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Validity Evidence to Support the Development of a Licensure Assessment for Educators of the Deaf and Hard of Hearing: 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, Deaf Educators, Validity


A job analysis was conducted to define knowledge/skills important for entry-level educators of the deaf and hard of hearing (EDHH). The results will be used to guide the development of new test content specifications for the Praxis SeriesTM EDHH assessment. A draft domain was constructed from national and professional organization standards and textbooks used in the field. A National Advisory Committee (NAC) of deaf education teachers (“deaf educators”), college faculty, one superintendent, and one consultant 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 75 statements clustered within 5 major categories: (a) Characteristics of Learners and Their Development; (b) Assessment, Diagnosis, Evaluation, and Program Planning; (c) Instructional Content and General Pedagogy; (d) Planning and Managing the Teaching and Learning Environment; and (e) Foundations of Deaf Education and Professional Practice. Survey responses of 405 deaf 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-four 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 the 74 statements may be considered appropriate for guiding the development of new test content specifications for the EDHH assessment.

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