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Validity Evidence to Support the Development of a Licensure Assessment for Early Childhood Education Teachers: A Job-Analytic Approach

Swiggett, Wanda D.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, Early Childhood, Validity, Praxis


A job analysis was conducted to define knowledge/skills important for entry-level early childhood teachers. The results will be used to guide the development of new test content specifications for the Praxis Series™ Early Childhood Education series of assessments. A draft domain was constructed from national and professional standards, information from professional websites, and current test specifications. A national advisory committee (NAC) of early childhood teachers and college faculty reviewed and modified the draft domain to reflect the knowledge/skills they believed were important for safe and effective practice and needed at time of entry into the profession. The revised domain consisted of 59 statements clustered within six major categories: (a) Early Childhood Development, (b) Teaching and Supporting Diverse Children, (c) Creating a Developmentally Appropriate Learning Environment, (d) Teaching and Learning, (e) Professionalism, and (f) Family and Community. Survey responses of 331 early childhood educators provided independent evidence of the importance of the domain. Respondents judged each knowledge/skill statement on a scale ranging from 1 (not at all important) to 5 (extremely important). A total of 57 knowledge/skill statements had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. The results indicate that these 57 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Early Childhood Education series of assessments.

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