Should standardized testing define our profession

Bibliographic Data

ID21369982
AuthorsLisa Borden-King, Warren Gamas, Kathy Hintz, Chelsie Hultz (0000-0003-3121-2738)
Year2020
Volume101
Issue6
Pages24-28
Publication date2020-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePhi Delta Kappan (JOURNAL)
Journal identifiersISSN: 0031-7217 • E-ISSN: 1940-6487
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0031721720909586
OpenAlexW3008678484
LanguageEN
Citations received1
References cited10

Accreditation agencies and organizations calling for higher academic standards in the teaching profession have called for increasing minimum grade point averages and scores on standardized tests. However, it’s not clear that these requirements actually improve teaching. Lisa Borden-King, Warren Gamas, Kathy Hintz, and Chelsie Hultz researched whether teacher candidates’ scores on the Core Academic Skills Tests for Educators or their grade point averages correlated with scores on final student-teaching evaluations. They found no correlation between test scores and GPAs and how well teacher candidates performed as student teachers. They propose that, instead of focusing on standardized tests as admission criteria, teacher education programs should incorporate more clinical practice time, with opportunities for feedback that candidates can use to improve their teaching or decide not to enter the profession

Academic standards · Accreditation · Curriculum · Entrance exam · Higher education · Mathematics education · Medical education · Pedagogy · Point (geometry) · Political science · Standardized test · Test (biology) · Educational Research and Pedagogy · Mathematics · Medicine · Psychology · Student Assessment and Feedback · Teacher Education and Assessments