This list of FAQs was compiled by CLEAR's Examination Resources Advisory Committee.

Test Construction and Assembly

We have completed a job/practice analysis and used the results to develop test specifications for our examination program. How do we use this information to develop valid examinations?  

Item Calibration and Pretesting

What is item calibration, and what role does it play in testing?

Multiple Choice Question and Performance Examination Item Types

What are multiple choice questions and performance examination item types and how are they used in licensure and certification examinations?

Legal Considerations

What are the legal considerations for testing?

Test Security Standards

What are guidelines or standards for exam security for a regulatory agency?

Given the general standards/requirements of implementing exam security, how can a regulatory agency incorporate specific policies and procedures to ensure quality exam security?

Considerations for Exam Re-administration

When establishing policies for exam re-administration, what should be considered?

Items for Candidates

What are important examination-related information items for candidates?

Test Accommodation Considerations

What considerations need to be made in providing test accommodations for licensure and certification examinations?

Translating & Adapting Examinations 

What issues should be considered when translating or adapting an examination?

Reporting Test Scores

Test takers want to have as much information as possible about their performance on an examination. Despite what information an organization provides, test takers generally will ask for more.  How is information best provided and what information should be included?

Subject Matter Experts (SMEs)                                                                           

What is the role of Subject Matter Experts (SMEs) in a certification program?

How do we provide for security while utilizing SMEs in test development?

Should educators or board members serve as SMEs?

How should SMEs be selected?

Equating Tests and Use of Scaled Scores

I would like a reference for a clear, practical application of test equating methodology. Is there a step-by-step application of equating to a sample data set, including formulas and equations?

We use a criterion-referenced methodology when establishing the passing score for our examination. The result from applying this methodology is that the actual passing score varies from examination to examination. What is the best way to explain the variation?

Item Development and Review

What is the best procedure for supplementing our item banks with new items? Can we use other item types besides multiple choice?

Job/Practice Analysis and Test Specifications

We know that a practice analysis should be performed to identify the subject matter that should be included in our examinations, but the results generate a multitude of statistical data. What is the best way to use the results of the practice analysis in constructing the test specifications?

Additional Resources for Examination Development
On-Demand Presentation: Fundamental Testing Assumptions Revisited - Examination Length and Number of Item
Options
Resource Brief: Job Analysis: A Guide for Credentialing Organizations (available free of charge to members as a pdf, and for sale to non-members)
Resource Brief: To Translate, or Not Translate: That Is the Question
Reference Library: Test Adaptation for Language Differences  (members only)
ERAC Q&A Series: What is validity and why is it important?
ERAC Q&A Series: What is reliability and why is it important?

Additional Resources for Examination Administration
On-Demand Presentation: Testing Accommodations for Examinees with Sensory Disabilities
On-Demand Presentation: The Americans with Disabilities Act: Policy and Practice
Resource Brief: To Translate, or Not Translate: That Is the Question
Resource Brief: Licensure Examinations
Monograph: The Americans with Disabilities Act: Information for Credentialing Examinations
Monograph: Development, Administration, Scoring and Reporting of Credentialing Examinations: Recommendations for Board Members

Additional Resources for Examination Scoring
Resource Brief: Considerations in Setting Cut Scores
ERAC Q&A Series: What is equating and why is it used?
ERAC Q&A Series: What is scaling and why is it used?
Monograph: Development, Administration, Scoring and Reporting of Credentialing Examinations: Recommendations for Board Members

Additional Resources for Item Development
On-Demand Presentation: Fundamental Testing Assumptions Revisited - Examination Length and Number of Item
Options
Monograph: Development, Administration, Scoring and Reporting of Credentialing Examinations: Recommendations for Board Members

Additional Resources for Other Issues
On-Demand Presentation: Top Secrets of Cheaters and What to Do about It
On-Demand Presentation: Fraudulent Credentials and False Information
Resource Brief: Building and Managing Small Examination Programs
Resource Brief: Licensure Examinations
Resource Brief: Reference Guide for Auditing a Credentialing Examination Program
Resource Brief: Evaluating a National Examination Program
Monograph: Development, Administration, Scoring and Reporting of Credentialing Examinations: Recommendations for Board Members
Monograph: Principles of Fairness: Examination Guide for Credentialing Boards