- Ll.f I E3.l5. tLL m/ \O)CJ4 C4 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. -' 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 3 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. 4 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 :'::llO DI~UTJV t Preceders C.aroctorilti co tiAhot I Jostroctiou\ Strltttin Stott ond fodrrat law lodhidolliztd Edocatitn Prot Prtgru hhuioo Skills l SCDRE _ _ _ m210 I 1 296 I 335 400 EURIIEE X FAILED SSN: 00000-000D Tes!Dale: S.,ltobtr 10 1994 Test: LUIMIIC IJSAillllJES Status: lid Itt P111 .' / 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. IATC_..,_'"' - - ' - ' " " - 1 0 , 1 1 1 4 -"--1114 A 11.!1 111111111 - -222-22-2222 333-33-3333 III-IWill ------777-77-7777 T I!lll!!!ll 11Gonnon 02-- 01footy~ -Foil Foil 12!!1 252 333 317 O.Sodll- Foil ,._.,.,.Ed. Foil 2-..02_Gr_ -..... 24-c--. ..... 2 3 - - - - - 1 1 - - 277 243 32J 373 337 348 T. . .......... 121!11 2!!11 3:18 200 400 200 334 317- 111CW4 328 302 314 300 314 371 IJ1CW4 221 3, 343 321 377 337 1JHJM 2JO - - 271 280 2.W 280 IJ1CW4 247 2aa 253 251 211 211 211 111CW4 371 377 380 348 342 713011M 33e 310 314 318 323 301 e11oJtM - - 331 361 381 400400 1!1CW4 314 343 314 314 337 314 331 e/10/M :187 373 JO 311 2. . 317 1111/M c... !XII 1ot "- 1ot Grid 1ot UIEd 1ot Grid 1M "- --1ot 1ot 1ot Grid Grod c- Grod 1 UIEd 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. 0I2I L-----------------------------------~ 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