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Validity Evidence to Support the Development of a Licensure Assessment for Teachers of Students With Learning Disabilities: A Job-Analytic Approach

Author(s):
Swiggett, Wanda D.; DiCrecchio, Nicole
Publication Year:
2011
Report Number:
RM-11-21
Source:
ETS Research Memorandum
Document Type:
Report
Page Count:
43
Subject/Key Words:
Job Analysis, Licensure, Certification, Teaching Students with Learning Disabilities, Validity, Praxis

Abstract

A job analysis was conducted to define knowledge important for entry-level special education teachers of students with learning disabilities. The results will be used to guide the development of new test content specifications for the Praxis Series Special Education: Teaching Students with Learning Disabilities assessment. A draft domain was constructed from national and professional organization standards, existing test content specifications, and textbooks. A national advisory committee (NAC) of special education teachers, college faculty, and a school administrator 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 75 statements clustered within five major categories: (a) Development and Characteristics of Students with Learning Disabilities, (b) Planning and Managing Learning Environments, (c) Instruction, (d) Assessment, and (e) Foundations and Professional Responsibilities. Survey responses of 339 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 70 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 70 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Special Education: Teaching Students with Learning Disabilities assessment.

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