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

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


A job analysis was conducted to define knowledge/skills important for entry-level music teachers. The results will be used to guide the development of new test content specifications for the Praxis SeriesTM Music assessment. A draft domain was constructed from the existing test content specifications (ETS, 2008a; ETS, 2008b; ETS, 2008c); various national, state, and professional organization standards (e.g., National Association of Schools of Music [NASM], 2007–2008); and textbooks used in the field (e.g., Rudolph, Richmond, Marsh, Webster, Bauer, & Walls, 2005). A national advisory committee (NAC) of music teachers and college faculty reviewed and modified the draft domain to reflect the knowledge/skills they believed were important for safe and effective practice and needed at time of entry into the profession. The revised domain consisted of 79 statements clustered within six major categories: (a) Music History and Literature, (b) Theory and Composition, (c) Performance, (d) Pedagogy, (e) Professional Issues, and (f) Technology. Survey responses of 474 music 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). Seventy-one 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 these 71 statements may be considered appropriate for guiding the development of new test content specifications for the Music assessment.

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