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Validity Evidence to Support the Development of a Licensure Assessment for School Guidance Counselors: A Job-Analytic Approach

Swiggett, Wanda D.; DiCrecchio, Nicole
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, School Guidance Counselor, Validity, Praxis


A job analysis was conducted to define knowledge important for entry-level school guidance counselors. The results will be used to guide the development of new test content specifications for the Praxis Series School Guidance and Counseling assessment. A draft domain was constructed from ethical standards, professional program standards, textbooks, and test specifications. A national advisory committee (NAC) of school guidance counselors, college faculty, and a representative from a state department of education 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 73 statements clustered within four major categories: (a) Foundations, (b) Delivery of Services, (c) Management, and (d) Accountability. Survey responses of 551 school guidance counselors 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 69 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 69 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis School Guidance and Counseling assessment.

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