Report of Minnesota's Three-Year Administration of the Pre-Professional Skills Tests, 1987-90.

Institution	Minnesota State Board of Teaching, St. Paul.
Titel	Report of Minnesota's Three-Year Administration of the Pre-Professional Skills Tests, 1987-90.
Quelle	(1991), (98 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Analysis of Variance; Beginning Teachers; Chi Square; Comparative Testing; Elementary Secondary Education; Higher Education; Licensing Examinations (Professions); Mathematics Tests; Minimum Competency Testing; Reading Tests; Scores; State Programs; State Surveys; Teacher Certification; Testing Programs; Undergraduate Students; Writing Tests; Minnesota; Pre Professional Skills Tests + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesetest; Regierungsprogramm; Writing test; Schreibtest
Abstract	The Pre-Professional Skills Tests (PPST) of reading, mathematics, and writing are three separate tests designed to measure basic proficiency in these areas. In response to a mandate from the State Legislature, the Minnesota Board of Teaching adopted these tests, developed by the Educational Testing Service. An evaluation of the 3 years of administration of the PPST was conducted using data tapes from the 1987-90 examinations. Analysis was largely descriptive, obtaining frequency distributions of the testing groups and subgroups. Additional analysis included t-tests, analysis of variance, and chi-square procedures. Of the 21,521 examinees who took 1 or more PPST tests, most (75.3 percent) were female, and most (85.8 percent) had enrolled in or completed their undergraduate preparation at a Minnesota college or university. Only 1.8 percent of the examinees were minority group members. Overall, passing rates on the first attempts on the three PPST skills tests were 89.2 percent for reading, 95.1 percent for mathematics, and 88.2 percent for writing. Comparisons of subgroups showed a number of statistically significant differences in performance. Implications of these differences are discussed. Data indicate that for both Minnesota candidates and out-of-state candidates, the higher the education level at the time of taking the examination, the higher the level of performance. Forty-five tables present results of the analyses. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC