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Validity Evidence to Support the Revision of a Licensure Assessment for Teachers of Students With Visual Impairments: A Job-Analytic Approach

Robustelli, Stacy L.; Baron, Patricia A.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, Visual Impairments, Validity


A job analysis was conducted to define knowledge important for entry-level teachers of students with visual impairments. The results will be used to guide the development of new test content specifications for the Praxis Teaching Students with Visual Impairments (TSVI) assessment. A draft domain was constructed from the existing test content specifications and national standards. A national advisory committee (NAC) of 10 teachers, college faculty, a principal, a department of education representative, a supervisor, and consultants reviewed and modified the draft domain to reflect the knowledge 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) Principles-Educational Rights of Students with Disabilities; (b) Development and Characteristics of Students with Visual Impairments; (c) Planning and Managing the Learning and Teaching Environment; (d) Implementing Instruction; e) Assessment; and (f) Professional Practice, Collaboration, and Counseling. Survey responses of 142 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). Seventy-eight knowledge statements had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. These results indicate that the 78 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis TSVI assessment.

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