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

Swiggett, Wanda D.; Robustelli, Stacy L.; Tannenbaum, Richard J.; Debebe, Fekru; Wolcott, David B.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, Economics, Validity


A job analysis was conducted to define knowledge important for entry-level economics teachers. The results will be used to guide the development of new test content specifications for the Praxis™ Economics assessment. A draft domain was constructed from national standards and the existing test specifications. A national advisory committee (NAC), consisting of economics teachers and college faculty, reviewed and modified the draft domain to reflect the knowledge they believed was important for safe and effective practice and needed at time of entry into the profession. The revised domain consisted of 77 statements clustered within three major categories: Fundamental Economic Concepts, Microeconomics, and Macroeconomics. Survey responses of 344 economics educators provided independent evidence of the importance of the domain. Respondents judged each knowledge statement on a scale ranging from 1 (not at all important) to 5 (extremely important). Fifty-seven knowledge statements had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. These results indicate that 57 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Economics assessment.

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