The Professional Functions of Secondary School Teachers. The Praxis Series: Professional Assessments for Beginning Teachers.

Autor/inn/en	Rosenfeld, Michael; und weitere
Institution	Educational Testing Service, Princeton, NJ.
Titel	The Professional Functions of Secondary School Teachers. The Praxis Series: Professional Assessments for Beginning Teachers.
Quelle	(1992), (242 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Beginning Teachers; Competence; Educational Assessment; Job Analysis; Job Skills; Licensing Examinations (Professions); Secondary Education; Secondary School Teachers; Standards; Surveys; Teacher Certification; Teacher Educators; Teacher Effectiveness; Teacher Evaluation; Test Construction; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Kompetenz; Education; assessment; Bewertungssystem; Arbeitsanalyse; Produktive Fertigkeit; Sekundarbereich; Standard; Survey; Umfrage; Befragung; Teacher education; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Testaufbau
Abstract	The Educational Testing Service is preparing to introduce a new generation of teacher assessments, the Praxis Series of professional assessments for beginning teachers. At one level, the assessments will be used to decide whether prospective teachers possess an acceptable level of competence, while at second and third levels the tests will measure knowledge of subject matter and application of teaching knowledge and skills. This report focuses on a job analysis conducted to identify the core tasks necessary for secondary school teachers as a step in the development of the Praxis tests. Experts defined 87 tasks that were used as the basis for a survey of 3,136 secondary school teachers, 183 administrators, and 234 teacher educators. Fifty percent of more of respondents judged all but one of the 87 tasks to be performed by newly licensed teachers, and there was high agreement among all 3 groups. Fifty of the tasks were judged to meet the eligibility standard by all groups, and teacher task ratings of importance were highly correlated with administrator and teacher educator task ratings of effectiveness for beginning teachers. These results may be used in test development. Twenty-five tables in the text present survey findings. Twelve appendixes provide supplemental information, including the survey, and an additional 16 tables. (Contains 20 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC