Testing Teacher Performance
Bibliographic Data
| ID | 4050004 |
|---|---|
| Authors | Elaine P Witty (corresponding author) |
| Year | 1986 |
| Volume | 55 |
| Issue | 3 |
| Pages | 358 |
| Publication date | 1986-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2295106 |
| OpenAlex | W1979131752 |
| Language | EN |
| Citations received | 4 |
Teacher testing as a means to ensure quality in the teaching profession is now accepted as a part of the teacher-preparation or certification program in thirty-eight states. The value and impact of the current teacher-testing movement is beginning to receive considerable attention. These tests purport to measure knowledge considered important to teaching effectiveness. They do not claim to predict classroom performance or to measure indicators of classroom performance. While the tests do not predict actual teaching performance, it is argued, they are contributing to the reduction of minority teachers at great expense to minority children and to society at large, without providing commensurate gain in educational quality.1 The failure rates of black and other minority teacher candidates have ranged anywhere from two to ten times higher than those of white candidates. As a result of these high failure rates, it is predicted that by 1990 only 5 percent of the teaching force in the United States will be minority.2 A second screening procedure now emerging in state teacher certification programs is beginning-teacher-assessment programs or apprenticeships. These programs do attempt to measure classroom performance. They are not yet receiving the attention they deserve; however, they are potentially as threatening to the retention of black and other minority teachers as the teacher tests have been. On the other hand, beginning-teacher-assessment programs also hold the potential to help increase, in the long run, the number and percent of black and other minority teachers. If the apprentice
Mathematics education · Pedagogy · Educational Assessment and Improvement · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,11 |
| Citation span | 1988 - 2012 (25) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |