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Validity Evidence to Support the Development of a Licensure Assessment for Special Education Teachers: A Job-Analytic Approach SPES

Author(s):
Tannenbaum, Richard J.; Robustelli, Stacy L.
Publication Year:
2010
Report Number:
RM-10-03
Source:
ETS Research Memorandum
Document Type:
Report
Page Count:
27
Subject/Key Words:
Job Analysis, Certification, Licensure, Special Education, Validity, Praxis, Special Education Series (SpES)

Abstract

A job analysis was conducted to define knowledge/skills important for entry-level special education teachers. The results will be used to guide the development of new test content specifications for one or more assessments contained in the Praxis Series™ Special Education Series (SpES). A national advisory committee (NAC) of special education teachers and college faculty created and modified a draft domain of knowledge/skills it believed was important for safe and effective practice and needed at time of entry into the profession. The domain consisted of 45 statements clustered within six major categories: Principles—Educational Rights for Students With Disabilities, Understanding Exceptionalities, Planning and Managing the Learning and Teaching Environment, Implementing Instruction, Assessing Student Progress and Performance, and Professional Roles and Responsibilities. Survey responses of 806 special education teachers and college faculty provided independent evidence of the importance of the domain. Respondents judged each knowledge/skill statement on a scale ranging from 1 (not at all important) to 5 (extremely important). All of the knowledge/skill statements had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. These results indicate that all 45 statements may be considered appropriate for guiding the development of new test content specifications for the SpES.

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