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Validity Evidence to Support the Development of a Licensure Assessment for Driver 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, Driver Education, Validity, Praxis


A job analysis was conducted to define knowledge/skills important for entry-level driver education teachers. The results will be used to guide the development of new test content specifications for The Praxis Series Driver Education assessment. A draft domain was constructed from existing specifications, state standards, and textbooks. A national advisory committee (NAC) of driver education 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 51 statements clustered within four major categories: (a) Driving Concepts, (b) Motor Vehicle Laws, Regulations, and Driver Responsibility, (c) Motor Vehicle Operation and Maintenance, and (d) Teaching Driver Education. Survey responses of 274 driving 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 forty-three 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 43 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Driver Education assessment.

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