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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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
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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
The Praxis Series: Professional Assessments for Beginning TeachersTM
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
The Praxis Series: Professional Assessments for Beginning TeachersTM
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
The Praxis Series: Professional Assessments for Beginning TeachersTM
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?
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
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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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?
Circle your response using the 5-point scale adjacent to each statement.
(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
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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?
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.
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?
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
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
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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?
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
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?
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
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