This phenomenological study examined the experiences of school psychologists or school psychology graduate students who have taken the high-stakes Praxis IIRTM examination. A description and the history of the Praxis IIRTM are provided, followed by a brief history of credentialing in the fields of school psychology and education. The literature review includes a critical analysis of professionalism and high-stakes testing in other professions. This study relied on a phenomenological research methodology to give voice to twelve participants who have experienced the phenomenon of high-stakes testing to achieve professional credentials or graduate as school psychologists. Participants were interviewed through open ended in-depth interviews consistent with phenomenological research methods. Interpretive analysis was utilized to identify themes or patterns related to the essence of the Praxis IIRTM test-taking experience from participants' transcripts. Three themes emerged indicating that the Praxis IIRTM examination: 1) is an anxiety-provoking process, 2) is a gatekeeper to the profession and 3) conveys an unrealistic conception of the professional role. Findings (themes) were analyzed according to the literature and theoretical constructs and explored in relation to: challenging validity; connections to constructions of power in defining professionalism and test-taking and democratic issues related to professionalism. Conclusions include implications for other professionals and policy-makers on use of these findings and suggestions for further research.
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