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Vocabulary practice

Ex. 1. Match the following columns and explain the meaning of the word combinations.

Abuse

Violence

Teacher

Fingerprint

Established

Foreign

Liberal

Individual

Quality

Candidate

evaluation

clearance

profile

prevention

credentials

certification

movement

standards

identification

arts

Ex. 2. Give the Russian equivalents to the following.

Teaching assistants; pupil personnel service; school counselor; social worker; supervisory personnel; moral character; technical teacher; school administrators; student books; collegiate study; liberal arts; minority cultures.

REVIEW QUESTIONS

1. What is the essence of the certification process?

2. What is your major category of certificates to be issued?

3. What candidate profile do you fit?

4. What requirements should you satisfy to get certified as a teacher?

5. What tests do you have to take to be certified as a teacher?

6. What are the testing requirements?

7. How do these test requirements affect applicants from other states?

8. What documents must you submit to begin the certification process?

9. What documentation must be submitted before you can obtain teacher certification?

3

TEACHER CERTIFICATION EXAMINATIONS

DISCUSSION

In groups of two or three discuss the following points and report back to the class on your major conclusions.

1. What requirements should you satisfy to get certified as a teacher?

2. What tests do you have to take to be certified as a teacher?

3. What are the testing requirements?

4. How do these test requirements affect applicants from other states?

PRE-READING ACTIVITIES

Vocabulary enrichment

Make sure you can explain in your own words what the following words mean.

academic

admission

adolescence

assignment

bulletin

community

compliance

content

criterion

curricula

dimension

domain

educator

eligible

examination

explicit

feasible

format

framework

humanities

panel

performance

response

review

survey

test

to collaborate

to diminish

to facilitate

to familiarize

to forge

to foster

to hinder

to impede

to implement

to implicate

to interact

to reflect

READING ACTIVITIES

Answer these questions with a partner before you read the texts below. If you can’t answer the questions now, try to answer them after reading the texts.

  1. What is the purpose of the teacher certification examinations?

  2. How are the test objectives developed?

  3. What should test questions match to?

  4. What tests are you required to take to receive an initial New York State teaching certificate in most fields?

I. About the nystce

The New York State Teacher Certification Examinations (NYSTCE) are criterion — referenced and objective-based tests. A criterion-referenced test is designed to measure a candidate's knowledge and skills in relation to an established standard rather than in relation to the performance of other candidates. The explicit purpose of these tests is to help identify candidates for certification who have demonstrated the level of knowledge and skills that are important for performing the responsibilities of a teacher in New York State public schools.

Each test is designed to measure areas of knowledge called sub-areas. Within each subarea, statements of important knowledge and skills called objectives define the content of the test. The test objectives were developed for the New York State Teacher Certification Examinations in conjunction with committees of New York State educators. In 1998 the New York State Teacher Certification Examinations underwent an updating process to align their content with new student learning standards and to ensure that the testing program continues to address the knowledge and skills needed by teachers in New York State's public schools. This updating process included a review of the test objectives and test questions by committees of New York State educators and a statewide job analysis survey of approximately 3,500 New York State teachers and approximately 500 teacher educators. Each survey respondent reviewed the objectives to ensure that only objectives that are important to the job are included for testing.

Test questions matched to the objectives were developed using, in part, textbooks; New York State learning standards and curriculum guides; teacher education curricula; and certification standards. The questions were developed in consultation with committees of New York State teachers, teacher educators, and other content and assessment specialists.

A review of the passing standards for the NYSTCE was undertaken with the involvement of panels of New York State educators. These panels of educators provided input regarding the passing standards to the Commissioner of Education, who established the passing score for each test. The higher passing standards for the NYSTCE were phased in over a three-year period, with the three increases in passing standards occurring in October 1998, October 1999, and October 2000.