Examination Accreditation Program

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Examination Accreditation Program

Put to the Test: Exam Development Made Easy

April 26, 2008Pasadena – California -USA

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Put to the Test: Introducing the Presenters

Critical Issues

Lawrence J. Fabrey, Ph.D.

Content DevelopmentTadas Dabsys

Writing Exam QuestionsJames F. Fryer, Ed.D., CPCU

Performance Analysis Nikki Eatchel M.A.

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Critical Issues in Examination Development

• Validity • Reliability • Fairness • Legal Defensibility

• Standards

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Critical Issues: Validity

Chapter 1 in the Standards– Standards for Educational and Psychological

Testing (AERA/APA/NCME, 1999)– 24 separate standards

Also in Chapter 14 – Testing in Employment and Credentialing– Especially 14.8 through 14.10: Explicit definition,

link between job and test content, rationale basis

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We cannot claim an examination is “valid” “Links in the chain of evidence used to support

the validity of the examination results” Links include:

– Job Analysis, Test Specifications, Item Writing, Standard Setting, and Examination Construction, Administration and Scoring.

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Traditional Sources of Validity Evidence• Content• Criterion Related (Predictive or Concurrent)• Construct

Now -- Validity is a unitary concept: The degree of accumulated evidence is key

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Current (1999 Standards) –

Validity Evidence based on:• Test Content• Response Processes• Internal Structure• Relation to Other Variables• Consequences of Testing

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For Licensing, Validity Evidence Based on Test Content is Critical

• Job analysis provides the foundation• Identifies job-related activities/tasks (and sometimes KSAs)

that will be used to define test content

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Critical Issues: Reliability

Chapter 2 in the Standards– 20 distinct standards (some not

relevant for RE licensing exams)Reliability refers to the consistency

of measurement (reproducibility)

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All scores (all measurements) have a component of error

Scales, equivalence

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In general, four factors increase reliability:

1. Measurement of homogeneous content

2. Heterogeneous candidate groups

3. Longer tests

4. High quality items

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Estimates of reliability to be derived depend on measurement model:– Classical Test Theory (CTT)– Item Response Theory (IRT)

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Classical Test Theory– Unit of measurement: based on # correct– Attempt to estimate “true score”– Estimates of reliability focus on

consistency of scores

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Item Response Theory– Based on probabilities of correct responses – Attempt to estimate probability based on

underlying trait (or ability) parameter– Estimates of reliability focus on information

obtained

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Critical Issues: Fairness

Chapter 7 in the Standards Four principle aspects of fairness:

1. Lack of bias

2. Equitable treatment in testing process

3. Equality in outcomes

4. Opportunity to learn

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Lack of bias• Technical definition:

Bias is present if different meanings of scores are present for identifiable subgroups

• Differential item functioning (DIF)• Judgmental and statistical processes

• Content-related sources• Response-related sources

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Equitable treatment in testing process• Equal opportunity to demonstrate

knowledge• Standardized testing conditions

• Security (before, during, after)

• Equal opportunity to prepare• Candidate materials

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Equality in outcomes• Are equal passing rates for identifiable

subgroups required?• No, what is required is that all outcomes

must have the same meaning• Equality of the passing point

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Opportunity to learn• Primarily applicable to educational

achievement testing

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Highlights of Chapters 8, 9, and 10

8: Rights and Responsibilities of Test Takers – focus on candidates’ rights (e.g., to information)

9: Testing Individuals of Diverse Linguistic Backgrounds – issues of translation, adaptation, modification and potential impact on validity

10: Testing Individuals with Disabilities – ADA requires “reasonable accommodations”

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Critical Issues: Legal Defensibility

• All Standards could be considered• Standards are not legal

requirements• New Standards under development

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Critical Issues: Legal Defensibility

Other considerations• ARELLO Guidelines for Accreditation • EEOC Guidelines (1978)

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Put to the Test:

Content DevelopmentTadas Dabsys

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Exam Content Development

Job Analysis Survey Sampling Methodology Analysis of the Survey Results Content Specifications

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Job Analysis Survey

Job Analysis Procedure

– Content Development– Format Development

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Sampling Methodology

Sampling – Representative Sample Target Groups Sources for Addresses/Contact Information

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Analysis of the Survey Results

Demographic Information Professional Activities Knowledge

– Rating and Respective Response Scales– Summary Statistics– Identification of Qualifying Professional

Activities/Knowledge

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Content Specifications

Development of Content Specifications Establishing Content Base for Inclusion in

Exams Linking Knowledge Areas to Professional

Activities Development of Operational Definitions Test Outline and Content Weighting

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Put to the Test:

Writing Exam QuestionsJames F. Fryer, Ed.D., CPCU

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Developing the Exam Question(Item Writing)

How?National Subject Matter Experts

– Qualifications– Experience– Background in Job Analysis

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Linking Back to the Job Analysis: Activities and Tasks Subject/Content Area of the Task The Knowledge Statement (KSAs)

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Linking to the Knowledge Statement:

Content Topic Area – Leasehold EstatesContent Sub-Topic Area – Basic Elements of a LeaseJob Task – Negotiate a LeaseKSA – Knowledge of the financial ramifications of the common lease provisions referred to as Net Lease, Gross Lease, Triple-Net Lease, Percentage Lease, Base Rent, Effective Rent

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Linking to the Knowledge Statement:

Knowledge Statement – The entry level practitioner must be able to compare and contrast the interrelationships of the commonly negotiated lease provisions referred to as Net Lease, Gross Lease, Triple-Net Lease, Percentage Lease, Base Rent, Effective Rent and equate the comparison in terms of financial impact on cost to the landlord or tenant.

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Developing the Exam QuestionBalancing Cognitive Levels:

Recall: Able to state the definition of a “latent defect.”Application: Applies knowledge of the definition of “latent defect” by recognizing and classifying certain described property conditions as meeting the definition of a latent defect.Analysis: Applies knowledge of the definition by recognizing certain described property conditions as meeting the definition and interpreting the information to determine what action should be made.

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Basic Item Writing Principles: One Correct Answer Relevant and Appropriate Realistic Important to Related Task Straightforward Clear and Concise No Clues that Give Away the Answer Entry-Level Reading Level

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Item Writing Principles for Multiple-Choice: Define the Task Express a Complete Thought Reduce the Reading Load Use of Negative Words Response Options need to:

– Fits the Stem Logic– Equal in Length– Unique Meaning– Plausible– Avoid “All the Above” and “None of the Above”

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Put to the Test:

Performance Analysis Nikki Shepherd Eatchel, M.A.

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Exam Question (Item) Performance Analysis

There are various types of analyses used for evaluation of exam and item performance:

Item Response Theory (1 parameter, 3 parameter)

Classical Test Theory

Classical Test Theory is the most common analysis type used for evaluation of state-based licensure exams.

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Classical Test Theory – Item Statistics

p-value: Percentage of candidates who answer an item correctly

rpbis: Correlation between performance on an item and

performance on the overall exam

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Classical Test Theory – Item Statistics

option analysis: Percentage of candidates who answer each option

option rpbis: Correlation between performance on the options and the overall exam

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Classical Test Theory – Issues to Consider

p-value: Too high, too lowrpbis: Too lowoptions: Distractors with no responses

Distractors with more responses than key

O rbpis: Distractors higher than keyOmits Above expectations

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Classical Test Theory – Sample Statistics

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Classical Test Theory – Second sample

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Forensic Data Analysis – Item Level

With the increasing security issues within the testing industry (e.g., brain dump sites, black market content, etc.) forensic data analysis is critical for the evaluation of a testing program.

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What does Forensic Data tell you?

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Forensic Data Analysis Suspicious Candidate Activity

Candidates who did better on harder questions than they did on easier questions

Candidates who achieved a high score (in the top 20%) on the exam while only viewing questions for a very short period of time (over half of the items 10 seconds or less each)

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Forensic Data Analysis Suspicious Candidate Activity

Test takers who viewed some items for extended periods of time while cycling quickly (less than 8 seconds each) through the remaining items

Test takers with scores around chance-level while spending short amounts of time on each item (pre-viewing).

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While there are a number of item and exam level

statistics available for forensic data analysis, many

of them revolve around classical test theory and

item level performance. These types of analyses

can be valuable in both test development

forecasting and in evaluating security issues.

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The ARELLO Accreditation Program

Overview of the function and purpose

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The ARELLO Accreditation Program

Independent Evaluation Confidence and Protection Defensible Standards Enhanced Quality Facilitates License Recognition

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Examination Accreditation Program