Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 11 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
| Teachers | 2 |
| Practitioners | 1 |
Location
| Montana | 2 |
| Arizona | 1 |
| California | 1 |
| Connecticut | 1 |
| Iowa | 1 |
| Massachusetts | 1 |
| Mississippi | 1 |
| Missouri | 1 |
| Ohio | 1 |
| Oregon | 1 |
| Tennessee | 1 |
| More ▼ | |
Laws, Policies, & Programs
| Higher Education Act… | 1 |
| Higher Education Act Title II | 1 |
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Praxis Series | 55 |
| National Teacher Examinations | 3 |
| SAT (College Admission Test) | 2 |
| ACT Assessment | 1 |
What Works Clearinghouse Rating
Download full textRosenfeld, Michael; And Others – 1994
This study examined whether the reading, writing, and mathematics skill statements derived for the Praxis I Basic Skills Assessments and the Pre-Professional Skills Test (PPST) are considered by educators to be important for entry-level teachers of deaf and hard of hearing students. The study is based on a survey of 833 teachers, administrators,…
Descriptors: Administrator Attitudes, Beginning Teachers, Deafness, Elementary Secondary Education
Rose, Ernest – 1994
This paper reports on an independent review of two examinations designed to assess teacher competencies: the Praxis Series and the Content Mastery Examinations for Educators (CMEE). The review was ordered by the Montana Department of Public Education in order to decide which battery of tests would replace the National Teacher Examination (NTE).…
Descriptors: Beginning Teachers, Elementary Secondary Education, Mastery Tests, Measures (Individuals)
Tannenbaum, Richard J. – 1994
A job analysis was conducted of the knowledge and skills important for the competent performance of beginning business education teachers. The results of this job analysis will be used to define the content domain of the subject assessment in Business Education for the Praxis Series of professional assessments for beginning teachers. A domain of…
Descriptors: Administrators, Beginning Teachers, Business Education, Cutting Scores
Tannenbaum, Richard J. – 1992
Two job analyses were conducted to define knowledge domains for newly certified chemistry and physics teachers, respectively, to perform their jobs competently. The results of the job analyses will be used to develop test specifications for the Praxis II Series subject Assessments in Chemistry and Physics. Initial draft domains were prepared for…
Descriptors: Beginning Teachers, Chemistry, Competence, Job Analysis
Tannenbaum, Richard J. – 1992
The Educational Testing Service is preparing to introduce a new generation of teacher assessments, the Praxis Series of professional assessments for beginning teachers. Preparatory to test development, a job analysis was conducted to define a knowledge and ability domain important for newly certified Spanish teachers to perform their jobs in a…
Descriptors: Ability, Beginning Teachers, Competence, Educational Assessment
Tannenbaum, Richard J. – 1994
A job analysis was conducted focusing on the knowledge important for beginning Earth and Space Science teachers. The results of the job analysis will be used to define the content domain of the subject assessment in Earth and Space Sciences for the Praxis series of professional assessments for beginning teachers. A domain of 292 knowledge…
Descriptors: Administrators, Beginning Teachers, Cutting Scores, Earth Science
Educational Testing Service, Washington, DC. – 1998
Several federal legislative proposals have called for specified minimum pass rates on state teacher licensing examinations to establish institutional eligibility for certain federal funding. Thirty-one states and the District of Columbia will use The Praxis Series: Professional Assessments for Beginning Teachers developed by the Educational…
Descriptors: Beginning Teachers, Elementary Secondary Education, Eligibility, Evaluation Methods
Rosenfeld, Michael; And Others – 1992
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…
Descriptors: Administrators, Beginning Teachers, Competence, Educational Assessment
Norback, Judith Shaul; And Others – 1993
A job analysis was conducted of the knowledge important for newly licensed or certified physical education teachers. The results of the analysis were to be used to develop specifications for The Praxis Series: Professional Assessments for Beginning Teachers and to support the content validity of the assessment. An initial draft domain of knowledge…
Descriptors: Administrators, Beginning Teachers, College Faculty, Content Validity
Wesley, Scott; And Others – 1993
The Educational Testing Service is engaged in developing tests for teacher licensure, The Praxis Series: Professional Assessments for Beginning Teachers (TM). A central component of Praxis III: Classroom Performance Assessments is a set of proposed criteria that have been developed to assess the classroom performance of beginning teachers. The…
Descriptors: Beginning Teachers, Classroom Techniques, Competence, Criteria
Reynolds, Anne; And Others – 1992
A job analysis was conducted to define the knowledge domain of general principles of teaching and learning necessary for newly licensed (certified) teachers, regardless of grade level or subject, to perform in a competent manner. The results of the study are being used to develop test specifications for The Praxis Series: Professional Assessments…
Descriptors: Administrators, Beginning Teachers, Competence, Elementary Secondary Education
Dwyer, Carol Anne; Villegas, Ana Maria – 1993
This paper discusses underlying beliefs about teaching that are related to the assessment of prospective teachers and elucidates some basic beliefs that are guiding the development of new types of assessments for new teachers. These new assessments are called "The Praxis Series: Professional Assessments for Beginning Teachers(TM)."…
Descriptors: Beginning Teachers, Beliefs, Cognitive Style, Educational Assessment
Peer reviewedStotsky, Sandra – Third Education Group Review, 2006
The 1998 reauthorization of the Higher Education Act requires states to report annually to the U.S. Department of Education the number of prospective teachers at each of their teacher training institutions who pass the state's tests for licensure. However, the law left decisions on what licensure tests to require, what to assess on them, and their…
Descriptors: Constructivism (Learning), Test Items, Reading Consultants, Teacher Competency Testing
Wesley, Scott – 1993
A job analysis was conducted to define the content domain in which newly licensed (certified) special education teachers must be knowledgeable to perform their jobs in a competent manner. The results of the job analysis will be used to develop test specifications for the Subject Assessment in Special Education of the Praxis Series: Professional…
Descriptors: Administrators, Beginning Teachers, College Faculty, Elementary Secondary Education
Morton, Claudette – 1994
This comparative study was conducted in preparation for selecting a successor to the National Teachers Examination (NTE) for initial certification of Montana educators. The paper begins by discussing the background of using teacher competency tests in Montana, and examining demographic data on Montana students and certified teachers. Then, the…
Descriptors: American Indians, Beginning Teachers, Comparative Analysis, Criterion Referenced Tests
