In aggregating IHEs scores, why does the reporting guide adopt an “individual-based” system rather than a “test-based” system?
The Department conceivably could have gone in either of two directions. It could have adopted a “test-based system under which IHEs would compute their pass rates on the basis of the total number of tests that all graduates (completers) passed as a percentage of the total numbers of tests all of them took. Under this kind of system, for example, for two individuals who each passed one of two tests in a battery, the guide would have directed IHEs to report an overall pass rate of 50 percent (two passes out of four exams).Given the law’s focus on institutional accountability for the preparation of teachers to meet the standards for licensure or certification, NCES concluded that pass rates generated by a test-based system-which reported pass-rates on each of several tests-would be less meaningful than those generated by a system based on the percentage of an IHE’s program completers who have passed the state’s licensure and certification exams, i.e., an “individual-based system.” In the
Related Questions
- Why does the reporting guide require IHEs to include in their pass rates the scores of those who pass or fail a test in a battery, but who have not yet taken all tests in the battery?
- In aggregating IHEs scores, why does the reporting guide adopt an "individual-based" system rather than a "test-based" system?
- Can I be considered for a scholarship automatically based on my grades or standardized test scores?
