Audiology PRAXIS® Performance Report Review
In response to concerns from test candidates and academic programs, ASHA asked the Education Testing Service (ETS) for a detailed summary of the Audiology PRAXIS® results since the current version of the examination launched in September 2020. We are pleased to provide this analysis in the hope that it informs academic programs and test candidates of areas of practice where more experience and/or test preparation could improve performance.
Audiology PRAXIS® performance results since the 2022–2023 Academic Year show a decline in overall exam outcomes compared to prior administration years. While year-to-year changes are expected, the patterns suggest that this change reflects a combination of shifts in the candidate population and reduced performance across multiple content areas. Examination of domain-level and sub-domain level performance indicators shows that the decline is not uniform across each content area of the exam. Instead, performance challenges are concentrated in several content areas, as reflected by repeated flags for lower relative performance.
Role of Candidate Population Changes
Changes in candidate population appear to amplify the content area challenges rather than independently drive overall performance trends. Candidates are permitted to take the Audiology PRAXIS® at any point in their education journey. As a result, performance trends may reflect differences in when candidates choose to test, whether that be earlier or later in their program, in addition to differences in preparation or knowledge.
It is also important to note that the ETS demographic categories reflect self-reported highest level of education and are not specific to progress within an audiology program. For example, “bachelor’s degree only” may include candidates earlier in their audiology program, where “bachelor’s degree plus” may include candidates at a wide range of stages, from initial graduate coursework through just prior to program completion.
Since the 2022-2023 academic year, the proportion of candidates reporting an undergraduate GPA between 3.5–4.0, which has historically been a higher performing cohort, has declined. There has also been a decrease in candidates reporting bachelor’s degree plus and an increase in candidates selecting bachelor’s degree only. Candidates reporting undergraduate GPAs of 3.5–4.0 and bachelor’s degree plus have historically been higher performing than candidates who select GPAs 3.0–3.4 and bachelor’s degree.
These shifts in demographic data (which is optional for candidates to report) suggest that shifts in testing timing and candidate composition may contribute to observed performance trends.
Content Areas Showing Reduced Recent Performance
Foundations of Audiology
Foundations of Audiology emerges as the most consistently challenging content area and shows the clearest evidence of a downward performance trend. Examinees demonstrate comparatively lower performance in the following areas:
- Acoustics and Psychoacoustics (I.A.)
- Pathophysiology (I.C)
Prevention and Screening
Prevention and Screening shows consistent performance challenges, though to a lesser degree than Foundations of Audiology. The subdomains with lower performance include:
- Education (II.A.)
- Screening and Risk Identification (II.C.)
- Program Performance (II.D.)
Professional and Ethical Responsibilities
While overall performance in Professional and Ethical Responsibilities remains comparatively higher than other domains, recent reporting indicates emerging areas of concern. Performance challenges in this category are most notable in:
- Professional Practice (V.A.)
- Evidence-Based Practice (V.C.)
The detailed Audiology PRAXIS® Examination Blueprint is available on ASHA’s website.
These results have been reviewed by the Council for Clinical Certification’s Vice Chair for Audiology and the Chair of the PRAXIS® National Advisory Committee who also noted that in many instances the content areas with reduced performance are areas where competency is achieved later in the degree program. This reinforces the importance of considering exam timing when interpreting performance trends.
Taken together, these findings help clarify where recent performance challenges are most concentrated. These trends are intended to inform individual exam preparation and program support and do not reflect the ability of individual examinees to be successful.
