Which factors contribute to standardized test scores for prospective general science teachers: An analysis of the PraxisⓇ General Science Content Knowledge Test.

Abstract

Abstract This study aims to contribute to the knowledge base of what is known about the general science certified teaching population. Studies have shown that science teacher content knowledge is among the most foundational components of effective teaching and learning. Our study analyzes the PraxisⓇ General Science Content Knowledge Test (GSCKT) from May 2006-June 2016. We present one of the largest datasets comprising 28,688 general science teacher candidates in order to provide information about their demonstrated general science content knowledge. Our results can be used to design targeted professional learning experiences for pre- and inservice teachers with the objective of strengthening teacher recruitment and retention efforts. Findings from this study are particularly useful while planning inservice topic specific professional learning for teachers pre- and inservice GS teachers by answering the following research questions (1) How have personal and professional characteristics correlated with PraxisⓇ GSCKT performance in the last decade? (2) How have examinees performed as a whole in each category on the PraxisⓇ GSCKT? (3) Which personal and/or professional characteristics have been associated with examinee performance in each category? What have been the relative category performances of examinees of varying characteristics? Examinee performance at the category level was analyzed through a four-part process: 1. Percent correct; 2. Regression; 3. ANOVA; 4. Scaled points lost. Our findings revealed that examinees demonstrated strongest performance in the topics assessing Life Science and identified Earth & Space Science as a topic in need of support. Across categories, we found differences in achievement associated with undergraduate major, gender, and ethnicity. Test-takers with STEM majors consistently lost fewer points than their out-of-field counterparts, that men outperformed women in the study, and White test-takers lost fewer scaled points than Black and Hispanic candidates. Our recommendations include reviewing our results for alignment with state standards in order to develop comprehensive content knowledge development that will be used as an anchor for focused support on those topics where test-takers tend to demonstrate lowest proficiency.