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Research Memorandum

ETS RM-16-08

Investigating the Relevance and

Importance of English Language Arts

Content Knowledge Areas for Beginning

Elementary School Teachers

Michelle P. Martin-Raugh Richard J. Tannenbaum

Clyde M. Reese Jonathan H. Steinberg

Geoffrey C. Phelps Jun Xu

August 2016

ETS Research Memorandum Series

EIGNOR EXECUTIVE EDITOR

James Carlson

Principal Psychometrician

ASSOCIATE EDITORS

Beata Beigman Klebanov

Senior Research Scientist

Heather Buzick

Research Scientist

Brent Bridgeman

Distinguished Presidential Appointee

Keelan Evanini

Research Director

Marna Golub-Smith

Principal Psychometrician

Shelby Haberman

Distinguished Presidential AppointeeAnastassia LoukinaResearch Scientist

Donald Powers

Managing Principal Research Scientist

Gautam Puhan

Principal Psychometrician

John Sabatini

Managing Principal Research Scientist

Matthias von Davier

Senior Research Director

Rebecca Zwick

Distinguished Presidential Appointee

PRODUCTION EDITORS

Kim Fryer

Manager, Editing ServicesAyleen GontzSenior Editor Investigating the Relevance and Importance of English Language Arts (ELA) Content Knowledge Areas for Beginning Elementary School Teachers Educational Testing Service, Princeton, New Jersey

Investigating the relevance and importance of English language arts content knowledge areas for beginning

elementary school teachers database at

Action Editor:

Heather Buzick

Reviewers:

M. Martin-Raugh et al. Investigating the Relevance and Importance of ELA Content Knowledge Areas

ETS RM-16-08 i Abstract

The purpose of this report is to explore

the content-related validity evidence supporting the

English

language arts (ELA) components of the ETS® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th-grade teacher licensure assessment. To establish the content knowledge required for the effective teaching of ELA in elementary school, we (a) identified content knowledge categories through the use of an expert panel and (b) surveyed a sample of 279 educators to verify that this body of content knowledge is indeed necessary and reasonable for the effective practice of beginning elementary school teachers teaching ELA. We report information regarding the importance and relevance of ELA content knowledge areas for both elementary school teachers and faculty members who prepare elementary school teachers. Implications of this work for the ELA components of the NOTE assessment series are discussed.

Key words:

English language arts, content validity, teacher licensure, elementary school teaching, content knowledge for teaching M. Martin-Raugh et al. Investigating the Relevance and Importance of ELA Content Knowledge Areas

ETS RM-16-08 ii Acknowledgments

Some of the content that appears in this report also is used in a companion report, entitled Investigating the Relevance and Importance of High-Leverage Mathematical Content for

Beginning Elementary School Teachers

(RM-16-10) by Clyde M. Reese, Michelle P. Martin- Raugh, Heather Howell, Richard J. Tannenbaum, Jonathan H. Steinberg, and Jun Xu. M. Martin-Raugh et al. Investigating the Relevance and Importance of ELA Content Knowledge Areas

ETS RM-16-08 iii Table of Contents

Page

Content-Related Validity Evidence ................................................................................................ 2

Establishing a C

KT Framework for ELA .................................................................................... 3

Method

............................................................................................................................................ 6

Sampl

e ......................................................................................................................................... 6

Administrati

on Procedure ............................................................................................................ 8

Survey

Instrument........................................................................................................................ 8

Table 1. Bac

kground Information Overall Sample (N = 279) ..................................................... 9 Analy

sis......................................................................................................................................... 10

Result

s ........................................................................................................................................... 10

Overall

Agreement Concerning Relevance and Importance Judgments ................................... 10

Group Diff

erences in Relevance and Importance Ratings ........................................................ 11

Table 2. Summar

y of Importance Judgments for Content Knowledge for Teachers (CKT) Areas

for Teachers, Faculty, and Overall ............................................................................................. 12

Table 3. S

ummary of Importance Judgments for Content Knowledge for Teachers (CKT) Areas

by Current Grade Level Taught ................................................................................................. 13

Table 4. S

ummary of Importance Judgments for Content Knowledge for Teachers (CKT) Areas

by Race/Ethnicity ....................................................................................................................... 14

Table 5. Summar

y of Importance Judgments for Content Knowledge for Teachers (CKT) Areas by Ge

ographic Region ............................................................................................................... 15

Table 6. Summar

y of Least and Most Important Judgments for Content Knowledge for Teachers

(CKT) Areas............................................................................................................................... 16

Table 7. Top Eng

lish Language Arts (ELA) Content Knowledge for Teachers (CKT) Areas and

Practices by Relative Importance ............................................................................................... 17

Discussion

..................................................................................................................................... 17

Conclusi

on ................................................................................................................................. 18

Refe

rences ..................................................................................................................................... 20

Appendix. Eng

lish Language Arts (ELA) Content Knowledge for Teaching (CKT) Areas ........ 23 Notes

............................................................................................................................................. 30

M. Martin-Raugh et al. Investigating the Relevance and Importance of ELA Content Knowledge Areas ETS RM-16-08 1 The purpose of this report is to explore the content-related validity evidence supporting the English language arts (ELA) content knowledge for teaching (CKT) components of the ETS®

National Observational Teaching Exam

(NOTE) assessment series. NOTE is a kindergarten through 6 th-grade licensure assessment developed in a collaboration between Educational

Testing Service (ETS) and TeachingWorks

(http://www.teachingworks.org). The NOTE assessment series is designed to measure a prospective elementary school teacher s ability to translate his or her knowledge of content and of teaching into effective teaching practice. The

NOTE assessment

series includes two components. One component includes standardized performance assessments that focus on three high-leverage practices (HLPs) for teaching: modeling and explaining content, evaluating student thinking, and leading a classroom discussion. TeachingWorks defines HLPs the basic fundamentals of teaching. These practices are used constantly and are critical to helping students learn important content. These high -leverage practices are used across subject areas, grade levels, and contexts2016b, para. 2 ). The NOTE assessment series assesses high-leverage content, defined as the specific topics, practices, and texts that have been put forward by TeachingWorks as foundational to the K 12 curriculum and crucial for beginning teachers to be able to teach (TeachingWorks, 2016a). This content, organized by subject area and grade level, is rooted in national and state standards for student learning that have been crafted with the involvement of key professional groups.

The second component focuses on CKT.

CKT is a theory derived via job analysis and

based in practice that outlines the content knowledge required for teaching a subject (ETS,

2011).

Each component must include tasks that identify CKT necessary for the effective teaching of ELA. According to the Standards for Educational and Psychological Testing (American

Educational Research Association

[AERA], American Psychological Association [APA],

National Council on

Measurement in Education [NCME], 2014), a critical element of licensure assessments that focus on beginning teaching proficiency in subjects such as ELA is valid frameworks that define the ELA CKT domains. The remainder of this report is organized as follows. The first section provides a brief overview of the role of content-related validity evidence in licensure assessment. The second section describes the process we used to generate the ELA CKT framework. The third section describes the study design, methods, and results. Finally, we conclude by discussing the implications of this work for the ELA components of the NOTE assessment. M. Martin-Raugh et al. Investigating the Relevance and Importance of ELA Content Knowledge Areas ETS RM-16-08 2 Content-Related Validity Evidence A chief function of licensure assessments is to differentiate between candidates who possess the knowledge and skills required for beginning practice and those who do not (Clauser, Ma rgolis, & Case, 2006; Smith & Hambleton, 1990). Passing scores on licensure assessments indi cate that candidates possess the necessary abilities to teach effectively and in a way that ensures public welfare (AERA, APA , & NCME, 2014; Raymond & Luecht, 2013). L icensure assessments often measure the knowledge, skills, and abilities (KSAs) required for performing elements of a job rather than performance on actual job tasks (Wang, Schnipke, Witt, 2005). Test specifications can describe assessment content and the KSAs that should be mea sured by the assessment (Raymond, 1996) as well as provide a critical foundation for va lidity evidence (Ebel & Frisbie, 1991). Consequently, it is essential to pinpoint the KSAs ne cessary for performing job tasks to design test specifications that are clearly related to pe rformance in a given profession. One job-analytic strategy that is often used to define the content domain for a licensure assessment involves having a panel of subject matter experts develop a compilation of KSAs linked to the effective execution of job tasks (Rosenfeld & Tannenbaum, 1991; Tannenbaum &

Wesley, 1993; Wang et al., 2005).

Surveys of a large sample of qualified practitioners in a given profession are commonly used to then verify the judgments about KSAs made by a panel of subject matter experts (Rosenfeld & Tannenbaum, 1991; Tannenbaum & Wesley, 1993). Thisquotesdbs_dbs44.pdfusesText_44

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