Educators were nominated and encouraged to apply for membership by public school administrators, deans at higher education institutions, public school educators, educator organizations, academic and professional associations, and others sources specified by the Department.
The Department reviewed educator applications to select the educators based on their qualifications to serve on the BRC.
Validity refers to the degree to which evidence and theory support the interpretations of test scores for proposed uses of tests.
Validity is, therefore, the most fundamental consideration in developing tests and evaluating tests.
The involvement of Massachusetts public school educators and faculty preparing prospective educators contributes to validity by grounding the program in Massachusetts practice and requirements.
Development of the new and updated tests for the MTEL was a collaborative effort involving the Massachusetts Department of Elementary and Secondary Education (the Department), the Evaluation Systems group of Pearson (Evaluation Systems), and Massachusetts educators, including educators who served on Content Advisory Committees (CACs), the Bias Review Committee (BRC), and Qualifying Score Panels.
If a bias-related revision by the CAC differed substantively from what was suggested by the BRC, follow-up was conducted with a member of the BRC to make sure the revision was mutually agreed-upon.The test development process included steps designed to help ensure that Standard 1.9 When a validation rests in part on the opinions or decisions of expert judges, observers, or raters, procedures for selecting such experts and for eliciting judgments or ratings should be fully described.The qualifications and experience of the judges should be presented.A Qualifying Score Panel of Massachusetts educators (typically up to 20) was established for each test field to provide judgments to be used in setting the passing scores for the tests.These panels typically included some members from the CAC for the field and, in some cases, BRC members qualified in the field, as well as additional educators meeting the same eligibility guidelines as the CAC members.