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Validity Evidence to Support the Development of a Licensure Assessment for Art: A Job-Analytic Approach

Author(s):
Robustelli, Stacy L.; Tannenbaum, Richard J.
Publication Year:
2010
Report Number:
RM-10-04
Source:
ETS Research Memorandum
Document Type:
Report
Page Count:
38
Subject/Key Words:
Job Analysis, Licensure, Certification, Art, Validity, Praxis

Abstract

A job analysis was conducted to define knowledge/skills important for entry-level art teachers. The results will be used to guide the development of new test content specifications for the Praxis Series™ Art assessments. A draft domain was constructed based on existing test content specifications, The National Visual Arts Standards (National Art Education Association [NAEA], 1994a), and the Standards for Art Teacher Preparation Programs (NAEA, 1994b). A national advisory committee (NAC) of art teachers, college faculty, and an art consultant and former state department of education art supervisor reviewed and modified the draft domain to reflect the knowledge/skills it believed were important for safe and effective practice and needed at time of entry into the profession. The revised domain consisted of 142 statements clustered within 4 major categories: Art Making, Theoretical and Historical Foundations of Art, Pedagogy, and Professionalism. Survey responses of 443 art educators 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). Of the knowledge/skill statements, 103 had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. These results suggested the 103 statements may be considered appropriate for guiding the development of new test content specifications for the Art series.

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