The use of national teacher examinations as one criterion for selection of teachers and other administrative purposes

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This thesis,having been approved by the special Faculty Com mittee ,is accepted by the Graduate School o f the University o f W yom ing , in p artial fu lfillm e n t o f the requirements fo r the degree o f

____

D ean o f the Graduate School.

Date_

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THE USE OF NATIONAL TEACHER EXAMINATIONS AS ONE CRITERION FOR SELECTION OF TEACHERS AND OTHER ADMINISTRATIVE PURPOSES

Thesis submitted to the Department of Educational Administration in the College of Education and The Graduate School at the University of Wyoming in partial fulfillment of requirements for the degree of Master of Arts

by Bert L. Melchar

Laramie, Wyoming August, 1950

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TABLE OF CONTENTS CHAPTER I.

PAGE

INTRODUCTION AND PROBLEM ....................

1

The p r o b l e m .............................

2

Procedure.............................

II.

*

2

Composition of questionnaires.............

4

Contact c a r d ............................

8

Questionnaire returns

...................

9

Importance of the p r o b l e m .................

11

HISTORY OF THE NATIONAL TEACHER EXAMINATIONS . .

15

Nature and scope..........................

15

The common examination battery .............

16

The optional examinations

................

16

Interpretation of teacher examinations scores

17

Evidence in support of National Teacher Examinations............................

17

Results of Examinations as e x p e c t e d .......

18

The South Carolina study ..................

18

Desirable traits found together

20

. .........

National Teacher Examinations formulated by experts............................. Number of examinees increasing .............

20 21

Content of Examinations— best proof of validity...............................

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21

ill CHAPTER

III.

PAGE Questions...............................

22

Uses of National Teacher Examinations . . . .

24

ANALYSIS OF TEACHER QUESTIONNAIRES ...........

26

Experience of teachers replying ...........

26

Years Examinations were taken hy teachers . .

27

Purposes of taking t e s t s ...........

28

Evaluation of tests as an aid in teacher selection . . . .

IV.

...............

29

Added benefits to individual teachers . . . .

31

Coaching and cramming Influence ...........

31

Relationship of teacher growth and the Exams

32

Uniformity among teachers ................

32

Progressive teaching and Examinations . . . .

32

Suggestions made by t e a c h e r s .............

33

ANALYSIS OF ADMINISTRATOR QUESTIONNAIRES . . . .

35

Other purposes of tests..................

36

Reaction of teachers

.....

39

Cramming and the E x a m s ..................

39

Questionnaire question seven

39

...........

.............

Experimentation, progressive teaching and the Examinations.................. Teacher growth vs Examinations

V.

40

...........

40

Changes recommended ......................

41

SUMMARY AND CONCLUSIONS....................

43

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iv CHAPTER

PAGE Summary ofteacherquestionnaires ...........

43

Summary ofadministratorquestionnaires . . .

44

Conclusions.............................

45

BIBLIOGRAPHY...................... ..............

48

APPENDIX.......................... ..............

50

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LIST OF TABLES TABLE I*

PAGE Number of Teachers Taking Tests .................

27

Purposes in Taking Tes ts ....................

28

Classified by Years II. III.

Evaluation of Tests as an Aid in Teacher Selection

IV.

................

30

Other Purposes of Tests Given by Administrators

V.

. . .

. . . . ................

37

Value of Tests in Accomplishing Stated Aims as Rated by Administrators...........

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38

LIST OF FIGURES FIGURE 1.

PAGE

Geographic Distribution of Teacher Questionnaire Replies

2.

...............

10

Geographic Distribution of Administrator Questionnaire Replies ......................

12

5,

Purposes in Taking T e s t s ....................

29

4.

Teacher Evaluation of National Teacher Examinations as an Aid in Teacher Selection. .

5.

Requirement of Scores on National Teacher Examinations as Part of Application Credentials

6.

51

36

Purposes Other Than Teacher Selection forUsing National Teacher Examinations as Given by Administrators

............................

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37

CHAPTER I INTRODUCTION AND PROBLEM The important duty of a school and its administrators, which overshadows all others, is the selection of qualified and capable teachers.

Textbooks, physical equipment, and

curriculums are necessary accessories; but effectiveness of any educational program will be determined by the quality of teaching that is demonstrated by the teaching personnel of that institution.

In a recent report, Ryan1 expressed

the opinion of the majority of school executives when he said, "Without doubt, the selection of capable teachers is one of the important, if not the most important, concern of professional education." With this thought in mind, the American Council on Education sponsored the National Teacher Examinations. These examinations consist of a battery of tests designed to measure the professional background, mental ability, and general cultural knowledge of teachers.

The testing

program has been placed in use in cooperation with school systems and teacher educational institutions through the facilities of the Education Testing Service.

1 Ryans, David G., "The 1948 National Teacher Examina­ tions," Journal of Experimental Education. 17:1, September, 1948.

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2 The Problem The problem In this study was one of securing and analyzing the reactions and opinions of teachers who had taken the National Teacher Examinations and of adminis­ trators who had used or were familiar with the National Teacher Examinations as to how well the Examinations actu­ ally aided in teacher selection and in accomplishing other stated aims. What was the purpose in taking the Examinations?

Are

the Examinations a worthwhile means in selecting teachers? Are the common objections to the Examinations valid?

Do

you require applicants to furnish Examination scores as a part of their credentials?

What do you feel the reaction of

the better qualified teachers toward taking the Examinations to be?

For what other purpose do you make use of the Exam­

ination scores?

The analysis of answers to such questions

as these formed the material of this study. Procedure Such teachers and administrators should be able to make practical evaluations.

True,

these statements from teachers

and administrators may be subjective in nature, but the over-all evaluation will point to conclusions worthy of consideration.

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3 All opinions and reactions were secured through the use of written questionnaires.

The analysis of these

opinions and reactions has been made through a statistical study of the questionnaire replies. There was no attempt to analyze the content of the National Teacher Examinations.

The Examinations were con­

structed by subject-matter experts and test technicians under the sponsorship of the American Council on Education. Individual test items were prepared by special editors, were administered experimentally, and were carefully analyzed and criticized by experts and specialists before the Exami­ nations were issued.

The content of the tests xms in no

way a matter for evaluation in this study. Neither was the method of construction in any way criticized or studied in this paper. The uses which have been made of the National Teacher Examination results in the past were not a part of this present work. Before proceeding further, it must be remembered that no exaggerated claims are to be made for the use of the National Teacher Examinations in teacher selection.

Tests

will reveal what a candidate knows; but they will not reveal directly his personality, his classroom rapport, his integ­ rity and character, and various other traits.

Supporters

of National Teacher Examinations do contend that successful

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4 selection of teachers will use Examination results in com­ bination with other significant information. All recognized sources of information about the teacher, including records, classroom observation, and interviews, must be used in combination with the Examination results before a valid and reliable judgment can be made.

No one

of the sources named, independent of others, tyill be com­ pletely sufficient.

National Teacher Examinations measure

abilities and contribute significantly to this complex of many-sided function of good teaching but by no means com­ prise the whole of it.^ Composition of Questionnaires The questionnaires used in this study were constructed with the aim in mind of Including specific questions, the answers to which would reveal the reasonableness and valid­ ity of many of the common objections made to the National Teacher Examinations.

Two questionnaires were used— one

for teachers and another for administrators.

This was done

since the experience of the two groups with the tests would be quite different and would thus necessitate different answers.

Some questions were included so that the stated

2

Ryans, David G-., "The Use of the National Teacher Examinations in School Systems," Educational Administration and Supervision. 35:66, February, 1949.

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5 purpose of giving or taking the Examinations and the value gained by the individual or school system might be deter­ mined.

The basic aim was to determine by questions just

hoi* well, in the opinion of those taking or giving the tests, these tests actually aided in teacher selection. A tentative questionnaire was sent to a small number of teachers and administrators known to have either taken the tests or to be familiar with them.

These people were

asked to criticize and make suggestions to strengthen the questionnaire and methods of procedure.

Some of these

suggestions accounted for changes made in the final ques­ tionnaire . In the teacher questionnaire, questions 1 and 2 were included so that the experience of the teacher and when and how often the Examinations had been taken could be known. This, of course, would influence opinions and answers on all other questions.

The answers to these first two questions

either strengthened or weakened the force of other answers. Answers to question 3 should establish the purposes teachers had in taking the tests, and question 4 mainly revealed the teacher's evaluation of the Examinations as a means of selecting teachers. Question 5 was not used in the preliminary survey questionnaire but was included in the final study since it was suggested by teachers and seemed to be of value.

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It

6 mainly showed the value the teacher himself felt he had gained from taking the tests. Questions 6, 7, 8, and 9 were designed as a means of determining whether or not the common objections made to the National Teacher Examinations were felt to be valid objections by those persons who had actually taken the tests. Since the National Teacher Examinations are compara­ tively new in the field of education, many people are skeptical of their value as one criterion for the selection of teachers.

Douglass3 discussed several objections that

have been raised concerning the Examinations. none of them serious obstacles.

He considered

First, some people fear

that schools will coach students for the Examinations and neglect to develop growth along lines not measurable by written examinations.

Questions 6 and 7 were placed in the

questionnaire in order to give teachers an opportunity to register their reactions to this phase of the study. Another objection is the danger of developing uniform­ ity of teachers.

Question 8 gave opportunity to reveal the

validity of this objection.

3 Douglass, Harl R., "National Teacher Examinations— Menace or Answer to Prayer," The Nation^ Schools. 27:25, June, 1941.

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7 A third major objection to the National Teacher Exam­ inations was that the use of the Examinations would dis­ courage experimentation or progressive teaching.

Question

9 was used as a definite means of registering the serious­ ness of this objection.

The original questionnaire gave

opportunity for checking this in two ways only— either that it accelerated or discouraged such progressive teaching. At the suggestion of teachers who answered the preliminary questionnaires, a third answer was added— Neither___. Question 10 provided teachers an opportunity to make a few suggestions which might be pertinent to future plans of the testing prograin. Many other questions, both worthwhile and Important, could have been added; but every effort was made to keep the questionnaire short, simple and easy to answer.

A copy

of the questionnaire sent to teachers appears in the Ap­ pendix om page 50. The questionnaire constructed for administrators was very similar to that used for teachers with the exception that question 4 was enlarged considerably, a.nd one question was added. The reason for using question 1 was to give an idea of the extent of the use of the Examinations.

Question 2 was

used to decide whether or not test scores were actually considered when an applicant’s credentials were checked.

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Replies to question 3 revealed other purposes in mind at the time administrators had used the Examinations. Question 4 afforded the administrators a chance to evaluate just how well they felt the tests had served in the purposes previously stated. Question 5 made an opportunity to register opinions as to what was the attitude of teachers taking the tests. Questions 6, 7, and 9— all of which were duplicates of the same questions in the teacher questionnaire— were specific opportunities for the administrator to record re­ actions either much like the common objections mentioned by Douglass^ or to record reactions which would invalidate the full strength of these objections. Questions 10 and 11 were both included to give persons an opportunity to suggest improvements.

As in the first

questionnaire, many questions were omitted in order to keep the entire questionnaire as brief as possible yet allow for effective checking. A copy of the questionnaire sent to administrators appears in the Appendix on page 52. Contact Card Because of the confidential nature of the Examinations, lists of teachers having taken the tests were not available.

4 Douglass, loc. cit.

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9

However, a list of the school systems and superintendents endorsing the use of the National Teacher Examinations and requiring or encouraging applicants for positions in their school systems to submit records on these Examinations was obtained from the Educational Testing Service of Princeton, New Jersey. A double post card (see figure page 54 in Appendix), that provided a detachable card for returning, was mailed to 340 of the listed superintendents on the first of December 1949. Of these 340 cards mailed, 141 were returned, indicating a desire to help with the final study.

Four hundred and five

teacher questionnaires and eighty administrator question­ naires, as requested on the returned cards, were mailed early in January of 1950.

Each questionnaire was accompanied

by a self-addressed, stamped envelope. Questionnaire Returns Of the 405 teacher questionnaires mailed at the request of administrators, a total of 218 (53.8 per cent) were re­ turned.

Fifteen states were represented in these returns.

Massachusetts alone showed a return of eighty-one question­

naires.

New York, Rhode Island, New Jersey and Pennsylvania

(in order named) were also states showing high returns.

This

would be expected since the testing headquarters are in New Jersey and the Examinations have naturally been given

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Geographic

Distribution

of Teacher

Questionnaire

Replies

IQ

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11 wider use in this area.

Illinois, Kansas and New Hampshire

each had one return only.

Other states represented in the

study were Montana, Ohio, Minnesota, North Carolina, Vermont, Indiana, and Wyoming.

(See map on page 10.)

Eighty questionnaires were mailed to administrators and of this number, 41 were returned. 51.2 per cent return. these replies.

This represented a

Sixteen states were represented in

Massachusetts and Pennsylvania were most

often represented In the replies.

Vermont, Minnesota, South

Dakota, Connecticut, Montana, Missouri, and Mississippi each returned one questionnaire only.

Other states respond­

ing were New Jersey, Wyoming, Rhode Island, New York, Indi­ ana, Ohio, and Illinois.

(See map on page 12.)

Importance of the Problem The point of view of the National Committee with respect to the place of objective examinations in teacher selection has been well summarized in an article by Wood:5 Examinations can and should be used as a phase of teacher selection, but not as the sole basis for selecting teachers or for placing candidates in order on eligibility lists. Common sense has long told us, and recent research has confirmed the fact,

that

objective examinations do not and cannot measure the total subtle complex which we cell teaching ability.

Wood, Ben D., ’’Making Use of the Objective Examina­ tion as a Phase of Teacher Selection," Harvard Educational Review. Vol. 10, No. 3, May 1940, pp. 277-282.

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of Administrator Geographic

Distribution

FIGURE

2

Questionnaire

Replies

12

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13 When we are concerned, with a complex that includes such fundamentally different factors as intelligence, general culture, professional information, special subject-matter mastery, moral character, interest in children, emotional stability, personality, physical health and energy, etc., it is, or ought to be, obvious that no one type of measurement, such as the examination, can be an adequate basis for selec­ tion. To neglect examinations of intelligence, general culture, and professional information because they do not also measure certain aspects of personality, moral character, interest in children, and other important factors that determine teaching ability, would be as illogical as to neglect the use of the clinical thermometer and stethoscope because they do not measure a thousand other important diagnostic factors . . .. The validity of the examinations should be judged by the accuracy with which they measure, not the total complex of teaching ability, but those parts which they are designed to measure, namely, intelligence (linguistic and quantitative), general and special cultures of the types judged desirable by the teacher-selecting authorities, and professional information. The problem of this study— to present a statistical analysis of the total evaluation by teachers and adminis­ trators of the National Teacher Examinations mainly as an instrument for aiding in teacher selection— is even more important when the place of the written examinations is understood.

The point of view of the National Committee

with respect to the place of objective examinations given above is the evaluation by the expert, the trained tech­ nician and the leader in the field.

This paper presents

the evaluation of the same Examinations by the people who use the tool and by those who have had it used 'on them.'

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14 Thus, the combined reports give s. more complete picture of the situation as it actually is. Dr. David G-. Ryans, Executive Secretary of the National Committee on Teacher Examinations of the American Council of Education, was informed of the proposed study on the uses of the National Teacher Examinations.

So also was Mr. John

T. Cowles, Senior Project Director of Educational Testing Service.

The Educational Testing Service of Princeton,

New Jersey, is in charge of the administration of the testing activities of National Teacher Examinations. Both of these men replied giving helpful suggestions and sending useful printed materials which were used in the later study.

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CHAPTER II HISTORY OF THE NATIONAL TEACHER EXAMINATIONS Nature and Scope The history of education in the United States has been marked by continuous advancement gleaned from the results of research and experience.

This knowledge has cumulatively

contributed to a more successful meeting of the needs of children and young people as future citizens of our democ­ racy.

It is evident that a need for a better basis of eval­

uating the qualities and preparation of our future teachers is necessary.

The answer can be determined b y research, as

it has been done in the past. In an attempt to meet this need, the National Teacher Examinations were developed under the sponsorship of the American Council on Education.

These examinations were

formulated, as previously mentioned, to measure the pro­ fessional background, mental ability, and cultural knowledge of teachers.

Cooperating school systems and teacher ed­

ucational institutions have used the tests through the facilities of the Education Testing Service. The Examinations were first given in 1940 and were designed to be a comprehensive survey of abilities and knowledge believed to be important in teaching.

Every item

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16 in each test was written by a recognized authority in a particular area, then edited by critics.

The areas covered

by the National Teacher Examinations can be shown by a com­ plete list of the battery of tests as follows:

£ The Common Examination Battery Professional Information Education as a Social Institution Child Development and Educational Psychology Guidance and Measurement in Education General Principles and Methods of Teaching Mental Abilities and Basic Skills Non-verbal Reasoning Verbal Comprehension English Expression General Culture History, Literature, and Fine Arts Science and Mathematics Contemporary Affairs The Optional Examinations (Examinations to show mastery of subject-matter to be taught and taken at the wish of the applicant.) Education in the Elementary School English Language and Literature Social Studies Mathematics Physical Science Biological Science

Latin French Spanish German Industrial Arts Education

® Ryans, David G., 0£. cit.

pp. 73-74.

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17 Interpretation of Teacher Examinations Scores

7

After completion, tests are scored, and the individu­ a l ^ scores are reported on cards in appropriate spaces in terms of a scaled score*

This scaled score refers to a

common scale which has been developed so that a score of 50 will be roughly similar in meaning to an I Q of 100 for an intelligence test.

A scaled score of 60 would be comparable

to an average performance, 70 to SO would be superior, and above SO would be regarded as exceptional. Evidence in Support of National Teacher Examinations The arguments, tests results, and experiences which appear important in establishing the general validity of the claims for the Examinations as a criterion for teacher selec­ tion will be discussed in the following paragraphs. The practice of requiring applicants for teaching posi­ tions to furnish scores from the Examinations as part of their credentials has become wide spread and is increasing yearly. Cities now using the tests are Cleveland, Dayton, Detroit, Houston, Milwaukee, Newark, Oakland, Omaha, Philadelphia, Pittsburg, Portland, Providence, Salt Lake, and San Antonia.

7 Ryans, David G . , 0£. cit., p. 76. ^ "National Teacher Examinations," Illinois Education. 54:75-76. November, 1945*

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18 Results of Examinations as Expected Candidates w.ho have taken the tests show scores which one would expect.

Mathematics and the physical science

groups were outstanding on the Reasoning Test, this test being designed to measure the type of ability involved in reasoning with the abstract rather than verbal materials. Language groups are superior on English Expression Tests, that of measuring verbal materials.

Social studies, science

and mathematics groups are high on their respective sections in the General Culture Test, and, for example, social studies teachers made the highest scores on the Contemporary Affairs o section of this test. The South Carolina Study A study by Dr. Daniel

io

in investigating the qualities

and qualifications of teachers approached the problem by securing from school administrators, supervisors, teachers, and pupils names of living teachers whom they regarded as the most excellent within their experience.

These teachers thus

designated as excellent were asked to give information about

9 Flanagan, John C., "An Analysis of the Results From the First Annual Edition of the National Teacher Examina­ tions," Journal of Experimental Education. 9:239, March, 1941. Crow, E. R., "Teacher Examinations and the South Carolina Certification Program," Educational Record. 28: 455-456, October, 1947.

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19 themselves, their education, and their activities and were also asked to take the National Teacher Examinations.

Two

hundred and twelve did so. The conclusion of Dr. Daniel*s report with respect to the Examinations is as follows: Examination results indicate that successful teachers in South Carolina make respectable scores on each of the Examinations. The results imply that successful teachers in South Carolina are likely to make higher scores than prospective teachers who are seniors in the colleges of the state. Moreover, there comes the distinct impression that successful teachers with Master*s degrees are likely to rate higher on the Examinations than those who have Bachelor*s degrees, and that those with Bachelor*s degrees are likely to rate higher than the noncollege graduates. The Examinations appear to validate in general the amount of college training teachers have. If a college education is to be recognized as a factor among qualifications for teachers, in full realization of varying standards among and within colleges and in recognition of individual differences of prospective teachers, the Examina­ tions might well, to an important extent, validate the education generally expected of college graduates. After experimenting with the use of the National Teacher Examinations as an integral part of the program of state certification of teachers, South Carolina adopted this new program in 1944 and put it into effect in 1945. This represents the first attempt of any state to incor­ porate the National Teacher Examinations into its certi­ fication system.

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20 Desirable Traits Found Together While desirable traits are not always found together, it is a widely substantiated fact that they are positively correlated#

In a recent comparison, teachers in training

judged by faculty members 1likely to succeed 1 attained sig­ nificantly higher scores on the teacher examinations than did their fellow students judged *likely not to be success­ ful teachers.*

(a biserial correlation coefficient of 0 #4&

was obtained)^ A study by Professor John G# Flanagan,

12

reported a

product-moment correlation coefficient between total scores on the Common Examination battery of the National Teacher Examinations and "over-all" judgment of the teacher 1s general effectiveness and desirability of 0 .51# National Teacher Examinations Formulated By Experts Every item in each test is written by a recognized authority in his particular area#

According to Mr. Wood,

13

Director National Committee on Teacher Examinations of the

Ryans, David G., "The Function of Examinations in the Selection of Teachers," The School Executive. 6B:40, May, 1949. ^

k°c# cit.

13

Wood, Ben D., "National Teacher Examinations," Childhood Education. l£:229, January, 1942.

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21 American Council on Education, more than two hundred field collaborators helped construct, criticize, and edit the 1940 Examinations; and a still larger number have cooperated in producing each successive year*s edition.

Field collabor­

ators were representative of superintendents, supervisors, experienced classroom teachers, and teacher education authorities, as well as subject matter scholars and test technicians. Number of Examinees Increasing The added prestige of the National Teacher Examinations is shown by the increasing number taking the tests. total number who took tests in 1941 was 4,71$*1^

The

This rep­

resented an increase of 922 over the number taking the tests in 1940, the first year tests were given. candidates took the Examinations.

In 194$, 1 0,402^

This represents an in­

crease of 6607 or 174 per cent increase between the years of 1940 to 194$ • Content of Examinations— Best Proof of Validity Ultimately, the best proof of validity of the Examina­ tions is found in the items of the test themselves.

A

^ Eyans, David G. , ”The 1941 Administration of the National Teacher Examinations,” School and Society. 54**363, October 25, 1941* 15 Ryans, ”The 194$ National Teacher Examinations,” G ^*

c^xt • f jp * 4 *

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22 number of illustrative questions are listed below. were taken from actual National Teacher

These

Examinations.^

Questions (In answering, select one of the five choices given which best completes the statement.) General Culture Mathematics 15. Which one of the following equals 0.25%? 1. 2. 3. 4.

.0025 .025 .25

2.50

.25.00

5 Science

60. The physical discomfort produced by a warm, badly ventilated room full of people is due mainly to

1. lack of sufficient oxygen 2 . accumulated carbon dioxide 3. poisonous vapors from peoples’ bodies 4 . accumulated water vapor 5. the low humidity of the air Current Social Problems

24. Freedom of speech is guaranteed to the American people by the

1 . unwritten law 2. penal ODde 3. first amendment of the constitution 4. Zenger decision 5. Declaration of Independence

16 Flanagan, op. cit.. pp. 247-250.

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23 History and Social Studies

46. An innovation of the last ten years has been the United States Governments encouragement of 1. collective bargaining 2. the regulation of interstate commerce 3. the policy of appointment to government positions on the basis of merit 4 . cooperative action to reduce prices 5. collective farming Literature 20. One of the greatest French essayists was 1* 2. 3. 4. 5.

Ronsard Montaigne Moliere De Maupassant Villon English Comprehension

Vocabulary

S4. Preponderant 1. 2. 3. 4. 5.

determined preparatory advanced thought out predominant

Professional Information

Secondary School Methods 3&. To be successful, the "no-failure" policy adopted in some schools requires 1. the individualization of programs of study 2. decreasing attention to the superior student

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24 3 . the abandonment of school grades 4 . emphasis on vocational education 5 . elimination of pupils who cannot do satisfactory work Uses of National Teacher Examinations The National Teacher Examinations were planned and in the past have been used as a means of objectifying certain aspects of teaching ability.

In other words, a common

denominator for the interpretation of certain teaching qualities is provided for superintendents, school systems and hiring officials.

There is no intent that these Exam­

inations should be substituted for other bases for teacher selection.

Rather they should be added to other tools of

selection. The weight or value of the Examinations is determined by each system which uses them.

No standards are set by the

National Committee on Teacher Examinations. To date, the uses made of the Teacher Examinations vary considerably.

Not only have school systems used them

as a tool in teacher selection, but colleges and universities have made use of them in education programs.

They have been

effective in student guidance and in the selection of students for practice teaching.

They have also been used in connection

with selection and classification for graduate work, and in some instances, have been used as qualifying examinations for the doctorate.

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25 National norms are available thus providing a standard score or means of comparison. lished whenever desired.

Local norms can be estab­

The national norms are based upon

scores of teachers-in-training and teachers-in-service.

As

a further aid to interpretation, scores of all of the tests of the Teacher Examinations battery are converted to a common scale.

The results of any one test may be compared

with those of any other and results of tests taken in dif­ ferent years may also be compared.

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CHAPTER III ANALYSIS OP TEACHER QUESTIONNAIRES Experience of Teachers Replying Of the total 218 teachers replying, ninety-six were elementary teachers, or, in other words, elementary teachers, accounted for 44*0 per cent of the total returns.

Twenty

(2D) teachers replying were employed in junior high schools* This is 9.22 per cent of the total.

Sixty-two (62.) teachers

were from senior high schools or 28.5 per cent were in this group.

Five (5) were not at the time they replied actually

teaching.

However, in all probability, they represented

college students preparing to teach. instructor.

One person was a college

Thirty-four (34) were persons teaching in, at

least, two of the above named divisions— in both junior high and senior high school, elementary and junior high or, in some instances, in three departments* This group accounted for 15.7 per cent of the total replies*

The five students and one college instructor rep­

resent 2,.7 per cent of the answers. The ninety-six elementary teachers had an experience range in the profession of from one year to thirty years or an average of eight years of teaching experience.

The twenty

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27 junior high teachers had an experience range of one to twenty-four years with an average of seven years.

The

senior high teachers 1 experience range was from one year to thirty-one years with an average of seven years. The thirty-four teachers from two or more departments showed a range in experience from three to thirty-three years.

The average teaching experience of this group was

fifteen years. The experience range of all teachers was from one to thirty-three years.

The over-all average was S. 2 years.

Years Examinations were Taken by Teachers Table I shows the number of teachers taking the tests in each of the years.

TABLE I Number of Teachers Taking Tests Classified by Years Year 1940 1941 1942 1943 1944 1945 1946 1947 194^ 1949 1950 Total

Number taking Common test 13 17 9

6 11 11

17 15 29 57

21 206

Number taking Optional test

10 15 S 5 7 9 17

Total 23 32 17

11

IB

20

12 21

34 27 50

45

102

VI

36 372

166

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28

The National Teacher Examinations have been given for the last eleven years from 1940 through 1950#

The question­

naire replies show some persons as having taken the tests in each of these eleven years*

Several have taken the tests

more than once# Purposes of Taking Testa The teachers were asked to check the reasons they had in mind for taking the tests#

Some teachers checked more

than one reason which would, of course, be logical in many instances#

The table below records the total response for

each of the aims or purposes given. TABLE II Purposes in Taking Tests Purpose To become eligible for position For self-study Program of in-service study For position promotion For licensing laws To become eligible for tenure Required by college As a future recommendation At request of superintendent To please superintendent As an experiment To make comparisons with similar exam in Ireland Total

Number of teachers 131 61 10 7 1 25 a 2 1 1 3 1 245

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29 Figure 3 gives the same information as that found in Table IX. Number teachers

0

20

40

60

80

100

120

140

Position eligibility Self study In-service study Position promotion Licensing laws Tenure eligibility Required by college Recommendation Request of sup’t To please sup’t Experiment Compare with similar exams in Ireland FIGURE 3 Purposes in Taking Tests Evaluation of Tests as an Aid in Teacher Selection The questionnaire made provisions for teachers to record their evaluations of the tests as an aid in teacher selection by checking the following: average, fair, poor.

excellent, good,

Table III shows the number of teachers

checking each answer as their evaluation of the tests.

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TABLE III Evaluation of Tests as an Aid in Teacher Selection

Evaluation

Number teachers checking

Excellent

IS

Good

76

Average

47

Fair

40

Poor

37

21S

Total

The thirty-seven teachers checking this question "poor” represent 17 per cent of the total answers.

Approximately

17 per cent, then, feel that the tests are of little value as an aid in teacher selection.

Eighty-seven checked t he

question as "average" or "fair" as an aid in teacher selec­ tion,

This is 39.9 per cent o f t h e total answers.

Although

this group evidently feel that the t ests have value as a means of selecting teachers, they do not feel it is strong in this respect.

Seventy-six or 34*9 per cent felt the tests

were a good tool in teacher selection, and eighteen or S .2 per cent felt they were an excellent aid in teacher selec­ tion.

The seventy-six and eighteen or a total of ninety-

four who checked the tests as either an excellent or good aid in teacher selection represent almost three times as

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31 many teachers as those who felt It was a poor tool in teacher selection.

The percentages are more clearly pictured in

Figure 4. Number

0

10

20

30

40

50

60

70

80

Excellent Good Average Fair

□

Poor

FIGURE 4 Teacher Evaluation of National Teacher Examinations as an Aid in Teacher Selection Added Benefits to Individual Teachers One hundred and nineteen (119) teachers checked this question on the individual benefits received from taking the tests as “yes11 or, in other words, they felt it was of value to them to have taken the tests.

Ninety-nine (99)

felt that they received no individual help from the ex­ perience of taking the tests# Coaching and Cramming Influence Question 6 was included to give a chance to obtain answers which would aid in determining whether or not the

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32. objection that the tests encourage coaching or cramming was valid* Two hundred and three (203) felt that the examinations; cover so wide a field and scope that coaching and cramming would have little effect on scores made*

Fifteen (15) felt

there might be some danger in this way* Relationship of Teacher Growth and the Exams. Question 7 is stated, "Do you feel that the use of the Examinations would tend to cause neglect along such lines as teacher growth and other traits not measurable by written examinations?"

Sixty-five (65) answered "yes," or in other

words, these people felt the use of the tests might encourage such neglect*

One hundred fifty-three felt there was little

danger of this. Uniformity Among Teachers Question 8 gave teachers a chance to evaluate the tests in the matter of whether or not there was a tendency to de­ velop uniformity among teachers by use of the tests. Fifteen answered "yesa;

203

answered "no" to the question.

Progressive Teaching and Examinations Twenty-six (26) teachers felt that the use of National Teacher Examinations would accelerate experimentation and

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33 progressive teaching.

Twelve (12) felt that the tests would

discourage such teaching; while 180 felt there would be no effect on this type of teaching. Suggestions Made By Teachers Approximately half of the teachers replying made sug­ gestions concerning improvements in the Examinations.

The

more frequently mentioned suggestions are summarized below. The most common suggestion many of the teachers made was one regarding the time element.

Several felt that the

tests were too long; others suggested a shortening of the test or a lengthening of time periods, still others suggested staggering the tests over a longer period of time or even over two days 1 time.

The system of marking was considered

too fatiguing, particularly in view of the time pressure, in several instances. The matter of giving more publicity to the tests, dates of giving tests and their significance was stressed. Various suggestions concerning the content of the tests were given.

Some teachers felt the tests, especially in the

optional fields, stressed quite a different scope of know­ ledge than did the college courses designed to prepare one in these subjects.

Some mentioned the current events divi­

sion as being more like a test on past history rather than on current topics.

Some registered a need for more stress:

on human relationships and emotional problems or questions:

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34 involving conduct of classes, theory of education etc.

The

point of eliminating multiple choice questions (since they often confuse examinees) was made.

Some questions were felt

to be tricky in wording; and some thought questions were often vague. Instructions for taking the tests were considered con­ fusing and difficult by several.

The idea of presenting

test instructions well ahead of the test time was made.

A.

few felt the test in the optional field should include such subjects as home economics, physical education and other non-academic subjects; a few others felt the tests were too inclusive, particularly in such questions as, "What text would be best for fifth grade arithmetic?"'

These persons

felt that a first grade teacher, for instance, shouldn’t be expected to know such questions* Several comments were made concerning a too limited scope in some one of the optional tests, such as including largely questions on literature and practically none on grammar and usage in the English tests* Providing carefully trained and efficient administra­ tors for the tests was considered important.

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CHAPTER IV ANALYSIS OF ADMINISTRATOR QUESTIONNAIRES In the analysis of these questionnaires, the per cent and totals vary from question to question since in many instances all questions were not answered by all adminis­ trators*

Some questions were not answered largely because

of the less extensive use of National Teacher Examinations resulting from teacher shortages during and after the war. Several administrators wrote letters rather than checking the questionnaire, stating that they had been forced to dis­ continue the use of the tests during and since the war. The question asking administrators to designate the years the tests had been given in their school systems shows every year as one in which tests were given.

With the ex­

ception of the war years, there is a slight tendency toward an increase in the number giving tests in their systems in recent years. The second question on this questionnaire asked ad­ ministrators to state ’'yes” or ’’no'1 as to whether they re­ quired applicants to furnish National Teacher Examination scores as a part of their credentials.

Ten answered "yes”;

thirty answered "no"; and one did not answer.

Of the ten

who checked "yes," two required that it be taken in the first

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36 year in the system if it had not already been taken.

Those

answering "yes” are 24.4 per cent of the total forty-one, and those registering "no" are 73.1 per cent of the total forty-one.

Figure 5 gives these figures in graphic form.

Number Yes - - - - N o --------No Reply

- -

FIGURE 5 Requirement of Scores on N.T.E. as Part of Application Credentials Number of Administrators Answering *yest and ’n o 1 Other Purposes of Tests Question 3 gave the administrators a chance to list other purposes in giving the tests— that is, purposes other than that of teacher selection which administrators might have had in mind in using the tests.

The table on

page 37 gives accurate figures for this phase of the survey. Figure number 6 , just following the table gives a graphic presentation of this same material.

Material for

both Table III and Figure 6 was obtained from an analysis of Question 3 in the administrator questionnaire.

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37 TABLE IV Other Purposes of Tests Given by Administrators

Purpose

Number of Administrators

To Validate College Training and Marks - - - - - - - - - - - - - - - - ----- 9 Program of In-service Training - - - - - - - - - 4 For Position Promotion ---4 For Eligibility for Permanent Appointment - --13 For Placement or Change 6 of Position in System - - - - - - - - - --- - For Teacher Training Candidates in S y s t e m ------ ----2

Number Validate College training In-service training Position promotion Eligibility permanent pos. Change of position Tea.oh.er

training FIGURE 6 Purposes Other Than Teacher Selection For Using National Teacher Examinations As Given By Administrators

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33 Question 4 asked administrators to evaluate the tests as a worthwhile aid in teacher selection and other stated purposes.

Table V gives the details of the answers to this

question. TABLE V Value of Tests in Accomplishing Stated Aims As Rated by Administrators

Aims

Evaluation Excellent Good Average Fair Poor Total

Initial selection of teachers - - - -

11

14

3

0

0

23

To validate college marks - - - - - -

5

7

5

0

0

17

In-service training

0

9

2

0

0

11

Position placement - -

5

6

6

1

0

13

Position promotion - -

2

4

5

2

0

13

Permanent appointment - - - -

6

3

5

1

0

20

Securing objective data on candidatesf professional back­ ground - - - - - -

1

0

0

0

0

1

30

43

26

4

0

103

Total

It is readily seen that none have rated the tests as a poor means for accomplishing any of the stated purposes. Very few have checked the tests as ’fair’ in this way.

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39 Seventy-eight or 72.2 per cent of the total 10$ checks rate the exams as a better than average tool in accomplish­ ing the purposes named. Reaction of Teachers Here the administrators rated the reaction of the better qualified teachers to taking the tests. Thirteen checked full cooperation as an answer to this question.

Twelve checked limited cooperation; six, coop­

eration as grudgingly given; and none checked positive re­ sentment as a reaction of teachers in regard to taking the tests. Cramming and the Exams Question 6 , "Do you feel that the Examinations cover so wide afield and scope that coaching or cramming will have little effect on the scores made?” , was placed here to allow administrators to give their opinions regarding a rather common objection which has been made to the tests. Thirty answered "yes.”

This 73.1 per cent evidently feel

that there is no such danger. Questionnaire Question Seven Since differences in personality, character, capacities, and interests will remain as widely divergent as ever, do

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40 you feel that the use of the Examinations would develop uniformity among teachers? Two checked this question "yes"; thirty-two said nnoM to the same question*

A larger per cent, 78.04 per cent,

fear no danger in this respect*

Again these answers demon­

strate little to fear in the matter of developing uniformity among teachers— an objection often given against the use of the National Teacher Examinations. Experimentation, Progressive Teaching And the Examinations Question 8 is another of those included to help deter­ mine the reasonableness and validity of a common objection made to the Examinations.

In answering this question,

administrators were given a chance to check as to whether or not the use of the Exams would discourage or accelerate progressive teaching and experimentation. Twelve or 29.3 per cent answered that it would accel­ erate such teaching; two persons said that the use of the Exams would discourage such teaching; and twenty or 48.8 per cent said there would be no influence in this way. Teacher Growth vs Examinations Question 9 is the last of the questions constructed and included mainly to test the validity of another common objection— that of the matter of teacher growth.

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41 Three felt the Examinations might discourage teacher growth while thirty-one or 75.6 per cent felt there was no such danger. Changes Recommended Administrators were asked to recommend changes which they felt would improve general effectiveness of the Exam­ inations. A summary of the recommendations include the following: (1) Include more questions for appraisal of personality. (2) Add optional tests in such fields as commercial subjects, health and physical education, home economics, and school administration.

(3) Make a stronger presentation of the

merits of National Teacher Examinations to students in training in teachers1 colleges and universities.

(4) Include

questions on teaching techniques and others with professional point of view.

(5) Shift emphasis from subject matter to

understanding of child development.

(6) Make a broader

scope by testing knowledge of methods and training techniques, and (7) Include questions relative to ethics, professional growth and public relations. Question 11 made possible recommendations in regard to improving the administering of the tests.

Shortening the

test to one day was mentioned as a way of improving the ad­ ministration.

Another means of shortening the test was

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42 given— staggering of periods so that not more than two hours was required at one sitting.

Another pertinent suggestion

was made regarding a simplification of instructions.

These

suggestions were all made regarding the administration of the Examinations.

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CHAPTER V SUMMARY AND CONCLUSIONS Summary of Teacher Questionnaires The teacher questionnaires represented a slightly better than 50 per cent return*

The eastern states were

better represented than states in other sections of the country.

There was a general agreement on practically all

answers.

The elementary, junior high and senior high di­

visions were all represented in the study returns.

There

were no outstanding differences in the answers from people in these divisions.

The over-all experience range was from

no years of service to thirty-three years of service in the profession.

This means that the study results came from

persons with no experience, little experience and much ex­ perience.

In this way a well-rounded opinion could be

obtained.

Teachers from both large an d small systems were

contacted.

The size of schools, years of experience or de­

partments had little effect upon the study findings. The findings were representative of all years in which the tests had been given. taken during the war years.

Fewer teachers reported on tests This, of course, would be ex­

pected because of the teacher shortage.

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kk Eligibility for position was by far the most important reason given for taking the tests* a reason by sixty-one teachers*

Self-study was given as

Tenure eligibility was the

third most important reason given*

The study results seemed

to indicate that many teachers made use of the tests on their own initiative as a means of professional improvement* More than half of the teachers registered themselves as feeling that they received additional benefits to them­ selves from the testing experience.

This indicated that

the tests not only were felt to aid in teacher selection but also to give individual benefit to the persons taking them.

Forty-three and one tenth per cent of the teachers

felt that the tests were a good or excellent aid in teacher selection* Douglass^-? discussed several objections that have been raised concerning the National Teacher Examinations* First, some people fear that schools will coach students for Examinations and neglect to develop growth along lines not measurable by written examinations.

A second objection

is the danger of developing uniformity of teachers.

Still

a third objection is that the use of the Examinations would discourage experimentation or progressive teaching. All of the objections listed in the preceding paragraph were proved invalid by large majorities according to teacher

n

Douglass, Harl R . , loc. cit.

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45 evaluation in this study.

This indicated that these ob­

jections are not serious obstacles* The most pertinent suggestions made by teachers were: (1) The tests are too long; the element of fatigue enters. (2) More publicity should be given to the tests.

(3) The

tests are adequate for the purposes designed. Summary of Administrator Questionnaires The questionnaires returned by administrators also

represented a 50 per cent return.

More of these replies

came from eastern states again, but the spread of returned questionnaires was geographically a little wider. These questionnaires showed a slight increase in the use of the tests in recent years.

Evidently more schools

are giving the tests. Almost three-fourths (73 per cent) of the administrators did not require the test scores from an applicant for a posi­ tion.

This surely indicated room for a more extensive use

of the tests. Ho one aim or purpose was outstanding as an aim in ad­ ministering the tests, but a varied use of the tests was shown. Administrators were even more conclusive than teachers in feeling that the tests were a good tool or aid in teacher selection.

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46 Other systems planning to use the tests need not fear the matter of teacher cooperation (according to this study). Most administrators found this matter not serious. The more common objections to the National Teacher Examinations have been listed in an earlier paragraph.

The

same results were found in the returns of administrators. None of the common objections to the tests was felt to be serious by administrators replying. In general, administrators made suggestions similar to those given by teachers.

They, too, seemed to feel that

the tests were quite adequate for accomplishing the aims *

>

for which they were designed.

Gonclusions The following conclusions can be drawn from the study: (1) Both administrators and teachers feel that the National Teacher Examinations are a worthwhile aid in teacher selec­ tion.

(2) None of the common objections are considered

valid by the persons replying.

(3) Teacher cooperation in

the testing program is not a problem of any difficulty. (4) There is considerable room for extension of the use of the National Teacher Examinations.

Few administrators are

now requiring these scores as a part of applicants 1 creden­ tials.

(5) The uses of the National Teacher Examinations

are varied— eligibility for permanent position and validation

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47 of college marks are the most outstanding.

(6) The testing

experience was of individual benefit to a majority of those taking the tests.

(7) Many people feel that the tests are

too long for the time allowed. It has been emphasized that a more reliable and accurate means of evaluating quality and the extent of the preparation of teachers is needed.

Since tests and examinations are the

most objective of all sources from which information about a teacher may be obtained, the written National Teacher Examinations offer much promise in this direction.

Their

results would provide valid and reliable estimates of the abilities they are designed to measure such as providing a measure of achievement in professional areas to supplement college credentials and to measure breadth of background or general educational development. The use of the National Teacher Examinations with other information regarding teacher candidates will con­ tribute greatly to the professionalization of teaching, and the general level of teaching personnel should rise. No doubt the Examinations will Improve as those who prepare them become more experienced.

National Teacher Examinations

will then have contributed materially to the attainment of education *3 fundamental goal, the provision of the best possible instruction for young people in the schools of United States of America.

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BIBLIOGRAPHY

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

43 Anderson, Walter A., "The National Teacher Examinations— A Criticism," Childhood Education. 13:179-133, Decem­ ber, 1949. Blum, William D . , "The 1947 National Teacher Examinations Available to School Systems and to Colleges," Journal of Education Research. 40:153-159, October, 1946* Crow, E. R #, "Teacher Examinations and the South Carolina Certification Program," Educational Record. 23:454-462, October, 1947. Douglass, Harl R . , "National Teacher Examinations— Menace or Answer to Prayer," The Nations Schools. 27:24-25, June, 1941. Flanagan, John C., "An Analysis of the Results From the First Annual Edition of the National Teacher Examina­ tions," Journal of Experimental Education. 9:237-250, March, l ^ E T T Kandel, I. L . , "American Council on Education’s 1943 Teacher-Examinations Program," School and Society. 66:234, September 20, 1947. "National Teacher Examinations," Illinois Education. 34:75-76, November, 1945.

Ryans, David G. , "The 1941 Administration of the National Teacher Examinations," School and Society. 54:361-367, October 25, 1941. Ryans, David G., "The 1943 National Teacher Examinations," Journal of Experimental Education, 17:1-25, September, 1948. Ryans, David G., "The Use of the National Teacher Examina­ tions in School Systems," Educational Administration and Supervision. 35:65-83, February,1^4§. Ryans, David G., "The Function of Examinations In the Se­ lection of Teachers," The School Executive. 63:39-41. May, 1949.

Winetrout, Kenneth, "The National Teacher Examinations, 1941," The Journal of Higher Education, 13:179-133, December, 1941.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

49 Wood, Ben D . , "Making Use of the Objective Examination as a Phase of Teacher Selection,” Harvard Educational Review. Vol. 10, No. 3, May, 1940, pp. Wood, Ben D., "Scores ©n National Teacher Examinations, 1940 and 1941." School and Society. 54:625-677, December 27, 1941. Wood, Ben D . , "National Teacher Examinations," Childhood Education, IB:227-230, January, 1942.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

APPENDIX

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50

APPENDIX A COPY OF TEACHER QUESTIONNAIRE January I, 1950 Dear Teacher: Supporters of the National Teacher Examinations contend that the use of the Examinations1 scores in combination with records of experience, ratings on various aspects of person­ ality, academic marks, interviews, and other significant information will result in a more successful selection of teachers. The purpose of this questionnaire is to conduct a sur­ vey by obtaining teacher and administrator opinion on how well the Examinations really aid in the selection of teachers and accomplishing other aims. If you have ever taken the National Teacher Examinations, will you please check the following questionnaire and return it to me? Very truly yours, B, L. Melchar

_________________________111 Reed St.. Rock Springs. Wyo, 1. Please indicate your teaching experience at the following levels: Elementary years Junior High____ years

Senior High

years

2* VJhen have you taken the Examinations? Please check by years. Common Examinations 1940 41 42 43__44 45__ 4o 47_4& 4 9 _ Opt ionaTTSxaminat ions 1940__ 41_42 43 44 45__ 46_ 47 4$ 49__ 3, TnJhat was the stated purpose in your taking the Exami­ nations? to become eligible for a position for purpose of self-study program of in-service study _for position promotion for licensing laws to become eligible for tenure “ other

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51 4* Do you feel that the Examinations are a worthwhile means and really aid in selecting teachers? Excellent Good Average Fair Poor 5, Do you feel that you have benefitted in any way from taking the National Teacher Examinations? Yes No 6, Do you feel the Examinations cover so wide a field and scope that coaching or cramming will have little effect on scores made? Yes No___ 7* Do you feel that the use of the Examinations would tend to cause neglect along such lines as teacher growth and other traits not measurable by written examinations? Yes No Since differences in personality, character, capacities, and interest will remain as widely divergent as ever, do you feel that the use of the Examinations would de­ velop uniformity among teachers? Yes No 9. Do you feel that the use of the Examinations would ac­ celerate or discourage experimentation or progressive teaching? Accelerate Discourage Neither___ 10. V/hat suggestions would you make for improvement of the Examinations? (administration of tests, changes in questions, etc.)

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52 COPY OF ADMINISTRATOR QUESTIONNAIRE January 1, 1950 Dear Administrator: Supporters of the National Teacher Examinations contend that the use of the Examinations* scores in combination with records of experience, ratings on various aspects of person­ ality, academic marks , interviews and other significant in­ formation will result in a more successful selection of teachers* The purpose of this questionnaire is to conduct a survey by obtaining teacher and administrator opinion on how well the Examinations really aid in the selection of teachers and accomplishing other aims* Your experience in the selection of teachers will assist in this survey. Will you please fill in the following ques­ tionnaire on the administrative uses of the National Teacher Examinations and return it to me? Very truly yours, B. L. Melchar ___________ ________________ 111 Reed St.. Rock Springs. Wyo. 1. When have the National Teacher Examinations been given in your school system? Check by year. Common Examinations______1940_41 42 43 44 45 46 47 4# 49 Opt ionaTlSxaminat ions 1940 41__ 42_43 44_45_46 47 4# 49__ 2. Do you require applicants to furnish scores from the Exam­ inations as a part of their credentials? Yes No__ 3. For what other purposes have you made use of the Exam­ ination scores? to validate college training and marks

program of in-service training _for position promotion for eligibility to permanent appointment for placement or change of position in your system other____________________________ ____________ _ 4. Do you feel that the Examinations are worthwhile and really aid in teacher selection and other stated purposes?

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53

(Answer by checking the following) Excellent Good Average Fair Initial select­ ion of teachers _____ ______ _____ _____ To validate col­ lege marks and training . . . _____ _____ ___ In-service training . . . Position place­ ment ....... _____ _____ ____ _____ Position pro­ motion . . . . __ ___ ___ ___ ___ Permanent __ _____ ____ _____ appointment. • Other .......

Poor _____ ___ _____ _____ ___ ___

5. What do you feel the reaction of the better qualified teachers toward taking the Examinations to be? Full cooperation limited grudgingly positive re­ sentment^ 6. Do you feel that t h e Examinations cover so wide a field and scope that coaching and cramming will have little effect on scores made? Yes No___ 7* Since differences in personality, character, capacities, and interest will remain as widely divergent as ever, do you feel that the use of the Examinations would de­ velop uniformity among teachers? Yes No &. Do you feel that the use of the Examinations would ac­ celerate or discourage experimentation or progressive teaching? Accelerate Discourage Neither 9. Do you feel that t he use of the Examinations would tend to cause neglect along such lines as teacher growth and other traits not measurable by written examinations? Yes No___ 10. What changes would you recommend in the Examinations to improve their effectiveness? 11. Gould you make any suggestions as to administering of the tests?

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54

APPENDIX B COPY OF CONTACT CARD

December 1, 1949 Dear Superintendent: I am conducting a survey on the National Teacher Examinations in which short questionnaires will be sent to both teachers and administrators. The study is in connection with my work at the University of Wyoming. I shall appreciate your cooperation in getting the questionnaires I send you to some of your teachers who have taken the National Teacher Examinations. If you will help, please return the attached card. Very truly yours, B. L. Melchar 111 Reed St., Rock Springs, Wyo.

Reply Card (This side of card is for address]

B. L. Melchar 111 Reed Street Rock Springs

Wyoming

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55

COPY OF OTHER SIDE OF CONTACT CARD

I will help with the National Teacher Examinations survey that you plan to conduct by giving your ques­ tionnaires to my teachers who have taken these tests and by filling out the short questionnaire for ad­ ministrators.

Signed Address

__ _________________

Approximate number of questionnaires needed: Administrators Teachers _____ Check (x) if you want report of final survey results _____

Stamp This side of card is for address

Suptt John Doe High School U. S. A.

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