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

Robustelli, Stacy L.; Tannenbaum, Richard J.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, Physical Education, Teachers, Validity, Praxis


A job analysis was conducted to define knowledge/skills important for entry-level physical education teachers. The results will be used to guide the development of new test content specifications for the Praxis SeriesTM Physical Education Assessments. A draft domain was constructed from existing test content specifications and the National Standards for Beginning Physical Education Teachers (National Association for Sport and Physical Education, 2003). A national advisory committee (NAC) of physical education teachers and college faculty 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 137 statements and examples clustered within nine major categories: (a) Collaboration, (b) Reflection, (c) Communication, (d) Content Knowledge, (e) Student Growth and Development, (f) Management and Motivation, (g) Planning and Instruction,( h) Student Assessment, and (i) Technology. Survey responses of 353 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). A total of 101 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 101 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Series Physical Education Assessments.

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