Testing in the Professions

Davis-Becker, Susan; Buckendahl, Chad W.

doi:10.4324/9781315751672

Cited by 4 publications

(1 citation statement)

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“…They assist employers by validating the knowledge and skills of prospective employees during the hiring process (Gauthier, 2020) by certifying that potential employees are knowledgeable enough to perform a specific role or occupation (Henderson, 2019; Stone, 2014). Workforce development credentials also serve communities by building a more skilled workforce and protecting communities from underqualified workers (Davis‐Becker & Buckendahl, 2017; Henderson, 2019). To be valid, most credentialing programmes utilize a test or other standardized assessment to confirm that learners obtained the requisite skills to be minimally competent (Henderson, 2019).…”

Section: Introductionmentioning

confidence: 99%

Examining the influence of item exposure and retrieval practice effects on test performance in a large‐scale workforce development training programme

Anyidoho,

Berenbon,

McHugh

2024

Int J Training Development

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Many workforce development training programmes use learning gains as a measure of programme effectiveness. However, research on K‐12 education suggests that posttest scores may be influenced by pretesting effects. Pretesting may improve posttest performance by giving learners preknowledge of posttest content. Alternatively, pretesting may enhance learning via the retrieval practice effect. Cross‐classified analysis was used to detect pretesting effects in archival data from a large‐scale agriculture workforce development programme. Data included scores from 14,302 learners, 352 trainers and 261 training centres. Results indicated that pretesting led to higher scores on posttests. Follow‐up logistic regression analyses found no effect for time lag between pretest and posttest. In addition, pretested learners did not perform better on items that were included on both forms, suggesting that score differences were due to retrieval practice effects rather than preknowledge of posttest content. These results provide evidence that pretesting may enhance learning in large‐scale workforce development training courses.

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Section: Introductionmentioning

confidence: 99%

Examining the influence of item exposure and retrieval practice effects on test performance in a large‐scale workforce development training programme

Anyidoho,

Berenbon,

McHugh

2024

Int J Training Development

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Assessing Mathematical Higher-Order Thinking Skills: An Analysis of Turkish University Entrance Examinations

Aydın

Birgili

2023

Educational Assessment

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Assessing professional competence in optometry – a review of the development and validity of the written component of the competency in optometry examination (COE)

et al. 2021

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Background Credentialing assessment for overseas-educated optometrists seeking registration in Australia and New Zealand is administered by the Optometry Council of Australia and New Zealand. The aim was to review the validation and outcomes of the written components of this exam to demonstrate credentialing meets entry-level competency standards. Methods The Competency in Optometry Examination consists of two written and two clinical parts. Part 1 of the written exam comprises multiple choice questions (MCQ) covering basic and clinical science, while Part 2 has 18 short answer questions (SAQ) examining diagnosis and management. Candidates must pass both written components to progress to the clinical exam. Validity was evaluated using Kane’s framework for scoring (marking criteria, item analysis), generalization (blueprint), extrapolation (standard setting), and implications (outcome, including pass rates). A competency-based blueprint, the Optometry Australia Entry-level Competency Standards for Optometry 2014, guided question selection with the number of items weighted towards key competencies. A standard setting exercise, last conducted in 2017, was used to determine the minimum standard for both written exams. Item response theory (Rasch) was used to analyse exams, produce reliability metrics, apply consistent standards to the results, calibrate difficulty across exams, and score candidates. Results Data is reported on 12 administrations of the written examination since 2014. Of the 193 candidates who sat the exam over the study period, 133 (68.9%) passed and moved on to the practical component. Ninety-one (47.2%) passed both the MCQ and SAQ exams on their first attempt. The MCQ exam has displayed consistently high reliability (reliability index range 0.71 to 0.93, average 0.88) across all 12 administrations. Prior to September 2017 the SAQ had a set cutscore of 50%, and the difficulty of the exam was variable. Since the introduction of Rasch analysis to calibrate difficulty across exams, the reliability and power of the SAQ exam has been consistently high (separation index range 0.82 to 0.93, average 0.86). Conclusions The findings from collective evidence support the validity of the written components (MCQ and SAQ) of the credentialing of the competency of overseas-educated optometrists in Australia and New Zealand.

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Testing in the Professions

Cited by 4 publications

References 0 publications

Examining the influence of item exposure and retrieval practice effects on test performance in a large‐scale workforce development training programme

Examining the influence of item exposure and retrieval practice effects on test performance in a large‐scale workforce development training programme

Assessing Mathematical Higher-Order Thinking Skills: An Analysis of Turkish University Entrance Examinations

Assessing professional competence in optometry – a review of the development and validity of the written component of the competency in optometry examination (COE)

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