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Validity Evidence to Support the Development of a Licensure Assessment for Health Education Teachers: 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, Health Education, Validity, Praxis


A job analysis was conducted to define knowledge/skills important for entry-level health teachers. The results will be used to guide the development of new test content specifications for The Praxis Series Health Education assessments. A draft domain was constructed from national standards and existing test specifications. A national advisory committee (NAC) of health teachers, 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 56 statements clustered within five major categories: (a) Health Education as a Discipline, (b) Health Promotion, Injury, and Disease Prevention, (c) Healthy Relationships and Mental and Emotional Health, (d) Community Health and Advocacy, and (e) Health Education Pedagogy. Survey responses of 368 health 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 54 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 54 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Health Education assessments.

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