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ERIC Number: ED403278
Record Type: Non-Journal
Publication Date: 1996-May
Pages: 119
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Job Analysis of the Knowledge Important for Newly Licensed Biology Teachers.
Wesley, Scott
A job analysis was conducted to define the content domain in which newly licensed (certified) biology teachers must be knowledgeable in order to perform their jobs competently. Results of the job analysis will be used to develop test specifications for the Subject Assessment in Biology of the Praxis Series: Professional Assessments for Beginning Teachers. A draft domain of 11 content areas and 128 knowledge statements was constructed by test development staff at the Educational Testing Service. This domain was reviewed by 9 subject matter experts, who approved a revised domain of 179 statements in 10 content areas. This revised domain was then reviewed by an advisory panel of 8 biology subject matter experts who made numerous changes to arrive at a final inventory of 189 knowledge statements in 10 categories. This version was subjected to verification/refutation through a national survey of 540 teachers, 227 college faculty, and 88 school administrators (855 biology professionals). Survey participants rated the statements in terms of their importance for newly licensed teachers and indicated the level of understanding needed by the new teacher in each knowledge area. Importance ratings were computed, and correlations of the profiles of these mean importance ratings were computed across both groups of education professionals and among subgroups of respondents. These 2 analyses identified 29 statements that did not meet the inclusion criteria and 160 statements that should be used as the foundation for the test specifications. Seven appendixes provide additional information about study methodology and present the importance ratings by category and subgroup. (Contains 5 tables, 4 appendix tables, and 17 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