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

Swiggett, Wanda D.; Robustelli, Stacy L.; DiCrecchio, Nicole
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, Theatre, Validity, Praxis, National Advisory Committee


A job analysis was conducted to define knowledge important for entry-level theatre teachers. The results will be used to guide the development of new test content specifications for The Praxis Series Theatre assessment. A draft domain was constructed from national and professional organization standards, various state standards, and existing test content specifications. A national advisory committee (NAC) of theatre 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 57 statements clustered within four major categories: (a) Curriculum, Instruction, and Classroom Practices; (b) Creating and Performing; (c) Production; and (d) History, Literature, and Criticism. Survey responses of 580 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). A total of 48 knowledge statements had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. The results indicate that these 48 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Theatre assessment.

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