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Validity Evidence to Support the Development of a Licensure Assessment for Reading 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, Reading, Validity, Praxis, Reading Across the Curriculum Test, Elementary Education


A job analysis was conducted to define knowledge/skills important for entry-level reading teachers. The results will be used to guide the development of new test content specifications for The Praxis Series Reading Across the Curriculum: Elementary assessment. A draft domain was constructed from national and professional organization standards, test specifications, and scholarly literature. A national advisory committee (NAC) of reading 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 65 statements clustered within three major categories: (a) Assessment and Diagnostic Teaching, (b) Reading Development, and (c) Writing and Research. Survey responses of 344 reading 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 63 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 63 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis™ Reading Across the Curriculum: Elementary assessment.

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