ERIC Number: ED390899
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Job Analysis of the Knowledge Important for Newly Licensed Teachers of English. The Praxis Series: Professional Assessments for Beginning Teachers.
A job analysis was conducted to define the knowledge domain in which newly licensed (certified) English teachers must be knowledgeable to perform competently. The results of the job analysis were to be used to develop test specifications for the Subject Assessment in English of the Praxis Series: Professional Assessments for Beginning Teachers. A draft version of 94 knowledge statements in 3 major content areas was prepared by the Educational Testing Service and submitted to 11 subject-matter experts. Their revisions were reviewed by an Advisory Committee, resulting in an inventory of 110 knowledge statements grouped into the 4 categories of literature, language and linguistics, rhetoric and composition, and pedagogy specific to English. The revised domain was subjected to verification and refutation through a national survey of 510 teachers, 259 college faculty, and 52 school administrators. A follow-up study with an additional 350 educators focused on relatively new teachers. A cut point was established for inclusion in the final domain. In all, 19 of the 110 statements did not meet the 2.50 criterion for inclusion in establishing test specifications. Seven appendixes, with three appendix tables, provide supplemental information about the study, including the survey questionnaire. (Contains 6 tables and 14 references.) (SLD)
Descriptors: Administrators, Beginning Teachers, College Faculty, Criteria, Cutting Scores, English Instruction, English Teachers, Higher Education, Job Analysis, Knowledge Base for Teaching, Licensing Examinations (Professions), National Surveys, Pedagogical Content Knowledge, Secondary Education, Secondary School Teachers, Teacher Certification, Teacher Education, Test Construction
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: Praxis Series