Scoring and Interpretation
Grievance Policy and Procedures
Disclosure of Test Data
Accommodations of Disabilities
EPI Examination Blueprint
Contact Technical Support
TeacherMatch is an assessment-driven organization. Our assessments provide hiring authorities with information and tools that enable them to select high quality teachers and to customize professional development plans in order to effectively support teacher development. As such, TeacherMatch employs a defensible exam development process consistent with applicable testing standards and guidelines.
The primary controlling documents for development and ongoing verification of our assessment development process are:
Collectively, the controlling documents provide guidelines for test construction, evaluation, and documentation. Various subsections of these documents relate to validity; reliability and errors of measurement; test development and revision; scales, norms, and score comparability; test administration, scoring, and reporting; and supporting documentation for all assessments.
Like many computer-based assessment programs, TeacherMatch assessments are not immune to dishonesty or other fraudulent assessment activities of examinees, which can, not only compromise the integrity of the assessments and its validity, but also negate the many hours and dollars expended to bring each assessment to fruition. Further, while even dishonest candidates must master the required objectives in order be successful, since only a sample of the knowledge, skills, and abilities can be measured in any given assessment, the exact items and tasks used in the assessments need to be secured to the greatest degree possible.
To help ensure the integrity of TeacherMatch assessments, test candidates must follow the testing rules outlined below:
The maximum time allowed for a TeacherMatch assessment is 90 minutes, and each item has a stipulated time limit of 75 seconds. Test candidates must respond to each item within its stipulated time limit, and they must answer all of the items in one sitting.
The following guidelines apply:
The number of points possible for a TeacherMatch assessment varies, and each item is scored against the end-result of a set of independent tasks within the assessment. While some items may involve more tasks than others (e.g., matching, ordering, labeling), because all tasks are scored independently, candidates are scored on their total assessment score rather than on a pass/fail basis per item. Essentially the score is based on the number of “measurement opportunities” within the assessment as defined by the test blueprint.
TeacherMatch assessments are norm-referenced: Assessment scores return an estimate of the position of a test candidate within the population of total test takers, with respect to the domain being measured. Since the total number of points possible for TeacherMatch assessments differ across domains (e.g., Attitudinal items are scored using a rating scale; Cognitive Ability and Teaching Skills items are scored on a dichotomous scale), and the number of items within each domain varies, TeacherMatch implements scale scores in order to place them on the same metric. Placing scores on the same metric allows equal comparisons of test scores across domains, as well as alternate forms of each assessment.
Scores are based on a normal distribution that range from 0 – 100. 99% of candidates’ scores range from 20 – 80, with an average (mean) score of 50, and a standard deviation (SD) of 10.
Figure 1. Normal distribution with a mean score of 50 and standard deviation of 10. 68% of candidate scores will fall between 40 – 60.
TeacherMatch is committed to developing assessments that operate as fair, valid, and reliable measures of competency and meet applicable professional standards of test development and administration. In keeping with this commitment it is TeacherMatch’s desire to create complaint, and appeal policies and processes to ensure that all test candidates are treated fairly and impartially.
If a candidate has a technical problem with an assessment, TeacherMatch technical support is the first point of contact. TeacherMatch will review all technical test incident issues and provide appropriate feedback to the candidate whenever possible. In the event that an assessment crashes, TeacherMatch will troubleshoot the issue and may ask the candidate to restart the assessment, which will automatically return the candidate to the last recorded item. Since data are saved at 1-item intervals, candidates will not need to repeat items. Candidates have three attempts to complete the assessment (i.e., “three strikes you’re out”), before a violation is issued preventing them from completing the assessment.
TeacherMatch technical support is not authorized to remedy any substantive concerns including the following:
Consequently, if TeacherMatch technical support is unable to satisfy a candidate’s concern, TeacherMatch support staff will direct the candidate to TeacherMatch management. Issues/complaints will be logged and processed in a timely manner. Candidate complaints will be managed on either an informal or formal basis depending on the nature of the issue. Complaints must be received within three business days of the date the relevant assessment was administered.
If TeacherMatch technical support fails to satisfy a candidate’s concern, the TeacherMatch research staff will investigate each complaint and propose a resolution.
TeacherMatch technical support will send an email message to the complainant candidate summarizing and confirming the identified complaint.
TeacherMatch staff will also summarize the candidate’s complaint in an email to the assessment content manager along with the following information:
Once the complaint is received, TeacherMatch management will:
Communication with the candidate regarding the clarification of the complaint and the resolution of the complaint will be handled exclusively by TeacherMatch management.
TeacherMatch will investigate and resolve each complaint within 10 business days of its receipt.
In the interest of assessment security, TeacherMatch will only disclose its findings or reasoning for its determinations to the complaint candidate and partner district if the TeacherMatch staff deems it appropriate, including whether altering the score on the contested item affected the outcome.
Since all items are reviewed for clarity, accuracy, and bias prior to the release of the assessment, the TeacherMatch manager’s decision will be regarded, as final and no further evaluation will occur.
The purpose of the TeacherMatch retake policy is to ensure that appropriate measures are taken in order to protect assessment content, by minimizing the number of occasions a test candidate may take an assessment.
To protect the value of secured assessments whose psychometric integrity depends upon candidates not having prior access to test materials and vital test information, disclosure of test data is based on certain ethical and legal obligations to do so. As such, TeacherMatch takes appropriate steps to prevent the misuse of assessment data, and maintain the confidentiality of candidate assessment scores.
TeacherMatch does not disclose individual candidate data to third parties. Individual candidate data and aggregate reports are generated based on the following hierarchy:
Candidates: Individual access to professional development reports is available to the candidate and partner districts. Accesses to item-level data are not disclosed to individual test candidates.
Administrators: Access to candidate grid reports are available – includes individual candidates’ scores by domain. Results are summarized by groups of test candidates. Accesses to item-level data are not disclosed to partner districts.
As a provider of fair, valid, and reliable assessments, it is the philosophy of TeacherMatch that anyone with the desire should have the opportunity to assess their knowledge and ability through testing. TeacherMatch, accordingly, embraces the Americans with Disabilities Act (“ADA”) as well as the regulations and guidelines selected to effectuate its goals.
In keeping with this commitment, TeacherMatch has taken steps and, on an ongoing basis, will explore expansions and refinements of its products and services to enable even greater numbers of test candidates with documented disabilities (those recognized under the ADA) to register for and take assessments.
Currently, supported accommodations include:
Under ADA guidelines, TeacherMatch is entitled to advance notification of requests for accommodation(s) as well as a reasonable amount of time to review and implement such requests. TeacherMatch is not obligated, moreover, to accommodate candidates with language limitations unrelated to a documented disability (i.e.; English as a Second Language, literacy, etc.), nor to provide unlimited time for the completion of tests that are designed to assess not only knowledge but also efficiency in responding to assessment items. Candidates who wish to register for accommodation must work directly with the hiring district. Please do not submit requests for accommodation directly to TeacherMatch.
The values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own personal growth.
Measures a candidate’s propensity to act with compassion and cooperation towards others; including, altruism, empathy, trust, warmth, and having an optimistic view of human nature.
Measures a candidate’s attitude towards the teaching profession; including their sense of identification, development, and active involvement in individual career goals.
Measures a candidate’s propensity to act with caution, orderliness, and self-control, while feeling a sense of responsibility for doing right by others.
4) Expectations of Students
Measures a candidate’s capacity to anticipate the relative quality of students’ future performance; including challenging students, overcoming biases, and demonstrating sensitivity toward individual differences.
Measures a candidate’s ability to express energy, positive emotions, assertiveness, talkativeness, and sociability.
6) Learning Orientation
Measures a candidate’s ability to learn from successes/failures and change behavior accordingly, pursue learning opportunities even when outside of their comfort zone, look for ways to build challenge and add value in their role, and stay abreast of new technologies and discoveries that impact their work.
Measures a candidate’s ability to interpret situations and information objectively when stressed, remain calm and professional in potentially volatile interactions, maintain high productivity and performance in stressful situations, and view failures objectively while rebounding quickly.
8) Life Satisfaction
Measures a candidate’s overall perception of being happy with one’s own life and a belief that one’s life is on the right track; including, health, income, job, daily activities, and family.
Measures a candidate’s attitude and disposition toward solving problems with what they have, and doing more with less. Resourceful teachers control events that affect them, are persistent, yet open minded, and consider new possibilities as they emerge.
Measures a candidate’s belief in their ability to execute behaviors necessary to produce specific student performance outcomes. It reflects a teacher’s confidence in the ability to exert control over one’s own motivation, behavior, and social environment.
Thinking skills used to carry out the mechanisms of learning, remembering, problem solving, and paying attention.
1) Verbal Ability
The ability to approach written texts (i.e., words, sentences, verbs and adjectives), in order to comprehend meanings, produce synonyms and antonyms, know the meaning and use of words, complete sentences with words omitted based on the word context, and have a critical view towards written speech.
2) Quantitative Ability
The ability to solve mathematical calculations, ranging from numeric calculations to problems of arithmetic reasoning, graphing and table reading, percentage analysis, categorization, and quantitative analysis.
3) Analytical Reasoning Ability
The ability to recognize and determine the meaning of patterns in a variety of information.
The essential elements that effective teachers must know and be able to do in order to improve student learning and outcomes in the classroom.
1) Planning for Successful Outcomes
Effective teachers identify what is important for students to learn and to design instruction that enables the students to achieve those learning goals. Planning is based on a deep understanding of content and knowledge about one’s students—the students’ knowledge and skills as well as their interests and cultural backgrounds.
2) Create a Learning Environment
Effective teachers create an ideal classroom that is comfortable and respectful; it is a safe environment in which students feel free to take intellectual risks. A classroom that is highly conducive for learning also runs very smoothly; routines and procedures are efficient, and student behavior is cooperative so that the work in the classroom is focused on learning.
Effective teachers engage students with the content – they implement the plans designed in competency one. Teachers encourage students to participate in a community of learners developing a deep understanding of important concepts.
4) Analyze and Adjust
Effective teachers continuously monitor and adjust performance, both in themselves and in the students they teach. They identify professional skills and responsibilities that are not visible in the classroom but that are crucial for successful classroom teaching and for enhancing the profession of teaching overall.
Current Applicants in need of support, please call 855.980.0511 or email: firstname.lastname@example.org
District TeacherMatch Platform Partners in need of support, please call: 855.980.0545 or email: email@example.com
For customer or technical support for SFE/Smartfind™ or ERO/TeacherMatch Thrive™, please contact the Partnership Success Team at 800.776.8774 #2, or email firstname.lastname@example.org.