Development Of The Standards And Assessments - By: brix ovng

Over a seven-year period, the board worked to identify the essential characteristics of accomplished teaching and to develop a method for identifying teachers who demonstrated these practices. Their product is a set of standards for 25 teaching specialty areas. The standards in each area describe the ways accomplished teachers demonstrate that they know their students, their subject matter, and how to teach it; think systematically about their practice; and learn from their experience. Assessments for each specialty were designed to allow teachers to demonstrate their proficiency in classroom settings. To earn NBPTS certification, teachers must respond to six computer-based constructed-response exercises that measure subject matter knowledge and must assemble a portfolio consisting of videotapes of their teaching, written reflections on their goals and the outcomes of the lesson submitted, and student work.

We reviewed the processes used by the NBPTS to develop content standards for each specialty area as well as exercises to assess them. The board convened a diverse group of experts to develop standards for high quality teaching, and it solicited considerable feedback before adopting the standards. Its development of standards and assessments for a wide array of teaching specialty areas is a significant accomplishment. Overall, we conclude that the board's approach was reasonable and, for the most part, conforms to professional standards for certification tests.

We highlight two concerns, however. First, we initially encountered difficulty in obtaining documentation that was sufficiently detailed, although we note that the board eventually provided the information we needed to conduct our review. The board did not have a technical manual readily available, and the version it eventually provided was incomplete and still in draft form. Professional standards call for a testing program to maintain documentation about the technical characteristics of its assessments, and we recommend that the board make improvement in this area (Recommendation 5-1). Ongoing evaluation of an assessment program is critical to maintaining its quality and credibility, and providing thorough documentation that is easily accessible to outside evaluators is a critical element of this process.

Our second concern relates to the translation of the standards statements into assessment exercises. While the content standards are written in a readable style, the language is imprecise. Translating the general statements of the standard to specific assessment exercises requires a significant amount of judgment on the part of the test developer. We recommend that the board develop more precise explanations of the standards to facilitate the work of the test developer and to ensure that the assessment exercises measure the intended skills.

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