospective teachers have the content knowledge they need in order to practice in Georgia schools; therefore, beginning July 1, 1993, colleges and universities with teacher education programs were required to include passage of the test as one of their criteria for recommending a student for certification. The PSC is committed to working with and supporting faculty and staff at Georgia teacher preparation institutions as they work with and advise prospective teachers students regarding Teacher Certification Testing.
PURPOSE OF THE FACULTV MANUAL
This manual is designed to help the faculty and administration at teacher preparation institutions:
become familiar with the structure and content of the TCT score reports sent to examinees and institutions after each test administration,
interpret individual and group test results for the TCT,
use TCT test results when advising individual teacher candidates on expanding the content knowledge that will be important to success on the tests and in their work, and
examine their curricula in relation to the content covered by the TCT tests.
In the Appendix of this Faculty Manual are a number of handouts and worksheets. They are designed to help you achieve the goals mentioned above.
FOR FURTHER INFORMATION
If you have any questions about the TCT after reading this guide, please refer to the other program resources described in the Appendix or contact the Teacher Assessment Section of the PSC at (404) 657-6991.

INTRODUCTION
In 1972 the Georgia State Board of Education initiated a performance-based certification program. A major component of that program was the assessment of an individual's teaching field content knowledge. Thus, the Georgia Teacher Certification Testing program began. A teacher candidate wishing to receive a teaching certificate was required to achieve a passing score on the content knowledge test(s) in each area of certification sought.
At that time, the Georgia Department of Education contracted with National Evaluation Systems, Inc. (NES) to develop and administer the tests in conjunction with educators from throughout the state. Since the program began, several thousand Georgia public school, college, and university educators have been involved in the development of the test objectives and test questions. For further background information on the TCT, please review the description of the test development process and the list of testing fields found in the Appendix of this manual.
With the passage of House Bill 492 in 1994, the state of Georgia transferred the responsibility for the Teacher Certification Testing Program from the State Department of Education to the Georgia Professional Standards Commission. The PSC continues to contract with National Evaluation Systems for the development and administration of the tests which are administered several times each year at sites across the state. Test scores are reported to the individual examinee, the examinee's teacher preparation institution, and the Georgia Professional Standards Commission.
STRUCTURE OF THE TESTS
The Georgia Teacher Certification Testing Program offers tests in 30 fields. While the content covered by each test is different, the structure of each test is essentially the same.
The content of each testing field is organized in up to nine objectives. These objectives define the major content domains of each test.
Each objective includes several content components; each content component is subdivided into several indicators. These provide more specific information about the body of knowledge prospective educators are expected to have and upon which they will be tested.
Each test typically includes approximately 100 test questions (Tests are being restructured during 1994-95 to provide more consistency in test length. Twenty-one of the 30 fields should have approximately 100 items by June 1995.) Each question is designed to measure one of the test objectives. The objectives within each area have been weighted, and that objective weight determines the number of questions on the test which will address the objective. Objective weights are listed in the Test Objectives and Characteristics booklet for each field along with each objective.
The chart on the next page illustrates the relationship among objectives, content components, indicators, and test questions in a typical field.
2

Organization of Content Within a Field

Example

Description

Testing Field Early Childhood (01}

This is the name and code of the test the examinee is preparing to take.

Objective 01
Theories of human development, theories of learning, and instructional approaches

Each field is divided into major areas of content called objectives.

Objective 01 Content Component 0110
Theories of human development and theories of learning

Each objective is divided into content components which identify a portion of the content being tested.

Objective 01 Content Component 011 0 Indicator 0111

behavioral orientation: Theorists include Pavlov, Skinner,
Ban dura Concepts include positive
reinforcement, negative reinforcement, punishment, response, stimulus, etc.

Each content component is divided into indicators which further define the content being tested.

Test Questions:

Each test question is designed to measure one test objective. All test items are multiple-choice with four answer choices.

Example: Ms. Wang gave a student a peppermint for exhibiting appropriate behavior in class. Which theoretical orientation is Ms. Wang using?

* A. behavioral B. humanistic C. maturational D. cognitive developmental

*correct response

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HOW THE TESTS ARE SCORED
Several types of score reports are produced following each statewide administration. Other reports are generated annually.
Individual examinees receive a report showing total test and objective scores for each test taken.
Institutions receive an Institution Score Roster which contains score information for examinees associated with that institution who tested at the statewide administrations or any of the Special Administration Testing Centers in that quarter. This report includes the following information for each examinee in alphabetical order: name, social security number, test taken, pass/fail status, total test score, objective scores, test date, certification status, relationship with institution, and major or area of specialization. Electronic versions of the data are also available to institutions on computer disk.
Institutions also receive an Annual Institution Report which provides aggregated test results for students associated with the institution. This report will help the institution gauge how its students as a whole are performing on the tests. This report includes the following information for both the institution and the state as a whole: number of examinees who tested, percent of examinees passing, mean total test score (individual tests only), mean objective scores (individual tests only). This report also includes breakdowns of the data by groups of examinees, according to their relationship with the institution.
The Georgia Professional Standards Commission receives a series of reports that include individual and institution results along with several analyses of statewide data.
The scoring process is described below. More specific information on how the results are reported and samples of individual examinee and institution score reports are included in subsequent sections of this guide.
Technical Quality of the Tests
Initial development for each test in the Teacher Certification Testing Program involved a multi-stage process: creating and reviewing content outlines, conducting job analysis surveys, selecting objectives to be measured by the test, writing and reviewing items, conducting field tests, reviewing items for validity and bias, setting standards, and producing test forms. The Georgia Department of Education and groups of Georgia educators were involved throughout this process.
Before the individual, institution, and statewide results are produced for a given administration, NES and the PSC take several steps to verify the technical quality of item, objective, and total test statistics. In addition to reviewing the data for a given administration, procedures are in place to compare data across administrations. These procedures, which are approved by the PSC, exist to ensure the comparability of the test over time.
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Minimum Passing Scores
Each examinee's performance on a test is evaluated against an established level of competence represented by a minimum passing score.
The minimum passing scores for the Teacher Certification Testing Program were established by the State Board of Education based on recommendations from panels of Georgia public school, college, and university educators. To pass the test, an examinee must attain a total test score of 320 or higher.
The passing score for each test is designed to reflect the minimum level of content knowledge a candidate needs in order to begin teaching in Georgia.
Total Test Scores
All test results are reported as scaled scores. The scaled score is computed by determining the number of scorable questions answered correctly and converting that number to a total test score in the 200 to 400 range.
To pass the test, an examinee must attain a total test score of 320 or higher.
Pass/fail status is based on the number of correct responses for the whole test, and is not based on "passing" each objective.
Objective Scores
In addition to total test scores, examinees receive a score for each major content objective. These objective scores are also reported on a scale of 200 to 400. However, you do not "pass" or "fail" an objective. These scores are provided only to help you assess your performance on the major portions of the test. Because the portions of the test may contain different numbers of questions, the average of the scaled scores for each objective generally will not equal the total scaled score. Objective scores should be interpreted with caution since some objectives may contain small numbers of questions.
The relative emphasis given to each objective on the test is determined by the weighting of that objective (see the appropriate Test Objectives and Characteristics booklet).
An examinee does not necessarily need to attain a passing scale score of 320 in each of the objectives of the test in order to pass the test.
Since objectives may contain different numbers of questions, a candidate who fails and retakes a test may receive a higher (or lower) score in one objective without substantially changing his or her total test score.
Objective scores are based on fewer questions than the total test score and may be less reliable as indicators of performance.
5

HOW TO INTERPRET SCORE REPORT INFORMATION FOR INDIVIDUALS
This section of the Faculty Manual provides examples and descriptions of the Individual Examinee Report and outlines the interpretive cautions you and examinees should consider when reading the reports. If you are not familiar with TCT scoring procedures and terminology, you may wish to review previous sections of this manual before reading on.
KEY FEATURES OF THE INDIVIDUAL EXAMINEE REPORT
Approximately five to six weeks after a statewide test administration or seven to 10 working days after a Special Administration Test Center administration each examinee receives an Individual Examinee Report. The score report provides total and objective score information about the test an examinee took at a particular administration. Each report includes scores and information for only one test. An examinee taking more than one test on a given day will receive a separate score report for each test.
Examinee Score Report
There are two major parts to an individual's score report. The first is the section titled "Examinee Score Report." This section contains the individual's social security number, test date, the name of the test taken, total score, minimum passing score, test status (pass/fail), and objective scores. The second portion of the individual score report is titled "Examinee Status Report." This portion lists the individual's name, social security number, test date, test taken, and test status (pass/fail). This portion of the report is intended to be shared with a potential employer, and is perforated for easy separation. It does not contain the total test score.
How to Read the Examinee Score Report
The back of this report includes instructions for interpreting and understanding the score report. A reproduction of the Individual Examinee Report with hints and cautions about its interpretation can be found on the following pages of this Faculty Manual.
INTERPRETING THE INDIVIDUAL EXAMINEE REPORT
The following includes interpretive and cautionary information to keep in mind when helping students understand the information provided on their Individual Examinee Reports.
Both total test and objective scores are reported on a scale of 200 to 400.
The passing score for each test is a total test score of 320.
An examinee need not achieve a score of 320 or more on each objective to pass a test.
Because raw scores for the objectives are converted to scaled scores based on differing numbers of questions, the average of the objective scores will generally not equal the total test score.
Objective scores are intended to provide information about areas of relative strength and weakness. However, objective scores are based on fewer questions than the total test score and may be less reliable as indicators of performance.
6

The examines tQC'>k the LD Teat .
A total teat score of 320 or above reflects a passing score. This examinee received a total score of 312 and therefore did not pass the teat.
There are six objectives on the teet in Learning Disabilities. Of the aix, two areas, Assessment Procedures and Content and Instructional Strategies count the moat toward the total test score because they are weighted moat heavily and therefore have more items. Though examinees should study content in all objectives, their scores will be most affected by their performance on those weighted most heavily.

Examinees might try to average the objective scores and become confused when the average ia not the same as the total teat score. Remind examinees that the objectives vary in weight and therefore in how much they
count toward the total test score. Therefore their average and the total
score generally will not be the same.

_____ So..c...i.al Securitr ~r. .

LDate

administered.

22-21 12-18 27-33
7-13 7-13 -13

FOOZ-001

EXAMINEE STATUS REPORT

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t Preceders
C.aroctorilti co tiAhot I Jostroctiou\ Strltttin Stott ond fodrrat law lodhidolliztd Edocatitn Prot Prtgru hhuioo Skills

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296

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335

400

EURIIEE X FAILED SSN: 00000-000D Tes!Dale: S.,ltobtr 10 1994 Test: LUIMIIC IJSAillllJES Status: lid Itt P111
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Poss/Did Not Pass status is based on the TOTAL score for the test. See reverse
side for an explanation of how to read
your score report.

EY.A~INEE X FAILED

0000 GEORGIA STREET

CEORCIA

CA 00000

/

SAMPLE EXAMINEE SCORE REPORT

This examinee's score indicates relatively high performance in "Characteristics, "Individualized Education Program. and Program
Extension Skills. In preparing
to retake the test, the examinee should focus study efforts on Assessment Procedures. content
" Instructional Strategies, and state and Federal Law. The first two would be particularly important because they are so heavily weighted.

HELPING STUDENTS PREPARE TO TAKE THE TESTS
As a faculty member involved in the preparation of Georgia educators, you may be asked by your students to help them prepare to take the tests for the first time or improve their scores when retaking the tests. This section of the Faculty Manual offers you some suggestions for providing that support.
IDENTIFYING WEAKNESSES IN SUBJECT-MATTER KNOWLEDGE AND DEVELOPING A STUDY PLAN
The test objectives are the core of the testing program and are the most helpful tool available to students as they prepare to take the tests. The test objectives and a number of forms found in this manual are designed to provide some structure for identifying the specific areas in which a student needs to strengthen his or her knowledge.
When approached for help by a student who is preparing to take a test for the first time or to retake it, you might begin by asking the student to complete the Student Profile found in the Appendix of this manual. The following section offers suggestions for using the Student Profile and for helping each student identify the areas on which to focus his or her studies and preparation.
Step 1: Interview the Student and Discuss the Testing Program and the Scoring Process
Review the information the student provided on the Student Profile and use it to structure your interview with the student. Attempt to find out more about the student, how well prepared he or she is to take the test, and the extent of his or her familiarity with the testing program.
The information you collect from the Student Profile and the student interview may help you uncover any confusion or misinformation the student might have about the role the test plays in the certification process, about the structure of the tests, about performance expectations, and about available program and institution resources.
Ensuring that your students have accurate information about the TCT program and are comfortable with how it fits into their career path may help clear the way for them to focus on the most important part of their preparation--the development of their subject-matter knowledge and their ability to use that knowledge effectively when taking the tests.
In the Appendix of this manual, you will find "Answers to Questions Frequently Asked by Teacher Candidates." You might find it helpful to make copies of this handout and distribute them to students who are not familiar with the testing program or who express confusion about how the tests are scored. Also, remind your students that answers to many of their questions about the program are included in the TCT Registration Bulletin.
Step 2: Review Test Objectives
Once you have reviewed the Student Profile and briefly interviewed the student, find out how much he or she knows about the test objectives and scoring process. As appropriate, use earlier sections of this Faculty Manual as a reference. Make sure it is clear that objectives with heavier weights will be covered by proportionately more items on the test and that the student should plan his or her studies accordingly.
8

Using the Test Objectives and Characteristics booklet available for each test field, review the content covered by each objective and previous objective scores, if applicable, to determine where the student needs to increase his or her knowledge. Test objectives define the content knowledge that may be measured by the test questions; therefore, they provide a useful outline of the content to be reviewed and studied. However, the objectives are necessarily rather general. More specific
information about test content may be obtained by reading sections of the Test Objectives and Characteristics booklet which describe the content components and indicators included under each
objective.
Step 3: Determine the Student's Objective Mastery
Once you have a sense of the student's knowledge of the content covered by each objective, you may fine it helpful to determine his or her objective mastery (i.e., where among the objectives his or her strengths and weaknesses are grouped). Two useful sources of information about a student's objective mastery might be practice tests covering the specific parts of the content made up from tests used in coursework and, for students retaking tests, objective scores.
If you have completed an Objectives-Content Match Chart (see section later in manual) you will be able to use that chart along with the completed Student Profile, to review the student's objective mastery. You will be able to link courses the student has taken with specific content covered by each test and, if the student is retaking the test, to link both of those factors to objective scores.
Use the following scoring information to guide your discussion with the student about his or her mastery of each objective.
Objective scores on examinee score reports provide information about an individual's relative strengths and weaknesses in the content described for each objective in the Test Objectives and Characteristics booklet.
Examinees who do not pass the test and plan to retake it should concentrate their efforts on those objectives for which they received the lowest relative scores and those objectives with the largest weight and therefore, number of questions.
Improving a score in an objective with a larger weight will have a greater impact on the total test score than improving a score in an objective with a smaller weight.
Step 4: Develop a Study Plan
Upon completing step 3, discuss the student's study methods and general feelings about the testing process. Again, it might be helpful to refer to information the student provided on the Student Profile. Consider discussing the student's attitude toward testing in general. For students who are retaking a test, you might want to explore their level of anxiety when facing a retest and ways they might feel more confident going into the testing situation.
At this point, you will be ready to complete the Faculty Recommendation section of the Student Profile. Summarize for the student what steps should be taken to improve content knowledge in those objectives with which he or she has demonstrated most difficulty.
Many books on study skills are available and you may wish to encourage your students to review a selection of them. In addition, review the suggestions offered on "Formulating a Study Plan," found in the Appendix of this Faculty Manual, and make specific recommendations based on each student's unique situation and needs.
9

Step 5: Help the Student Improve Test-Taking Skills
Finally, remind the student about test-taking strategies that may be of use in the weeks before the test date and on the day of the actual administration. In the Appendix of this manual, you will find a handout entitled: "Developing Test-Taking Strategies." As appropriate, copy this page and give it to your students.
HOW TO INTERPRET SCORE REPORT INFORMATION FOR INSTITUTIONS
This section of the Faculty Manual describes and provides examples of the information and data found on the Institution Reports. If you are not familiar with TCT scoring procedures, please review the previous sections of this manual before reading on.
INSTITUTION SCORE ROSTER
Approximately six weeks after each statewide test administration, each teacher preparation institution will be sent an Institution Score Roster containing score information for examinees associated with that institution who tested at the statewide administration or at any of the Special Administration Testing Center (SATC) administrations for that quarter. The purpose of this report is to provide institutions with the information they need to recommend individuals for teacher certification in Georgia. This report will not include information for examinees requesting that their scores not be released.
KEY FEATURES OF THE INSTITUTION SCORE ROSTER
The roster rists all examinees by name and social security number. It identifies the field in which examinees were tested and reports their total score, pass/fail status, and objective scores. The report identifies whether an examinee took the test at the Special Administration Testing Center and gives the examinee's major, type of degree, and type of certification desired.
INTERPRETING THE INSTITUTION SCORE ROSTER
Interpretive and cautionary information about the Institution Score Roster follows.
Both total test and objective scores are reported on a scale of 200 to 400.
The passing score for each test is a total test score of 320.
An examinee need not achieve a score of 320 or more on each objective to pass a test.
Because raw scores for the objectives are converted to scaled scores based on differing numbers of questions, the average of the objective scores will generally not equal the total test score.
Objective scores are intended to provide information about areas of relative strength and weakness. However, objective scores are based on fewer questions than the total test score and may be less reliable as indicators of performance.
The Institution Score Roster does not contain individual score report information for those examinees who requested that their scores not be reported to their institutions.
10

Individual examinee results are confidential and are to be used only for the purpose of determining eligibility for certification. Other uses of the results are inappropriate.
ANNUAL INSTITUTION SUMMARY REPORT
Annually, each teacher education institution is sent an Institutional Summary Results Report for individuals associated with that institution who tested during the program year. The purpose of this report is to provide institutions with aggregated test results for their students so that the institution may gauge how their students as a whole are performing on the tests. Examinee names and individual scores will not be given; however, scores of examinees who requested that their scores not be released will be included in the aggregate numbers.
KEY FEATURES OF THE INSTITUTION SUMMARY RESULTS REPORT
Each institution will receive information on the number of examinees tested and the percent of examinees passing. This information will be given for both the institution and the state as a whole, for all tests combined and for each test field separately. Both institution and statewide mean scores for total test score and objective scores are given for individual tests only. The data will be given for all examinees and will further be broken down by the examinees' relationship with the institution. This information should allow the institution to make comparisons such as: 1) how individuals who obtained a degree from an institution performed relative to those who only took several courses for certification; 2) how education majors performed in relation to those with majors outside the college of education; 3) how graduate, or post-baccalaureate students, performed relative to other students in the program; 4) which objectives within a given field have the lowest overall scores at the institution. This type of information could be helpful in program evaluation and curriculum review.
INTERPRETING THE INSTITUTION SUMMARY RESULTS REPORT
Many of the cautions which apply to the interpretation of the Institution Score Roster also hold when interpreting the Summary Results Report. Other interpretative cautions include:
Results reported for only a small number of examinees may not provide a valid indication of how examinees at an institution typically perform.
Because there are differing numbers of questions for each objective, the average of the mean objective scores will not equal the mean total test score.
Care should be used in interpreting mean objective scores because of the small number of questions for some objectives.
For an examinee taking a test more than once during the program year, only the highest score for that examinee is included in the summary results.
11

Thia ia the INI1D&ry report for exaaineea from Inatitution A who took a certification teat on september 10, 1994 at the atatewide adndniatration or at an SATC adndniatration during JUne - September 1994,

111!!11
""'U. .IACit IOVO,IIIU. COliN, SUE DO. JOHN EVANS, JOI FOE, MAllY GEOIIGE. .10 HOSE.IU.. FAITH JOHN.AUCI!

The paaaing acore ia 320 and ia deaigned to reflect the minimua level of content knowledge. Pass/fail atatua ia baaed on the number of correct reaponaea for the whole teat, and ia 1m baaed on paaaing each objective.

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Thia column reflecta the relationahip the examinee aaya he/abe haa with Inatitution A: 11/Ed-an undergraduate education major; 11/Noned-an undergraduate noo-education ..jor: grad-a gra~te atudent; couraWka atudent taking eouraevork for certification only. Thia column ahould help with program review.

14
02
a/

The major colwm indicatea an
exaai~ current ,..jor or area of apecialization. The chart on page 8 in the '94'95 Regiatration Bulletin ahould be used for reference.

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11

Tbia alpbabetical liat contain& the name of atudenta who indicated on their teat regiatration forma that Institution A ia where they were prepared for the field ..in which they are seeking certification.
see the column labelled Degree type for more information on examineea relationahipa with InatitutiOD A.

Becauae there are differing

numbera of queationa for each

objective the average



of the mean objective acorea

will not neceaaarily equal

the mean total teat acore.

Certification type ahowa whether the examinee ia aeeking hia/her firat certificate in Georgia (1at) or ia adding another field to a current certification (Addl).

"Teat ~te indieatea when each examinee took the teat. on thia report the atatewide teating was on September 10, 1994. Asterisks (*) indicate teat dates at the Special Administration Teating Center during
thia quarter.

SAMPLE INSTITUTION SCORE ROSTER

- r y Thia is the annual

on average 10t of the students at

report for examinaea from

this institution

Institution A who took the

received an overall

Early Childhood (01) teat during progr.,. year: July 1994 - June 1995.

passing score in comparison to the statewide average
of est.

The 'overall . .an score at Institution
A - 340. The statewide ,..an acore waa 365. Students at this institution are scoring -11 below the state

average. LOoking at the breakdown of

Thirty.atudenta froa Institution A took thia teat. Thia total nuaber includes

GEONliA Tua.A atmFICAT- TESTING~ WSTITUTION stMMNW MSUlTS REPOIIT

performance on each objective/subarea below will help in diagnosing
particular areas of weakness.

all exaineea who took the

Pfoer- Y-; _,.., 1. . . .luM 1. . .

test fr""' institution A even

those who chose not to ha,..

their acorea reported to tha institution and therefore - r e NO'!' included on the institution roatera. Bec:au.e of their inclusion in this report, thia total msy not equal the - of the four institution rosters recei.-4 during the progr- year. If the total nuaber of ~ listed is below thirty, the reaulta should be intexpreted with caution.
The brealtdovll of exalllinees by relationship with the institution indicates thet of the 30 acudenta who took thia teat, 24 -re enrolled in undergraduate teacher education progr_.; 4 in undergraduate progr- outside of e.tucation, and 2 only in couraea leading to certification. This info...ation will be par.ticularly helS>ful aa you look at how lll<p08ure to your progr. .

_.,..fus ___,...,_ ----------

___ -- .,
------ -- - - .or-
~CJolot

24

17 10

0

2

tOO

No.
!IIlii
120
.,.
tOO 21 n



12 80

87

112

__ - _.,_.,

_..,.

-- ------ ---- I.C..___
,_..__

333

,,.
110 317

. 7 . - - -

.

320
3~ 328
331

,322
Ill

320

: =..=...=. =--- :: .. - ;;;,

--------------------"-------- 110
.....;;-..;:;;;-..;-~-;;;;-.;-~----.-.-- - ;..;.::,...~..::----------......

:!!:~ student perfoz-:nce on the

Subareas/Objectivea . .an scores for Institution A are slightly higher than statewide . .an acorea in Child develop~~&nt and instruction, Language arta, and Social Sciences. Institution
,..ans are slightly lower than statewide means in the subareas/ objectives of Theories of develop~~&nt and learning; Math-tics; Health and Physical Education; Art, ..uaic, dance and dra. .tic play;and Assessment procedures. Analyses of subarea perforaanee
..ay provide important diagnostic infor..ation for the
Institution's Early Childhood curriculum program planning.

SAMPLE ANNUAL INSTITUTION SUMMARY RESULTS REPORT

USING TEST OBJECTIVES AND TEST RESULTS TO EXAMINE CONTENT COVERAGE AT YOUR INSTITUTION
Faculty can use the test objectives, content components, and indicators to determine whether the tested material is currently being addressed in a program's curriculum. The tests are designed to assess minimal subject matter competency for beginning teachers_ in each field, and, therefore should not reflect the breadth and depth of a total college program. However, students should expect to encounter the content assessed at some point during their preparation. The actual performance of examinees from your institution on the Teacher Certification Tests also indicates the extent to which test content is being mastered by students from your institution and may help faculty determine areas that may have been omitted from programs of study or that may require further emphasis.
ANALYZING THE OBJECTIVE-COURSE MATCH
A completed Objective-Course Matching Chart will help you link specific objectives, content components, and indicators to course content offered at your institution. This chart could be used in several ways. For example, it could be given to students upon program entry as a guide to where they will encounter key concepts assessed by the TCT as they progress through their prescribed coursework. Students could be encouraged to flag certain material in their class notes and texts for later TCT study. The chart could also be used later by the student as a map through old class notes or texts for review and study several weeks prior to taking the TCT.
There are many ways to relate test information to students' programs of study. One approach is presented below.
Step 1: Construct an Objective-Course Matching Chart
Construct a chart for the purpose of comparing your course offerings to the content assessed in a particular field (a sample of an Objective-Course Matching Chart is included in the Appendix.) You may wish to elicit the help of the faculty responsible for each content area.
Step 2: List the Tested Topics
Down the left-hand side of the page, list the topics addressed by the tests being as specific as you wish down to the indicator level.
Step 3: List Courses Offered at Your Institution
Across the top of the page, list courses in your institution's curriculum that students may or are required to include in their programs of study. At the top of the list of courses, include a "Prerequisite skill or knowledge" category so that you can indicate which objectives students are expected to have mastered before entering their teacher preparation program.
Step 4: Read the Test Objectives,Content Components, and Indicators and Match with Courses
Read the Test Objectives and Characteristics booklet for the appropriate field carefully and review the descriptions of your course offerings.
If you identify specific courses that adequately cover the content, or if the content is a
14

"Prerequisite skill or knowledge," indicate this on the chart by placing an "X" under that topic. If you cannot identify specific courses in your institution's curriculum that adequately cover non-prerequisite content, you may want to make separate notes about this. At the conclusion of this process you will have a chart listing the test content and its coverage by courses in your curriculum. This chart may serve as a helpful reference tool during discussions about your institution's curriculum in relation to the TCT program. The chart can also be used to help individual students plan and assess their programs of study. Students preparing for the test can use the chart to direct them to relevant course notes and texts. It might also help them decide which, if any, additional courses they should take in order to learn more about areas in which they feel underprepared. In addition, if you listed any non-prerequisite content as not being covered by your institution's curriculum, consider giving more emphasis to that content or encouraging students to prepare for that content using other resources. REVIEWING INSTITUTION OBJECTIVE SCORES Institution averages (found on the Institution Summary Results Report) often provide a useful perspective about content coverage. Consider reviewing your course offerings in relation to the total test and objective scores for each field. Before doing so, it is advisable to have scores for at least 20 of your students. Once you have enough data, you may find it useful to construct a three-column chart on which you list objective/subarea names and average objective/subarea scores and make notes about them in relation to your course offerings (see the worksheet titled Using Test Results to Assess Content Coverage in the Appendix of this Faculty Manual). This, in conjunction with the Objective-Course Matching Chart mentioned above, may help structure further analyses, discussions, and decisions about your institution's course offerings.
15

APPENDIX
16

GEORGIA TEACHER CERTIFICATION TESTING PROGRAM OUTLINE FOR THE INITIAL TEST DEVELOPMENT PROCESS In 1986, the Georgia Department of Education (GDE) contracted with the Georgia Assessment Project (GAP), Georgia State University, to revise the Georgia Teacher Certification Tests. The following steps were used for the redevelopment of all tests.
1. Job Analysis Questionnaire
2. Domain Definition: Objective Specification 3. Test item Writing 4. Item Review
5. Field Testing 6. Final Review and Content Weighting 7. Item Match to Objective and Bias Review 8. Distribution of New Objectives
9. Standard Setting 10. Administration of New Tests
The development process for the Georgia Teacher Certification Program was designed to produce tests that are:
consistent with Georgia public school curricula and practice,
job related (i.e., they cover important knowledge that teachers use or need to know for the job),
significant (i.e., they assess important content that an entry-level teacher needs to know),
at the minimum level of knowledge required to teach,
accurate and valid, and free from bias.
17

LIST OF REQUIRED TESTS

Certification Field
Administration and Supervision Agriculture Education Art Education Behavior Disorders Biology Business Education Chemistry Early Childhood Education (P-5) Earth/Space Science Economics Elementary (1-8)
English French Geography German Health Health and Physical Education Hearing Impaired History Home Economics Interrelated Special Education Interrelated Special Education Early Childhood
Latin Learning Disabilities Marketing Education Mathematics Media Specialist Mental Retardation Middle Grades (4-8) Music

Required TCT
Administration and Supervision Agriculture Art Behaviors Disorders Science Business Education Science Early Childhood Science Social Studies Early Childhood (P-5) OR Middle Childhood (4-8) Communicative Arts French Social Studies German Health Health and Physical Education Hearing Impaired Social Studies Home Economics Interrelated Special Education Interrelated Special Education OR Early Childhood Latin Learning Disabilities Marketing Mathematics Media Specialist Mental Retardation/Mental Handicaps Middle Childhood Music

18

Physics Political Science Reading Specialist School Counseling School Psychology Science Social Science Spanish Speech Speech and Language Pathology Technology Education

Science Social Studies Reading Specialist School Counseling School Psychology Science Social Studies Spanish Communicative Arts Speech and Language Pathology Technology Education

A Georgia Teacher Certification Test has not been developed for every field. A list of the fields for which no test is currently required follows.

Audiology Chinese Dance Drama Greek

Health Occupations Hebrew Italian Japanese Orthopedically Impaired

Russian School Nutrition Director School Social Work Trade and Industrial Education Visually Impaired

19

GEORGIA TEACHER CERTIFICATION TESTING PROGRAM ADDITIONAL RESOURCES
The Georgia Professional Standards Commission publishes program support materials. They are available to you and your students through the teacher education office of your institution, through the Teacher Assessment Section of the PSC, and through National Evaluation Systems, Inc. Registration Bulletin. The registration bulletin contains information about the polices and procedures of the Teacher Certification Testing Program as well as all necessary forms and instructions for registering for the tests. Registration bulletins are available through teacher preparation institutions, or by contacting National Evaluation Systems at 1-800-642-3926. Study Guides. Study guides, entitled Test Objectives and Characteristics, provide a list of test objectives and characteristics for each test field. Study guides are available through teacher preparation institutions or by contacting National Evaluation Systems at 1-800-642-3926. Annual Institution Summary Reports. This report is sent annually to the TCT contact people at each teacher education institution. It may be helpful in examining how students from a particular program within an institution are performing on the test and evaluating program curriculum in light of those student results. Institution Data Disks. Georgia teacher education institutions are given the opportunity to receive disk versions of both types of institution reports. TCT Contacts who responded to the offer are now receiving data disks approximately six weeks after each statewide test administration. If you are interested in using the disk version of the institution score report for one or more testing fields, contact the TCT Contact person at your institution. If your institution does not currently receive a data disk after each administration but would like to, your dean or director of teacher education should send a written request to National Evaluation Systems or to the Assessment Section of the PSC. (Note: The data disks include confidential information on individual examinees. Appropriate safeguards must be implemented when using that information.) The PSC, in conjunction with the curriculum specialists in the Georgia Department of Education, is developing a list of additional resources and workshops available in each test field. This information should be available early in 1995.
20

GEORGIA TEACHER CERTIFICATION TESTING PROGRAM ANSWERS TO QUESTIONS FREQUENTLY ASKED BY TEACHER CANDIDATES
This handout has been prepared by the Georgia Professional Standards Commission for students preparing to take the Georgia Teacher Certification Test(s). If you have further questions, please refer to the current registration bulletin or contact either National Evaluation Systems (1-800-6423926) or the Teacher Assessment Section of the PSC at (404) 657-9000.
How were the tests developed? Numerous Georgia educators participated in the development of the test objectives and test questions. The tests were designed to assess the minimal content knowledge needed for a beginning teacher in each field.
How are the test scores calculated? The tests are criterion referenced. Scores do not reflect your performance as compared to the performance of other students who took the tests. Rather, your scores reflect your performance with respect to a standard established by educators from the state of Georgia and initially approved by the Georgia Department of Education.
Typically, each test includes approximately 100 test questions covering 4 to 9 subareas (or objectives). The number of items in each subarea varies and is determined by the weights assigned by Georgia educators to each objective. These weights are listed along with each objective in the
Test Objectives and Characteristics booklets. For each test taken, you will receive a total test
score based on a scaled score of between 200 and 400. A score of 320 or above is needed to pass the test.
Why isn't the average of my subarea scores the same as my total test score?
The objectives or subareas are weighted differently as indicated in your Test Objectives and Characteristics booklet and therefore different objectives may be represented by a different number
of test questions. Since the objective scaled scores are based on different numbers of questions, the average of the objective scores will generally not equal the total test score.
If I don't know the answer to a particular questions, should I leave it blank? No, you should not leave any question blank. You are not penalized for choosing an incorrect response, so it is better to make an educated guess than not to answer a question at all. If you do not know the answer to a question, narrow down the responses and pick the one response that seems most likely to be correct. That will improve your chances of doing well on the test.
Can I still teach if I don't pass the test? Typically, no. For answers to specific questions about certification requirements, call the Certification Section of the Professional Standards Commission at (404) 657-9000.
Do I have to score well or just pass this test in order to teach? In order to meet the testing requirement for a particular certification area you are required only to pass the test in that area. A score of 320 or above reflects passing status. The Individual Examinee Report includes an "Examinee Status Report," which shows your pass/fail status only (i.e., it does not show actual test scores). You are encouraged to use this status report when you wish to show proof that you have passed a test without disclosing specific scores.
21

GEORGIA TEACHER CERTIFICATION TESTING PROGRAM FORMULATING A STUDY PLAN

This handout has been prepared by the Georgia Professional Standards Commission for students who are preparing to take the Georgia Teacher Certification Tests. You are encouraged to review the suggestions offered here, discuss them with your advisor, and employ those that are best suited to your needs.



Review the test objectives, content components, and indicators. The test objectives,

content components, and indicators are the core of the testing program and are the most

helpful study tools available to you. Read them carefully in the appropriate Test Objectives

and Characteristics booklet for your field and determine the strengths and weaknesses in

your content knowledge.



Use the subarea information on your score report (if you are retaking the test). This

information will further help you determine the areas on which you should focus most of

your studies.



Review class notes and textbooks. The Teacher Certification Tests are designed to cover a

broad range of knowledge usually acquired throughout a teacher preparation program.

Review the appropriate Test Objectives and Characteristics booklet and find corresponding

relevant material in your class notes and textbooks for review. Allow plenty of time for

your preparation; because of the broad range of knowledge tested, this is not the type of

test for which "cramming" the week or night before the test is effective.



Take additional courses. Consult with your advisor and, on his or her recommendation,

take courses that will help you strengthen those areas where your content knowledge is

weak.



Form or join a study group. Study groups are most effective once you have identified the

test objectives with which you are less familiar. If you have a very specific need or area of

weakness, a study group with a narrower focus or a tutor may be more appropriate.



Avoid "cramming" in the final days before the test. the Teacher Certification Tests cover a

broad range of content. They are not the type of tests for which last minute "cramming" is

effective. A review of all of your appropriate subject matter and education coursework is

necessary.

22

GEORGIA TEACHER CERTIFICATION TESTING PROGRAM DEVELOPING TEST-TAKING STRATEGIES

This handout has been prepared by the Georgia Professional Standards Commission for students who are preparing to take the Georgia Teacher Certification Test(s). The suggestions offered here are designed to help students build test-taking skills that will be useful to them in answering test questions. You are encouraged to employ those methods that are best suited to your needs.



Follow directions. It is very important to listen to, and follow, all directions. This includes

the oral directions that will be read by the test administrators and any written directions in

the test booklet.



Pace your work. Each test typically includes approximately 100 questions. Each test

session is 4 and 1/2 hours long. Before starting a test, flip through the booklet to

determine how many items there are and the pace at which you should answer them.



Read carefully. Do not try to speed up by skimming directions or by reading the test

questions too quickly. To avoid missing important information and instructions, read the

directions, test questions, and response options thoroughly.



Determine the "best answer." Since the test questions call for the "best answer," you

should read and evaluate all answer choices before deciding which is best.



Guess wisely. Test scores will be based on the number of test questions answered

correctly; there is no additional penalty for guessing. For questions about which you are

unsure, use your knowledge and background in the content area to eliminate as many

answer choices as possible and then guess among the remaining ones.



Mark your answers carefully. Answer sheets will be scored electronically; it is critical that

you mark your answers clearly, carefully, and completely. You may use any available space

in the test booklet for notes, but all answers must be clearly marked on the answer sheet.

If you skip a test question, be sure to skip the corresponding row of answer choices on the

answer sheet.



Have a strategy for handling reading passages. Some test questions may be based on

reading passages. Consider the approaches to reading passages you have tried in the past

and use the one that works best for you.



Estimate. Many test questions ask for calculations based on numerical information. When

dealing with this kind of question, it is often helpful to estimate the answer before reading

the response options. It is not always necessary to perform a detailed calculation to

answer the question correctly.



Making abstract situations concrete. In test questions that use numbers, directions, rank

order, sequences, or other abstract information, it can be helpful to try to make such

information more concrete. Use names of people you know, small numbers that are easy to

work with, objects with which you are familiar, or diagrams and drawings to make the

information easier to manipulate and analyze.



Check accuracy. Use any remaining time at the end of the test session to check the

accuracy of your work. Go back to the test questions with which you had difficulty and

verify your answers. Again, check your answer sheet to ensure that you have marked your

answers accurately and have completely erased any changed answers and stray marks.

23

STUDENT PROFILE

GEORGIA TEACHER CERTIFICATION TESTING PROGRAM

Your goal in completing this profile is to provide faculty at your teacher education institution with information that will be useful to them in helping you prepare to take the appropriate TCT(s).

General Information

Student's name ----------------------------- Date ______________

Advisor's name ---------------------------------------

Major area

Minor area

of study ______________

of study _____________

What is your current academic status: Circle one.

--------- First Year Sophomore Junior Senior Graduate Student Other
What type certificate do you expect to seek?___________________

What TCT are you currently preparing to take?

Have you received the appropriate Test Objectives and Characteristics booklet for

your test field?

Yes

No

Have you read the study guide and reviewed the sample question formats in the

study guide?

Yes

No

Have you identified objectives, content components, or indicators which cover

topics that are unfamiliar to you?

Yes

No

What course(s} are you taking or have you taken that may have included material which will be on this test? Attach additional sheets if necessary.

Course

Do you still have notes?

Old tests?

Old Textbooks?

1.
2.

3.

4.

5.

24

Student Profile (continued)

Have you reviewed readings, notes, and books from these classes? Yes

No

What additional questions do you have about material you have identified and reviewed?

What other steps have you taken to prepare for the test?

What additional information might be useful to me and other faculty as they help you prepare to take the test? For example, have you taken the test before? What were your total and objective scores on any previous attempt(s)?

Faculty Recommendations to the Student
The following is to be completed by your advisor or another faculty member.
What additional steps, if any, should the student take to prepare for this test (e.g., materials to review, people to consult about specific topics, etc.)?

25

GEORGIA TEACHER CERTIFICATION TESTING PROGRAM OBJECTIVE-COURSE MATCHING CHART

This worksheet is designed to be used when an institution wishes to compare content eligible for inclusion on the tests with the content covered in their courses. The information on the completed chart may be of use to institutions in (1) identifying content areas of the test covered by its curriculum and (2) guiding students to appropriate courses as they prepare to take the tests.

Directions:

1.

In the left-hand column, write the information on test objectives, content components, and

indicators found in the Test Objectives and Characteristics booklet for the appropriate field.

2.

Across the top, place the names of relevant courses students may or are required to include

in their program of study for this field. Also include a category for information and skills

you expect a student to have upon entry to the program.

3.

Begin to match courses to objectives, content components, and indicators by placing an

"X" under the course names and across from the objectives, content components, or

indicators to which they are matched. If the content of the objective is a prerequisite (i.e.,

skill or knowledge a student should have before entering the program), place a check mark

in the category you created for entry skills.

4.

Once the chart is completed review it for any information which was not addressed

anywhere in the program and consider its inclusion or indicate where students might obtain

information on those subjects on their own.

An example has been provided for you in the field of Early Childhood. The content indicated covers Early Childhood Objective 3; the courses are fictitious. Please note that in the example, the content indicated under "study skills" is not specifically taught in the coursework provided. Faculty may wish to discuss its incorporation or decide on other resources to which students could be directed to learn about this area.

26

COURSE DESCRIPTIONS TO ACCOMPANY SAMPLE OBJECTIVE-COURSE MATCHING CHART
(EPY) 201 HUMAN DEVELOPMENT AND THE EDUCATIONAL PROCESS Mental, physical, emotional, moral, and social growth over the course of the life span in relation to the educative process.
(EEN) 300 CHILDREN'S LITERATURE Literature suitable for elementary school children, stimulation of children's reading.
(EDU) 311 READING IN EARLY CHILDHOOD Strategies for the teaching of reading with emphasis on beginning reading. Development of arithmetic, measurement, and geometric skills in the primary grades.
(EDU) 390 CREATIVE ACTIVITIES FOR YOUNG CHILDREN The creative process applied to young children. Materials and methods for art, music, movement, and drama in early childhood.
CEENl 404 THE ORAL LANGUAGE ARTS--EARLY CHILDHOOD EDUCATION Techniques for teaching vocabulary development, oral discussions and listening skills, and dramatic skills.
(EEN) 405 THE WRITTEN LANGUAGE ARTS--EARLY CHILDHOOD EDUCATION Development of a basic understanding about the structure of language, its historical development, geographical and cultural variations, and grammars. Methods and materials for teaching written skills such as composition, spelling and handwriting, and the relationship of oral and written skills to literature and reading.
(EDU) 417 CONCEPT/LANGUAGE DEVELOPMENT IN YOUNG CHILDREN Language development and concept formation in the early years.
(EDU) 442 ORGANIZATION OF EARLY CHILDHOOD CLASSROOMS Investigation of early childhood education principles and practices which are germane to organizing and operating the classroom for learners in grades Kindergarten through Grade 5. Students will acquire knowledge of important theoretical approaches in this area as well as practical skills applicable to their work with young children.
27

SAMPLE OBJECTIVE-COURSE MATCHING CHART

II Prerequisite Skill or Knowledge
EARLY CHILDHOOD OBJECTIVE

POL 101

PSY

ANT

810

101

102

103

GGY soc HIS

104

105

120

EPY
201

MAT

EEN

220

300

EOU 311

EDU 315

MAT 321

EDU 390

-EEN

EEN 405

EDU

HPE

EOU

EDU NSS EPY

4()7

410

417

442

442

500

Objective 03: The educ'ator

identifies concepts and

appropriate instructional s-trategies

for teaching language arts Within

an academic or application

context.

'

Content Component 0310 reading

X

X

X

X X X

X

X

Indicator 0311 teaching reading

X

X

X

X

X

X

X X

Instructional approaches used to teach reading, such as the individualized approach and the language experience approach

X

X

X

Appropriate sequence for presenting reading concepts

X

X

Appropriate instructional patterns for teaching reading such as: whole class, homogeneous,heterogeneous, and flexible grouping.

X

X

Factors affecting instructional patterns: specific instructional needs, student interest, reading level, problem solving, friendships, buddy system, cooperative learning, peer tutoring, and differentiated assignments

X

X

X

X

Concepts associated with beginning reading: visual acuity, discrimination, memory and auditory acuity, discrimination and memory, large and fine motor development, language awareness, oral language development, and print awareness

X

X

X

X

Instructional strategies appropriate for beginning readers: reading to children, talking, listening, dramatization and art and music activities

X

X

X X

X

)'..)
00

EARLY CHILDHOOD OBJECTIVE

POL

PSY

ANT

BID

GGY soc HIS

EPY

MAT

EN

EDU

EOU

MAT

EOU

EN

EN

EOUr HPE

EOU

EOU

NSS

EPY

101

101

102

103

104

105

120

201

220

300

311

315

321

390

404

4(}5

407

410

417

442

442

500

Instructional strategies may also include the use of tactile and kinesthetic modalities
Word awareness strategies may include matching words to pictures
Instructional strategies for developing visual discrimination may include sorting or matching objects by size, shape, and color
Indicator 0312 word identification
Various methods to decode words: phonics, context/meaning, structural analysis, dictionary/glossary, and semantic clues
Concepts associated with teaching word identification skills: grapheme-phoneme relationships and child's existing speaking and listening vocabulary
Concepts associated with the development of a sight word vocabulary: visual acuity, discrimination, memory, and child's speaking and listening vocabulary
Instructional strategies to teach decoding words and sight vocabulary: utilizing word cards and individual student word banks, sentence strips, preteaching new words and stories, multiple exposure to and application of new sight words, and practice
Practice may include: the development of language experience stories, exposure to cloze procedures, and playing games
Instructional strategies to teach word meaning: context clues, dictionary, sight vocabulary, and existing speaking and language vocabulary
Indicator 0313 comprehension

X X X X X X X X X X X
X X X X X X

X

X

X

X

X X

X X

X

X X

X X

X X X X X X

EARLY CHILDHOOD OBJECTIVE

POL 101

PSY

ANT

BIO

101

102

103

GGY soc HIS

104

105

120

EPY 201

/lfAT

EEN

220

300

EDU EDU

311

315

/lfAT EDU

EEN

321

390

404

EEN 405

=~

HP 410

EDU
417

EDU 442

NSS 442

EPY 500

Developing and improving comprehension
Comprehension may include: literal, inferential, evaluation or judgmental, and appreciation
Concepts may include: identifying definitions, different levels of comprehension, knowledge of the hypothesis theory, and relationship between listening comprehension and reading comprehension
Hypothesis theory as it relates to reading refers to: predicting, confirming, and rereading
Instructional strategies for developing and improving comprehension may include: appropriate questioning and discussion techniques for activating prior knowledge, building background, developing interest, setting purpose, visualization skills, games, role playing, and identifying facts, details, and supporting ideas
Concepts associated with applying vocabulary (word meaning): extending the student's concepts by expanding from the familiar to the unfamiliar, using the child's listening and speaking vocabularies to build the child's reading and writing vocabularies, teaching structural analysis, and providing concrete and vicarious experiences
Concrete and vicarious experiences to enhance comprehension may be those that move from: the concrete to the abstract, the particular to the general, the tangible to the intangible, and the egocentric to the social
Indicator 0314 study skills

X

X

X

X

X X

X X X X

X

X

X

X

X

X

X X

X X

X X X X

X

X

X X

w
0

EARLY CHILDHOOD OBJECTIVE

POL 101

PSY 101

ANT 810

102

103

GGY

soc

HIS

104

105

120

EPY 201

MAT EEN

220

300

EDU 311

EDU 315

MAT 321

EDU 390

EEN
4()4

-EEN

=~

HI'E 410

EDU

EOU

NSS

EPY

417

442

442

500

Concepts associated with study skills may include: setting a purpose for learning, teaching vocabulary of specialized subjects, identifying and using appropriate resources, interpreting graphic aids, adjusting reading rate, outlining, and using headings and subheadings

Identify instructional strategies used to teach study skills

Content Component 0320

X

written communication

Indicator 0321

X

composition

Concepts associated with teaching

X

composition may include: stages of the

writing process, content, organization, and

style, and identifying types and purposes

of writing

Stages of the writing process may

X

include: pictorial, drafting, editing,

proofreading, and publishing

Content refers to the development of a

X

controlling idea and supporting details,

Organization refers to how ideas and

details are arranged, Style refers to the use

of language to establish individuality

Types of writing: narrative, expository,

X

descriptive, persuasive, personal, and

creative writing

Instructional strategies that encourage

X

the writing process: mapping activities,

brainstorming techniques, conferring with

students, visual aids, story starters,

webbing, tree branching, and story frames

Indicator 0322 usage and

X

mechanics of writing

Standard American usage included formal

X

and inforrnal language

EARLY CHILDHOOD OBJECTIVE

'

I'OL

I'SY

ANT 810

GGY

soc

HIS

EI'Y

MAT EEN

EOU EDU

MAT EDU

EEN

EEN

f .EOU

HI'E

EDU

EDU NSS EI'Y

101

101

102

103

104

105

120

201

220

300

311

315

321

390

404

405

407

410

417

442

442

500

Dialects: social, regional, and ethnic
Mechanics: spelling, capitalization, punctuation, and formatting
Grammar: parts of speech, kinds of sentences, parts of sentences, phrases, and clauses
Educator recognizes errors in student's writing
Educator identifies instructional strategies for teaching usage and the mechanics of written composition
Educator identifies instructional strategies for teaching manuscript and cursive handwriting skills
Content Component 0330 oral communication
Concepts associated with oral communication: purposes of oral communication, adaptive language, and pragmatics
Purposes of oral communication: informing, persuading, and storytelling
Instructional strategies and activities that develop oral communication: providing creative dramatic activities, assigning oral reports, preparing taped presentations, giving speeches, role playing, class discussions, and show-and-tell
Content Component 0340 listening skills
The purposes for listening skills: appreciation, critical listening, listening for information, listening for facts, and listening for details

X

'

X

X

X X

X

X X

X X

X

X X

X

X

EARLY CHILDHOOD OBJECTIVE

POL

PSY

ANT

810

GGY

soc

HIS

EPY

MAT

EEN

EDU

EDU MAT EDU

EEN

EEN

.EDUr HPE

EDU

EDU

NSS

EPY

101

101

102

103

104

105

120

201

220

300

311

315

321

390

404

405

4()7

410

417

442

442

500

Instructional strategies and activities to develop listening skills: providing listening centers, providing the opportunity to follow oral directions, reading aloud setting purpose, and providing opportunities for the student to recall details, retell a story, give the main idea, sequence events, or offer reasonable predictions of what will happen next
Content Component 0350 children's literature
Different types of literature: fiction, nonfiction, fantasy, reality, nursery rhyme, folktale, fairy tale, fable, myth, poetry, biography, and autobiography
Criteria for selecting literature for young children: appropriateness for listening, appropriateness for reading, predictability of language, relevance of subject matter, appropriateness for age level, appropriateness of illustrations, and interest to students
Instructional strategies and activities to encourage appreciation of literature: reading good literary selections to children, discussing reading material, role playing, and writing using good literature a model
Identify situations in which the use of literature may be appropriate to enhance other subject areas

X

X

X

X X

X

X

X X

X

X

X X

X

X

X X

X

X

X X

X

GEORGIA TEACHER CERTIFICATION TESTING PROGRAM USING TEST RESULTS TO ASSESS CONTENT COVERAGE

This worksheet is designed to provide institutions with a format for reviewing their curricula in relation to test results. Institutions may wish to complete this form after completing the ObjectiveCourse Matching Chart (also found in this Appendix).

Average total test and subarea scores can be found on the Annual Institution Summary Reports.

Interpretive Caution Examinee populations of less than 20 may not provide a valid indication of how examinees at an institution typically perform. Therefore, institutions should proceed cautiously when drawing conclusions about their programs or courses based on data for low examinee populations.

Field name ---------------------------------------------------------------

Prepared by ---------------------------------

Date --------------------------

Average total test score and subarea scores are drawn from the Annual Institution Summary Report(s) for the following administration(s)

Average total test score_________________________________

Subarea name

Average subarea score

Notes about your institution's curriculum

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