My understanding is that the ICRM does periodic psychometric validation of
its exam items as well. Not being on the Board of Regents I don't know this
for certain but I have heard that on more than one occasion. Again,
psychometric standards refer to the examination instrument itself and not
necessarily to the content being examined. This link takes you to a list of
results for certification exam development and you will see significant
consistency between the processes described including the use of a cut
score.
http://is.gd/lfhT6v
One last note: Keep in mind that for a professional certification, the
intent is to identify the minimally competent candidate. In the cut score
process the subject matter experts are repeatedly reminded not to consider
it from their point of view, or who they would hire if they had the choice,
but to identify those things without which a candidate *cannot* minimally
perform the job in question.
This evolves over time and is the reason for the job task analysis (JTA) -
so that we aren't testing candidates on tasks no longer required or assumed
to be part of minimal competence. It also means the JTA needs to be
revisited on a regular basis as the things tested on the exam, such as best
practices, accepted procedures, or technologies evolve.
Regards,
Jesse Wilkins, CIP, CRM
Director, Research & Development
AIIM
[log in to unmask]
On Wed, Mar 27, 2013 at 10:39 AM, D NISHIMURA <[log in to unmask]> wrote:
> I remember the occasional teachers/professors (back in the 70s and early
> 80s) who took grading "on the curve" pretty seriously. They had some idea
> where they expected that most of us would be (the mean of a normal or
> Gaussian curve) and all grades were shifted linearly so that majority of
> students hit the expected "mean" and then individual grades in the tails
> were shifted up or down a bit such that about 68% of us fell within 1
> standard deviation of the mean, 95% of us fell within 2 standard
> deviations, and 99% fell within 3 standard deviations. Roughly speaking the
> grades were already determined and the test assigned students to the
> grades. A passing grade on the test was determined by how the class
> performed. The obvious problem with this method is that a great class might
> need to get a 90% to pass while in a poor class, 40% might be enough to
> pass. The biggest losers would be the high scorers in a poor class.
>
> -Doug
> Douglas Nishimura
> Image Permanence Institute
> Rochester Institute of Technology
>
>
> -----Original Message-----
> From: Records Management Program [mailto:[log in to unmask]] On
> Behalf Of Stephen Smith
> Sent: Wednesday, March 27, 2013 10:50 AM
> To: [log in to unmask]
> Subject: ARMA IGP
>
> "The passing score is established after the exam has been initially
> delivered to a set of approved candidates. So if you feel you must know
> the passing score requirement as well as specific recertification
> requirements before sitting for the exam, you will have to wait until the
> certification development process has completed. Sorry - it is just how
> the process works."
>
> Julie:
>
> That is just a little strange to me. I have never taken an exam where I
> didn't know what the passing score was beforehand.
>
> Thanks, Steve
>
> Stephen A. Smith, MLIS, CRM, CIP, CDIA+
> Records Manager
> QVC, Inc. Internal Audit
> O: 484.701.1559
> F: 484.701.1021
> C: 484.905.2517
> E: [log in to unmask]
> A: Studio Park, 1200 Wilson Dr., MC207, West Chester, PA, 19380-4262
>
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--
Regards,
Jesse Wilkins
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blog: http://informata.blogspot.com
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