skip to main content skip to footer

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


A job analysis was conducted to define the knowledge that may be important for entry-level general science teachers. The results will be used to guide the development of new test content specifications for the Praxis Series General Science (GS) assessment. A draft domain was constructed from existing test content specifications and national standards. A national advisory committee (NAC) of general science 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 64 statements clustered within five major categories: (a) Scientific Methodology, Techniques, and History; (b) Physical Science; (c) Life Science; (d) Earth and Space Science; and, (e) Science, Technology, and Society. Survey responses of 475 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). Sixty two knowledge statements had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. These results indicate that these 62 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis GS assessment.

Read More