A COMPARISON OF THREE METHODS FOR ESTABLISHING MINIMUM STANDARDS ON THE NATIONAL TEACHER EXAMINATIONS

Minimum standards were established for the National Teacher Examinations (NTE) area examinations in mathematics and in elementary education by independent panels of teacher educators who had been instructed in the use of either the Angoff, Nedelsky, or Jaeger procedures. Of these three procedures, only the Jaeger method requires that normative data be provided to the judges when evaluating the items. However, it was of interest to study the effect such information would have upon the standards obtained using the other two methods. Therefore, the design incorporated three sequential review sessions with the level of normative information different for each. A three-factor ANOVA revealed significant main effects for methods and sessions but not for subject area. None of the interactions was significant. The anticipated failure rates, the psychometric characteristics of the ratings, and other factors suggest that the Angoff procedure, as modified during the second session of this study, yields the most defensible standards for the NTE area examinations.     

Counselor Education Courses in Program Evaluation and Scientific Research: Are Counselors Being Prepared for the Accountability Press?

Counselor education programs listed in Counselor Preparation 1980 were surveyed to determine the proportion of required coursework devoted to instruction in scientific research and program evaluation. Regardless of area specialization, department size, or academic unit in which the program is housed, responding counselor education programs were found to devote approximately twice as much required instructional time to scientific research as to program evaluation. A rationale and suggestions for change are presented.