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Validity Evidence to Support the Revision of a Licensure Assessment for Chemistry 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, Chemistry, Validity, Praxis


A job analysis was conducted to define the knowledge important for entry-level chemistry teachers. The results will be used to guide the development of new test content specifications for the Praxis Series Chemistry assessment. A draft domain was constructed from the existing test content specifications and from national standards. A national advisory committee (NAC) of chemistry 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 61 statements clustered within eight major categories: (a) Basic Principles of Matter and Energy and Thermodynamics; (b) Atomic and Nuclear Structure; (c) Nomenclature, Chemical Composition, Bonding, and Structure; (d) Chemical Reactions and Periodicity; (e) Acid-Base Chemistry; (f) Solutions and Solubility; (g) Scientific Procedures and Techniques; and, (h) Scientific Inquiry and Social Perspectives of Science. Survey responses of 591 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 54 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 54 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Chemistry assessment.

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