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

Robustelli, Stacy L.; Swiggett, Wanda D.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, Latin, Validity


A job analysis was conducted to define knowledge important for entry-level Latin teachers. The results will be used to guide the development of new test content specifications for the Praxis Series Latin assessment. A draft domain was constructed from the existing test content specifications, national standards, textbooks, and feedback from item writers and examinees. A national advisory committee (NAC) of Latin 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 46 statements clustered within four major categories: (a) Grammar and Language; (b) Reading Comprehension, Translation, and Literary Skills; (c) Roman Civilization; and, (d) Pedagogy and Professional Matters. Survey responses of 233 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). A total of 36 knowledge statements had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. The results indicate that these 36 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Latin assessment.

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