Appropriate Expectations for Content Judgments Regarding Teacher Licensure Tests

In recent years, expert panelists' judgments regarding the content of teacher licensure tests have been the most commonly employed form of validity evidence for such tests. Little guidance is available, however, regarding appropriate expectations when experts rate the content of these licensure tests. Thirty-two content evaluations of teacher licensure tests were reviewed for this analysis. Methodological differences were noted regarding the focus of the evaluation, the stringency of the charge to panelists, and the manner in which panelists' ratings were analyzed. Based on reviews of comparable studies in the 32 evaluation studies, continued normative expectations for such content ratings are proposed.