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Validity Evidence to Support the Development of a Licensure Assessment for English Language, Literature, and Composition Teachers: A Job-Analytic Approach ELLC

Swiggett, Wanda D.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, English Language, Literature, and Composition (ELLC), Validity, Praxis


A job analysis was conducted to define knowledge important for entry-level English language, literature, and composition (ELLC) teachers. The results will be used to guide the development of new test content specifications for The Praxis Series ELLC: Content Knowledge assessment. A draft domain was constructed from national and professional organization standards, previous test specifications, and national reports. A national advisory committee (NAC) of ELLC teachers and college faculty, and a Board 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 35 statements clustered within three major categories: (a) Reading, (b) Language Use and Vocabulary, (c) Writing, Speaking, and Listening. Survey responses of 352 ELLC 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 32 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 32 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis ELLC: Content Knowledge assessment.

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