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Practice Analysis of ABC Certified Therapeutic Shoe Fitters

October 2021



The ABC Certified Fitter–therapeutic shoes (CFts) credential certifies professionals specifically educated and trained to provide non-custom therapeutic shoes and non-custom multi-density  inserts. This includes patient assessment,  formulation of a treatment plan, implementation of the treatment plan, follow-up and practice management.

The major purpose of the practice analysis was to identify the tasks and knowledge/skills that are  important for competent performance of the therapeutic shoe fitter job. The development of a content-valid credentialing program is based on tasks and knowledge/skills identified through the  practice analysis process.

This report describes the practice analysis, including the:

  • rationale for conducting the practice analysis
  • methods used to define practice-related tasks and knowledge/skills
  • creation of the final content outline.

Practice Analysis Study and Adherence to Professional Standards

Practice analysis refers to procedures designed to obtain descriptive information about the tasks performed on a job and/or the knowledge, skills or abilities necessary to adequately perform those  tasks. The specific type of information collected during a practice analysis is determined by the purpose for which the information will be used.

For purposes of developing credentialing programs, a practice analysis should identify important  tasks, knowledge, skills and/or abilities deemed to be important by professionals in the field of therapeutic shoe fitting.

The use of a practice analysis (also known as job analysis, role and function study or role delineation study) to define the content domain(s) is a critical component in establishing the content validity  of the program. Content validity refers to the extent to which the content covered by the program is representative of the tasks and knowledge of a practice (tasks, knowledge, skills or abilities). 

A well-designed practice analysis should include a representative group of subject matter experts  who reflect the diversity within the profession. Diversity refers to regional or job context factors and to subject matter expert factors such as experience, gender, and race/ethnicity. Demonstration  of content validity is accomplished through the judgments of subject matter experts. The process is enhanced by the inclusion of subject matter experts who represent the diversity of the relevant areas  of expertise.

The Standards for Educational and Psychological Testing1 (2014) ( The Standards) is a comprehensive technical guide that provides criteria for the evaluation of tests, testing practices and the effects of  test use. It was developed jointly by the American Psychological Association (APA), the American Educational Research Association (AERA) and the National Council on Measurement in Education  (NCME). The guidelines presented in The Standards, by professional consensus, have come to define the necessary components of quality testing. Consequently, a testing program that adheres to The Standards is more likely to be judged as valid and defensible than one that does not.

As stated in Standard 11.13,

"The content domain to be covered by a credentialing test should be defined clearly and justified in terms of the  importance of the  content for credential-worthy performance in an occupation or profession. A rationale and evidence should be provided to support  the claim that the knowledge or skills being assessed are required for credential-worthy performance in that occupation and are  consistent with the purpose for which the credentialing program was instituted…. Typically, some form of job or practice analysis provides the primary basis for defining the content domain…” (pp. 181-182)

The practice analysis for the ABC Certified Fitter–therapeutic shoes (CFts) credential was designed to follow the guidelines presented in The Standards and to adhere to accepted professional practice.


1American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (Eds.). (2014). Standards for educational and psychological testing. American Educational Research Association