How should the effectiveness of the EPPP be judged?

DiLillo, David; Tremblay, George C.

doi:10.1037/a0015734

Cited by 5 publications

(7 citation statements)

References 7 publications

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“…Like others (e.g., DeLillo & Tremblay, 2009;Sharpless & Barber, 2009a), we recommend that the EPPP be associated with relevant performance criteria. There have already been numerous suggestions for such tests in the literature, and some of them would be relatively easy to conduct.…”

Section: General Discussion and Practice Implicationsmentioning

confidence: 98%

“…Although Rosen (2000) rightly notes that current testing standards (AERA et al, 1999) for licensing exams indicate that content validation studies are both appropriate and sufficient for wide-spread administration, others (e.g., DeLillo & Tremblay, 2009;Sharpless & Barber, 2009a) have had differing views on this matter.…”

Section: Eppp: Criticisms and Questionsmentioning

confidence: 96%

“…First, some have claimed that the content of the EPPP lacks direct relevance for practice and, in effect, may serve as a fairly arbitrary obstacle to the commencement of professional practice (e.g., Ryan & Chan, 1999; DeLillo & Tremblay, 2009; Stricker, 2010). In their survey of actual examinees, Ryan and Chan (1999) found that the content and breadth of EPPP questions were often perceived to be a weakness, and not a strength, by those who take the test.…”

Section: Eppp: Criticisms and Questionsmentioning

confidence: 99%

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Predictors of program performance on the Examination for Professional Practice in Psychology (EPPP).

Sharpless¹,

Barber²

2013

Professional Psychology: Research and Practice

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Passing the Examination for Professional Practice in Psychology (EPPP) is a prerequisite to professional licensure throughout the United States and much of Canada. As such, the EPPP helps serve a gatekeeping function for the many subspecialties of professional psychology. After first reviewing the history, validation process, known associations with other variables, and criticisms of the EPPP, we summarize the most recent program-level data according to degree type and specialty. To assess the predictors of EPPP performance, these data (i.e., % correct and recently released EPPP pass rates) were combined with other sources of graduate program information. We hypothesized that EPPP performance would be associated with program prestige, program selectivity (e.g., admission rates), and student factors predating graduate training (e.g., intelligence, motivation, and standardized test-taking ability as approximated by GRE scores and GPA). As predicted, and in every case, the EPPP was signiflcantly correlated with these three sets of variables. Speciflcally, the strongest associations were found with higher GRE seores, lower admission rates, better US News and World Report scores, and greater research emphasis. We also explored the influence of minority stams, and found a negative correlation between EPPP performance and the percentage of minority students in programs. To determine the strongest predictors of EPPP performance, a series of simultaneous multiple regressions was conducted. The three consistent predictors across regressions were GRE scores, percentage of minorities in programs, and internship match rates. Suggestions for clarifying these findings as well as recommendations to assess the EPPP's validity further are provided.

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Section: General Discussion and Practice Implicationsmentioning

confidence: 98%

Section: Eppp: Criticisms and Questionsmentioning

confidence: 96%

Section: Eppp: Criticisms and Questionsmentioning

confidence: 99%

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Predictors of program performance on the Examination for Professional Practice in Psychology (EPPP).

Sharpless¹,

Barber²

2013

Professional Psychology: Research and Practice

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“…The primary revision of the EPPP (which ASPPB now calls the Enhanced EPPP) involves developing an additional competency-based test (referred to as Part 2) to supplement the existing, traditional foundational knowledge test (hereafter referred to as Part 1). Descriptions of Part 1's development and validity, as well as longstanding concerns associated with the exam, have already been identified and debated in the peer reviewed literature (e.g., DeMers, 2009;DiLillo & Tremblay, 2009;Erikson Cornish & Smith, 2009;Rosen, Reaves, & Hill, 1989;Ryan & Chan, 1999) and will not be repeated herein. Rather, this article primarily focuses on the emergence of Part 2.…”

mentioning

confidence: 99%

The enhanced examination for professional practice in psychology: A viable approach?

Callahan¹,

Bell²,

Johnson³

et al. 2020

American Psychologist

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Health disciplines have increasingly required competency-based evaluations as a licensure prerequisite. In keeping with this trend, the Association of State and Provincial Psychology Boards (ASPPB) has begun to develop a second part to the Examination for Professional Practice in Psychology (EPPP). The resulting 2-part examination is collectively referred to as the Enhanced EPPP. Part 1 of the Enhanced EPPP, which consists of the current exam, is designed to be an assessment of knowledge. Part 2 of the Enhanced EPPP is newly developed and intended to address the need for a competency-based evaluation. To date, ASPPB has addressed some standard facets of validity for the EPPP Part 2, but not others. In addition, the EPPP Part 2 has yet to be subjected to a broader validation process, in which the suitability of the test for its intended purpose is evaluated. Implementation of the EPPP Part 2 before validation could have negative consequences for those seeking to enter the profession and for the general public (e.g., potential restriction of diversity in the psychology workforce). For jurisdictions implementing the EPPP Part 2, failure to gather and report the evidence required for use of a test in a forensic context may also open the door for legal challenges. We end with suggestions for feasible research that could significantly enhance the validation process for the EPPP Part 2 and offer jurisdictions concrete suggestions of features to look for in determining whether and when to implement the Enhanced EPPP. Public Significance StatementThe national licensing exam for psychologists acts as a gatekeeping evaluation intended to protect public welfare. To date, the suitability and value added of the EPPP Part 2 is unclear, and ASPPB has described only limited plans to conduct validation of the EPPP Part 2. Validation of the planned revision to the exam is of crucial significance to the entire profession and serves to protect the discipline's reputation as a health service provider.

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“…Extant literature points to recurrence of constriction at a subsequent point in the training-to-workforce pipeline: the requisite national licensure exam (Sharpless, 2019(Sharpless, , 2021Sharpless & Barber, 2009). Many issues have been raised regarding the Examination for Professional Practice in Psychology (EPPP) and its validity (Callahan et al, 2020(Callahan et al, , 2021DeMers, 2009;DiLillo & Tremblay, 2009;Erikson Cornish & Smith, 2009;Ryan & Chan, 1999), but one particularly problematic concern is the role of the EPPP in furthering diversity constriction occurring at the precipice of entering the profession. Research has consistently indicated that fail rates of first-time EPPP test takers differ significantly by racial/ ethnic status, with a much higher rate of failure being found among underrepresented Black/African American (23.33%) and Hispanic/ Latinx (18.60%) applicants as compared to Asian (3.33%) or White (5.75%) applicants (Sharpless, 2019(Sharpless, , 2021.…”

Section: Figurementioning

confidence: 99%

Racial and ethnic diversity among clinical psychology doctoral students applying for internship.

Dimmick

Callahan

2022

Training and Education in Professional Psychology

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Racial and ethnic diversity constriction in the psychology training-to-workforce pipeline has been broadly identified at the undergraduate, graduate, and licensure levels. Within that context, the present study sought to investigate the rate at which racial and ethnic minority students matched for internship compared to majority non-Hispanic White graduate students. Consistent with prior reports, racial and ethnic minority students were significantly underrepresented in clinical psychology doctoral programs. However, internship match rates did not differ significantly by racial and ethnic minority status. Placed within the larger context of established literature, the findings suggest that internship match is not likely to be a significant contributor to the constriction of racial/ethnic diversity in the training-to-workforce pipeline. As an exception to the problem, other points in the training-to-workforce pipeline that have been identified as points of diversity constriction (e.g., doctoral recruitment and admissions, licensure) may benefit from careful consideration of internship application criteria and/or review processes in formulating constriction remediation plans. Programmatic remediation of underrepresented minorities can lead to several gains for the profession, including improved educational outcomes; improved leadership and critical thinking skills; and increased openness and tolerance for racial, cultural, and value diversity. Public Significance StatementWith declines in representation in the range of 50%-70%, diversity constriction of underrepresented minorities (i.e., Hispanic/Latinx; Black/African American individuals; Native American) is a pernicious problem within clinical psychology for which discipline-level remediation seems appropriate. Points of known constriction, such as doctoral recruitment and admissions and examination for licensure, are encouraged to learn from the more effective methods and processes of internship match to foster greater inclusiveness and equity.

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How should the effectiveness of the EPPP be judged?

Cited by 5 publications

References 7 publications

Predictors of program performance on the Examination for Professional Practice in Psychology (EPPP).

Predictors of program performance on the Examination for Professional Practice in Psychology (EPPP).

The enhanced examination for professional practice in psychology: A viable approach?

Racial and ethnic diversity among clinical psychology doctoral students applying for internship.

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