|VCLA Communications and Literacy Assessment||The VCLA Communications and Literacy Assessment forms the academic skills assessment part of the Virginia licensure requirements for teachers. There is a reading component and a writing component.||Evaluation Systems and the Virginia Department of Education|
|California Subject Examinations for Teachers® (CSET®)||The CSET® assesses subject-matter knowledge and educator skills relevant to teaching in the State of California.||California Commission on Teacher Credentialing (CTC) and Pearson Education, Inc|
|Reading Instruction Competence Assessment® (RICA®)||The RICA® measures beginning teachers understanding and skills pertaining to effective reading instruction. The RICA® may be used as part of teacher credentialing in the State of California.||Pearson Education, Inc|
|California Basic Educational Skills Test™ (CBEST®)||The CBEST® uses multiple-choice and essay questions to measure core reading, mathematics, and writing proficiencies considered valuable for teachers in the State of California. The CBEST can be used towards teacher credentialing.||Pearson Education, Inc.|
|Praxis II ® Subject Assessments||The Praxis II ® measures subject-specific and general knowledge and knowledge of pedagogical skills considered valuable for entry-level teachers. States determine their own Praxis™ score requirements for teacher certification.||ETS|
|Praxis I ® Pre-Professional Skills Tests (PPST®)||The Praxis I ® measures the core reading, writing and mathematics proficiencies of aspiring teachers in the US. States determine their own Praxis™ score requirements for teacher certification.||ETS|
|ParaPro Assessment||The ParaPro Assessment measures reading, writing and math proficiencies plus associated pedagogical knowledge. It is targeted towards current and aspiring teacher aides and assistants. The test uses multiple-choice items.||ETS®|
|Qualified Teacher Status (QTS) skills tests||The QTS skills tests assess basic numeracy, literacy and ICT knowledge and skills expected of teachers regrdless of their subject specialisation.||Training and Development Agency for Schools (TDA)|
|Central Teacher Eligibility Test (CTET)||The CTET will be used to assess the knowledge of persons wishing to teach in public primary and upper primary level throughout India.||Central Board of Secondary Education (CBSE)|
|Arizona Educator Proficiency Assessments® (AEPA®)||The AEPA are used to certify teachers who demonstrate adequate professional knowledge and skills for teaching in the state of Arizona. There are several different components of the AEPA, each assessing different aspects of educator preparedness.||Pearson Education, Inc.|
|Massachusetts Tests for Educator Licensure® (MTEL®)||The MTEL assesses reading comprehension and writing clarity in addition to subject-specific knowledge and skills.||Pearson Education, Inc|
|Teaching Knowledge Test (TKT)||The TKT assesses aspects of teaching knowledge required for effective English language teaching. The test has three modules made up of multiple-choice questions.||Cambridge ESOL|
|Praxis Early Childhood: Content Knowledge||A multiple-choice assessment of 120 questions measuring knowledge, skills and abilities concerning topic areas relevant to young children's development.||ETS®|
|21st Century Skills Teacher Assessment||Assess teacher comprehension of 21st century skills based on ISTE NETS-T 2008. The Teacher Assessment lets districts gauge technology skill levels and helps teachers develop personalized learning paths to incorporate 21st century skills into the classroom.||Atomic Learning|
The purpose of most formal teacher assessments is to ensure that teachers enter the workforce with the knowledge and skills required to effectively engage in basic teaching and knowledge transfer activities. Each teacher test is generally specific to the jurisdiction in which the aspiring educator intends to teach. For example, many states in the US have their own teacher certification programs and accompanying standards for teacher requirements.
Other teacher tests may focus on professional development topics such as ICT skills. These often informal teacher assessments are likely to grow in number as new technologies are integrated into classroom practice.