At this stage of the cycle, the exam has been written and you are sitting on a pile of test-taker response data. But your work is not over quite yet. Stage 5 of the Assessment Life Cycle involves analyzing test-takers’ responses and looking for patterns to evaluate whether the items in your exam have indeed created a valid assessment. This white paper explores many of the considerations when undertaking this process.

Exam administration is careful work; a good deal of planning goes into ensuring it is handled correctly. The central concern at this point in the Assessment Life Cycle is making sure that your examination is administered under the proper testing conditions, and that sensitive data is handled appropriately. If done correctly, the tasks of Stage 4 ensure that your examination will be administered in a way that respects the stakes (or ‘seriousness’) of the exam and supports the validity and defensibility of your assessment program. This white paper explores many of the considerations when undertaking this process.

Stage 3 of the Assessment Life Cycle is where exam developers take the items that were written and banked in Stage 2 and compile them to into one (or more) examination forms. This may sound fairly easy; indeed, sometimes examination assembly is just a matter of finding the right items to assess the required subject areas. However, assembling a valid and well-balanced examination form from an item bank is a careful process, and one that requires meticulous effort. This is especially true when creating licensure or certification examinations, or other high-stakes assessments. This white paper explores many of the considerations when undertaking this process.

Stage 2 of the Assessment Life Cycle is where test questions are created and used to populate an item bank. That may sound simple enough, but in truth, item development is careful work. It requires the coordinated effort of several groups of experts to ensure that the final examination includes the right number and quality of items and is organized into the right categories. This white paper explores many of the considerations when undertaking this process.

Every assessment program starts with defining targets and creating test specifications. During this stage, the test developers decide what the goal of their assessment is going to be. These goals are formalized and used to create an “examination blueprint,” which specifies the number and type of questions that the assessment requires to soundly measure each knowledge area. This white paper explores many of the considerations when undertaking this process.

During the 2020 ICE Exchange conference, a report from the National Commission for Certifying Agencies (NCCA) provided a list of criteria under which Live Remote Proctoring (LRP) could be used by programs to achieve and/or maintain the NCCA accreditation. In this virtual presentation, Dr. Isabelle Gonthier and Dr. Parfyonova will discuss these recommendations and their implications for future credentialing programs

Who I Am My name is Bria Preyer and I’ve been with Meazure Learning since August 2020. I work here as an HR assistant, and my favorite part about this role is being able to communicate with so many people in the organization and also being a direct contact for resources needed by employees of the company. […]

Testing accommodations in theory is not always so simple in practice. Especially when it comes to online-proctored exams, a lot goes into ensuring a smooth experience for test-takers who require accommodations. Dr. Isabelle Gonthier and Dr. Ashley Norris tackle the very practical considerations when putting testing accommodations guidelines into practice for online-proctored exams.

Maintaining exam integrity and cheating prevention requires a delicate balance between security measures and candidate fairness. In this virtual event, Cory Clark and Dr. Chris Beauchamp discuss their combined decades of experience preventing cheating and protecting candidate privacy.