Use of Knowledge, Skill, and Ability Statements in Developing Licensure and Certification Examinations

Abstract

The task inventory approach is commonly used in job analysis for establishing content validity evidence supporting the use and interpretation of licensure and certification examinations. Although the results of a task inventory survey provide job task‐related information that can be used as a reliable and valid source for test development, it is often the knowledge, skills, and abilities (KSAs) required for performing the tasks, rather than the job tasks themselves, which are tested by licensure and certification exams. This article presents a framework that addresses the important role of KSAs in developing and validating licensure and certification examinations. This includes the use of KSAs in linking job task survey results to the test content outline, transferring job task weights to test specifications, and eventually applying the results to the development of the test items. The impact of using KSAs in the development of test specifications is illustrated from job analyses for two diverse professions. One method for transferring job task weights from the job analysis to test specifications through KSAs is also presented, along with examples. The two examples demonstrated in this article are taken from nursing certification and real estate licensure programs. However, the methodology for using KSAs to link job tasks and test content is also applicable in the development of teacher credentialing examinations.

Use of a Stakeholder-Driven DACUM Process to Define Knowledge Areas for Food Protection and Defense

“…That is, "a job analysis first defines the profession using task-based descriptors, and then committees of Subject Matter Experts (SMEs) use the task-based information as the foundation to make judgments for a list of KSAs" (Wang et al, 2005). This is appropriate because "it is often the knowledge, skills, and abilities required for performing the tasks, rather than the job tasks themselves" that are used for assessing a learner's educational performance (Wang et al, 2005).…”

“…Importantly, KSAs were identified in concert with each task such that there is a direct link between the job tasks and corresponding knowledge and skills required. As stated by Wang et al (2005), "It is important to identify the KSAs required to perform each task and establish a clear link between the tasks and the KSAs in order to develop a content outline that is logically and defensibly linked to the job. "…”

Commentary: A Closer Look at Task Analysis: Reactions to Wang, Schnipke, and Witt

“… In the Spring 2005 issue, Wang, Schnipke, and Witt provided an informative description of the task inventory approach that centered on four functions of job analysis. The discussion included persuasive arguments for making systematic connections between tasks and KSAs.…”

“…The Spring 2005 issue of this journal contained a very interesting paper on task analysis by Wang, Schnipke, and Witt. They describe the “task inventory approach” as the most common method of job analysis “because it can provide direct access to job‐related activity (i.e., job tasks/activities)” (p. 16).…”

An NCME Instructional Module on Developing and Administering Practice Analysis Questionnaires

“…This module focuses primarily on practice analysis. Although the development of test plans is certainly an important topic, it is also a complex one deserving a separate article (see Raymond & Neustel, in press; Wang, Schnipke, & Witt, 2005).…”