General Teacher Preparation Policy
The state should use a licensing test to verify that all new teachers meet its professional standards. This goal was not graded in 2017.
Pedagogy Test Requirement: Massachusetts requires the Candidate Assessment of Performance (CAP) as a requirement for program completion from all teacher preparation programs. CAP is a five-step cycle that includes self-assessment, goal setting, plan implementation, formative assessment and a summative evaluation. It is aligned with the state's Educator Evaluation Framework and incorporates evidence of growth in student learning, feedback from students, and announced and unannounced observations. The CAP assesses teacher candidates in a practicum setting. It aims for more standardization primarily through its use of a rubric with descriptors for various levels of performance and alignment with the state's teacher evaluation system.
Massachusetts Tests for Educator Licensure (MTEL) http://www.doe.mass.edu/mtel/testrequire.html Candidate Assessment of Performance http://www.doe.mass.edu/edprep/cap/?section=guidelines http://www.doe.mass.edu/edprep/cap/guidelines.pdf
Ensure that performance assessments provide a meaningful measure of new teachers' knowledge and skills.
While Massachusetts is commended for requiring a performance-based assessment, the state should carefully monitor and collect data about the validity of this assessment. Additional research is needed to determine how performance assessments compare with other teacher tests, as well as whether the test score is predictive of teacher effectiveness.
Massachusetts recognized the factual accuracy of this analysis.
A good pedagogy test puts teeth in states' professional standards. In order to ensure that the state is licensing only teachers who meet its expectations, all content and pedagogy standards must be testable. State standards that cannot be assessed in a practical and cost-effective manner have no value. Examples of knowledge that can be tested include the basic elements of good instruction, effective means of communicating with children, efficient use of class time, effective questioning techniques, smooth classroom routines, the importance of feedback, means of engaging parents, the best methods for teaching reading as well as other subjects, appropriate use of technology, knowledge of testing and assessments, and the fundamentals of addressing individual learning challenges.
States should not use tests meant to measure new teachers' professional knowledge that utterly fail to do so, either because the passing score is set so low that anyone—even those who have not had professional preparation—can pass or because one can discern the "right" answer on an item simply by the way it is written.
Performance assessments are an important step in the right direction. Increasing numbers of states are adopting performance assessments to evaluate teacher candidates' pedagogy before an initial license is granted. A performance assessment can be of much more value than a traditional multiple choice test. However, states need to make sure that such tests are technically sound, especially given the significant resources that it takes to administer and score performance assessments. The past track record on similar assessments is mixed at best. The two states that required the Praxis III performance-based assessment reported pass rates of about 99 percent. A test that nearly every aspiring teacher passes is of questionable value. Additional research is needed to determine how the next generation of performance assessments, including the edTPA, compares to other teacher tests as well as whether the test's scores are predictive of student achievement.