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Validity Evidence to Support the Development of a Licensure Assessment for Teachers of English to Speakers of Other Languages: A Job-Analytic Approach ESOL

Swiggett, Wanda D.; Robustelli, Stacy L.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, English Speakers of Other Languages (ESOL), Validity, Praxis


A job analysis was conducted to define knowledge/skills important for entry-level teachers of English to speakers of other languages (ESOL). The results will be used to guide the development of new test content specifications for The Praxis Series™ ESOL assessment. A draft domain was constructed from state and national standards for programs and professionals, existing specs, scholarly literature, and current textbooks. A national advisory committee (NAC) of teachers of ESOL, college faculty, and a department of education representative 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 80 statements clustered within four major categories: (a) Foundations of Linguistics and Language Learning, (b) Planning, Implementing, and Managing Instruction, (c) Assessment, and (d) Cultural and Professional Aspects of the Job. Survey responses of 482 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). Seventy-four 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 74 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis ESOL assessment.

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