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Job Analyses of the Knowledge Important for Newly Licensed (Certified) Chemistry and Physics Teachers

Tannenbaum, Richard J.
Publication Year:
Report Number:
ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
Chemistry, Content Validity, Job Analysis, Job Knowledge, Physics, Praxis Series, Teacher Certification, Teacher Qualifications


(120pp.) These two job analysis studies were conducted to define knowledge domains important for newly licensed (certified) chemistry and physics teachers, respectively. The results of the job analyses will be used to develop test specifications for the Praxis II Subject Assessments in Chemistry and Physics. Draft domains for each subject were constructed, reviewed by two different, nine-member Expert Review Panels, revised, reviewed again by an Advisory/Test Development Committee, and subject to verification/refutation through national surveys of chemistry and physics education professionals (i.e., teachers, teacher educators, and state administrators). The survey participants were asked to rate the specific knowledge statements in terms of importance for and level of understanding needed by newly licensed (certified) chemistry and physics teachers. These processes resulted in the definition of eight content areas for each subject. Three types of data analysis were conducted to support the development of content valid (content relevant) test specifications for the subject assessments in chemistry and physics, and a mean importance rating cutpoint of 2.50 was established to designate knowledge statements as eligible for inclusion in the development of test specification. On the chemistry job analysis, 116 of 181 knowledge statements were judged eligible for inclusion; on the physics test, 124 of the 184 knowledge statements were judged eligible for inclusion. Evidence was also provided in each of the studies of the judged importance of the eight major content areas and the comprehensiveness of the knowledge domains. Much of this report is presented in eight appendices that elaborate on the job analysis process and results for both tests. (JGL)

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