Educator Services Becoming an Educator
Massachusetts Tests for Educator Licensure (MTEL)

Questions and Answers - After the Test

How do I obtain a copy of my score report?

When will I receive my test scores?

Unofficial scores are available on the MTEL website after 5:00 p.m. on the score report date. The Score Report Mailing Date for each test administration is listed in the Registration Bulletin and on the MTEL website.

Score results are mailed approximately five weeks following the test administration date. The Score Report Mailing Date for each test administration is listed in the Registration Bulletin.

What if I do not receive my scores?

If, one week after the Score Report Mailing Date, you still have not received your scores, please contact the testing company directly at (413) 256-2892 or 866-565-4894 (toll free).

Who will receive my test scores?

Scores are reported to the candidate, the Massachusetts Department of Elementary and Secondary Education, and to institutions designated by the candidate at the time of registration.

How do I interpret my test score report?

Your score report provides your test results for the test administration date indicated on the report. For each test you took, the report lists your total test score, whether or not you met the qualifying score, and an indication of your performance in each subarea or section of the test.

For each subarea or section, the score report indicates the number of test questions (within a general range, e.g., 1-10, 11-20) that are in this section of the test. You do not "pass" or "fail" individual subareas or sections.

You should not attempt to "add up" your performance indicators on the subareas of the test, for the following reasons:

• Subareas and sections have different numbers of test questions; therefore, you should not combine your performance across the subareas.

• Each of the four broad levels indicates a range of performance. It does not reflect a percent correct. Nor does it indicate whether your performance was at the top or bottom of that range.

How are the tests scored?

The criterion-referenced MTEL are designed to measure a candidate's knowledge and skills in relation to an established standard rather than in relation to the performance of other candidates.

Multiple-Choice Questions

A candidate's performance on subareas with multiple-choice questions is based on the number of test questions answered correctly. Candidates do not "lose" any points for wrong answers. Each multiple-choice question counts the same toward the total score.

These items are scored electronically and checked to verify accuracy.

Open-Response Questions

Open-response questions are scored holistically by two or more qualified educators. Scorers receive training in scoring procedures and are monitored for accuracy and consistency. Scorers are typically licensed teachers, administrators, arts and sciences faculty, teacher education faculty, and other content specialists.

Scorers judge the overall effectiveness of each response. That is, scorers are trained to provide an overall judgment, not to indicate specific errors.

A score is assigned to each response based on a scale that describes various levels of performance from weak to strong or thorough. If a candidate's response is blank, unrelated to the assignment, illegible, or in a language other than the target language, the candidate will receive no points for that question, and may or may not meet the qualifying score for the test, depending on performance on the other questions.

Communication and Literacy Skills Test

Writing Subtest: Written Summary
This section of the writing subtest presents a passage for the candidate to summarize in his or her own words. Responses are scored on the extent to which they effectively communicate the main idea and essential points of the passage accurately, clearly, and concisely, in the candidate's own words. The response should conform to the conventions of edited American English (i.e., be free of grammatical errors) and should be written legibly.

Writing Subtest: Written Composition
In this section of the writing subtest, the candidate is asked to prepare a composition on an assigned topic. Responses are scored on the extent to which they effectively communicate a whole message to the specified audience for the stated purpose. The candidate is assessed on his or her ability to express, organize, and support opinions and ideas. The candidate is not assessed on the position he or she takes. The final version of the composition should conform to the conventions of edited American English, should be written legibly, and should be the candidate's own original work.

Subject Tests

Most Subject Tests
Most subject tests contain two open-response questions for which candidates are asked to prepare a written response of approximately 300 to 600 words (or up to three pages) or to solve a problem for each assignment. As a whole, the response to each assignment must demonstrate an understanding of the content of the field. Responses are scored on the extent to which they achieve the purpose of the assignment, are appropriate and accurate in the application of subject knowledge, provide high-quality and relevant supporting evidence, and demonstrate a soundness of argument and understanding of the subject area.

Foreign Language Education Tests:
Written Assignment
The foreign language education tests include a written assignment as one of the open-response questions. Responses are scored on the extent to which they achieve the purpose of the assignment; are well organized and clear in their presentation of ideas; appropriately develop those ideas and provide relevant supporting details; and demonstrate a command of grammatical forms, syntax, vocabulary, idiomatic expressions, and mechanics (e.g., spelling, diacritical marks, punctuation).

Foreign Language Education Tests:
Oral Assignment
The foreign language education tests include an oral assignment as one of the open-response questions. Responses are scored on the basis of the adequacy of the information presented, the development of ideas, the organization and clarity of the ideas presented, the accuracy of grammatical and syntactic constructions, the command of vocabulary and idiomatic expressions, and the ability to maintain a comprehensible flow of speech with proper articulation and appropriate stress.

How are the scores calculated?

The results of multiple-choice items and the open-response items are combined according to weighting and combining rules approved by the state.

The Communication and Literacy Skills Test

Reading Subtest

The Reading Subtest includes approximately 30 multiple-choice items and 6 open-response items. Each test item counts equally toward a candidate's total Reading subtest score.

Writing Subtest

The Writing Subtest comprises four sections:

1. Written Summary (one open-response question): presents a passage for the candidate to summarize in his or her own words,

2. Written Composition (one open-response question): prepare a composition on an assigned topic,

3. Grammar and Usage (multiple-choice and short answer questions), and

4. Written Mechanics (multiple-choice).

These sections include multiple-choice items and several formats of open-response items. Each section counts equally (25%) toward a candidate's total Writing Subtest score.

Subject Tests

Most Subject Tests include approximately 80 multiple-choice test questions and 2 open-response questions. The multiple-choice items generally count for 75% of the total test score. The open-response section counts for 25% of the candidate's total test score. The exceptions to this rule are outlined in the following table.

*One speaking and one writing assignment.

How were qualifying scores determined?

Each test has its own qualifying (passing) score set by the Massachusetts Commissioner of Education. To provide consistency in reporting scores across tests, scores are converted to a common range of100-300. These converted scores are called scaled scores. A scaled score of 240 or higher represents the qualifying score for each test.

Great efforts were taken to ensure that the development and validation of these tests involved many Massachusetts teachers, teacher educators, and higher education arts and sciences faculty who teach prospective teachers. The validation process for the MTEL -- establishing that the tests meet the purposes for which they were designed -- followed professionally-accepted procedures for the validation of licensure and licensure tests.

Qualifying scores were established by the Massachusetts Board of Education with the assistance of panels of educators, including Massachusetts public school teachers and administrators, arts and sciences faculty, and educator preparation faculty. The qualifying score for each test was set to reflect these educators' judgement about the appropriate level of knowledge required for effective performance by an entry-level educator in Massachusetts public schools. To help establish the qualifying score, these educators used performance data from the April 4, 1998 administration of the MTEL to provide judgements of the test questions.

The validation approach used for the MTEL was largely content-based, as is appropriate for licensing and licensure tests, which measure specific content knowledge. This content is specified clearly in the test objectives and test items, and the focus of the validation efforts for the MTEL was accordingly on test-objective and test-item content.

Why was the test scoring scale changed?

Before the September 16, 2006 test administration MTEL test scores were reported on a scale of 0 - 100, with a scaled score of 70 representing the qualifying score. Some examinees were misinterpreting their scaled score on the test as a percentage of questions answered correctly. Also, examinees were misinterpreting the MTEL tests' qualifying scaled score of 70 to mean that they needed to answer 70% of the questions correctly to pass the exam.

To make it more evident that the test scores are scaled scores and do not indicate a percentage of test items answered correctly, the MTEL tests scores are being reported on a different scale. Effective with the September 16, 2006 test administration, a scale of 100-300, with a scaled score of 240 representing the qualifying score, is used to report test results.

Has there been a change in the passing score for the MTEL exams?

No. There has not been any change in the passing requirements, the content, or the difficulty level of the tests. The changes that were made only have impact on the way scores are reported.

What if I don't pass?

In order to become a licensed educator in Massachusetts public schools, you must pass the appropriate MTEL. You may take the MTEL as many times as you like in order to achieve a passing score.

How can I have my test rescored?

Only Certain Parts May Be Rescored

The MTEL program takes reasonable security precautions in developing, administering, and processing tests and test scores. All answer documents for the multiple-choice items are scored by computer and, as such, are virtually error free. However, if you feel that an error may have been made on your test score(s), you may request a rescore on the multiple-choice section of your test(s).

The open-response items of the tests (e.g., essay or spoken responses) are scored according to standardized procedures during scoring sessions held after each test administration. Scorers are oriented to scoring procedures and must demonstrate proficiency in order to participate in scoring activities. As part of the process, responses are scored by multiple scorers and, in essence, have already been rescored when the initial score report is sent to the examinee. For that reason, requests for rescoring of responses to open-response items will not be honored.

How do I purchase a rescore?

How long will the rescoring take?

Once Evaluation Systems, Pearson has received your request for a rescore, along with the appropriate payment, you will receive the results of the rescoring within 4-6 weeks.

Can I appeal my test scores?

No.

However, you may request a rescore of the multiple-choice portion of your exam.

Is there any way to have the test requirement waived?

No.

Massachusetts law does not allow for waiving of the test requirement, or for substitutions for that requirement.

Can I view the test?

The Test booklets, answer documents, and all other test materials were developed at a significant cost and must be kept secure from disclosure in order to ensure that the test remains a fair and effective assessment of candidates for licensure. Materials are therefore not available for review either before or after taking the test.

It is for the above reasons that, upon registering to take the MTEL, all examinees are asked to review and agree "to abide by the conditions set forth in the Registration Bulletin, including the Rules of Test Participation." The Rules of Test Participation include the following agreement:

I understand that all test booklets, answer documents, and all other test materials (referred to below as "Test Materials") are the sole property of the Massachusetts Department of Elementary and Secondary Education and the Contractor for the Massachusetts Tests for Educator Licensure. I understand and acknowledge that the Test Materials were developed at a significant cost and are required to be kept secret and secure from disclosure to fairly and effectively perform the test functions for which they were designed. The Test Materials have not been available to me to review before taking the test, and they will not be available to me to review after the test.

Because the test itself cannot be viewed, the test score reports include a detailed, graphic display of information which should assist the candidates in understanding their areas of strength and weakness. This subarea information should serve as a guide to educators who are preparing to retake a test, helping them to determine the most important areas for additional preparation.

What can I do to prepare to pass the test on my next attempt?

Please see Tips on MTEL Preparation.

If I take the test multiple times, can my scores on subareas be combined to make a qualifying score?

No.

Each candidate must demonstrate competency in all subareas of a test and must do so at one sitting. The test design and the complexity of the scoring process do not provide for subdivision of a test into its different components for combination across test administrations.

It would not be a faithful assessment if one could "mix and match" indicators of subarea performance from different test administrations into one total score. The different sections of any given exam are designed to work together as one complete test (you do not pass or fail a subarea).

Also consider that the displays of subarea performance do not correspond to actual scores on those subareas, but, rather, merely reflect an approximation of your performance on those subareas. Again, this subarea information is provided in your score report only as a guide to you in determining your areas of strength and your areas of weakness.

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