Pre-Service Preparation of Teachers in Educational Measurement. Final Report / Samuel T. Mayo.

Because teacher training programs have put relatively little emphasis on the evaluative role of teachers, a project was conducted to determine what teachers need to know, what beginning teachers do know, and what they later learn about measurement. The Measurement Competency Test, developed through consultation with a national sample of experts, was administered in 1964 to a sample of 2,877 senior education majors in 86 randomly chosen teacher-training institutions. Statistical analysis of the data, with that from the 1966 posttest (N=541), revealed that the test scores were unrelated to the kind, selectivity, or location of the institution; scores were related to teaching field, amount of test and measurement course work, and verbal ability. Major conclusions are that (1) there is general agreement on the importance of some measurement compentencies for teachers, but a strong bias against statistics among some teachers; (2) beginning teachers do not demonstrate a very high level of measurement competency, and they show very small gain two years after graduation. It is recommended that some measurement course work be made compulsory, that all be made more meaningful, and that further research be conducted. Included are an 18-item bibliography, the Measurement Competency Test, statistical tables, and materials used for developing the test and conducting the study. (JS)

Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.