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Recommending a Passing Score for the Praxis Performance Assessment for Teachers (PPAT) PPAT

Reese, Clyde M.; Tannenbaum, Richard J.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Praxis, Praxis Performance Assessment for Teachers (PPAT), Standard Setting, Cut Scores, Passing Scores


A standard-setting workshop was conducted with 12 educators who mentor or supervise preservice (or student teacher) candidates to recommend a passing score for the Praxis® Performance Assessment for Teachers (PPAT). The multiple-task assessment requires candidates to submit written responses and supporting instructional materials and student work (i.e., artifacts). The last task, Task 4, also includes submission of a video of the candidate’s teaching. A variation on a multiple-round extended Angoff method was applied. In this approach, for each step within a task, a panelist decided on the score value that would most likely be earned by a just qualified candidate (Round 1). Step-level judgments were then summed to calculate task-level scores for each panelist and panelists were able to adjust their judgments at the task level (Round 2). Finally, task-level judgments were summed to calculate a PPAT score for each panelist and panelists were able to adjust their overall scores (Round 3). The recommended passing score for the overall PPAT is 40 out of a possible 60 points. Procedural and internal sources of evidence support the reasonableness of the recommended passing scores.

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