McKernan, J. (2008). Curriculum and Imagination. New York, NY: Routledge.
Preparation for the Praxis II Exam (18th ed.). (2005). Lawrenceville, NJ: Thomson Peterson's.
Schoonover, B. (2003). Future OSU educators among best in nation. The Lantern.
Retrieved February 4, 2009 from www.thelantern.com.
Professional Concept
The No Child Left Behind Act (NCLB) of 2001 sets a goal for all subjects to be taught by Highly Qualified Teachers. Praxis tests are “designed to measure the academic proficiencies of students entering or completing teacher preparation programs and individuals seeking professional certification” (“Preparation for the Praxis II,” 2005). Each teacher candidate takes the Praxis II tests to provide proof of basic proficiency in content areas through the Multiple Subjects Assessment for Teachers and Principles of Learning and Teaching (PLT).
The Ohio Department of Education states “successful completion of the Praxis II test(s) is designed to ensure that candidates for licensure have acquired the minimal knowledge necessary for entry level positions” (http://www.ode.state.oh.us/) Hence, the Praxis is a starting point – an entry gate for new teachers. But does passing Praxis II make teachers effective educators? A look at the benefits and pitfalls of the Praxis II exams (PLT and Content Area) follows next. Research findings will be discussed throughout. Lastly, Capital University’s competency in regards to preparing students to pass the Praxis II exams will be examined.
Positives of Praxis II
The Praxis II tests are used by approximately 80% of all states as a measure of individuals’ content and pedagogical skills (Brown et al., 2008). In administering the tests, all teacher candidates are evaluated using the same criteria which can be seen as an equitable way to compare students from different teacher education programs. Passing scores satisfy one of the requirements of NCLB, namely state certification or licensure. Additionally, one of the values of Praxis assessment is its ability to show the changes teacher education programs need to make in order to prepare future teachers more effectively. The results of Praxis tests can be used to show what areas institutions do well in and what areas need improvement in regards to teacher preparation.
Pitfalls of Praxis II
McKernan states that “education implies the ability not to acquire skills and abilities, but to go beyond these by using knowledge, skills and abilities in a creative and imaginative fashion” (p.90). Praxis II exams only assess the acquisition of skills, which is only a small part of successful teaching. Moreover, McKernan (2008) points out the many newly trained teachers never enter the professions of teaching, and of those who do, nearly “50 percent leave within the first five years” (p. 44). Praxis II does not address this major failure of our teacher education system.
The fact that the Praxis II exam does not address attrition rates is not so much a drawback of Praxis tests alone, but all standardized tests. For instance, a study by Kahn and Nauta (2001) recommends that scores on college entrance exams (e.g., ACT scores) serve as only one predictor of college persistence and success. Brown, Brown, & Brown (2008) point out that the Praxis II tests fail to address both the aptitude or disposition of a candidate for teaching. In addition, they show that prior research finds no empirical relationship between positive Praxis scores and positive job performance.
Furthermore, Brown et al. contend that those who score well on the SAT test and complete a teacher education program will test well on Praxis II tests. More research is needed to determine the reasons for this strong correlation, but it certainly suggests that those who test well before teacher education programs and complete an education program will continue to perform proficiently on further standardized tests.
Other findings show low scores on Praxis II may not be an indication of low knowledge, but a failure of teacher education programs to use the same vocabulary as on the tests (Schoonover, 2003). However, Brown et al contend that the availability of practice tests over the years reduces the effect of the unknown on the test. Teacher preparation programs typically adjust to use the terminology of the tests in order to better prepare their students. One might also think that teacher preparation programs alter course work in an effort to prepare students to perform well on the test.
Another difficulty with Praxis testing is that not all states use Praxis Tests, and those that do have different testing requirements for licensure. Assessing scores on the Elementary Education PLT (K - 5) range from a value of 152 in Missouri to a high of 169 in Nevada. Ohio requires a score of 168. The target score for ETS Recognition of Excellence on the same test is 185. Why the different states require different passing scores in not clear. Regardless, the differences should not necessarily be a problem when it is argued that the Praxis tests are not a true measure of teacher excellence.
Capital University & Praxis II
According to the Ohio Department of Education website, Capital University is deemed an “effective” institution, as 88% pass the Principles Learning and Teaching (PLT) 5-9 exam, 97% pass the PLT 7-12, 94 % pass the Early Childhood Education content area exam, and 100% pass the Music Content Knowledge exam. But one must not jump to causation and assume that Capital’s program and faculty are the sole reason behind this success. Capital may just attract students who are passionate about teaching and willing to study outside of class for the Praxis II exam. While there certainly must be a positive correlation with high Praxis passing rates and Capital’s program, evidence remains correlational at present.
However, the question remains whether those who pass the Praxis II from Capital University have a lower risk of attrition than other university graduates. Perhaps tK20 will allow for the collection of such data in the next few years. Empirically, Capital seems to do a good job of representing the realities of teaching to students, and helping them identify if teaching is truly the right profession for them. For now, it is safe to conclude though that passing the Praxis II exam while attending Capital or afterwards is highly likely.
