skip to main content skip to footer

Validity Evidence to Support the Development of a Licensure Assessment for Family and Consumer Sciences 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, Family and Consumer Sciences, Validity, Praxis


A job analysis was conducted to define knowledge important for entry-level family and consumer sciences teachers. The results will be used to guide the development of new test content specifications for The Praxis Series Family and Consumer Sciences assessment. A draft domain was constructed from national and professional organization standards, various state standards and current test specifications. A national advisory committee (NAC) of family and consumer sciences teachers, college faculty, and a state department of education representative 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 77 statements clustered within six major categories: (a) Food and Nutrition; (b) Housing and Interior Design; (c) Textiles, Fashion, and Apparel; (d) Human Development and Interpersonal Relationships; (e) Foundations of Family and Consumer Sciences; and (f) Resource Management. Survey responses of 655 family and consumer sciences 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 66 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 66 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Family and Consumer Sciences assessment.

Read More