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ERIC Number: ED401299
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 98
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Job Analysis of the Knowledge Important for Newly Licensed Music Teachers.
Wesley, Scott
A job analysis was conducted to define the content domain important for newly licensed (certified) music teachers to perform their jobs competently. The results of the job analysis will be used to develop test specifications for the subject assessment in music of the Praxis Series: Professional Assessments for Beginning Teachers. An initial draft domain of knowledge statements was constructed with subject-matter expertise. The resultant draft, which had 6 content areas, was reviewed by 10 subject-matter experts and revised to contain 93 knowledge statements in the 6 areas. The revised draft was reviewed by an advisory panel of three classroom teachers and six college faculty. A final form was constructed that consisted of 126 knowledge statements in 5 areas. The revised domain was subjected to verification/refutation through a national survey of 843 teachers, 408 college faculty, and 102 school administrators. A cut-point of 2.50 was established to identify the core of important statements. After analysis, 28 of the 126 statements did not meet the criterion for inclusion, and 98 were verified as important enough to be the foundation for the development of test specifications. Seven appendixes list the experts, present the inventory as developed, contain cover letters and follow-ups, and give importance ratings for the various expert groups. (Contains 6 tables, 4 appendix tables, and 15 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: Praxis Series