Jerry B. Ayers

Predictive Validity of the Test of English as a Foreign Language for Asian Graduate Students in Engineering, Chemistry, or Mathematics

The validity of the Test of English as a Foreign Language (TOEFL) was examined in relation to prediction of success of 50 Asian students who had completed masters programs in engineering, chemistry, or mathematics. A significant correlation (r = .40, p < .01) was obtained between scores from the TOEFL and overall grade point average. A regression equation using scores from the TOEFL and Verbal section of the Graduate Record Examination was developed.

Toefl Performance and Success in a Masters Program in Engineering

Scores on the Test of English as a Foreign Language (TOEFL), achieved by 67 Asian graduate students seeking the Master of Science in engineering, were examined in relationship to scores on the Graduate Record Examination (GRE) and success in completing their program of study as measured by final grade point average. Significant correlations (p < .01) were obtained between TOEFL and GRE Verbal (r = .63), GRE Quantitative (r = .30), and GRE Analytical (r = .35) scores. The best predictor of success in graduate study was the Quantitative score from the GRE (r = .32,p < .01).

The Accreditation Plus Model

Much of the blame for the present condition of education in the nation has been placed on teacher education. Teacher education is in need of revision and reform. However, there is a paucity of knowledge about what the content of teacher education programs should be and about the relationship between preparation programs/knowledge base and effective teacher performance. Basic research and evaluation data by institutions preparing teachers must be collected and analyzed in order to overcome the problems associated with teacher education reforms.

A Practical guide to teacher education evaluation

1 Introduction.- 2 Background for Teacher Education Program Evaluation.- 3 The Accreditation Plus Model.- 4 Selection and Evaluation of Knowledge Bases for Teacher Education Programs.- 5 Quality Controls in Teacher Education Programs.- 6 Testing for Admissions.- 7 Evaluating Field-Based Experiences in Teacher Education.- 8 Assessing Student Performance Outcomes in Teacher Education Programs.- 9 Assessment of Faculty in Teacher Education Programs.- 10 Use of Mail Surveys to Collect Information for Program Improvement.- 11 Follow-Up Evaluation of Teacher Education Programs.- 12 Evaluating the Structure of the Education Unit.- 13 Physical Facilities Evaluation in Teacher Education Programs.- 14 Evaluating Financial Resources for Teacher Education Programs.- 15 Evaluation of Library Resources for a Teacher Education Program.- 16 Models and Modeling for Teacher Education Evaluation.- 17 Implementation of Evaluation Results.- 18 Elements of Law as They Relate to Teacher Education Evaluation.- 19 We Can Get There from Here.- Author Index.- NCATE Standards Index.

Prediction of Success in College Foreign Language Courses

THE Modern Language Aptitude Test (MLAT) has been widely used for predicting the success of college students beginning the study of a foreign language. However, few studies have been reported concerning the validity of this instrument when used in conjunction with other standardized measures. Lawrence (1959) has indicated that the MLAT is a better predictor of success in foreign language courses than are vari-

Relationship of Selected Variables to Success in a Teacher Preparation Program

Subjects (N = 603) were graduates of a four year teacher preparation program who had completed the American College Test prior to admission to the University, the Mooney Problem Check-list, Kuder Preference Record Vocational and Personal, and Survey of Study Habits and Attitudes as freshmen, and the National Teacher Examinations (NTE) as seniors. Overall Quality Point Average (QPA) and hours of credit and QPAs earned in various subject matter areas were obtained. Results of the study indicated differences in the correlational patterns of the variables for two subgroups (elementary and secondary majors). The most valid predictors of success in teacher preparation as measured by overall QPA and composite scores on the NTE, were social science and major teaching field QPAs. Subjects who had been more successful as compared with those who had been less successful in courses normally taken in lower division college work, i.e., science, social science, and English, tended to complete the teacher preparation program more successfully as measured by overall QPA and scores on the NTE.

Validity of the American College Test in Predicting Success on the Pre-Professional Skills Test

Scores derived from Pre-Professional Skills Test (PPST) are being widely used for screening students into teacher education programs. The purpose of this study was to examine the validity of the American College Test (ACT) in predicting success on the PPST. Significant correlations (p < .01) were obtained between scores from the ACT and the tests from the PPST. Regression equations using scores from the ACT and grades from college English courses were used to develop regression equations for the three tests of the PPST.

Predicting Quality Point Averages in Master's Degree Programs in Education.

mine the quality point average prediction schemes that are in use by regional state universities. In studies conducted by Nunnery and Aldmon (1964), Owens and Roaden (1966), and Herbert (1967), the undergraduate quality point average (UQPA) was found to be the best predictor of graduate quality point average (GQPA). Miller (1970) summarized a number of predictive studies in which the Miller Analogies Test (MAT) has been used to predict GQPA. Herbert (1967) indicated a need for studies of the prediction of GQPA using a combination of the UQPA, MAT, and the National Teacher Examinations (NTE). Miller (1970) reported a correlation of .71 between the MAT scores and weighted total scores of the Common Examination of the NTE.

Relationships between Scores from the ACT, PPST, NTE, ACTCOMP, and GPA

The purpose of this study was to determine the relationships that exists between entrance tests scores, for teacher education students, derived from the American College Test (ACT) and the Pre-Professional Skills Test (PPST) and outcomes measures including the National Teacher Examinations (NTE), College Outcomes Measures Project test (ACTCOMP) and overall grade point average (GPA). The subjects included 615 students who had completed a teacher education program and were eligible for licensure. Significant correlations (p < .01) were obtained between all scores from the four tests and GPA. Regression equations using scores from the ACT and PPST were developed to predict NTE and ACTCOMP scores and GPA. ACT scores were the best predictors of the outcomes measures.

We Can Get There from Here

Ever since a chance glance at the title of an article caught the eye of one of the editors some months ago, it seemed that this chapter could have only one possible title, the one you see here. The article is titled, “Which Way to Millinocket?” In it, Gideonse (1987) refers to the punchline of a classic example of Downeast comedy, which reads, (sans dialect), “you can’t get there from here.” It is true that education has been in trouble, heading along the path which is clearly marked with that punchline. It is possible to improve education, but educators must assume the responsibility for directing those improvements or state legislatures and governing boards will take that responsiblity upon themselves, as has been demonstrated in such states as Texas, Virginia, West Virginia, and California. Evaluation is a crucial part of the reform effort. We must begin to implement the findings from our research efforts, particularly the follow-up studies of teacher education graduates.