Job Analysis of the Knowledge Important for Newly Licensed Teachers of Mathematics. The Praxis Series: Professional Assessments for Beginning Teachers.

Autor/inn/en	Wesley, Scott; Rosenfeld, Michael
Institution	Educational Testing Service, Princeton, NJ.
Titel	Job Analysis of the Knowledge Important for Newly Licensed Teachers of Mathematics. The Praxis Series: Professional Assessments for Beginning Teachers.
Quelle	(1993), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Beginning Teachers; College Faculty; Criteria; Cutting Scores; High Schools; Higher Education; Job Analysis; Knowledge Base for Teaching; Licensing Examinations (Professions); Mathematics Teachers; National Surveys; Secondary School Teachers; Teacher Certification; Teacher Education; Test Construction; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Fakultät; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsanalyse; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Testaufbau
Abstract	A job analysis was conducted to define the knowledge domain in which newly licensed (certified) mathematics 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 Mathematics of the Praxis Series: Professional Assessments for Beginning Teachers. A draft knowledge domain of 12 knowledge categories and 175 statements was constructed at the Educational Testing Service and submitted to review by 11 subject-matter experts. The revised draft domain was reviewed by an Advisory Committee of secondary school teachers, college faculty, and an administrator, and their revisions were reviewed through a national survey of 500 teachers, 250 college faculty, and 50 school administrators, followed by review by an additional 200 new teachers. A cut point was established to identify the core of important statements. A total of 65 statements of the 193 submitted to the national sample did not meet the criterion for inclusion. The remaining statements, finally grouped into 13 knowledge areas, were to be used as the basis for test specifications. Seven appendixes, with three appendix tables, provide supplemental information about the study, including the survey questionnaire. (Contains 5 tables and 14 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC