DOCUMENT RESUME 95 CE 004 877 - ERICDOCUMENT RESUME ED 112 106 95 CE 004 877 AUTHOR Mocker, Donald W.; Zinn, Lorraine M. TITLE Adult Basic Education Teacher Certification Study. INSTITUTION

DOCUMENT RESUME

ED 112 106 95 CE 004 877

AUTHOR Mocker, Donald W.; Zinn, Lorraine M.TITLE Adult Basic Education Teacher Certification Study.INSTITUTION Missouri Univ., Kansas City. Center for Resource

Development in Adult Education.SPONS AGENCY Colorado State Dept. of Education, Denver. Div. of

Adult Education.; Office of Education (DHEW),Washington, D.C.

PUB DATE Aug 75GRANT OEG-73-5213NOTE 72p.; For the ABE Teacher Competency Inventory, see

CE 003 610; For reports from other States, see CE 003368 (Puerto Rico), CE 003 367 (Iowa), CE 004 116(Virgin Islands), and CE 004 387 (Idaho)

EDRS PRICE MF-$0.76 HC-$3.32 Plus PostageDESCRIPTORS *Adult Basic Education; Adult Education; *Adult

Educators; Knowledge Level; *Performance Criteria;*Surveys; Teacher Attitudes; Teacher Behavior;Teacher Certification; Teacher Evaluation; TeacherResponse; *Teaching Skills

IDENTIFIERS Adult Basic Education Teacher Competency Inventory;*Colorado

ABSTRACTA competency inventory was used to determine those

Adult Basic Education (ABE) teacher competencies which should be usedas a basis for determining ABE Teacher Certification Standards forthe State of Colorado. The survey instrument consisted of 170previously established and validated statements of teachercompetency. A sample of 36 ABE teachers (primarily female, ages25-65) with three or more years. of ABE teaching experience and recentABE training were asked to indicate, on a scale of zero to seven, thedegree to which a teacher should be able tc perform each competency.The results, presented in tabular form, show the mean scores used torank the competencies and the following categories into which theywere classified to provide another format for viewing the data: scopeand goal of adult education, curriculum instructional process, andABE learner. Those competencies ranked in the top quartile were foundto be critical in providing criteria for certification. Most criticalcompetencies were in the instructional process category. A method forclustering competencies was suggested for use in developing coursesfor certification. Appended are a copy of the inventory and a 14-pagecomputer printout of raw data from the survey. (MS)

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''-411111EREIPA-20; ), A

Center for Resource Developmentin Adult Education

University of Missouri - Kansas City

for the

State Department of EducationDenver, Colorado

Adult Basic EducationTeacher Certification Study

Donald W. Mocker and Lorraine M. Zinn

August, 1975

The project reported herein was performed pursuantto a grant from the U.S. Office of Education, De-.partment of Health, Education and Welfare. The

opinions expressed herein, however, do not neces-sarily reflect the position or policy of the U.S.Office of Education, and no official endorsementby the U.S. Office of Education should be inferred.

Grant No. OEG - 73 - 5213 Spear

TABLE OF CONTENTS

Purpose 1

Procedures 2

Results 5

Table I Demographic Data 6

Table II Priority Listingof Competencies 8

Discussion and Conclusion 18

Appendix A - Competency Inventory 22

Appendix B - Computer Printout of Raw Data 54

PURPOSE

This study was conducted by the Center for Resource

Development in Adult Education, University of Missouri -

Kansas City, for the Colorado State Department of Edu-

cation.

The purpose of the study was to determine those ABE

teachers competencies which should be used as a basis for

determining Adult Basic Education (ABE) Teacher Certification

Standards for the State of Colorado.

j.)

1

PROCEDURES

Sample

The sample of 36 ABE teachers and administrators was

selected by the ABE Staff Development Office of the Colorado

State Department of Education. The criteria used for sel-

ection were number of years of experience in ABE and recent-

ness of training.

Survey Instrument

The Adult Basic Education Teacher Competency Inventory

(revised October, 1974) was used as the survey instrument.

Alternate forms of the Inventory are appended to this report

(Appendix A-I, A-II).

The Inventory consists of 170 statements of teacher

competency which had been previously established and valid-

ated.* On a scale of 0 - 7, teachers were asked to indicate

for each competency the degree to which a teacher should be

able to perform and the degree to which they can perform.

For the purpose of this study only the "shoulds" were analyz-

ed.

Data Collection and Analysis

The Inventories were sent to the Colorado State Depart-

ment of Education which was responsible for distribution to

*Mocker, Donald W. The Identification, Classification,

and Ranking of Knowledges, Behaviors, and Attitudes Appropriate

For Adult Basic Education Teachers." University of Missouri -

Kansas City, 1974. h.)

Teachers, Collection, and return of the Inventorirr. to he

Center.

When the Inventories were received by the Center, they

were coded, computer cards punched and data processed by an

established program.

The competencies were ranked according to what the sample

perceived ABE teachers should be able to do, using mean scores

as the basis for ranking; and classified in one of the follow-

ing categories: Scope and Goal of Adult Education, Curriculum,

Instructional Process, and the ABE Learner. The categories

are defined as follows: Adult Education is a planned process

by which men and women seek to increase their knowledge, under-

standing or attitude; Curriculum is a structured series of.in-

tended learning outcomes; Instructional Process is defined as

an organized plan established for the purpose of facilitating

the learning of the curriculum; and an ABE Learner is a person

16 years of age or older, who has not achieved an eighth grade

education of functional equivalent and who is enrolled in an

ABE program.

In addition to ranking the competencies and indicating

the category in which each was classified, the competencies

were further divided by those which fell above and below the

mean. Those that fell above the mean were further divided into

quartiles.

Recommended Certification Standards

Those competencies which were ranked in the upper quartile

3

are being recommended by the writers as a basis on which to

make rational decisions concerning ABE teacher certification

in Colorado. These are considered as the critical competencies.

4

RESULTS

The computer print-outs of the data is reported in

Appendix B. Providing this information will allow the

reader to further analyze the data or analyze the data in

a different format.

Demographic Characteristics of the Sample

The sample can be characterized as primarily female,

ranging in age from 25 to 65,. who have had three or more years

experience in ARE teaching and who have had in-service train-

ing within the past six months. Table I on pages 6 and 7

gives a complete demographic breakdown.

Ranking of Teacher Competencies

As indicated in the Procedures Section, the rank order

was established by using mean scores. Table II pages 8 through

17 lists the rank order of the competencies according to those

areas in which the sample perceived ABE teachers should be

competent.

53

TABLE I

DEMOGRAPHIC DATA

1. State Colorado

2. Location of ABE Program (city) 36 selected teachers and administrators

3. What is your current position in ABE? (check one)

(1) 13 ABE teacher, part-time (less than 20 hrs. per week)

(2) 9 ABE teacher, full-time (more than 20 hrs. per week)

(3) _Q___ ABE administrator, part-time (less than 20 hrs. per week)

(4) 6 ABE administrator, full-time (more than 20 hrs. per week)

(5) Primarily ABE teacher, part-time ABE administrator

(6) 3 Primarily ABE administrator, part-time ABE teacher

2 NR (no response)

4. If teacher/administrator

in

(1)

(2)

(3)

part-time 5.

ABE, what is full-time commitment:

3 No full-time employment

Sex:

(1)

(2)

Age:

33 Female

1

Male

NR1 Teaching-elementary (K-6)

Teaching-secondary (7-12) 6.

(4) _a__ Teaching-college, university (1) 0 Under 25

(5) Counseling, guidance (2) 15 25-34

(6) Q school administrator (3) 7 35-44

(7) _ 0 Secondary school administrator (4) 6 45-54_

(8) _ Housewife (5) 6 55-65

(9) _ 3_ Other (specify) . (6) _1_ Ôver 65

23 NR 1 NR

Today's date

6

TABLE I--Continued

7. What type of classes do you teach? (check one)

(1) _ 1 ABE, 8th grade equivalency (only)

(2) . 3 .. English as a Second Language (only)

(3) ABE and ESL

(4) ____0_ Adult high school, high school

completion

(5) ___2_ GED, high school equivalency

(6) 8 ABE and GED

(7) _U. Other (specify)

1 NR

9. What type of certificate do you hold?

(check major area only)

(1) __a_ elementary

(2) _12 secondary

(3) ___0_ learning disabilities

(4) ___Q_ special education

(5) speech therapist

(6) 2 counseling and guidance

13 NR

8. Years of experience in ABE:

(1) _O___ Less than 1 year

(2) _4_ 1 year

(3) _a_ 2 years

(4) __3__.3 years

(5) 4 years

(6) 3 5 years

(7) _16_ More than 5 years

2 NR

10. Most recent attendance at

an ABE training function:

(1) __z9_ during past six months

(2) ___2 6 months to one year ago

(3) __2_ more than one year ago

(4) have never attended an

ABE training function

2 NR

11. Type of ABE training functions you have attended (may check more than one):

(11) 26 lecture, conference (one day or less)

(12) 4 workshop (2-5 days)

(13) 111_ institute (5 days or more)

(14) college credit course

(15) _6_ other (specify)

7

7/75

TABLE IISTATE OF COLORADO*

Priority order listing of statementsdescribing desirable teacher competency

in Adult Basic Education

Page 1 of 10

RankOrder An ABE teacher SHOULD be able to:

CategoryC AE L IP

establish a basis for mutual respect with learners. X

2 develop effective working relationships with learners. X

3 communicate effectively with learners. X

4.5

4.5

participate in the process of evaluating one's own teachingA effectiveness. .

recognize the potentiality for growth in learners. X

X

6 adjust teaching to accommodate individual and group.-

characteristics. X

7.5

7.5

reinforce positive attitudes toward learning.

place learners at their instructional level.

'X

X

9 adjust program to respond to the changing needs of the learner. X

10 develop a climate that will encourage learners to participate. X

12.5

12.5

12.5

12.5

select curriculum which will aid the learners in developingan interest in reading.

identify the major topics and concepts of each subject he/sheteaches.

use appropriate materials and methods for specified readingdeficiencies.

recognize symptoms of physical deficiencies such as visionand hearing anomalies that may be related to readingdisabilities.

X

X

X

X

15.5

15.5

differentiate between teaching children and teaching adults.

devise instructional strategies that will develop within thelearners a sense of confidence.

X

X

17 provide practical activities for learners which reinforceclassroom instruction. X

19 adjust rate of instruction to the learners' rate of progress. X

* Based on responses of 36 selectedteachers and program administrators.

C=Curriculum L=ABE. Learner

AE=Scope and Goal of IP=Instructional

Adult Education Process'"

TABLE II--Continued

7/75 STATE OF COLORADO*Page

Priority order listing of statementsdescribing desirable teacher competehcy


2 of 10


CategoryIN AE L IP

19 use the services of state and local agencies responsible for

adult basic education.

19 demonstrate commitment to lifelong learning by participating

in continuing education activities.

22 apply criteria for the selection and evaluation of instruc-

tional materials.

22 use humor in the classroom.

22 demonstrate belief in innovation and experimentation by

willingness to try new approaches in the classroom.

24 maintain interest of students in classroom activities.

25 provide continuous feedback to learners on their educational

progress.

28.5 include the essential elements of the communication process

(listing, speaking, reading, and writing) when selecting

curriculum.

28.5 assist learners who desire to assume new roles in society.

28.5 evaluate instructional objectives.

28.5 determine the modality(ies) by which individuals learn

most effectively.

28.5 participate in the process of program evaluation.

28.5' apply knowledge of materials and procedures gained from other

teachers.

33 use classrooms and other settings which provide for a com-

fortable learning environment.

33 refer learners to community agencies for specific social,

educational and training needs.

33 relate instructional content to the life of learners.

37.5 design an instructional plan based on results of diagnostic

tests. -X


C=Curriculum L=ABE Learner

AE...Scope and Goal of IP=Instructional

Adult Education Process

TABLE II--Continued7/75 STATE OF COLORADO.*

Page 3 of 10




CategoryC AE L IP

37.5 arrange flexible grouping for learning.

37.5 diagnose learners' basic reading skills.

37.5 select curriculum which will develop all levels of readingcomprehension. X .

37.5 select those components of a subject area which are essentialto learners.

37.5 relate classroom activities to the job experiences of learners.

41 use appropriate methods and materials for teaching language

arts. X

NOTE: STATEMENTS ABOVE THIS LINE ARE RANKED IN THE TOPQUARTILE (25%).

44 select curriculum which will develop oral language skills.

44 interpret the adult basic education program to other teachersand the community.

44 summarize and review the main points of a lesson or demon-

stration.

44 determine those principles of learning which apply to adults.

44 select reading curriculum according to logical order.

47.5 assess anxieties about learning that are ppecific to iden-tifiable groups of learners.

47.5 coordinate and supervise classroom activities. X

49.5 analyze the impact of prior educational experiences uponlearners.

49.5 construct informal tests and measurement techniques to eval-uate learners' achievements. X

51 use appropriate methods and materials for teaching mathe-

matics. . X

. ,





TABLE II--Continued7/71i STATE OF COLORADO*

Page 4 of 10




CategoryC AE L IP

52 select curriculum according to appropriate sequence,continuity and integration.

54 plan independent study with learners. X

54 select curriculum which will promote_development of thelearners' reading vocabulary.

54 apply basic principles of adult learning to instructionalsituations.

57 design activities to develop problem solving abilities withinlearners.

57 identify the learners' interests and level of aspiration.

57 use criterion-referenced evaluation instruments.

60 identify the major functions of community agencies whichserve the social, educational and training needs of learners. X

60 describe the learning characteristics of the adult. X

60 involve learners in the process of formulating instructionalobjectives. X

62 use the language experience approach to teach reading. X

63.5 use a system to keep records of learners' progress. X

63.5 select curriculum which integrates reading comprehension andvocabulary development with each content area.

65 identify potential talents of learners. X

66.5 try novel and unique strategies in broadening horizons of

learners. X

66.5 select materials and activities which develop study patterns. X

70 select curriculum which will help learners control and adjust

to change.4

70 select curriculum which will aid learners.in developingawareness of their own and others' feelings, concerns and

opinions.




Adult Education Processr.)

7/75TABLE II--Continued

STATE OF coLoaApo*



Page 5 of 10

RankOrder

CategoryAn ABE teacher SHOULD be able to: C AE L l IP

70 integrate knowledge of reading skills, particular dialectsand reading problems with instructional materials. X

70 plan instructional activities which bring resources of thecommunity to bear on needs of learners. X

70 determine modes and rates of instruction through diagnosis. X

73.5 guide and counsel learners. X

73.5 use knowledge of adult developmental characteristics to selectcurriculum. X

75.5 use appropriate methods and materials to remedy deficienciesin mathematics. ' X

75.5 use practical arithmetic skills to illustrate mathematicalconcepts when planning instructional activities. X

77.5 I apply basic principles of group dynamics and leadershiptechniques. X

77.5 interpret informal reading inventories. X

79.5 use techniques to facilitate recall. X

79.5 use techniques of public relations. X

81.5 interpret informal math inventories. X

81.5 identify new developments, recent recommendations and currentissues in adult education. X

NOTE: STATEMENTS ABOVE THIS LINE ARE RANKED ABOVE THEMEAN/MEDIAN.

84 interpret social characteristics of learners. X

84 recognize the value system of learners to be appropriate forthe environment in which they live. X

84 use the services of local adult basic education advisory com-mittees. . X

87 select curriculum which provides for the development ofliberal education for the learners. ] X


12


AE=Scope and Goal of IP=InstructionalAdult Education Process

4..h)

TABLE II--COntinued7/75 STATE OF COLORADO*

Page 60E10Priority order listing of statementsdescribing desirable teacher competency



CategoryC Ar, i IP

87 adjust instruction to provide for the social, psychological'and physiological effects of aging.

87 select curriculum which will develop word attack skills. X

91.5 select materials and activities which promote consumer edu-

cation.

91.5 administer informal math inventories.

91.5 develop generalizations supported by facts.

91.5 select instructional materials which relate to the background

of the learners.

91.5 use behaviorally stated objectives.

91.5 adapt instructional activities for the physically handicapped.

95 construct informal reading inventories.

98.5 diagnose learners' basic mathematical skills.

98.5 design instructional strategies to develop all levels of com-

prehension within the cognitive domain.

98.5 incorporate consumer education into the curriculum.

98., adjust the administration and interpretation of tests accord-

ing to the behavioral characteristics of adults.

98.5 relate knowledge of economic and labor market information

to the vocational interests of learners.

98.5 select materials and activities which promote the learners'

liberal education.

102 apply synthetic and analytic word learning methods as deter-

mined by diagnosis.

104.5 explain what is individually prescribed instruction. X

104.5 determine reasons for low self-concept of learners. . X

104.5 use instructional materials which are congruent with specific

curricular goals. X


13


AE..Scope and Goal of IP=Instructional

Adult Education Process-

TABLE II--Continued7/75 STATE OF COLORADO*

Page 7 of 10



Rank(1z:der An ABE teacher SHOULD be able to:

CategoryC AE LL IP

104.5 interpret and use the results of standardized achievementtests. X

107.5 apply principles of attitude and behavior change in the in-structional process. X

. .

107.5 choose tests that yield necessary data on learners. X

109.5 assess the effects of discrimination on the learners. X

109.5 maintain current information concerning commercial instruc-tional materials. X

112.5 determine the difficulty, validity and reliability of teacher -

made tests. X

112.5 use information from professional journals, organizations and

associations. X

112.5 use programmed and self-directed instructional materials. X

112.5 recognize the nature and intent of adult basic educationlegislation including financing. X

116 select curriculum which emphasizes noteworthy current events. X

116 relate the democratic process to everyday lives of learners. X

116 function in a team teaching situation. X

119.5 apply pertinent research. X

119.5 incorporate health and nutrition objectives into the curri-

culum.

119.5 select materials and activities which promote learning aboutpractical government. X

119.5 operate duplicating equipment and instructional hardware. X

123 select mathematic concepts according to logical order. X

123 differentiate between goals and objectives. X

123 write instructional materials. X


14

C=Curriculum L=ABE LearnerAE=Scope and Goal of IP=Instr=tion431D

Adult Education Process -4-0

7/75

TABLE II--ContinuedSTATE OF COLORADO*



Page 8 of 10


CategoryC AE L IP

125 construct profiles which reflect learners' attainment, poten-tial and expectations in reading. X

129.5 collect information on the learners' physical, mental, and

social development. X

129.5 recognize action words appropriate to a given behavior. X

129.5 collect information on the cultural and social forces thatinfluence the learners. X

129.5 make daily lesson plans. X

129.5 select curriculum which develops study patterns. X

129.53

identify causes of discriminatio6. X

129.5 identify and analyze terminal 1Dhaviors. X

129.5 incorporate practical government into the curriculum. X

134 administer informal reading inventories. X

135.5 prepare new teachers for innovative and changing programs. X

135.5 write objectives in behavioral terms. X

137 select materials and activities which promote learning about

health and nutrition. X

139 gather information concerning psychological problems of the

learners.X

139 construct audio-visual materials. X

139 use mass media for educational purposes. X

142 select objectives from each of the domains (cognitive, psy-

chomotor and affective). X

142 differentiate between curriculum and instruction when select-

ing curriculum and developing instructional plans. X

142 analyze reasons for learners' participating in educational

programs.X

- ,


15

C=Curriculum L =ABE. Learner


Adult Education ProcessIl

7/75

TABLE II--ContinuedSTATE OF COLORADO*

Priority cider listing of statementsdescribin4 desirable teacher competency


Page 9 of io


Category-,

C AE-

L IP

144 operate a learning laboratory. X

146 maintain a clean, orderly classroom.

146 give examples of concepts and principles.

146 apply generalizations to specific situations.

148 maintain discipline in the classroom.

149 apply theory to the process of program development.

150 apply concepts of liberal education to adult basic education.

151.5 aid the learner in obtaining employment or on-the-job training.

151.5 administer standardized tests.

interpret national, state and local objectives of adult basic

153.5 education.

153.5 recognize the similarities and differences between general

and vocational education.

156 describe the relationship of adult basic education to adult

education.

156 interpret the social structure and characteristics of the

community.

156 select materials and activities which promote learning about

ecology.

158 recruit the learners.

159 arrange and conduct field trips.

160 use the community development approach.

161 interpret the philosophic base and current issues of adult

education in relation to the various aspects of American

society..

162 list the major causes of reading difficulties in adult

learners.X


16

C=CurriculumAE=Scope and Goal of IP=Instructional

Adult Education

L =ABE. Learner

Process

TABLE II--Continued

7/75 STATE OF COLORADO*Page 10 of 10




CategoryC AE L IP

163 recognize the historic and contemporary approaches to lit-

eracy. X

164 administer interest inventories. X

165 use learners' oral language facility, including dialect,

as the basis for developing skills in standard English. X

166k

include concepts of modern math when selecting curriculum. X

167.

incorporate ecology into the curriculum. X

168 identify similarities and differences between two or more

educational philosophies.

,

X

169 identify major causes of the literacy problem in the United

States. X

r

170 gather information on the economically disadvantaged in

various ethnic groups. X

.


17




DISCUSSION AND CONCLUSIONS

In using this data to help make judgments concerning teacher

certification,there are three basic questions:

1. From the total list of competencies, which are most

critical for certification?

2. In which categories are the critical competencies

classified?

3. Is there any way to join or cluster the critical

competencies which will aid understanding and implementation?

FROM THE TOTAL LIST OF COMPETENCIES,

WHICH ARE MOST CRITICAL FOR

CERTIFICATION?

The answer to this question is judgmental and will vary from

state to state. The number of full-time teachers, rate of teacher

turnover, training resources and other variables must be taken

into consideration when answering this question.

The writers of this report, with their understanding and

general knowledge of ABE teacher training in Colorado, have selected

the competencies falling in the top quartile as a reasonable base

to begin discussion of ABE teacher certification for Colorado. To

identify those competencies, the reader should refer to Table II,

pages 8, 9, 10 and locate the competencies which are ranked from

1 to 42. These can be considered the critical competencies.

IN WHICH CATEGORIES ARE THE

CRITICAL COMPETENCIES CLASSIFIED?

The purpose of classifying the competencies is to provide a

format which gives the reader a different way of looking at the data.

18

Although the four categories are separate, the competencies do

interrelate; but caution is urged against reading too much into

the exact rank order. The writers suggest that by looking at

frequencies, broad trends and categorical preferences can be inferred.

Classification of Critical Competencies

Category Number of Competencies

Curriculum 5

Scope and Goal of Adult Education 4

ABE Learner 3

Instructional Process * 29

Total 41

*(This figure not only represents the highest frequency, but also

the highest proportion.)

IS THERE ANY WAY TO JOIN OR CLUSTER

THE CRITICAL COMPETENCIES

WHICH WILL AID UNDERSTANDING AND

IMPLEMENTATION?

Remembering that the writers have already cautioned against

reading too much into exact rank order, and have suggested inter-

relationship, the reader can identify clusters of competencies

to aid in decision-making. The way in which the reader looks for

clusters will in part depend on educational philosophy and tradi-

tional ways in which state departments of education approach teacher

certification. The following is an example of one way to establish

a cluster of competencies.

19

fr^tr%ClInt

If your department is emphasizing reading/language arts

development, this might provide one nucleus around which some

competencies can be organized.

The first step is to identify those critical competencies

that are directly related to the teaching of reading. The following

critical competencies are listed by rank order.

Rank Order Competency

12.5 select curriculum which will aid the learnersin developing an interest in reading.

12.5 use appropriate materials and methods forspecified reading deficiencies.

28.5 include the essential elements of the communicationprocess (listening, speaking,, reading and writing)when selecting curriculum.

37.5 diagnose learners' basic reading skills.

37.5 select curriculum which will develop all levelsof reading comprehension.

41 use appropriate methods and materials for teaching

language arts.

The next step in completing a group or cluster of competencies

is to identify those which are secondarily related to reading. These

related competencies are listed by rank order.

Rank Order Competency.

3 communicate effectively with learners.

6 adjust teaching to accommodate individual and groupcharacteristics.

7.5 place learners at their instructional level.

19 adjust rate of instruction to the learners' rateof progress.

25 provide continuous feedback to learners on their

educational progress.

28.5 determine the moddality(ies) by which individuals

learn most effectively.

20

37.5 design an instructional plan based on resultsof diagnostic tests.

This is just one example of how competencies can be clustered.

This type of competency organization can be used by a university to

develop courses for certification. It can also be used by a state

education department as criteria for approving university courses or

developing pre-service and in- service training programs.

Conclusion

If teacher certification is to be based on the teacher's

competency, then the criterion or competency becomes a basic issue.

This study was baser! on the assumption that a competent teacher is

one who possesses the behaviors considered of highest priority by

already competent teachers. The writers conclude that those com-

petencies which were ranked in the top quartile are the critical

competencies and provide the criteria for teacher certification in

Colorado.

11Appendix A-1

UNIVERSITY OF MISSOURI - KANSAS CITYSCHOOL OF EDUCATIONKansas City, MissOUri 64110

CENTER FOR RESOURCE DEVELOPMENTIN ADULT EDUCATION

@ OCTOBER, 1974(Revised) '

ti

Appendix A-I Continued

ADULT BASIC EDUCATIONTEACHER COMPETENCY INVENTORY

Developed by

Donald W. MockerJames D. PeeblesLoraine M. Zinn

Gordon AultVera S. Maass

Center for Resource Development in Adult Education

School of Education


© October, 1974

(Revised)

23


DEMOGRAPHIC DATA

1. State

2. Location of ABE Program (city)


(1) ABE teacher, part-time (less than 20 hrs. per week)

(2) ABE teacher, full-time (more than 20 hrs. per week)

(3) ABE administrator, part-time (less than 20 hrs. per week)

(4)_ ABE administrator, full-time (more than 20 hrs. per week)


(6) Primarily ABE administrator, part-time ABE teacher

4. if teacher/administratcr part-timein ABE, what is full-time commitment:

(1) No full-time employment

Computer Space

5. Sex:

(1) Female

(2) Male

(2) Teaching-elementary (K-6)

(3) _ _ Teaching-secondary (7-12) 6. Age:

(4) _ Teaching-college, university (1) Under 25

(5) ___ Counseling, guidance (2) 25-34

(6) _ ___ Elementary school administrator (3) 35-44

(7) _ . Secondary school administrator (4) _ 45-54

(8) _ _ Housewife (5) 55-65

(9) _ Other (specify) (6) _ _ Over 65

Today's date

1

24



(1). _ ABE, 8th grade equivalency (only)

(2). __ English as a Second Language (only)

(3) _____ ABE and ESL

(4)_ Adult high school, high school

completion

(5) ___ GED, high school equivalency

(6) ABE and GED

(7) __ Other (specify)


(1) i eris than 1 year

(2) 1 year

(3) 2 years

(4) 3 years

(5) 4 years

(6) 5 years

(7) More than 5 years

9. What type of certificate do you hold? 10. Most recent attendance at(check major area only) an ABE training function:

(1) elementary

(2) secondary

(3) learning disabilities

(4) special education


(6) counseling and guidance

(1)_ during past six months

(2) 6 months to one year ago

(3) more than one year ago

(4) _ have never attended anABE training function


(11) lecture, conference (one day or less)

(12) workshop (2-5 days)

(13) institute (5 days or more)


(15) other (specify)

2

25er^t..<0


PURPOSE

The purpose of this Inventory is twofold: 1) to determine what an ABE teacher should be able to do

and 2) to determine the degree of competence which ABE teachers have.

DIRECTIONS

On the following pages are statements of abilities which may be needed by ABE teachers. FOR

ITEMS 1-85, INDICATE THE DEGREE OF COMPETENCE YOU FEEL AN ABE TEACHER SHOULD HAVE.

FOR ITEMS 86-170, INDICATE THE DEGREE OF COMPETENCE YOU FEEL YOU HAVE NOW.

Your- response will be marked on a scale following each statement, as illustrated in the example

below. On the scale, circle the single number which comes closest to your perception. "0" indicates no

competence, and "7" indicates complete competence.

Example

To what degree SHOULD an ABE teacher be able to:

organize and schedule individual learning activities

a)a)

E0 000 1 2 3 4(D6 7

In the above example, "5" is circled, indicating that the person who responded rates this ability high

on the scale, yet does not feel that complete competence is needed.

IMPORTANT: Please respond to all statements.

There are no right or wrong responses.

Don't forget to look at the question at the top of the page. Statements 1-

85 ask a different question than statements 86-170.

3

26


ADULT BASIC EDUCATION

TEACHER COMPETENCY INVENTORY


1. use learners' oral language facility, including dialect, as the basis for

developing skills in standard English.

2. include the essential elements of the communication process (listen-

ing, speaking, reading, and writing) when selecting curriculum.

3. try novel and unique strategies in broadening horizons of learners.

4. use the community development approach.

5. explain what is individually prescribed instruction.

6. prepare new teachers for innovative and changing programs.

7. select materials and activities which promote learning about health

and nutrition.

8. adjust teaching to accommodate individual and group characteristics.

9. assess anxieties about learning that are specific to identifiable groups

of learners.

10. determine reasons for low self-concept of learners.

11. select curriculum which will aid the learners in developing an interest

in reading.

12. assess the effects of discrimination on the learners.

4

27

O

0.0 00

(circle only one)

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7



13. select curriculum according to appropriate sequence, continuity and

integration.

14. establish a basis for mutual respect with learners.

15. assist learners who desire to assume new roles in society.

16. apply criteria for the selection and evaluation of instructional ma-terials.

17. arrange and conduct field trips.

18. construct informal reading inventories.

19. collect information on the learners' physical, mental and social de-velopment.

20. recognize action words appropriate to a given behavior.

21. incorporate ecology into the curriculum.

22. use appropriate methods and materials for teaching mathematics.

23. evaluate instructional °bier:fives.

24. apply basic principles of group dynamics and leadership techniques.

25. differentiate between goals and objectives.

26. collect information on the cultural and social forces that influencethe learners.

27. determine the modality(ies) by which individuals learn most effec-tively.

28. design an instructional plan based on results of diagnostic tests.

29. guide and counsel learners.

30. describe the relationship of adult basic education to adult education.

31. identify the major topics and concepts of each subject he/she teaches.

5

28

o.

0

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5& 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7



32. select objectives from each of the domains (cognitive, psychomotor

and affective).

33. interpret informal reading inventories.

34. interpret informal math inventories.

35. write objectives in behavioral terms.

36. make daily lesson plans.

37. use appropriate materials and methods for specified reading de-

ficiencies.

38. construct profiles which reflect learners' attainment, potential and

expectations in reading.

39. arrange flexible grouping for learning.

40. select materials and activities which develop study patterns.

41. design activities to develop problem solving abilities within learners.

42. use a system to keep records of learners' progress.

43. use appropriate methods and materials for teaching language arts.

44. recognize symptoms of physical deficiencies such as vision and hear-

ing anomalies that may be related to reading disabilities.

45. maintain a clean, orderly classroom.

46. use humor in the classroom:-

47. participate in the process of program evaluation.

48. apply knowledge of materials and procedures gained from other

teachers.

49. provide practical activities for learners which reinforce classroom

instruction.

6

29

a00

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7



50. select curriculum which emphasizes noteworthy current events.

51. select curriculum which provides for the development of liberal edu-

cation for the learners.

52. select curriculum which integrates reading comprehension' and vo-cabulary development with each content area.

53. identify major causes of the literacy problem in the United States.

54. use instructional materials which are congruent with specific cur-ricular goals.

55. communicate effectively with learners.

56. deVelop effective working relationships with learners.

57. list the major causes of reading difficulties in adult learners.

58. relate the democratic process to everyday lives of learners.

59. gather information on the economically disadvantaged in variousethnic groups.

60. interpret the social structure and characteristics of the community.

61. adjust instruction to provide for the social, psychological and physio-

logical effects of aging.

62. give examples of concepts and principles.

63. identify the learners' interests and level of aspiration.

64. demonstrate belief in innovation and experimentation by willingness to

try new approaches in the classroom.

65. write instructional materials.

66. function in a team teaching situation.

7

30

0

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7



67. differentiate between curriculum and instruction when selecting cur-riculum and developing instructional plans.

68. analyze reasons for learners' participating in educational programs.

69. recognize the similarities and differences between general and vo-cational education.

70. adjust program to respond to the changing needs of learners.

71. identify new developments, recent recommendations and currentissues in adult education.

72. coordinate and supervise classroom activities.

73. identify similarities and differences between two or more educational

philosophies.

74. select mathematic concepts according to logical order.

75. apply concepts of liberal education to adult basic education.

76. select curriculum which develops study patterns.

77. diagnose learners' basic reading skills.

78. interpret and use the results of standardized achievement tests.

79. select curriculum which will develop word attack skills.

80. use knowledge of adult developmental characteristics to selectcurriculum.

81. apply theory to the process of program development.

82. select curriculum which will develop all levels of readingcomprehension.

83. maintain current information concerning commercial instructionalmaterials.

8

31

0z

o

0

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7


To what degree SHOULD an ABE teacher be able to:0z

E00

84. apply generalizations to specific situations. 0 1 2 3 4 5 6 7

85. select curriculum which will develop oral language skills. 0 1 2 3 4 5 6 7

IMPORTANT: You are now going to be asked to indicate the degree ofcompetence you HAVE.

9

32


To what degree are YOU able to:

86. use classrooms and other settings which provide for a comfortable

learning environment.

87. differentiate between teaching children and teaching adults.

88. reinforce positive attitudes toward learning.

89. adjust rate of instruction to the learners' rate of progress.

90. use criterion-referenced evaluation instruments.

91. aid the learner in obtaining employment or on-the-job training.

92. select curriculum which will help learners control and adjust to

change.

93. diagnose learners' basic mathematical skills.

94. refer learners to community agencies for specific social, educational

and training needs.

95. plan independent study with learners.

96. maintain discipline in the classroom.

97. determine the difficulty, validity and reliability of teacher-made tests.

98. select materials and activities which promote consumer education.

99. design instructional strategies to develop all levels of comprehension

within the cognitive domain.

100. incorporate consumer education into the curriculum.

101. maintain interest of students in classroom activities.

102. select curriculum which will aid learners in developing awareness of

their own and others' feelings, concerns and opinions.

103. analyze the impact of prior educational experiences upon learners.

10

33

z

C

nE

c.)

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 J 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

- 0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1.2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7



104. interpret national, state and local objectives of adult basic education.

105. administer informal math inventories.

106. operate a learning laboratory.

107. identify causes of discrimination.

108. use information from professional journals, organizations andassociations.

109. gather information concerning psychological problems of the learners.

110. adjust the administration and interpretation of tests according to thebehavioral characteristics of adults.

111. identify and analyze terminal behaviors.

112. construct audio-visual materials.

113. interpret the adult basic education pogram to other teachers and thecommunity.

114. use appropriate methods and materials to remedy deficiencies inmathematics.

115. interpret social characteristics of learners.

116. provide continuous feedback to learners on their educationalprogress.

117. devise instructional strategies that will develop within the learners asense of confidence.

118. develop a climate that will encourage learners to participate_

119. select materials and activities which promote learning about ecology.

120. integrate knowledge of reading skills, particular dialects and readingproblems with instructional materials.

11.

34

0z 0

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7



121. apply principles of attitude and behavior change in the instructional

process.

122. develop generalizations supported by facts.

123. use the services of state and local agencies responsible for adult

basic education.

124. demonstrate commitment to lifelong learning by participating in

continuing education activities.

125. apply pertinent research.

126. plan instructional activities which bring resources of the community

to bear on needs of learner's.

127. use techniques to facilitate recall.

128. administer standardized tests.

129. choose tests that yield necessary data on learners.

130. recruit the learners.

131. relate knowledge of economic and labor market information to the

vocational interests of learners.

132. select curriculum which will promote development of the learners'

reading vocabulary.

133. select instructional materials which relate to the background of

learners.

134. recognize the value system of learners to be appropriate for the

environment in which they live.

135. use programmed and self-directed instructional materials.

136. use techniques of public relations.

137. incorporate health and nutrition objectives into the curricuium.

138. use behaviorally stated objectives.

139. use mass media for educational purposes.

12

35

0E00

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

:33



140. apply synthetic and anE lytic word learning methods as determined

by diagnosis.

141. place !earners at their instructional level.

142. incorporate practical government into the curriculum.

143. use practical arithmetic skills to illustrate mathematical concepts

when planning instructional activities.

144. select materials and activities which promote learning about practical

government.

145. apply basic principles of adult learning to instructional situations.

146. summarize and review the main points of a lesson or demonstration.

147. administer interest inventories.

148. adapt instructional activities for the physically handicapped.

149. operate duplicating equipment and instructional hardware.

150. determine those principles of learning which apply to adults.

151. select reading curriculum according to logical order.

152. relate instructional content to the life of learners.

153. select those components of a subject area which are essential to

learners.

154. use the language experience approach to teach reading.

155. include concepts of modern math when selecting curriculum.

156. administer informal reading inventories.

13

36

0

0

0

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

P.ppe.ndix A-I Continued


157. interpret the philosophic base and current issues of adult educationin relation to the various aspects of American society.

158. recognize the historic and contemporary approaches to literacy.

159. participate in the process of evaluating one's own teachingeffectiveness.

160. identify the major functions of community agencies which serve thesocial, educational and training needs of learners.

161. describe the learning characteristics of the adult.

162. construct informal tests and measurement techniques to evaluate

learners' achievements.

163. use the services of local adult basic education advisory committees.

164. identify potential talents of learners.

165. select materials and activities which promote the learners' liberal

education.

166. recognize the nature and intent of adult basic education legislation

including financing.

167. determine modes and rates of instruction through diagnosis.

168. involve learners in the process of formulating instructional objectives.

169. relate classroom activities to the job experiences of learners.

170. recognize the potentiality for growth in learners.

Please identify any other abilities which you feel should be included:

1.

2.

14

37

0z

0

E0

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4.5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

Appendix A-II

UNIVERSITY OF MISSOURI - KANSAS cm(SCHOOL OF EDUCATIONKansas City, Missouri 64110

CENTER FOR RESOURCE DEVELOPMENTIN ADULT EDUCATION

© OCTOBER, 1974.(Revised)

fh

38

Appendix A-II Continued

ADULT BASIC EDUCATIONTEACHER COMPETENCY INVENTORY

Developed by

Donald W. MockerJames D. PeeblesLorraine M. Zinn

Gordon AultVera S. Maass

Center for Resource Development in Adult Education

School of Education


© October, 1974.(Revised)

39


DEMOGRAPHIC DATA

Computer Space

/ /

1. State

2. Location of ABE Program (city)


(1) ABE teacher, part-time (less than 20 hrs. per week)

(2) ABE teacher, full-time (more than 20 hrs. per week)

(3) ABE administrator, part-time (less than 20 hrs. per week)

(4) ABE administrator, full-time (more than 20 hrs. per week)


(6) Primarily ABE administrator, part-time ABE teacher

4. If teacher/administrator part-time

in ABE, what is full-time commitment:

5. Sex:

(1) Female

(1) No full-time employment (2) Male

(2) Teaching-elementary (K-6)

(3) Teaching-secondary (7-12) 6. Age:

(4) Teaching-college, university (1) Under 25

(5) Counseling, guidance (2) 25-34

(6) Elementary school administrator (3) 35144

(7) Secondary school administrator (4) 45-54

(8) Housewife (5) 55-65

(9) _______ Other (specify) (6) ______ Over 65

Today's date

1

4n



(1) ABE, 8th grade equivalency (only)

(2) ______ English as a Second Language (only)


(1) Less than 1 year

(2) 1

(3) ABE and ESL(3)

year

2 years

(4) Adult high school, high school(4) 3 years

(5)

completion

GED, high school equivalency (5) 4 years

(6) 5 years(6) ABE and GED

(7) Other (specify) (7) More than 5 years

9. What type of certificate do you hold? 10. Most recent attendance at

(check major area only) an ABE training function:

(1) elementary

(2) secondary

(3) learning disabilities

(4) special education


(6) counseling and guidance

(1) during past six months

(2) 6 months to one year ago

(3) more than one year ago

(4) have never attended an

ABE training function


(11) lecture, conference (one day or less)

(12) workshop (2-5 days)

(13) institute (5 days or more)


(15) other (specify)

2

41


PURPOSE

The purpose of this Inventory is twofold: 1) to determine what an ABE teacher should be able to doand 2) to determine the degree of competence which ABE teachers have.

DIRECTIONS

On the following pages are statements of abilities which may be needed by ABE teachers. FORITEMS 1-85, INDICATE THE DEGREE OF COMPETENCE YOU FEEL YOU HAVE NOW. FOR ITEMS 86-

170, INDICATE THE DEGREE OF COMPETENCE YOU FEEL AN ABE TEACHER SHOULD HAVE.

Your response will be marked on a scale following each statement, as illustrated in the examplebelow. On the scale, circle the single number which comes closest to your perception. "0" indicates nocompetence, and "7" indicates complete competence.

Example


organize and schedule individual learning activities

a)a)0.E

0 1 2 3 4C16 7

In the above example, "5" is circled, indicating that the person who responded rates his/her abilityhigh on the scale, yet does not feel he/she has complete competence.

IMPORTANT: Please respond to all statements.

There are no right or wrong responses.

Don't forget to look at the question at the top of the page. Statements 1-

85 ask a different question than statements 86-170.

3

42


ADULT BASIC EDUCATION

TEACHER COMPETENCY INVENTORY


1. use learners' oral language facility, including dialect, as the basis for

developing skills in standard English.

2. include the essential elements of the communication process (listen-

ing, speaking, reading, and writing) when selecting curriculum.

3. try novel and unique strategies in broadening horizons of learners.

4. use the community development approach.

5. explain what is individually prescribed instruction.

6. prepare new teachers for innovative and changing programs.

7. select materials and activities which promote learning about health

and nutrition.

8. adjust teaching to accommodate individual and group characteristics.

9. assess anxieties about learning that are specific to identifiable groups

of learners.

10. determine reasons for low self-concept of learners.

11. select curriculum which will aid the learners in developing an interest

in reading.

12. assess the effects of discrimination on the learners.

4

43

0 0

(circle only one)

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7



13. select curriculum according to appropriate sequence, continuity andintegration.

14. establish a basis for mutual respect with learners.

15. assist learners who desire to assume new roles in society.

16. apply criteria for the selection and evaluation of instructional ma-

terials.

17. arrange and conduct field trips.

18. constrpct informal reading inventories.

19. collect information on the learners' physical, mental and social de-velopment.

20. recognize action words appropriate to a given behavior.

21. incorporate ecology into the curriculum.

22. use appropriate methods and materials for teaching mathematics.

23. evaluate instructional objectives.

24. apply basic principles of group dynamics and leadership techniques.

25. differentiate between goals and objectives.

26. collect information on the cultural and social forces that influencethe learners.

27. determine the modality(ies) by which individuals learn most effec-tively.

28. design an instructional plan based on results of diagnostic tests.

29. guide and counsel learners.

30. describe the relationship of adult basic education to adult education.

31. identify the major topics and concepts of each subject he/she teaches.

5

44

0z

0

Tg.

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7



32. select objectives from each of the domains (cognitive, psychomotor

and affective).

33. interpret informal reading inventories.

34. interpret informal math inventories.

35. write objectives in behavioral terms.

36. make daily lesson plans.

37. use appropriate materials and methods for specified reading de-ficiencies.

38. construct profiles which reflect learners' attainment, potential andexpectations in reading.

39. arrange flexible grouping for learning.

40. select materials and activities which develop study patterns.

41. design activities to develop problem solving abilities within learners.

42. use a system to keep records of learners' progress.

43. use appropriate methods and materials for teaching language arts.

44. recognize symptoms of physical deficiencies such as vision and hear-

ing anomalies that may be related to reading disabilities.

45. maintain a clean, orderly classroom.

46. use humor in the classroom.

47. participate in the process of program evaluation.

48. apply knowledge of materials and procedures gained from other

teachers.

49. provide practical activities for learners which reinforce classroom

instruction.

6

45

0

C

E0

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7.

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

Appendix A-II continued


50. select curriculum which emphasizes noteworthy current events.

51. select curriculum which provides for the development of liberal edu-

cation for the learners.

52. select curriculum which integrates reading comprehension and vo-cabulary development with each content area.

53. identify major causes of the literacy problem in the United States.

54. use instructional materials which are congruent with specific cur-ricular goals.

55. communicate effectively with learners.

56. develop effective working relationships with learners.

57. list the major causes of reading difficulties in adult learners.

58. relate the democratic process to everyday lives of learners.

59. gather information on the economically disadvantaged in variousethnic groups.

60. interpret the social structure and characteristics of the community.

61. adjust instruction to provide for the social, psychological and physio-

logical effects of aging.

62. give examples of concepts and principles.

63. identify the learners' interests and level of aspiration.

64. demonstrate belief in innovation and experimentation by willingness to

try new approaches in the classroom.

65. write instructional materials.

66. function in a team teaching situation.

7

46

O

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7



67. differentiate between curriculum and instruction when selecting cur-

riculum and developing instructional plans.

68. analyze reasons for learners' participating in educational programs.

69. recognize the similarities and differences between general and vo-cational education.

70. adjust program to respond to the changing needs of learners.

71. identify new developments, recent recommendations and current

issues in adult education.

72. coordinate and supervise classroom activities.

73. identify similarities and differences between two or more educational

philosophies.

74. select mathematic concepts according to logical order.

75. apply concepts of liberal education to adult basic education.

76. select curriculum which develops study patterns.

77. diagnose learners' basic reading skills.

78. interpret and use the results of standardized achievement tests.

79. seleCt curriculum which will develop word attack skills.

80. use knowledge of adult developmental characteristics to select

curriculum.

81. apply theory to the process of program development.

82. select curriculum which will develop all levels of reading

comprehension.

83. maintain current information concerning commercial instructional

materials.

8

47

0

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0.1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

Appendix A--II Continued

To what degree are YOU able to:2

84. apply generalizations to specific situations. 0 1 2 3 4 5 6 7

85. select curriculum which will develop oral language skills. '0 1 2 3 4 5 6 7

IMPORTANT: You are now going to be asked to indicate the degree of

competence which an ABE teacher SHOULD have.

9

48



86. use classrooms and other settings which provide for a comfortablelearning environment.

87. differentiate between teaching children and teaching adults.

88. reinforce positive attitudes toward learning.

89. adjust rate of instruction to the learners' rate of progress.

90. use criterion-referenced evaluation instruments.

91. aid the learner in obtaining employment or on-the-job training.

92. select curriculum which will help learners control and adjust tochange.

93. diagnose learners' basic mathematical skills.

94. refer learners to community agencies for specific social, educational

and training needs.

.95. plan independent study with learners.

96. maintain discipline in the classroom.

97. determine the difficulty, validity and reliability of teacher-made tests.

98. select materials and activities which promote consumer education.

99. design instructional strategies to develop all levels of comprehension

within the cognitive domain.

100. incorporate consumer education into the curriculum.

101. maintain interest of students in classroom activities.

102. select curriculum which will aid learners in developing awareness of

their own and others' feelings, concerns and opinions.

103. analyze the impact of prior educational experiences upon learners.

10

49

C

E

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6.7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7



104. interpret national, state and local objectives of adult basic education.

105. administer informal math inventories.

106. operate a learning laboratory.

107. identify causes of discrimination.

108. use information from professional journals, organizations and

associations.

109. gather information concerning psychological problems of the learners.

110. adjust the administration and interpretation of tests according to the

behavioral characteristics of adults.

111. identify and analyze terminal behaviors.

112. construct audio-visual materials.

113. interpret the adult basic education program to other teachers and the

community.

114. use appropriate methods and materials to remedy deficiencies in

mathematics.

115. interpret social characteristics of learners.

116. provide continuous feedback to learners on their educational

progress.

117. devise instructional strategies that will develop within the learners a

sense of confidence.

118. develop a climate that will encourage learners to participate.

119. select materials and activities which promote learning about ecology.

120. integrate knowledge of reading skills, particular dialects and reading

problems with instructional materials.

11

50

zsz 0

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

54



121. apply principles of attitude and behavior change in the instructional

process.

122. develop generalizations supported by facts.

123. use the services of state and local agencies responsible for adult

basic education.

124. demonstrate commitment to lifelong (earning by participating in

continuing education activities.

125. apply pertinent research.

126. plan instructional activities which bring resources of the community

to bear on needs of learners.

127. use techniques to facilitate recall.

128. administer standardized tests.

129. choose tests that yield necessary data on learners.

130. recruit the learners.

131. relate knowledge of economic and labor market information to the

vocational interests of learners.

132. select curriculum which will promote development of the learners'

reading vocabulary.

133. select instructional materials which relate to the background of

learners.

134. recognize the value system of learners to be appropriate for the

environment in which they live.

135. use programmed and self-directed instructional materials.

136. use techniques of public relations.

137. incorporate health and nutrition objectives into the curriculum.

138. use behaviorally stated objectives.

139. use mass media for educational purposes.

12

51

0z 0U

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1.2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

.(.71:73



140. apply synthetic and analytic word learning methods as determined

by diagnosis.

141. place learners at their instructional level.

142. incorporate practical government into the curriculum.

143. use practical arithmetic skills to illustrate mathematical concepts

When planning instructional activities.

144. select materials and activities which promote learning about practical

government.

145. apply basic principles of adult learning to instructional situations.

146. summarize and review the main points of a lesson or demonstration.

147. administer interest inventories.

148. adapt instructional activities for the physically handicapped.

149. operate duplicating equipment and instructional hardware.

150. determine those principles of learning which apply to adults.

151. select reading curriculum according to logical order.

152. relate instructional content to the life of learners.

153. select those components of a subject area which are essential to

learners.

154. use the language experience approach to teach reading.

155. include concepts of modern math when selecting curriculum.

156. administer informal reading inventories.

13

52

o 0

01 2 3- 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

01 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 .1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7



157. interpret the philosophic base and current issues of adult education

in relation to the various aspects of American society.

158. recognize the historic and contemporary approaches to literacy.

159. participate in the process of evaluating one's own teaching

effectiveness.

160. identify the major functions of community agencies which serve thesocial, educational and training needs of learners.

161. describe the learning characteristics of the adult.

162. construct informal tests and measurement techniques to evaluate

achievements.learners' achievements.

163. use the services of local adult basic education advisory committees.

164. identify potential talents of learners.

165. select materials and activities which promote the learners' liberal

education.

166. recognize the nature and intent of adult basic education legislation

including financing.

167. determine modes and rates of instruction through diagnosis.

168. involve learners in the process of formulating instructional objectives.

169. relate classroom activities to the job experiences of learners.

170. recognize the potentiality for growth in learners.

Please identify any other abilities which you feel should be included:

2.

14

, 53

0U

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

0 1 2 3 4 5 6 7

J.

NEIWO-<K-)b

1;1:51

U.

U. NETwoRK-168

IFS1

U. OF m3, NETwORK-16m

151

$18,e3.42 JOU 1581

18.3.5U JOU 1501

18.e4.32 JOb 1561

t-18

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18.24.54 JOb 15b1

18.24.55 JOb 4561

18.24.55 JOU 1561

16.24.5s JOis 1501

JUJ 1561

$18.e4.5e JO6 1581

Appendix B

c,?n,04 DM

l AJG th

bOX KE

TEST

b,2b.U4 ;)m

/AJG 75

3OX KE

TEST

6.2b,04 2'11

tAJG 75

BOX KE

TEST

START J06 1581

START JOb 1581

START JOB IDal

****************************************************************

* THE J/U/166 wILL bE 'COLD STARTED' SUNDAY, AUG.

10,1975 AT

*

* SUNDAY 10 AUG. 1975 TO bRING UP SHARED SPOOL.

ALL JOBS

* REm41N1Nn IN TrIE SYSTEMS AT THAT TIME WILL SE LOST.

*4********;:****04***********************************************

j.M.C.N.

J0.6

LOU

-- TEST

-- bECJIN\IING EXEC - INIT 2 - CLASS

AIEC101A M 481.X02b85.SL.TESI.DAN,UPD4TE

IFCIli3O F 481,X0e685,1L5T,DAN.UPDATE

R 3U,,U,

1FC2041 TEST

X028ob 4b1 TR:=000,Tw=000,EG=000.CL=000,N=000.SIO=00068

STEP

1- /')AN

/E._itON-

192K, USED-

80K * *

CC. 0000

PROGPAm /EDUCUST2/

r1NE IN SELJNDS

71.01 ELAPSED.

5.35 CPU

IEF260_E- K 481,h02BH5.1EST,DAN.J0DATE

Iredu-:11.

XO'dEtbb 48i 1R=u0J.Tw=000.EG=000,CL=000,N=000.SID=00004

ENU ttECUTION.

lb CARos

685 LIALS

UPuN4C-IF.)

1.23 MIN. EXEC

u.08 MIN. C °J

15

Appendix B Continued

//TEST JOld (xxxxitE,###P).,TESTI

//JOEILI8 DD DSN=USER.xd-390.PUEILIC.LuADLION1r=33-30,DIS=5HR,

00000010

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//FTOSF001 DU DONAME=SYSIN

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//GO,SYSIN DU *

IEF142I - STEP WAS EXECUTED - COND CODE 0000

IEF373I STEP /DAN

/ START 75219.1823

IEF374I STEP /DAN

/ cTuP

75219.1824 -CPJ

(1+11v 05.36SEC STOR vIRT

80K

IEF375I

JOR /TEST

/ START Yb219.1323

IEF376I

J08-/LEST

/ STi1P

75219.1524 CPJ

omiv 05.36SEC

JOH 1561

Appendix B Continued

TEACHER "UmPETENCY STUDY

COLORADO

AUGUST, 1475

b'CATEGORIES OF QUESTIONS ARE 10 nE PUN

CATEGORY 0 1 2 3 4 5

NUM3ER OF QoESTIONS IN CAIEGORY

2423

20

103

170

QUESTIONS IN CATEGORY p

1

211

13

21

31

50

51

52

67

74

76

74

082

85

92 100 102 132 137

142 151 153 155

QUESTIONS IN CATEGORY #

2

430

53

60

64

59

/I

73

15

81

87 104 106 113 123 124 125 130 136 137

S LLT4=

158 163 166

QUESTIONS IN CATEGORY #

910

12

14

15

19

26

59

63

68 103 101 104 115 134 150 160 161 164 170

AQ,LE

QUESTIONS IN CATEGORY 4 4

13

56

76

lb

11

18

20

22

23

24

25

27

28

29

32

33

34

35

36

37

38

39

40

41

42

43

44

4:

46

47

43

49

54

55

56

57

58

61

62

65

66

70

(2

17

78

83

64

85

8b

8.1

90

91

93

94

95

96

97

98

99 101 105 106 110 Ill 112 114 116 111 118 119 120 121 122 126

127 128 129

131 133 135 138 139 140 141 143 144 145 145 141 145 144 152 154

156 159 152 165

167 168 169

QUESTIONS IN CATEGORY # 5

Ait.1AL,R

ile

13

14

15

16

17

18

19

20

to

IC

_c

31

3e

33

34

35

36

37

38

39

40

44 '5

51

52

53

3353

36

31

58

59

60

11

ie

/3

74

15

16

17

78

79

80

91

92

93

94

93

96

97

98

99 100

111 114 113 114 115 116 117 118 119 120

131 13e 133 134 135 136 137 138 139 140

151 15e 153 154 155 156 157 158 159 16U

12

34

56

21

22

23

24

25

eo

211

41

42

43

44

45

46

41

61

b2

63

64

65

bh

81

81

82

83

84

85

86

8!

Vs) 101 102 103 104 105 106 10/

Q 121 122 123 124 125 126 127

141 142 143 144 145 146 147

161 162 163 164 165 166 167

(NU r E

89

10

28

29

30

48

49

50

68

69

10

88

89

90

108 109 110

1?8 129 130

148 149 150

168 169 170

THIS CA1E0DPY CONSISTS OF ALL 170 QUESTIONS)

NUMBER OF DEMOGRAPHIC ARPAS TO BE SELECTED =

SELECTION 1

= DEM

I

RESPONSE

6

App

endi

x B

Con

tinue

d,17

.N.-

1-0

12 A)u. tylo

A r

5(

u,1

,5cl

te

74.4,1-.

A_

DEM

RESPoNSE

NO OF PESRDNDENTS

3 3----

3 3 3 3 3 M

ISS

ING

PERCENT DF TOTAL RESPONDENTS

9113.0

29.0

.3

0,0

46.0

53.0

b3.0

2.0

36.11110

25.00000

0.0

16.66666-

8,33333

8.33333

5.DD555

01

,..,

DE's

RESPONSE

NO OF RESPONDENTS

PERCENT OF TOTAL RESPONDENTS

61

U.0

0.0

b2

15.0

41.66666

63

(.0

19.44443

64

b.0

16.66666

b5

6.0

16.66666

6b

1.0

2.71778

6 MISSING 9

1.0

2.77778

DEM

RESPONSE

NO OF i-iESPoNDEvES


71

1.0

2.77778

72

3.0

t3.33333

73

10.0

27.7777/

74

0.0

0.0

7S

2.0

5.65555

76

8,U

22.22221

11

11.0

30.55554

7 MISSING 9

1.0

2.77718

DEM

RESPONSE

NU OF RESPONDENTS


81

0.0

.

82

4.0

110.101111

83

3oU

8.33333

84

3.0

8.33333

85

D.0

13.88898

86

3.0

8.32333

81

16.0

44.44443

c7)

8 MISSING 9

2.0

5.55555

f'"

DEM

RESPoNSE

NO OF kESPUNDE11S


91.

9.0

25.00000

9e

12.0

33.33333

93

0.0

0.0

DEM

RESPONSE

AO OF RESPONDENTS

PERCENT OF TOTAL RESPONDEN1S

41

3,0

8.33333

42

1,0

2.77778

43

0,0

0.0

44

U.0

0.0

45

0.0

0,0

46

'0.0

0.0

4f

(1.0

0.0

46

6.0

16.66666

49

3.0

8.33333

4 m1SSIN(i10

23.0

63.88887

DEM

RESPONSE

NO OF RESPONDENIS


51

33.0

91.66666

52

2.0

5.55555

5 HISSING 9

1.0

2.77778

LT1

(X)

9 9 9 9 MISSING

4 b 9

DEM

RESPONSE

1010

210

310

410

MIS

SIN

G

DEM

RESPONSE

11 11 MISSING 9

UEM

RESPONSE

12 12 MISSING 9

DEM

RESPONSE

13 13 MISSING 9

DEM

RESPONSE

14 14 MISSING 9

DEM

RESPONSE

15 15 MISSING 9

fv e

t.LSMEAN

4.05

0.11

5.58

4.33

5.26

4.69

4.64

6.37

5.89

5.26

6.26

5.21

5.83

6.74

6.11

6.16

4.42

lb

5.32

19

6.00

20

5.00

21

3.89

22

5.64

23

6.11

24

5.58

25

5.11

26

5.00

e6.11

6.00

Clr)

UUESTION

1

13 4 6 7 89

i1

011

4-

12

Y's-13

Ai

140-

715

<d

4.

16

'17

J

e28

Appendix B

Continued

0.0

0.0

2.0

13.0

NO OF RESPONDENTS

29.0

2.0

2.0

10

2,0

NO OF RESPONDENTS

26,0

10.0

NO OF RESPONOENIS

24.0

12.0

NO OF RESPONDENTS

10,0

26.0

NO OF RESPoNUENTS

25.0

11.0

NO OF RESPONDENTS

6.0

-r-,;

30,0

SN19

19

19 lb19

19

1919 19

19

1919

16

19

19

1919

19

19

1/191919

1919

191919

CREAM

4.76

5.59

5.29

4.50

5.35

4.76

4.82

5.71

5.63

5.65

5.29

5.12

5.12

6.1b

5.71

5.53

4.71

4.53

4.59

4.53

4.12

4.41

5.05

4.15

5.24

4.94

5.06

5.00

0.0

0.0

D.55555

36,11110

PERCENT OF TOTAL

80.55554

5.55555

5.55555

2.77778

5.55555

PERCENT OF TOTAL

72.22221

2'1.77771

PERCENT

TOTAL

66.66666

33.33333

PERCENT OF TOTAL

27.7777/

72.22221

PERCENT OF TOTAL

69.44443

30.55554

PERCENT OF TOTAL

16.66666

83.33333

c 1/ 17

lb

1717 17

17 lb

11

1717

17

1717 1 /

17 17

11 17 17

17

17

1117

17

17

RE

SP

ON

DE

NT

S

RESPONDENTS

RESPONDENTS

RESPONDENTS

RESPONAN1S

RESPONDENTS

Appendix B

Continued

e9

5.63

19

5.41

1 I

3U

4.47

19

5.47

11

31

6.26

19

5.41

17

32

4.79

19

4.71

17

33

5.58

19

4.71

17

34

5.42

19

4.41

17

35

4.89

19

4.71

17

36

5.00

19

5.29

11

37

6.26

19

4.24

17

38

5.05

19

4.06

17

39

b.00

19

5.41

17

40

5.08

19

4.75

lh

41

5.79

19

4.41

17

42

5.74

19

5.06

17

43

5.95

19

5.24

17

44

6.26

19

5.00

11

45

4.74

19

5.65

1/

45

6.16

19

6.05

17

47

5.11

19

5.76

11

48

6.11

19

5.94

17

49

b.21

19

5.41

17

50

5.16

19

4.94

17

51

5.37

19

5.18

1/

52

5.74

19

5.24

17

53

3.19

19

4.1b

1/

54

5.26

19

5.06

17

55

6.63

19

5.94

17

01

56

b.68

19

6.12

17

ko

57

4.21

19

4.53

11

58

5.16

19

5.06

17

59

3.58

19

4.35

17

60

4.47

19

4.71

17

61

5.37

19

4.82

17

b2

4.14

19

4.94

17

63

5.79

19

5.65

1/

64

6.16

19

6.00

17

65

5.11

19

5.24

17

65

5.16

19

5.29

17

67

4./9

19

5.U6

17

65

4.79

19

5.53

17

59

4.53

19

5.1b

17

70

6.32

19

5.10

1/

71

5.42

19

5.00

17

72

5.89

19

5.71

17

73

3.84

19

4.82

17

/4

5.11

18

4.71

17

15

4.63

19

4.59

17

76

5.00

19

4.65

17

/7

6.00

19

4.82

17

76

5.26

19

4.82

17

79

5.37

19

4.88

11

80

5.63

19

4.59

17

(')

81

4.58

19

4.35

5.0o

17

82

6.00

19

17

83

5.21

19

5.24

17

84

4.74

19

5.18

17

85

5.94

18

5.35

17

86

6.06

17

5.79

19

87

0.24

17

6.42

19

88

0.35

1/

5.42

19

89

6.18

17

5.11

19

Appendix B

Continued

90

5,79

14

4.64

19

91

4.59

17

3.63

19

92

5.65

17

4,95

19

93

5.29

17

4,74

19

94

6,06

17

4.74

19

95

5.82

11

5.6J

19

96

4.71

17

6.32

19

97

5.18

17

4,6b

19

98

5.35

17

4.89

19

99

5.29

17

5.05

19

100

5,29

17

4.89

19

101

16

5,64

19

102

it).13

J.65

17

5,76

19

103

104

105

5,68

4.53

5.35

1717

1/

5.50

4.68

4.42

lb

19

19

1U6

4.76

17

4.21

19

107

5.00

17

5.0

19

106

5.18

17

5.00

19

109

4.82

17

4,4(

19

110

5.29

17

4./9

19

111

5.00

16

4.32

19

112

4.82

17

4.47

19

113

5.94

17

5.79

19

114

5.59

17

4.21

19

115

5.41

17

3.32

19

116

b.12

17

5.84

19

m c,117

118

6.24

6.29

17

17

5.63

6.17

19

18

119

4.47

17

3.53

19

120

5.65

1.7

5.22

18

121

5.24

17

5.11

18

122

5.35

17

5.33

18

123

6.18

17

5.31

19

124

o,18

17

6.1/

lb

125

5.12

17

4.b9

19

126

5.65

17

4.42

19

127

5.53

17

5.21

19

128

4.59

17

5.05

19

129

5.24

17

5.05

19

130

4.44

16

4.68

19

131

5.29

17

4,05

19

132

5.62

17

5.79

19

133

5.35

17

18

134

135

136

137

5.41

5.18

5.53

5.12

17 171711

;63g

5.32

5.00

4.42

181919

19

138

139

5.35

4.82

1717

4.4/

4.37

19 19

140

5.27

15

3./6

lb

141

b.35

17

5,66

19

c )

142

143

5.00

5.59

1717

4.53

4./9

1919

144

5.12

17

4.37

19

145

5.82

17

.19

146

147

5.94

4.12

17 17

..).1%

4.32

1919

148

5.35

17

3.05

19

149

5.12

17

4.74

19

ibu

7).94

17

5.79

19

Appendix B

Continued

151

5.94

17

5.53

19

Ibe

6.06

17

5.74

19

153

b.OU

17

6.7v

19

164

5.75

lb

5,42

19

155

4.00

17

.3.53

19

156

4.94

17

5.0U

19

157

4.31

16

4.11

18

158

4.19

16

3.95

19

159

6.41

17

5.0U

19

160

5.76

11

19

161

5.76

11

5./9

19

162

5.88

11

5.21

19

163

5.41

17

4.00

19

164

5.71

11

5.89

19

165

5.29

17

5.05

19

166

5.18

1/

4.2H

18

167

5.65

17

5.1,)

1/

168

5./6

17

E).00

18

169

6.00

1/

5.4/

19

1/0

6.41

1/

6.16

19

QUESTION

CATEGORY

SMEAN

#1

Cut_rrctditv1.4

QUESTION

eMEA\1

11

6.26

132

5,19

31

b.26

153

5.79

26,11

102

5.74

82

6.00

25.59

153

6.00

151

5.53

85

5,94

31

5.41

r-1

$-

151

5.94

85

5.35

13

1:i2

5.83

5.82

11

5.24

by

52

5.24

52

5.74

51

5.14

92

5.65

13

5.12

102

5.65

61

5.05

80

5.63

d2

5.00

51

5.37

Lye

4.95

19

5.37

50

4.94

100

5.29

100

44,59

Su

5.16

19

4,84

137

5.12

74

4.11

14

5,11

76

4.65

76

5.00

80

4.59

142

5.00

142

4.53

67

4,79

137

4.42

155

4.00

21

4.12

21

3.89

155

3.53

CATEGORY

a e

=,

cvio

ae..

ci-v

..4_

(Toc

k_l

CF-

'A citAii-

EA

k4.

c G

L-t-

t-co

h

C)

QUESTION

uUESTION

CMEAN

87

ti7

.42

SMEAN

6.24

6.18

6.18

6.16

5,94

5.53

5,42

5,41

5.18

cd(

123

124

6.17

lc4

64

6.00

64

113

5,79

113

69

5.76

136

30

5.47

71

123

5,37

163

71

5.un

108

108

5.0r)

RC

s-k

Or&

4C

CIL

t-

Appendix B

Continued

166

5.18

136

5.00

125

5.12

125

4.89

01

4.68

/3

4.82

75

4.63

60

4.71

104

4.53

104

4.65

69

4.53

130

4.65

30

4.47

75

4.59

60

4.47

44.50

130

4.44

dl

4.35

44.3.3

16h

4.24

157

4.31

53

4.18

158

4.19

157

4.11

73

3.84

163

4.00

53

3.79

158

3.95

UUESTION

CATEGORY

SMEAN

Ft3 :=AGE

QUESTION

[...410_,êr

CMEVI

14

6.74

14

6.18

170

6.41

170

6.15

15

6.11

164

5.89

150 9

5.94

5.89

150

161

5.79

5.74

Rot_rs-k.

103

63

5.88

5.79

15

10

5.71

5.65

1.7y

C.L

x.4r

er-

Y

160

5.76

63

5.65

161

5.76

95.63

164

5.71

b85.

53115

5.41

103

5.50

134

5.41

115

5.32

10

5.28

134

J .29

12

5.21

12

5.12

19

5.00

107

6.05

26

5.00

160

5.00

1U7

5.00

26

4.94

109

4.82

19

4.59

68

4.79

109

4.47

59

3.58

59

4.35

CATEGORY g

to

,--=. -1.,-,,,-,-..,-1,c,,...1

pi a_ r. ,-. i- 'sr.,

QUESTION

SMEAN

QUESTION

CAA'

56

b.68

88

6.42

55

6.63

96

6.32

159

6.41

118

6.17

86.37

56

6.12

88

6.35

89

6.1)

141

6.35

46

6.05

70

6.32

146

6.05

118

6.24

i+ts

5.44

37

6.26

55

5.94

CT)

44

6.26

101

5,84

117

6.24

116

5.84

49

6.21

86

5.79

89

6.18

47

5.76

16

6.16

70

5.76

46

6.16

152

5./4

101

6.13

b5./1

116

6.12

72

5.71

2.3

6.11

141

5.6B

27

6.11

145

5.68

cuCinorl

App

endi

x B

Con

tinue

d

476.

1145

5.65

48b.

1195

5.b3

866.

0611

"1b.

b394

6.06

165.

5315

26.

0613

35.

5028

b.00

169

5.47

396.

0029

5.47

176.

0015

45.

4216

96.

0039

5.41

435.

9549

5.41

146

5.94

55,

3512

5.89

122

5.33

162

5.88

135

5.32

225.

843

5.29

955.

8?36

5.29

145

5.82

665.

2941

5.79

255.

2490

5.79

435.

2416

85.

7665

5.24

154+

5.75

en5.

2442

5.74

120

5,22

35.

6812

75.

2140

5.68

lb?

5.21

120

5.65

645.

1412

65.

6516

75.

1216

75.

6512

15.

1129

5.63

235.

06ol

114

5.59

275.

05O

J14

35.

5942

5.66

245.

5854

5.06

335.

5858

5.06

127

5.53

995.

0534

5.42

128

5.05

615.

3712

95.

0598

5.35

165

5.05

105

5.35

285.

0012

25.

3544

5,00

133

5.35

156

5.00

138

5.35

159

5.00

148

5.35

168

5.03

185.

32be

4.94

935.

2998

4.89

995.

2990

4.84

110

5.29

74.

8213

15.

2961

4.82

165

5.29

774.

b214

05.

2778

4,82

55.

2611

04.

1954

5.26

143

4.79

-al

5.26

14.

7612

15.

246

4.76

129

5.24

244.

75C

;)83

5.21

4U4,

75z.

q97

5.18

934.

7413

S5.

1894

4.74

585.

1614

94.

1466

5.16

174.

7114

4b.

1232

4. /1

14+

95.

1233

4.11

255.

1135

4,71

655.

1197

4.63

Appendix B

Continued

38

5.06

18

4,b3

20

5.00

GU

4.53

36

5.00

51

4.53

111

5,00

112

4.47

156

4.94

138

4.47

64.89

105

4.42

35

4.89

126

4.42

74.84

22

4,41

112

4.82

34

4,41

139

4.62

41

4.4)

32

4.79

139

4.31

106

4.76

144

4,37

45

4.74

111

4.32

62.

4.74

147

4.32

64

4.74

37

4.24

4,71

9b

106

4.el

91

4.59

114

4.21

128

4,59

38

4.O'

119

4.47

131

4.Un

11

4,42

14U

5l

4.21

91

3,78

3.53

147

4.12

119

3.53

14.05

148

3.u5

CATEGORY 4 5

R. c

....-

k 0

rlu

p-by

-1-0

1-k

6- l-<3,-D

DU

E S

T IO

NS

HE

AN

QUEST I 'iN

ONE

A\J

1

al 4=.

,14

6.74

87

b.42

56

6,68

68

6,4?

55

b.63

96

6.32

159

6.41

14

6,18

1 /0

6,41

118

6.1-

7'7.

66.37

124

6.17

E,8

6.35

17u

6.1

141

6.35

56

6.1e

70

6,32

89

6.11

118

6.29

46

6.06

-11

6.26

146

6.05

) 31

6.26

64

6.00

-137

6.26

.26

48

5.94

6L-44

55

5.94

-' b /

6.24

1b4

"117

6,24

101

5.89

49

6.21

116

5.84

'89

6.18

86

5.4

5.19

-1123

6,16

113

5.79

L124

6.18

132

5.79

16

6.16

46

.16

163

5.79

b4

6 b.16

150

161

5.79

f'101

6.13

47

5b:7769

116

6.12

6.11

69

-- 2

b.11

70

55,7756

C15

102

5,74

(23

-1/4

-'23

6.11

152

5.74

27

86.11

5,71

6.11

47

lb

5.71

--4E't

6.11

12

5.71

-. 66

6.06

141

5.68

I94

b.06

145

6.68

-152

6,06

10

5.65

.,

,,.

..

App

endi

x_

13C

ontin

ued

2839

7782

LeY1

(1(59

1,

41

...m

."*.

L113

146

150

151

-<729

'-.5 <103

c-,

2213

c 95

132

L145

m mc-. 5

c4163

90

160

i.161

166

-154

164

l'--

< 4

."U

92

.

1112.-

120

126

-7

167

29 80

<141

"< 3!+3

-1"

<13-16

14/

1;v.

34

1

1134

63

4151

g76179

C')

- 98

rIOS

j.-

122

133

1138

"448

';

18

6.00

b.00

6.00

6.00

45 b395

117

6.00

6.00

9 25.95

1

5.94

68

5.94

151

5.94

103

5.94

133

5.94

169

5.

29

5.89

30

5.88

5.88

154

31

5.84

39

5.83

49

5.82

123

5.82

55.82

85

5.79

122

5.79

115

5.79

135

5.76

35.76

11

5.76

36

5.75

bb

5.74

134

5.74

25

5.71

43

5.68

5.68

5265

'5.65

83

5.65

120

5.65

127

5.65

16?

5.65

51

5.63

84

5.63

12

5.59

13

5.59

167

5.58

121

5.58

23

5.53

27.

5.53

42

5.42

54

5.42

58

5.41

67

5.41

99

5.41

107

5.37

5.37

128

129

5.37

165

5.35

28

5.35

44

5.35

71

5.35

82

5.35

108

5.35

136

5.32

156

5.65

5.65

5.63

5.63

b.b3

5.59

5.53

5.53

5.53

5.50

5.50

5.47

5.47

5.47

5.42

5.41

5.41

5.41

5.37

5.35

5.35

5.33

5.32

5.32

5.29

5.29

5.29 '.g

5.24

5.24

S.24

5.24

5.24

5.22

5.21

5.21

5.18

5,18

5.12

5.12

5.12

5.06

5.11

5.06

5.05

5.05

5.06

5.06

5.05

5.05

5,05

5.05

5.05

5.0n

5.00

5.00

5.00

5.00

5-.

(

.8()

93 99 100

110

131

,--1

6514

0

t11)

54 78

< H

c1)

/_,5

,,12 - 83

r 97

1108

1135 16

6(5

0z

58(-

66-1

255

137

144

L14

9"It

0,i

{25 65

0,:...3

1:-,

-38 19

L12

026'

36 7610

711

1 4215

6<

317

109

'.{

112

139

r 32

':

',67

X68

68

106 45

.è

. -.{

62

84J.

,k.

...)

' '?

96 13. ) 7;

<N

s1 '104

N. 6

9.3

0 60

5.29

159

5.00

5.29

160

5.00

5.29

-16

85.

00

App

endi

x B

5.29

924.

955.

2926

4.94

5.29

504,

945.

2/62

4.94

S5.

2698

4,89

5,26

5.26

100

4.89

125

4.1:

35.

2679

4.8R

5.24

5.24

907

4.82

4.84

5.21

614,

825.

2173

4.42

5.18

774.

825.

18lb

40.3

25.

1811

04,

795.

1814

34,

795.

161

4.76

5.16

64.

765.

1624

4.7f

.5.

1240

4.75

5,12

934.

745.

1294

4.74

5.12

149

4.74

5,11

114.

115.

115.

1132 33

4.71

4.71

5.05

354.

115.

0060

4.71

5.00

744.

715.

0091

4.68

5.00

104

4.68

5.00

130

4.63

5.00

764.

655.

0019

4.59

5.00

754.

594.

948U

4.59

4.89

204.

8918

4.53

4.53

4.84

574.

534.

8214

24.

534.

824

4.50

4.82

109

4,47

4,79

112

4.47

4.79

138

4.47

4,79

105

4,42

4..7

612

64.

424.

7413

14,

424,

7422

4.41

4.74

344.

414.

7141

4.41

4.68

139

4.37

4.63

144

4.37

4.59

814.

354.

5959

4.35

4.53

111

4.32

4.53

147

4.32

4.47

166

4.29

4,47

374.

24

Con

tinue

d

X119

130 17

15757

158

147 1

155217353

;:t

59

CATEGOkY 1 2 4 5

4.47

4.44

4,42

4,33

4,31

4,12

4.05

4.00

3.89

3.84

3,79

3,58

Appendix B

Continued

100

4.21

114

4,21

53

4.18

el

4,12

157

4,11

38

4,05

131

4,0=3

1E+3

4.00

158

3,95

140

3,78

91

3.b3

119,

3.53

155

3.53

148

30U5

7-0-1kt

st,

t

TS

ME

AN

TO

E A

N5.5

b1

-5.2

n4

5.3.

..44

5.4e

C-

Gt-

vv%

G-o

u-L

ot#

4;\

Ev

(3,-0C

u. OF MU. NitTNuRK-1 hs1

krST

U. CP

mO, NETwOl-c-lb

IrT

U. OF MO. NEtwuKK-lbR

iFsi

Appendix B

Continued

AJG tb

jJX <E.

TEST

6.;?-3.31 "1

7 AJG 75

3DX 4E

1E51

b,e9.31

AJG 75

3DX Kc

TEST

ENJ Job 1:4

..END JD.4

END Jai 15rki