Assessing Professional Knowledge : North
Dakota

Delivering Well Prepared Teachers Policy

Goal

The state should use a licensing test to verify that all new teachers meet its professional standards.

Meets
Suggested Citation:
National Council on Teacher Quality. (2011). Assessing Professional Knowledge : North Dakota results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/ND-Assessing-Professional-Knowledge--6

Analysis of North Dakota's policies

North Dakota requires all new teachers to pass a popular pedagogy assessment from the Praxis II series.

Citation

Recommendations for North Dakota

Verify that commercially available tests of pedagogy actually align with state standards.
North Dakota should ensure that its selected test of professional knowledge measures the knowledge and skills the state expects new teachers to have.  

State response to our analysis

North Dakota disagreed with this analysis but did not offer any further explanation. 

Research rationale

For evidence of the importance of pedagogy tests in improving student achievement, see C. Clotfelter, H.Ladd and J.Vigdor, "How and Why Do Teacher Credentials Matter for Student Achievement?"  Working Paper 2, Calder Institute (2007).

For further information regarding the use of performance assessments and the Teacher Performance Assessment Consortium (TPAC) in California and other states see L. Darling-Hammond, "Evaluating Teacher Effectiveness: How Teacher Performance Assessments Can Measure and Improve Teaching" Center for American Progress (2010). 

For a perspectives on the issues with teaching dispositions, see W. Damon, "Personality Test: The dispositional dispute in teacher preparation today and what to do about it" in Arresting Insights in Education Vol.2 No. 3 (2005);  J. Gershman, "'Disposition' Emerges as Issue at Brooklyn College," New York Sun, May 2005.

For evidence on the low passing scores required by states on pedagogy tests, see the U.S. Department of Education's Secretary's Seventh Annual Report on Teacher Quality (2010). Also see K. Walsh "A Candidate-Centered Model for Teacher Preparation and Licensure" in A Qualified Teacher in Every Classroom (Hess, Rotherham and Walsh, eds.) (2004)