DOCUMENT RESUME ED 382 663 TM 023 101 AUTHOR …DOCUMENT RESUME ED 382 663 TM 023 101 AUTHOR...

DOCUMENT RESUME

ED 382 663 TM 023 101

AUTHOR Tannenbaum, Richard 3.; And Others

TITLE A Transportability Study of the Praxis I: AcademicSkills Assessments Computer-Based Test (CBT) and thePraxis I: Pre-Professional Skills Tests (PPST)Specification Statements fol. Entry-Level VocationalEducation Teachers.

INSTITUTION Educational Testing Service, Princeton, N.J.

REPORT NO ETS-RR-94-10PUB DATE Sep 93

NOTE 48p.

PUB TYPE Reports Research/Technical (1'6)Tests /Evaluation Instruments (160)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Academic Ability; *Computer Assisted Testing;

Evaluation Methods; Postsecondary Education; RatingScales; Secona.;iry Education; Surveys; *TeacherEvaluation; *Test Construction; Vocational Education;*Vocational. Education Teachers

IDZNTIFIERS *Praxis I; Test Specifications; *Transportability

ABSTRACTThe purpose of this study was to determine if the 55

test specifications for the Praxis I: Academic Skills Assessmentscomputer-based tests (CBT) and the Praxis I: Pre-Professional SkillsTests (PPST) were judged to be appropriate for entry-level vocationaleducation teachers regardless of specialty area. The testspecification statements were mailed to a random sample of 5,610vocational education teachers representing 11 specialty areas.Useable surveys were returned by 2,347 vocational education teachers.Judgments of importance were made using a 5-point rating scale. Atest specification statement was considered to be appropriate forentry-level vocational education teachers if respondents from atleast 9 or 11 specialty areas judged it to have a mean importancegreater than 3.0 (moderately important). The results indicated thatall 55 test specifications received mean ratings above 3.00 byrespondents from all 11 specialty areas. It may be concluded from theresults that the test specification statements for the Praxis I: CBTand the Praxis 1 PPST are appropriate for entry-level vocationaleducation teachers regardless of the specialty area in which theyteach. One table. Appendixes present the survey and respondentinformation. (Contains 2 references) (Author)

Reprod ictions supplied by EDRS are the best that can be madefrom the original document.

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Z ., ........._

I-- MI WAIF MAW 1111111111.mwSERIESProfessional Assessments for Beginning Teachers'

A Transportability Study ofthe Praxis I: Academic SkillsAssessments Computer-BasedTest (CBT) and the Praxis I:Pre-Professional Skills Tests(PPST) Specification Statementsfor Entry-Level VocationalEducation Teachers

Richard J. TannenbaumMichael RosenfeldCharles J. Teryek

September 1993

RR. 94-10

Educational Testing Service

U.S. DEPARTMENT OF EDUCATION°Tice 04 Educattonal Research and improvememED ATIONAL RESOURCES INFORMATION

CENTER (ERIC)

Thus goctr-lent has been reproduced asreserved IrOm the person or orgamtahonongrnating

0 Woof changes have oeen made to improvereproduction warily

Points or view or oprnrons stated in rht5 documen) do not necessarily represent &boa.OE RI posthon or 00ItCY

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

le .0_6 t. e

TO THE EDUCATIONAL RESOURCESWt-ORMATION CENTER tERICI

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Copyright © 1993 by Educational Testing Service. All rights reerved.

EDUCATIONAL TESTING SERVICE, ETS, the ETS logo, PPST, and THE PRAXIS SERIES:PROFESSIONAL ASSESSMENTS FOR BEGINNING TEACHERS and its design logo aretrademarks of Educational Testing Service.

A Transportability Study of the

Praxis I: Academic Skills Assessments Computer-Based Test (CBT)

and the Praxis I: Pre-Professional Skills Tests (PPST) Test Specification

Statements for Entry-Level Vocational Education Teachers

Richard J. Tannenbaum, Michael Rosenfeld, and Charles J. Teryek

4

Basic Skills2

Abstract

The purpose of this study was to determine if the 55 test specification statements for the Praxis I:

Academic Skills Assessments computer-based tests (CBT) and the Praxis I: Pre-Professional Skills

Tests (PPST) were judged to be appropriate for entry-level vocational education teachers regardless

of specialty area. The test specification statements were mailed to a random sample of 5,610

vocational education teachers representing 11 specialty areas. Useable surveys were returned by

2,347 vocational education teachers. Judgments of importance were made using a 5-point rating

scale. A test specification statement was considered to be appropriate for entry-level vocational

education teachers if respondents from at least 9 of 11 specialty areas judged it to have a mean

importance greater than 3.00 (moderately important). The results indicated that all 55 test

specifications received mean ratings above 3.00 by respondents from all 11 specialty areas. It may

be concluded from the results that the test specification statements for the Praxis I: CBT and the

Praxis I: PPST are appropriate for entry-level vocational education teachers regardless of the

specialty area in which they teach.

Basic Skills3

A Transportability Study of the

Praxis I: Academic Skills Assessments Computer-Based Test (CBT)

and the Praxis I: Pre-Professional Skills Tests (PPST) Test Specification

Statements for Entry-Level Vocational Education Teachers

The purpose of this study was to determine if the reading, writing, and mathematics skills

reflected in the test specification statements for the Praxis I: Academic Skids Assessments

computer-based tests (CBT) and the Praxis Pre-Professional Skills Tests (PPST) are judged to be

important for entry-level vocational education, teachers. In particular, this study was designed to

determine if the test specification statements are judged to be important by vocational education

teachers who represent the range of specialty areas within vocational education.

Background

A job analysis study conducted by Rosenfeld and Tannenbaum (1991) identified reading

skills (n = 27), writing skills (n = 17), and mathematics skills (n = 15) important for entry-level

teachers. These 59 basic skills were judged to be important for all entry-level teachers regardless

of subject area or grade level taught. Judgments of importance were obtained from 2,269

teachers.

These 2,269 teachers responded to a nail survey that included a total of 78 statements

defining specific reading, writing, and mathematics skills. The basic skill statements were

developed by committees of teachers, teacher educators, and state admin'strators. The surveyed

teachers used the following rating scale to make their judgments of basic skill importance:

"Regardless of the subject area or grade they teach, how important is it that all entry-level teachers

be able to do the following?" The scale values were: 1 (of no impertance), 2 (of little importance),

3 (moderately important), 4 (very important), and 5 (extremely important).

The Praxis Series Professional Assessments for Beginning Teachers IM

fi

Basic Skills4

Mean importance ratings were computed by the following subgroups of teacher

respondents: (a) sex (female, n = 1,457; male, n = 791); (b) race/ethnicity (Black, n = 137;

White, n = 1,978; Hispanic, n = 42); (c) teaching experience (5 5 yrs, n = 186; 6-10 yrs, n =

315; 11-15 yrs, n = 470; 16-20 yrs, n = 545; Z 21 yrs, n = 730); (d) school setting (urban, n

= 622; suburban, n = 783; rural, n = 820); (e) school level (elementary, n = 647; middle, n =

653; secondary, n = 897); (f) geographic region (Northeast, n = 515; Central, n = 593;

Southern, n = 558; Far West, n = 580); and (g) subject taught (business and vocational

education, n = 110; social sciences, n = 225; physical and biological sciences, n = 194;

mathematics and computer science, n = 263; language arts, n = 364; special education, n =

185).

The 59 reading, writing, and mathematics skills were judged to be important by each of the

subgroups of teachers. Importance was defined as a mean rating of 3.50 (midpoint between

moderately important and very important) or higher. These 59 important basic skills were used to

develop test specification statements for the Praxis I: CBT and the Praxis I: PPST. (The actual

test specifications consist of 55 individual reading, writing, and mathematics statements. The

reduced number of statements reflects the fact that some of the mathematics statements were

combined during the development of the test specifications.)

Rationale

The American Vocational Association (AVA), represents 13 specialty areas:

(a) Agricultural Education, (b) Business Education, (c) Employment and Training, (d) Guidance, (e)

Health Occupations Education, (f) Home Economics Education, (g) Marketing Education, (h) Special

Needs, (i) Technical Education, (j) Technology Education, (k) Trade and Industrial Education, (I)

Administration, and (m) New and Related Services. This range of specialization within the field of

vocational education was not included in the 1991 job analysis study. The purpose of that study

The Praxis Series: Professional Assessments for Beginning TeachersTm

Basic Skills5

was to identify reading, writing, and mathematics skills that were judged to be important for all

entry-level teachers regardless of subject area or grade level taught. As indicated above, teachers

representing six subject areas, including business and vocational education teachers (n = 110),

were surveyed to identify the important basic skills. Because a generalizable core of important

basic skills was to be established, no attempt was made to determine the importance of the basic

skills for specialty areas within any of the six major subject areas. Therefore, it is not known if the

developed test specification statements for the Praxis I: CBT and the Praxis I: PPST are considered

to be important by vocational education teachers across the various specialty areas.

The objective of the present study was to determine if teachers representing the different

specialty areas within vocational education judge the 55 test specification statements for the

Praxis I: CBT and the Praxis I: PPST to be important for entry-level vocational education teachers.

Method

The 55 reading, writing, and mathematics skill statements that make up the test

specifications for the Praxis I: CBT the Praxis I: PPST were mailed, in survey format, to a large

sample of vocational education teachers (see the sampling plan section). One week after the initial

mailing, a postcard was mailed reminding the teachers to complete and return the survey.

Consistent with the original job analysis study, the surveyed vocational education teachers were

asked to use the following rating scale to make their judgments of importance: "Regardless of the

subject area or grade they teach, how important is it that all entry-level vocational education

teachers be able to do the following?" The scale anchors ranged from a low of 1 (of no

importance) to a high of 5 (extremely important).

The survey also contained a section that asked the vocational education teachers to

describe their demographic characteristics (e.g., specialty area in which they teach, star 'n which

they teach, academic degree, race/ethnicity, sex). The demographic information was used to

The Pram Series: Professional Assessm .nts Jai Beginning Teachers MI

Basic Skills6

describe the characteristics of the survey respondents and to conduct the appropriate statistical

analyses. A copy of the survey is presented in Appendix A.

Sample of vocational education teachers

A sample of 5,610 vocational education teachers was randomly selected from the

membership of the AVA. This sample represents the random selection of 510 vocational education

teachers from each of 11 specialty areas. (Two specialty areas, Administration and New and

Related Services, were not included in the sample. These two areas are primarily concerned with

administration and not with the teaching of vocational education.) This sample size was chosen to

ensure that a sufficient number of vocational education teachers from each of the 11 specialty

areas would be represented and was based upon an expected response rate of between 40% and

50%. This range is typical of previous surveys conducted by Educational Testing Service (ETS) of

knowledge, skills, and abilities important for entry-level teachers in a variety of subject areas.

Analyses

The number and percentage of survey respondents were computed for each demographic

characteristic (e.g., specialty area, geographic region, sex). Mean importance ratings for each of

the 55 test specification statements were computed for the aggregate of the 11 specialty areas.

This analysis provides an overall summary of the distribution of mean importance ratings. Means

were aiso computed separately for each specialty area. This analysis supports the primary

objective of the study by "flagging" any statements not judged to be important across the speciaity

areas. (Mean importance ratings were not computed by any other demographic subgroup. An

extensive subgroup analysis of basic skill importance is reported by Rosenfeld and Tannenbaum

(1991). Lastly, product-moment correlations of the profile of mean importance ratings for the 11

specialty areas were computed. Correlations provide an indication of agreement among the

specialty areas in terms of the relative importance of the test specification statements. This

The Praxis Series: Professional Assessments for Beginning TeachersTM

Basic Skills7

analysis produces a matrix of 55 correlations. The arithmetic average (Fisher-Z transformed) of

these 55 correlations was computed to provide a summary index.

Decision criteria for transportability

The purpose of the job analysis study (Rosenfeld & Tannenbaum, 1991) upon which the

current transportability study is based was to identify basic skill statements that were judged to be

important for all entry-level teachers. The objective was to develop test specifications appropriate

for all entry-level teachers regardless of subject area or grade level taught. To meet this particular

objective, a stringent criterion was established: each of 26 subgroups of teachers was required to

have judged a basic skill statement to have a mean importance rating of 3.50 or higher. These 26

subgroups were defined by the seven major demographic classifications described previously (e.g.,

sex, race/ethnicity, subject area). This level of stringency was necessary to ensure, to the extent

possible, that only important basic skills were included in the development of the test specification

statements for the Praxis I: CBT and the Praxis I: PPST.

The objective of the current study, however, was to determine the judged appropriateness

)f the test specification statements specifically for entrv-level vocational education teachers. To

meet this particular objective, the following criterion was established: respondents from 9 of 11

specialty areas must judge a test specification statement to have a mean importance rating greater

than 3.00 (moderately important). Agr'ement among 9 of 11 specialty areas represents a

statistically significant majority; and a mean value signifying moderate importance comports with

the language of the Standards for Educational and Psychological Testing (AERA et al., 1985).

Results

Response rate

Of the 5,610 surveys mailed to the vocational education teachers, 2,347 were returned and

coded for data analysis; 75 additional surveys were returned but not coded for data analysis.

The Praxis Series: Professional Assessments for Beginning Teachers TM

11)

Basic Skills8

These 75 surveys either were not received by the intended vocational education teacher because of

an invalid mailing address or were not responded to because, e.g., the survey recipient was retired

or not a teacher of vocational education, or were not returned to ETS within an 8-week time period,

the operational cutoff for accepting survey responses. (The vocational education teachers were

asked to return their completed surveys within 10 days of receipt.) The response rate, adjusted for

the 75 unusable surveys, was 42%. As noted above, this response rate is consistent with those of

other surveys conducted by ETS of knowledge, skills, and abilities important for entry-level

teachers.

Frequency distributions by specialty area

The number and percentage of survey respondents by each of the 11 specialty areas are

presented in Table 1. More than 2,000 respondents identified themselves by 1 of the 11 specialty

areas (132 identified themselves by the Other category). Business Education (n = 249), Trade and

Industrial Education (n = 247), Home Economics Education (n = 244), and Health Occupations

Education (n = 227) were represented by the largest number of respondents. Employment and

Training (n = 85) was represented by the smallest number of respondents. All of the 11 specialty

areas, nonetheless, had a sufficient number of respondents for the necessary statistical analyses to

be conducted.

Demographic make up of survey respondents

(The number associated with a percentage will vary by the frequency of nonresponses for

the particular demographic variable.) Appendix B includes a detailed account of the demographic

make up of the survey respondents. Most of the respondents were teachers (62%, n = 1,388).

Sixty-two percent (n = 1,409) had more than 10 years of teaching experience. Females

constituted 55% (n = 1,283) of the respondents. The majority were White (85%, n = 1,942).

More than half (55%, n = 1,250) had either a master's degree or a master's degree plus additional


11.

Basic Skills9

credit. Seventy-eight percent (n = 1,825) worked either in the central or southern regions of the

country.

Table 1Frequency Distributions by AVA Specialty Area

Specialty Area N

Agricultural Education 180 8.4

Business Education 249 11.6

Employment and Training 85 4.0

Guidance 141 6.6

Health Occupations Education 227 10.6

Home Economics Education 244 11.4

Marketing Education 184 8.6

Special Needs 152 7.1

Technical Education 121 5.7

Technology Education 179 8.4

Trade and Industrial Education 247 11.5

Other 132 6.2

Total 2,141

Overall distribution of mean importance ratings

The means for the 55 test specification statements were computed for the aggregate of the 11

specialty areas. All the means exceeded 3.50 (midpoint between moderately important and very

important). There were 23 statements (42%) with a mean importance rating between 3.50 and

4.00; and there were 27 statements (49%) with a mean importance rating between 4.00 and 4.50.

The mean for five statements exceeded 4.50. These five statements, in descending order of

importance, were: (a) Writing -- delineate the steps in a process or procedure (M = 4.68), (b)

Reading determine the main idea or gist of a reading selection (M = 4.66), (c) Reading use the


Basic Skills10

table of contents, selection headings, index, and similar sections of a book to locate information (M

= 4.61), (d) Writing -- organize ideas effectively and logically (M = 4.56), and (e) Reading -- locate

important ideas in a reading selection and explain why these ideas are important (M = 4.52).

Mean importance ratings by specialty area

Appendix C includes the mean importance ratings for each of the specialty areas. All 55 test

specification statements received mean ratings above 3.00 by respondents from all 11 specialty

areas. In fact, 98% of the mean ratings (593 out of 605) were above 3.50 (midpoint between

moderately important and very important).

Correlation of profiles of mean importance ratings by specialty area

The intercorrelation matrix for the 11 specialty areas is presented in Appendix D. The

correlations ranged from a low of .55 to a high of .95; the average correlation (z-transformed) was

.84. All 55 correlations were statistically significant (R <.01). The results of the correlational

analysis indicate a high level of agreement among the specialty areas in terms of the relative

importance of the test specification statements.

Summary and Conclusion

A previous study by Rosenfeld and Tannenbaum (1991) identified reading, writing, and

mathematics skills judged to be important for all entry-level teachers regardless of subject area or

grade level taught. Teachers representing six subject areas, including business and vocational

education teachers (n = 110), were surveyed to identify the important basic skills. Because a

generalizable core of important basic skills was to be established, no attempt was made to

determine the importance of the basic skills for specialty areas within any of the six major subject

areas. These important basic skills were used to develop 55 test specification statements for the

Praxis I: CBT and the Praxis I: PPST. The purpose of the current study was to determine if these


Basic Skills11

test specification statements were judged to be appropriate specifically for 11 specialty areas

within vocational education.

The test specification statements were mailed to a random sample of 5,610 vocational

education teachers (510 per specialty area). Useable surveys were returned by 2,347 vocational

education teachers (adjusted response rate of 42%). Judgments of importance were made using a

5-point rating scale. A test specification statement was considered to be appropriate for .entry-level

vocational education teachers if respondents from 9 of 11 specialty areas judged it to have a mean

importance greater than 3.00 (moderately important). The results indicated that all 55 test

specification statements received mean ratings above 3.00 by respondents from all 11 specialty

areas. Furthermore, 98% of the mean ratings (593 out of 605) were above 3.50 (midpoint

between moderately important and very important).

It may be concluded from the results that the test specification statements for the Praxis I:

Academic Skills Assessments computer-based tests (CBT) and the Praxis I: Pre-Professional Skills

Tests (PPST) are appropriate for entry-level vocational education teachers regardless of the

specialty area in which they teach.

The Praxis Series: Professional Assessments for Beginning Teachers TM

1 4

Basic Skills12

References

American Educational Research Association, American Psychological Association, and National

Council on Measurement in Education. (1985). Standards for educational and psychological

testing. Washingtcn, DC: American Psychological Association.

Rosenfeld, M., & Tannenbaum, R. J. (1991). Identification of a core of important enabling skills

for the NTE Successor Stage I examination (Report No. 91-37). Princeton, NJ: Division of

Applied Measurement Research, Educational Testing Service.

The Praxis Series: Professional Assessments for Beginning Teachers IN

15

Appendix A

Basic SkillsA-1

Survey of Reading, Writing, and Mathematics Skills

If;

READING, WRITING, AND MATHEMATICS SKILLS

IMPORTANT FOR ENTRY-LEVEL TEACHERS OF

VOCATIONAL EDUCATION

By

Educational Testing ServicePrinceton, New Jersey

7

Copyright r0 1993 Educational Testing Service All rights reserved.

Educational Testing Service, F. IS and the FAN logo arc registered trademarks of Educational 'resting Service. The Praxis SeriesProfessional Assessments liar Beginning 'leachers and its design logo are trademarks of Educational 'lusting Service.

INTRODUCTION

Educational Testing Service (ETS) is developing a new generation of assessments for the purpose oflicensing/certifying entry-level teachers. The inventory that follows is part of our development effortand is designed to gather information concerning the entry-level vocational education teacher's job. (Inparticular, what reading, writing, and mathematics skills are important for all entry-level vocationaleducation teachers to possess?) It was developed by classroom teachers, college faculty, and statedepartment of education officials, along with ETS staff.

The inventory consists of two parts:

PART I - READING, WRITING, AND MATHEMATICS SKILL STATEMENTS

PART II - BACKGROUND INFORMATION

In PART I you are asked to judge the importance of each reading, writing, and mathematics skillstatement for an entry-level vocational education teacher. In PART II you are asked to providebackground information that will be used for research purposes only. All the information you provideis completely confidential.

The inventory has bzen mailed to a n?_ional sample of approximately 6,000 vocational educationteachers. Its value is directly relatea to the number of individuals who return their completedinventories. Because you represent a large number of teachers, your responses are extemelyimportant. Please take the time to complete and return the inventory.

19

PART I - READING, WRITING, AND MATHEMATICS SKILLS

The purpose of this inventory is to determine what you believe are the important reading, writing, andmathematics skills that all entry-level vocational education teachers should possess. On the following pages youwill find 55 reading, writing, and mathematics skill statements.

For each skill statement you will be asked to make the following judgment:

Regardless of the subject-matter area or grade they teach, how important is it that all entry-level vocational education teachers be able to do the following?

Circle your response using the 5-point scale adjacent to each statement.

(1) Of no importance(2) Of little importance(3) Moderately important(4) Very important(5) Extremely important

To familiarize yourself with the content areas and skill statements, you may wish to glance through the inventorybefore making your judgments.

Regardless of the subject-matter area or grade they teach, how important is it that all entry-levelvocational education teachers be able to do the following?



I. READING IMPORTANCE

A. Understanding the content of a reading selection

1. Determine the main idea or gist of a reading selection

2. Locate important ideas in a reading selection and explain why these ideasare important

3. Identify accurate paraphrases or summaries of ideas in a reading selection

4. Determine the supporting ideas in a reading selection: ideas, details, orfacts that support the author's main idea

B. Understanding the argument of a reading selection

5. Recognize the presence of an argument in a reading selection

6. Determine whether facts or ideas are relevant to an argument in a readingselection

7. Identify logical assumptions on which the author bases the argument of areading selection

C. Understanding the implied content of a reading selection

8. Perceive what is implied rather than directly stated by the author and makeinferences from the directly stated content of a reading selection

9. Distinguish between what a writer presents as fact from the writer'sopinions

10. Recognize or predict ideas or situations that are extensions of what hasbeen presented ;.1 a reading selection

D. Understanding the organization of a reading selection

11. Understand how a reading selection is organized (e.g., compare andcontrast, problem and solution, description)

12. Use the table of contents, selection headings, index, and similar sections ofa book to locate information

13. Arrange the ideas in a reading selection into an outline, a concept map, orinto some other form of graphic organizer

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(1) Of no importance(2) Of little importance(3) Moderately imp,)rtant(4) Very important(5) Extremely important

I. READING (cont.) IMPORTANCE

14. Identify the relationships among ideas directly stated in the readingselection (e.g., relationships of cause and effect, and sequence)

15. Locate the place in a reading selection where a specific kind ofinformation can be found (e.g., The author mentions the gestation period3f ducks in paragraph?)

E. Understanding the way in which language is used in a reading selection

16. Recognize and identify different interpretations that can be made of thesame word, sentence, paragraph, or reading selection

17. Recognize how the meaning of a word, sentence, or paragraph is affectedby the context in which it appears

18. Understand the function of key transition indicators in a reading selection(e.g., "however", "by contrast", in conclusion".)

F. Understanding other features of a reading selection

19. Compare or combine ideas or information found in two or more sources .

20. Identify inconsistencies or differences in points of view in a readingselection or two or more such selection

21. Specify appropriate reference sources for locating a specific kind ofinformation (e.g., for synonyms, use of a dictionary or a thesaurus; forinformation about the weather, use a newspaper or almanac.)

22. Understand reading materials with various writing styles and variousdifficulty levels

22

BEST COPY AVAILABLE

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(1) Of no importance(2) Of little importance(3) Moderately important(4) Very important(5) Extremely important.

II. WRITING IMPORTANCE

A. Composing Skills

23. Describe an event or situation 1 2 3 4 5

24. Delineate the steps in a process or procedure (e.g., explain how to dosomething.) 1 2 3 4 5

25. Support a position for or against something 1 2 3 4 5

26. Analyze ideas and information in various ways, for instance 1 2 3 4 5

-explaining the cause and effect of something-comparing and contrasting different points of view-drawing conclusions based on evidence provided

27. Provide a clear focus or thesis 1 2 3 4 5

28. Produce and develop supporting material that explains or illustrates keyideas I 2 3 4 5

29. Organize ideas effectively and logically 1 2 3 4 5

30. Use vocabulary appropriate to the purposes of writing and the audienceaddresse ' 1 2 3 4 5

31. Present ideas in writing in an imaginative way 1 2 3 4 5

32. Present alternative points of view in writing 1 2 3 4 5

B. Editing and Revising Skills

33. Recognize basic grammatical errors in standard written English. Theseerrors might involve: I 2 3 4 5

-verb forms (had brung)-verb tense (yesterday I am making)-agreement of subject and verb (one of the books are)-pronoun case (between him and I)-punctuation ("it's" when "its" is meant)

Regardless of the spbject-matter area or grade they teach, how important is it that all entry -levelvocational education teachers be able to do the following?



II. WRITING (cont.)

34. Recognize effective sentence structure free of problems. These problemsmight involve:

-misplaced modifiers (Not this: This computer is seldom used even thoughit is the most effective because of the high cost. But this: Even though itis most effective, this computer is seldom used because of the high cost.)

-faulty subordination (Not this: Seeing the boat in the water, it hardlylooked seaworthy. But this: Seeing the boat in the water, I decided that ithardly looked seaworthy.)

-faulty parallel structure (Not this: She promised to buy a copy of thebook and that she would make it available to students. But this: Shepromised to buy a copy of the book and to make it available to students.)

35. Recognize language that creates and inappropriate and/or inconsistent tone,given the intended audience and or purpose for writing. Suchinappropriate language might involve:

-colloquialisms or slang in a formal report-sarcasm in a letter when respect is intended

36. Revise sentences to correct basic problems in standard written EnglishThese problems might include:

-"had went" for "had gone"-"accept" when "except" is intended

37. Revise paragraphs to create appropriate and consistent tone, given theintended audience and purpose for writing. These paragraphs might beexcerpts from.

-an explt.nation to a group of students-a proposal to a school board

IMPORTANCE

1 2 3 4 5

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1 2 3 4 5

1 2 3 4 5




II. WRITING (cont.) IMPORTANCE

38. Revise paragraphs to clarify meaning. The revision might addressconfusion resulting from such problems as: 1 2 3 4 5

-illogical transitions-unnecessary repetition-vague references-imprecise language-irrelevant ideas

III. MATHEMATICS

39. Recognize the position of numbers in relation to each other 1 2 3 4 5

40. Recognize equivalent forms of a number, including square roots andpowers of a number 1 2 3 4 5

41. Demonstrate an understanding of the characteristics of counting numbers,including prime, even or odd, and multiples or factors 1 2 3 4 5

42. Perform computations in problem solving situations, and adjust the resultof computations as required by the problem 1 2 3 4 5

43. Select a sequence of operations that could be used to solve a problem;demonstrate an understanding of fundamental algorithms or procedures . . 1 2 3 4 5

44. Solve problems using estimation 1 2 3 4 5

45. Interpret and apply ratio, proportion, percent, and simple probability . . . 1 2 3 4 5

46. Recognize the relationships among the variables and/or constants in anequation or formula 1 2 3 4 5

47. Write and/or simplify expressions using variables; write and solve simpleequations and inequalities; recognize equations and inequalitiesrepresenting situations presented in words 1 2 3 4 5

48. Read and interpret information contained in various kinds of graphs,charts, and tab:. s 1 2 3 4 5

49. Demonstrate an ability to analyze and summarize numerical data 1 2 3 4 5

Regardless of the subject-matter area or grade they teach, how important is it that all entry -levelvocational education teachers be able to do the following?



III. MATHEMATICS (cont.) IMPORTANCE

50. Demonstrate an understanding of average (arithmetic mean) and range of aset of data; given the appropriate definition determine or interpret themedian or mode of a set of data

51. Recognize patterns and spatial relationships

52. Determine length, perimeter, area, and volume of common two and three-dimensional geometric figures

53. Understand and use various systems of measurement, including the metricand U. S. customary systems; make conversions within the same system orconvert units from one measurement system to another using a conversiontable

54. Interpret sentences containing logical connectives (and, or, if-then) andquantifiers (some, all, none.)

55. Draw correct conclusions; use deductive/inductive reasoning to determinewhether a conclusion based on a sequence of statements is valid; identifycounterexmples to inappropriate conclusions

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

PART H - BACKGROUND INFORMATION

The information that you provide in this section is completely confidential and will be used for research purposesonly. Please answer the questions by circling the number that most closely describes you or your professionalactivities. Unless otherwise indicated, please circle only one response for each question.

56. Where do you work?

1. Alabama 18. Kentucky 36. Ohio2. Alaska 19. Louisiana 37. Oklahoma3. Arizona 20. Maine 38. Oregon4. Arkansas 21. Maryland 39. Pennsylvania5. California 22. Massachusetts 40. Rhode Island6. Colorado 23. Michigan 41. Soutn Carolina7. Connecticut 24. Minnesota 42. South Dakota8. Delaware 25. Mississippi 43. Tennessee

9. District of 26. Missouri 44. TexasColumbia 27. Montana 45. Utah

10. Florida 28. Nebraska 46. Vermont11. Georgia 29. Nevada 47. Virginia12. Hawaii 30. New Hampshire 48. Washington13. Idaho 31. New Jersey 49. West Virginia14. Illinois 32. New Mexico 50. Wisconsin15. Indiana 33. New York 51. Wyoming16. Iowa 34. North Carolina17. Kansas 35. North Dakota

57. What is your age?

1. Under 252. 25-343. 35-444. 45-545. 55-646. Over 64

58. What is your sex?

1. Female2. Male

59 How do you describe yourself?

1. Native American, American Indian, or Alaskan Native2. Asian American, Asian, Native Hawaiian, or Pacific Islander3. African American or Black4. Mexican American or Chicano5. Puerto Rican6. Latin American, South American, Central American, or other Hispanic7. White8. Other (please specify)

60. Which one of the following best describes your highest educational attainment?

1. High School Graduate or GED2. Two-year Associate's Degree3. Four-year Bachelor's Degree4. Bachelor's + Additional CreditsD. Master's6. Master's + Additional Credits7. Doctorate

61. Which one of the following best describes the type of school in which you work? If you teach inmore than one setting, please select the category in which you spend the most time.

1. Junior High School/Middle School2. Comprehensive High School3. Vocational/Technical School4. Community College/Technical Institute5. College/University6. Other (please specify)

62. Which of the following best describes the area in which you work?

1. Urban2. Suburban3. Rural

63. To which of the following AVA divisions do you currently belong? (Circle all that apply.)

1. Agricultural Education2. Business Education3. Employment and Training4. Guidance5. Health Occupations Education6. Home Economics Education7. Marketing Education8. Special Needs9. Technical Education

10. Technology Education11. Trade and Industrial Education12. Other (please specify)

64. Which one of the following best describes your current employment status?

1. Teacher2. Administrator Supervisor3. Teacher Supervisor4. Teacher Trainer5. Counselor6. Other (please specify)

65. How many years have you taught vocational education?

L Never taught vocational education2. Less than a year3 . 1 - 24. 3 - 55 . 6 10

6. 1 I - 157. 16 - 208. 21 or more

66 The subject matter you spend the majority of your time teaching falls under which one of thefollowing AVA divisions9

I. Agricultural Education2. Business Education3. Employment and Training4. Guidance5. Health Occupations Education6. Home Economics Education7. Marketing Education8. Special Needs9. Technical Education

10. Technology Education11. Trade and Industrial Education12. Other (please specify)

THANK YOU FOR COMPLETING THIS INVENTORY.PLEASE RETURN IT WITHIN 10 DAYS USING THE ENCLOSED ENVELOPE.

Appendix B

Basic SkillsB-1

Demographic Makeup of Survey Respondents

31

- .

.:7",

*.t.4

Dem

ogra

phic

Cat

egor

yN

Dem

ogra

phic

Cat

egor

y

GE

OG

RA

PH

IC R

EG

ION

RA

CE

/ET

HN

ICIT

Y

Nor

thea

st17

37.

5N

ativ

e A

mer

ican

113

5.0

Cen

tral

949

41.1

Asi

an A

mer

ican

200.

9

Sou

ther

n87

637

.3A

fric

an A

mer

ican

135

5.9

Far

Wes

t31

313

.5M

exic

an A

mer

ican

180.

8

AG

E (

year

s)P

uert

o R

ican

50.

2

< 2

526

1.1

His

pani

c6

0.3

25-3

419

48.

4W

hite

1942

85.3

35-4

468

429

.5O

ther

691.

7

45-5

489

038

.3A

VA

DIV

ISIO

N M

EM

BE

RS

HIP

S

55-6

442

618

.4A

gric

ultu

ral E

duca

tion

193

8.2

.?..

6510

14.

4B

usin

ess

Edu

catio

n31

013

.2

SE

XE

mpl

oym

ent a

nd T

rain

ing

161

6.9

Fem

ale

1283

54.7

Gui

danc

e23

19.

8

Mal

e10

3744

.2H

ealth

Occ

upat

ions

Edu

catio

n24

310

.4

SC

HO

OL

SE

TT

ING

Hom

e E

cono

mic

s E

duca

tion

280

11.9

Urb

an68

830

.7M

arke

ting

Edu

catio

n22

99.

8

Sub

urba

n59

926

.7S

peci

al N

eeds

250

10.7

Rur

al95

442

.6T

echn

ical

Edu

catio

n20

88.

9

Tec

hnol

ogy

Edu

catio

n28

312

.1

Tra

de a

nd In

dust

rial E

duca

tion

346

14.7

Oth

er76

3.2

3 2

3 3

IT--

6

Dem

ogra

phic

Cat

egor

yN

%D

emog

raph

ic C

ateg

ory

N%

TE

AC

HIN

G E

XP

ER

IEN

CE

(ye

ars)

HIG

HE

ST

ED

UC

AT

ION

AL

AT

TA

INM

EN

T

Nev

er T

augh

t Voc

atio

nal E

duca

tion

964.

2H

igh

Sch

ool G

radu

ate

or G

ED

301.

3

< 1

542.

4T

wo-

Yea

r A

ssoc

iate

's D

egre

e11

85.

2

1-2

107

4.7

Fou

r-Y

ear

Bac

helo

r's D

egre

e10

04.

4

3-5

234

10.3

Bac

helo

r's +

Cre

dit

539

23.7

6-10

381

16.7

Mas

ter's

Deg

ree

243

10.7

11-1

536

916

.2M

aste

r's +

Cre

dit

1007

44.2

16-2

044

319

.4D

octo

rate

240

10.5

2159

726

.2

EM

PLO

YM

EN

T S

TA

TU

SS

CH

OO

L T

YP

E

Tea

cher

1388

62.4

Juni

or H

igh

Sch

ool/M

iddl

e S

choo

l15

46.

9

Adm

inis

trat

or S

uper

viso

r22

710

.2C

ompr

ehen

sive

Hig

h S

choo

l81

136

.3

Tea

cher

Sup

ervi

sor

112

5.0

Voc

atio

nal/T

echn

ical

Sch

ool

607

27.1

Tea

cher

Tra

iner

114

5,1

Com

mun

ity C

olle

ge/T

echn

ical

Inst

itute

269

12.0

Cou

nsel

or13

56.

1C

olle

ge/U

nive

rsity

169

7.6

Oth

er24

711

.1O

ther

226

10.1

34

35

Basic SkillsCl

Appendix C

Mean Importance Ratings by Specialty Area

3 (3

1.R

EA

DIN

G

A. U

nder

stan

ding

the

cont

ent o

f a r

eadi

ng s

elec

tion

1.D

eter

min

e th

e m

ain

idea

or

gist

of a

rea

ding

sel

ectio

n

2.Lo

cate

impo

rtan

t ide

as in

a r

eadi

ng s

elec

tion

and

expl

ain

why

thes

eid

eas

are

impo

rtan

t

3.Id

entif

y ac

cura

te p

arap

hras

es o

r su

mm

arie

s of

idea

s in

a r

eadi

ngse

lect

ion

4.D

eter

min

e th

e su

ppor

ting

idea

s in

a r

eadi

ng s

elec

tion:

idea

s, d

etai

ls,

or fa

cts

that

sup

port

the

auth

or's

mai

n id

ea

B.

Und

erst

andi

ng th

e ar

gum

ent o

f a r

eadi

ng s

elec

tion

5.R

ecog

nize

the

pres

ence

of a

n ar

gum

ent i

n a

read

ing

sele

ctio

n

6.D

eter

min

e w

heth

er fa

cts

or id

eas

are

rele

vant

to a

n ar

gum

ent i

n a

read

ing

sele

ctio

n

Iden

tify

logi

cal a

ssum

ptio

ns o

n w

hich

the

auth

or b

ases

the

argu

men

tin

a r

eadi

ng s

elec

tion

C.

Und

erst

andi

ng th

e im

plie

d co

nten

t of a

rea

ding

sel

ectio

n

8.P

erce

ive

wha

t is

impl

ied

rath

er th

an d

irect

ly s

tate

d by

the

auth

or a

ndm

ake

infe

renc

es fr

om th

e di

rect

ly s

tate

d co

nten

t of a

rea

ding

sele

ctio

n

9.D

istin

guis

h be

twee

n w

hat a

writ

er p

rese

nts

as fa

ct fr

om th

e w

riter

'sop

inio

ns

10.

Rec

ogni

ze o

r pr

edic

t ide

as o

r si

tuat

ions

that

are

ext

ensi

ons

of w

hat

has

been

pre

sent

ed in

a r

eadi

ng s

elec

tion

D.

Und

erst

andi

ng th

e or

gani

zatio

n of

a r

eadi

ng s

elec

tion

11.

Und

erst

and

now

a r

eadi

ng s

elec

tion

is o

rgan

ized

(e.

g., c

ompa

re a

ndco

ntra

st, p

robl

em a

nd s

olut

ion,

des

crip

tion)

12.

Use

the

tabl

e of

con

tent

s, s

elec

tion

head

ings

. ind

ex, a

nd s

imila

rse

ctio

ns o

f a b

ook

to lo

cate

info

rmat

ion

13.

Arr

ange

the

idea

s in

a r

eadi

ng s

elec

tion

into

an

outli

ne, a

con

cept

map

, or

into

som

e ot

her

form

of g

raph

ic o

rgan

izer

AE

BE

EM

GH

HE

MS

NT

CT

GT

RN

=18

0N

=24

9N

=85

N=

141

N=

227

N=

244

N=

184

N=

152

N=

121

N=

179

N=

247

4.59

4.70

4.54

4.71

4.76

4.77

4.70

4.68

4.59

4.62

4.50

4.36

4.57

4.46

4.65

4.63

4.66

4.61

4.55

4.43

4.38

4.37

4.03

4.24

4.11

4.38

4.39

4.48

4.28

4.23

4.04

4.02

3.95

4.05

4.19

4.09

4.35

4.30

4.35

4.22

4.22

3.98

3.94

3.95

3.80

3.93

3.86

4.14

3.88

4.15

4.00

3.85

3.83

3.73

3.69

4.05

4.05

4.01

4.19

3.95

4.27

4.09

3.96

3.94

3.86

3.82

3.86

3.92

3.89

4.14

3.88

4.10

4.02

3.87

3.86

3.66

3.69

3.67

3.86

3.89

3.99

3.81

4.03

3.93

3.95

3.59

3.64

3.61

4.15

4.26

4.18

4.34

4.17

4.42

4.37

4.33

4.13

4.13

3.97

3.82

3.84

3.85

4.04

3.94

4.11

4.02

3.96

3.74

3.72

3.61

3.63

3.76

3.87

3.92

4.01

4.03

3.94

3.70

3.74

3.70

3.62

4.53

4.62

4.49

4.65

4.75

4.69

4.55

4.65

4.55

4.55

4.51

3.85

3.91

3.95

4.08

4.12

4.15

4.05

3.97

3.93

3.89

3.81

Nos

eA

E =

Agn

cultu

tal E

duca

tion:

BE

= B

usin

ess

Edu

catio

n, E

M =

Em

ploy

men

t and

Tra

inin

g; G

Gui

danc

e; H

= H

ealth

Occ

upat

ions

Edu

catio

n; H

E =

.me

Eco

nom

ics

Edu

catio

n; M

= M

arke

ting

Edu

catio

n; S

N =

Spe

cial

Nee

ds; T

C =

Tec

hnic

al E

duca

tion;

TG

-T

echn

olog

y E

duca

tion;

TR

= T

rade

and

Indu

stria

l Edu

catio

n

3'7

BE

ST

CO

PY

AV

AIL

AB

LE

AE

BE

EM

GH

HE

MS

NT

CT

GT

R

N=

180

N=

249

N=

85N

=14

1N

=22

7N

=24

4N

=18

4N

=15

2N

=12

1N

=17

9N

=24

7

14.

Iden

tify

the

rela

tions

hips

am

ong

idea

s di

rect

ly s

tate

d in

the

read

ing

sele

ctio

n (e

.g.,

rela

tions

hips

of c

ause

and

effe

ct, a

nd s

eque

nce)

3.85

3.88

4.05

4.17

4.19

4.25

4.15

4.05

3.87

3.88

3.87

15.

Loca

te th

e pl

ace

in a

rea

ding

sel

ectio

n w

here

a s

peci

fic d

ing

ofin

form

atio

n ca

n be

foun

d (e

.g.,

The

aut

hor

men

tions

the

gest

atio

npe

riod

of d

ucks

in p

arag

raph

?)4.

064.

053.

994.

254.

284.

244.

024.

263.

793.

913.

96

E.

Und

erst

andi

ng th

e w

ay in

whi

ch la

ngua

ge is

use

d in

a r

eadi

ng s

elec

tion

16.

Rec

ogni

ze a

nd id

entif

y di

ffere

nt in

terp

reta

tions

that

can

be

mad

e of

the

sam

e w

ord,

sen

tenc

e, p

arag

raph

s, o

r re

adin

g se

lect

ion

3.07

3.82

3.95

3.96

3.98

4.05

3.97

3.77

3.58

3.67

3.57

17.

Rec

ogni

ze h

ow th

e m

eani

ng o

r a

wor

d, s

ente

nce,

or

para

grap

h is

affe

cted

by

the

cont

ext i

n w

hich

it a

ppea

rs3.

904.

134.

134.

184.

244.

234.

164.

053.

793.

933.

81

18.

Und

erst

and

the

func

tion

of k

ey tr

ansi

tion

indi

cato

rs in

a r

eadi

ngse

lect

ion

(e.g

., "h

owev

er",

by c

ontr

ast"

, "in

con

clus

ion"

)3.

773.

933.

913.

974.

054.

024.

003.

873.

663.

653.

64

F.

Und

erst

andi

ng o

ther

feat

ures

of a

rea

ding

sel

ectio

n

19.

Com

pare

or

com

bine

idea

s or

info

rmat

ion

foun

d in

two

or m

ore

sour

ces

4.10

4.11

4.10

4.26

4.28

4.30

4.35

4.16

3.96

4.03

3.89

20.

Iden

tity

inco

nsis

tenc

ies

or d

iffer

ence

s in

poi

nts

of v

iew

in.a

rea

ding

sele

ctio

n or

two

or m

ore

such

sel

ectio

n3.

984.

004.

024.

174.

184.

294.

144.

003.

843.

903.

73

21.

Spe

cify

app

ropr

iate

ref

eren

ce s

ourc

es fo

r lo

catin

g a

spec

ific

kind

of

info

rmat

ion

(e.g

., fo

r sy

nony

ms,

use

of a

dic

tiona

ry o

r th

esau

rus;

for

info

rmat

ion

abou

t the

wea

ther

, use

a n

ewsp

aper

or

alm

anac

)4.

144.

364,

154.

304.

414.

334.

374.

273.

984.

083.

92

22.

Und

erst

and

read

ing

mat

eria

ls w

ith v

enou

s w

ritin

g st

yles

and

var

ious

diffi

culty

leve

ls3.

663.

773.

813.

904.

014.

003.

963

3.52

3.57

3.48

II.W

RIT

ING

A. C

ompo

sing

Ski

lls

23.

Des

crib

e an

eve

nt o

r si

tuat

ion

4.40

4.38

4.43

4.40

4.39

4.47

4.48

4.39

4.23

4.21

4.11

24.

Del

inea

te th

e st

eps

in a

pro

cess

or

proc

edur

e (e

.g.,

expl

ain

how

to d

oso

met

hing

)4.

554.

654.

734.

744.

764.

764.

754.

724.

664.

694.

53

25.

Sup

port

a p

ositi

on fo

r or

aga

inst

som

ethi

ng4.

204.

054.

174.

374.

084.

354.

294.

103.

753.

973.

87

26,

Ana

lyze

idea

s an

d in

form

atio

n in

var

ious

way

s4.

234.

174.

464.

484.

364.

494.

431.

324.

144.

254.

20

27,

Pro

vide

a c

lear

focu

s or

thes

is4.

114.

214.

314.

404.

244.

364.

294.

214.

124.

133.

95

Not

e.A

E =

Agr

icul

tura

l Edu

catio

n; B

E =

Bus

ines

s E

duca

tion;

EM

= E

mpl

oym

ent a

nd T

rain

ing;

G =

Gui

danc

e; H

Hea

lth O

ccup

atio

ns E

duca

tion;

HE

Hom

e E

cono

mic

s E

duca

tion;

M =

Mar

ketin

g E

duca

tion;

SN

= S

peci

al N

eeds

; TC

= T

echn

ical

Edu

catio

n,

TG

= T

echn

olog

y E

duca

tion,

TR

= T

rade

and

Indu

strie

, Edu

catio

n.

41)

AE

BE

EM

GH

HE

MS

NT

CT

GT

RN

=18

0N

=24

9N

=85

N=

141

N=

227

N=

244

N=

184

N=

152

N=

121

N=

179

N=

247

28.

Pro

duce

and

dev

elop

sup

port

ing

mat

eria

l tha

t exp

lain

s or

illu

stra

tes

key

idea

s4.

074.

194.

224.

374.

304.

384.

324.

25.

4.17

4.04

4.05

29.

Org

aniz

e id

eas

effe

ctiv

ely

and

logi

cally

4.49

4.64

4.64

4.62

4.62

4.68

4.59

4.58

4.50

4.46

4.40

30.

Use

voc

abul

ary

appr

opria

te to

the

purp

oses

of w

ritin

g an

d th

eau

dien

ce a

ddre

ssed

4.36

4.62

4.53

4.66

4.66

4.65

4.55

4.54

4.36

4.34

4.21

31.

Pre

sent

idea

s in

writ

ing

in a

n im

agin

ativ

e w

ay3.

713.

613.

573.

723.

663.

853.

833.

563.

513.

533.

39

32.

Pre

sent

alte

rnat

ive

poin

ts o

f vie

w in

writ

ing

3.86

3.66

3.53

3.81

3.74

3.95

3.87

3.65

3.37

3.49

3.40

B.

Edi

ting

and

Rev

isin

g S

kills

33.

Rec

ogni

ze b

asic

gra

mm

atic

al e

rror

s in

sta

ndar

d w

ritte

n E

nglis

h4.

274.

714.

174.

544.

474.

604.

454.

444.

134.

223.

95

34.

Rec

ogni

ze e

ffect

ive

sent

ence

str

uctu

re fr

ee o

f pro

blem

s3.

834.

183.

824.

043.

914.

113.

983.

813.

863.

783.

58

3r,.

Rec

ogni

ze la

ngua

ge th

at c

reat

es a

n in

appr

opria

te a

nd/o

r in

cons

iste

ntto

ne, g

iven

the

inte

nded

aud

ienc

e an

d/or

pur

pose

for

writ

ing

3.96

4.25

3.93

4 14

4.23

4.31

4.10

3.97

3.78

3.88

3.70

36.

Rev

ise

sent

ence

s to

cor

rect

bas

ic p

robl

ems

in s

tand

ard

writ

ten

Eng

lish

4.13

4.59

4.17

4.54

4.42

4.52

4.40

4.37

4.07

4.06

3.80

37.

Rev

ise

para

grap

hs to

cre

ate

appr

opria

te a

nd c

onsi

sten

t ton

e, g

iven

the

inte

nded

aud

ienc

e an

d pu

rpos

e fo

r w

ritin

g4.

064.

364.

074.

264.

184.

334.

224.

153.

883.

993.

77

'15.

Rev

ise

para

grap

hs to

cla

rify

mea

ning

3.91

4.23

3.99

4.22

4.08

4.20

4.11

4.05

3.94

3.95

3.76

III.

MA

TH

EM

AT

ICS

4.38

4.47

4.60

4.59

4.48

4.41

4.49

4.57

4.47

4.47

4.40

39.

Rec

ogni

ze th

e po

sitio

n of

num

bers

in r

elat

ion

to e

ach

othe

r

40.

Rec

ogni

ze e

quiv

alen

t for

ms

of a

num

ber.

incl

udin

g sq

uare

roo

ts a

ndpo

wer

s of

a n

umbe

r3.

703.

413.

723.

823.

263.

373.

353.

683.

933.

873.

73

41.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

char

acte

ristic

s of

cou

ntin

gnu

mbe

rs, i

nclu

ding

prim

e, e

ven

or o

dd, a

nd m

ultip

les

or fa

ctor

s3.

903.

864.

184.

063.

843.

923.

924.

004.

074.

063.

92

42.

Per

form

com

puta

tions

in p

robl

em s

olvi

ng s

ituat

ions

, and

adj

ust t

here

sult

of c

ompu

tatio

ns a

s re

quire

d by

the

prob

lem

4.42

4.28

4.35

4.43

4.09

4.32

4.37

4.37

4.31

4.38

4.14

43.

Sel

ect a

seq

uenc

e of

ope

ratio

ns th

at c

ould

be

used

to s

olve

apr

oble

m; d

emon

stra

te a

n un

ders

tand

ing

of fu

ndam

enta

l alg

orith

ms

orpr

oced

ures

3.87

3.66

3.98

3.86

3.60

3.82

3.71

3.99

4.00

4.02

3.75

44.

Sol

ve p

robl

ems

usin

g es

timat

ion

4.28

4.10

4.22

4.37

3.78

4.22

4.08

4.27

4.15

4.24

4.11

Not

eA

E -

Agr

icul

tura

l Edu

catio

n; B

E -

Bus

ines

s E

duca

tion;

EM

= E

mpl

oym

ent a

nd T

rain

ing;

G =

Gui

danc

e; H

= H

ealth

Occ

upat

ions

Edu

catio

n; H

E =

Hom

e E

cono

mic

sE

duca

tion;

MM

arke

ting

Edu

catio

n; S

NS

peci

al N

eeds

; TC

= T

echn

ical

Edu

catio

n;T

G =

Tec

hnol

ogy

Edu

catio

n; T

R =

Tra

de a

nd In

dust

rial E

duca

tion.

45.

Inte

rpre

t and

app

ly r

atio

n, p

ropo

rtio

n, p

erce

nt, a

nd s

impl

e pr

obab

ility

46.

Rec

ogni

ze th

e re

latio

nshi

ps a

mon

g th

e va

riabl

es a

nd/o

r co

nsta

nts

inan

equ

atio

n or

form

ula

47.

Writ

e an

d/or

sim

plify

exp

ress

ions

usi

ng v

aria

bles

; writ

e an

d so

lve

sim

ple

equa

tions

and

ineq

ualit

ies;

rec

ogni

ze e

quat

ions

and

ineq

ualit

ies

repr

esen

ting

situ

atio

ns p

rese

nted

in w

ords

48.

Rea

d an

d in

terp

ret i

nfor

mat

ion

cont

aine

d in

var

ious

kin

ds o

f gra

phs,

char

ts, a

nd ta

bles

49,

Dem

onst

rate

an

abili

ty to

ana

lyze

and

sum

mar

ize

num

eric

al d

ata

50.

Dem

onst

rate

an

unde

rsta

ndin

g of

ave

rage

(ar

ithm

etic

mea

n) a

ndra

nge

of a

set

of d

ata;

giv

en th

e in

appr

opria

te d

efin

ition

det

erm

ine

orin

terp

ret t

he m

edia

n or

mod

e of

a s

et o

f dat

a

51.

Rec

ogni

ze p

atte

rns

and

spat

ial r

elat

ions

hips

52.

Det

erm

ine

leng

th, p

erim

eter

, are

a, a

nd v

olum

e of

com

mon

two

and

thre

e-di

men

sion

al g

eom

etric

figu

res

53.

Und

erst

and

and

use

vario

us s

yste

ms

of m

easu

rem

ent,

incl

udin

g th

em

etric

and

U.S

. cus

tom

ary

syst

ems;

mak

e co

nver

sion

s w

ithin

the

sam

e sy

stem

or

conv

ert u

nits

from

one

mea

sure

men

t sys

tem

toan

othe

r us

ing

a co

nver

sion

tabl

e

54.

Inte

rpre

t sen

tenc

es c

onta

inin

g lo

gica

l con

nect

ives

(an

d, o

r, if

-the

n)an

d qu

antif

iers

(so

me,

all,

non

e)

55.

Dra

w c

oncl

usio

ns; u

se d

educ

tive/

indu

ctiv

e re

ason

ing

to d

eter

min

ew

heth

er a

con

clus

ion

base

d on

a s

eque

nce

of s

tate

men

ts is

val

id;

iden

tify

coun

tere

xam

ples

to in

appr

opria

te c

oncl

usio

ns

AE

BE

EM

GH

HE

MS

NT

CT

GT

R

N -

180

N=

249

N=

85N

=14

1N

=22

7N

=24

4N

=18

4N

=15

2N

=12

1N

=17

9N

=24

7

4.42

4.07

4.13

4.35

4.09

4.23

4.13

4.19

4.21

4.32

4.18

3.82

3.69

3.83

3.93

3.56

3.69

3.71

3.71

3.93

3.93

3.83

3.83

3.63

3.82

3.96

3.54

3.76

3.71

3.64

3.91

3.94

3.72

4.41

4.36

4.46

4.55

4.13

4.51

4.55

4.60

4.35

4.46

4.24

4.19

4.21

4.34

4.34

3.85

4.24

4.38

4.19

4.29

4.21

4.03

4.02

4.01

4.08

4.26

3.80

4.07

4.04

3.95

3.91

4.03

3.81

3.76

3.58

3.96

4.06

3.58

3.99

3.71

3.98

3.87

3.95

3.77

4.38

3.47

4.02

4.23

3.37

3.93

3.47

4.16

4.16

4.36

4.08

4.04

3.57

3,93

4.15

4.18

3.94

3.55

3.97

4.08

4.38

4.06

3.80

3.85

3.87

3.96

3.80

3.94

3.72

3.83

3.76

3.90

3.64

3.9/

3.87

4.01

4.17

3.83

4.10

3.94

3.98

3.92

4.01

3.76

Not

e.A

E =

Agr

icul

tura

l Edu

catio

n; B

E =

Bus

ines

s E

duca

tion;

EM

= E

mpl

oym

ent a

nd T

rain

ing;

G =

Gui

danc

e; H

= H

ealth

Occ

upat

ions

Edu

catio

n;H

E =

Hom

e E

cono

mic

s E

duca

tion;

M =

Mar

ketin

g E

duca

tion;

SN

= S

peci

al N

eeds

; TC

= T

echn

ical

Edu

catio

n;

TG

= T

echn

olog

y E

duca

tion;

TR

= T

rade

and

Indu

stria

l Edu

catio

n.

4

BE

ST C

OPY

AV

AIL

AB

LE

Appendix D

Intercorrelation Matrix for Specialty Area

23

45

67

910

11

1. 2. 3. 4. 5. 6. 7. 8. 9.

10.

11.

AE

BE

EM

G H HE

M SN

TC

TG TR

.74

.86

.90

.64

.77

.73

.90

.87

.91

.91

.80

.88

.87

.93

.93

.85

.68

.62

.67

.92

.74

.82

.83

.93

.89

.87

.91

.80

.91

.86

.95

.85

.84

.88

.91

.88

.79

.58

.55

.65

.95

.88

.66

.63

.70

.84

.65

.58

.67

.86

.85

.89

.95

.95

.95

Not

e.A

E =

Agr

icul

tura

l Edu

catio

n; B

E =

Bus

ines

s E

duca

tion;

EM

= E

mpl

oym

ent a

nd T

rai l

ing;

G =

Gui

danc

e; H

= H

ealth

Occ

upat

ions

Edu

catio

n; H

E =

Hom

e E

cono

mic

s E

duca

tion;

M =

Mar

ketin

g E

duca

tion;

SN

= S

peci

al N

eeds

;

TC

= T

echn

ical

Edu

catio

n; T

G =

Tec

hnol

ogy

Edu

catio

n; T

R =

Tra

de a

nd In

dust

rial E

duca

tion.

All

corr

elat

ions

sig

nific

ant a

t 2 <

.01.

The

ave

rage

r Iz

tran

sfor

med

) =

.84.

4 f;

51062-11229 Y54M1.2 251252

4

DOCUMENT RESUME ED 382 663 TM 023 101 AUTHOR …DOCUMENT RESUME ED 382 663 TM 023 101 AUTHOR...

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Transcript of DOCUMENT RESUME ED 382 663 TM 023 101 AUTHOR …DOCUMENT RESUME ED 382 663 TM 023 101 AUTHOR...