Pearson VUE Solution_AOA

Pearson VUE: A complete resource for
professional licensure &

Pearson VUE is a part of Pearson plc, a $9 billion corporation
that is the largest commercial testing company and education

Learning,” Pearson has one overarching goal: to help people
progress in their lives through learning and assessment.

Pearson’s computer-based testing business, Pearson VUE,
delivers millions of high-stakes tests a year across the globe
regulatory, and government testing service markets. The
primary Pearson VUE operations facilities are located in the
United States, the United Kingdom, and India, with satellite
operations in China and Japan.

Pearson VUE has the world’s leading test center network, with
over 5,200 test centers in more than 175 countries, over 270
of which are company-owned and -operated Pearson
Professional Centers. The Pearson VUE test center network

tests. These exams are often referred to as “high-stakes tests”
due to the important role they play in helping to establish an
individual’s competency to enter into a profession or into a
higher career position within a profession or organization.

Pearson VUE provides a full suite of
services from test development to data
management, and delivers exams through
the world’s most comprehensive and
secure network of test centers in more
than 175 countries.

The names of our clients are household names in their respec-
tive countries and some throughout the world; organizations
that the public turns to when they need critical services from
licensed professionals in whom they can place their trust.

American Academy of Implant Dentistry Certified Parent Support Provider
American Board of Allergy and Immunology CSW Computer Simulations
American Board of Anesthesiology Dental Assisting National Board
American Board of Colon and Rectal Surgery European Board of Orthopaedics and Traumatology
American Board of Dermatology European Society of Cardiology
American Board of Emergency Medicine Federation of State Massage Therapy Boards
American Board of Endodontics Health Authority Abu Dhabi
American Board of Imaging Informatics Health Information Technology Professional
American Board of Integrative Holistic Medicine Institute for Functional Medicine
American Board of Internal Medicine Intercollegiate Specialty Boards
American Board of Nuclear Medicine International Board for Quality in Healthcare
American Board of Obstetrics & Gynecology International Board of Lactation Consultant Examiners
American Board of Oral and Maxillofacial Surgery Joint Commission on Allied Health Personnel in Ophthalmology
American Board of Orthodontics Medication Aide Certification Examination
American Board of Otolaryngology National Association of Boards of Pharmacy
American Board of Pediatric Dentistry National Board Dental Hygiene Examination
American Board of Periodontology National Board for Home Care and Hospice Certification
American Board of Phlebology National Board of Certificaiton and Recertification of Nurse Anesthetists
American Board of Physical Medicine and Rehabilitation National Board of Chiropractic Examiners
American Board of Podiatric Surgery National Board of Examiners in Optometry
American Board of Preventive Medicine National Certification Board for Alzheimer Care
American Board of Prosthodontics National Certification Board for Therapeutic Massage & Bodywork
American Board of Psychiatry and Neurology National Certification Commission for Acupuncture and Oriental Medicine
American Board of Radiology National Commission on Certification of Physician Assistants
American Board of Surgery National Optician's Practical Examination
American Board of Thoracic Surgery National Recruitment Office for GP Training
American Board of Urology National Registry of Emergency Medical Technicians
American Board of Vascular Medicine National Council of State Boards of Nursing
American Dental Association National Nurse Aide Assessment Program
American Health Information Management Association PCAT Pharmacy College Admission Test
American Medical Technologists Performance-Based Selection (PBS) - Centers for Medicare and
American Osteopathic Board of Family Physicians Medicaid Services (CMS)
American Osteopathic Board of Internal Medicine Pharmacy Technician Certification Board
American Registry for Diagnostic Medical Sonography Royal College of General Practitioners
American Registry of Radiologic Technologists Royal College of Veterinary Surgeons
American Society for Clinical Pathology Board of Certification Royal Colleges of Physicians of the UK (Federation RCP)
Australian Medical Council Society of Quality Assurance
Australian Pharmacy Council Texas Department of Health
Behavior Analyst Certification Board Texas Medical Board
California Certifying Board for Medical Assistants UKCAT UK Aptitude Test
Cardiovascular Credentialing International, Inc. United Council for Neurologic Subspecialties
Certification for Specialists in Poison Information - AAPCC Western Regional Examining Board
Certified Medical Publication Professional
Certified Opthalmic Executive Examination

Americas Delhi, India Europe, Middle East & Africa
+91 120 4001600
Minneapolis, MN [email protected] Manchester, United Kingdom
+01 800 837 8969 www.pearsonvue.com +44 0 161 855 7000
[email protected] [email protected]
www.pearsonvue.com Beijing, China www.pearsonvue.co.uk
+86 10 6849 2066
Philadelphia, PA [email protected] London, United Kingdom
+01 610 617 9300 www.pearsonvue.com.cn +44 0 161 855 7000
[email protected] [email protected]
www.pearsonvue.com Tokyo, Japan www.pearsonvue.co.uk
+81 3 5214 0888
Chicago, IL [email protected] Dubai, United Arab Emirates
+01 800 837 8969 www.pearsonvue.com/japan +971 44 535300
[email protected] [email protected]
www.pearsonvue.com www.pearsonvue.ae

Copyright © 2016 Pearson Education, Inc. or its a liate(s). All rights reserved. To learn more, visit www.pearsonvue.com

Helping your program

improve lives

around the world

Individuals’ careers and even lives may hinge on the credibility
of your credential and the people who earn it. As a result, the
exam used to award your credential is extremely valuable.

Each member of the Pearson VUE team recognizes the
resources and intellect you invest to build and maintain your
exam. That’s why we invest our passion and expertise to ensure
its integrity. From developing and delivering your exam to
helping to grow your program and candidate relationships, our
first priority is the value of your credential.

At Pearson VUE, we know that credentials are serious business.
Your business.

A world of expertise.

Pearson VUE is a business of Pearson, the world’s
leading education and assessment company. Pearson provides
educational materials, technologies and related services to
millions of teachers, students and professionals worldwide.
We publish across the curriculum under a range of respected
imprints, including Scott Foresman, Prentice Hall, Addison-
Wesley and Allyn and Bacon. Other prominent members of the
Pearson family include the Financial Times Group and Penguin.

As part of Pearson, we are able to provide unprecedented
access to expertise and technology resources on a global
scale. We’ve helped customers launch new credentials in the
Americas, develop exams in Europe, transition from paper
& pencil to computer-based testing in Asia and grow their
programs on nearly every continent.

It begins with an exam…

From job analysis and item writing workshops to exam design
and statistical measurement, Pearson VUE’s team of content
developers and PhD psychometricians provide personalized,
expert interaction to build valid, reliable and defensible exams.

…and then spans the globe.

To administer your exam, Pearson VUE manages a network of
more than 5,000 test centers worldwide; all of which meet our
stringent environmental, technical and procedural requirements.
We will work with you to ensure your coverage needs are met
so candidates may take your exam in a convenient and secure
environment – wherever they may be.

Pearson VUE developed and operates the gold-standard in
testing environments: Pearson Professional Centers. These
patented and unrivaled testing sites are equipped with the
highest level of security and surveillance tools to prevent
cheating; industry-leading biometrics that deter and block
proxy testing and are staffed by certified employee test
administrators.

Exam administration in both proctored and unproctored
environments allows programs worldwide to achieve their
testing goals via the Internet. Wherever your candidates
choose to test, they are assured an optimal and consistent
testing experience.

Pearson VUE’s test and
measurement experts continue
to help make the NCLEX® the
world’s premier nursing exam.

Philip Dickison, PhD, Chief Officer, Examinations
National Council of State Boards of Nursing

People, process, technology: Our investments are your gain.

Pearson VUE is the industry leader for many reasons: We hire the brightest people who
are passionate about their work. We invest in technology that makes the process easier for
candidates and harder for cheaters. And we continue to develop best practices to support
and grow your program.
The resources we commit to continuously improve ourselves and our company are the basis on
which we keep your exam secure, your credential protected and your candidates delighted.
Security: Safeguard your exam and your candidate data
Control, identify, protect…key concepts in maintaining the integrity of your exam and your
program. The Pearson VUE Secure Testing Framework™ capitalizes on industry best-practice
standards, procedures and technology to prevent any potential breach. To protect your intellectual
property from theft while deterring cheating and proxy testing, we rely on human proctoring,
electronic surveillance and advanced biometric verification.

Technology: Unparalleled innovations to support your program
Pearson VUE experts have employed advanced technology since the advent of computer-based
testing. Some of these game-changing innovations are today’s industry standards—others are
unique to Pearson VUE. Innovations like integrating computer-based testing (CBT) and Internet-
based testing (IBT) into one authoring, registration, delivery, financial and reporting system or
delivering performance based exams and mobile testing options that increase candidate reach.
Wherever the future of testing lies, you can be assured that Pearson VUE will be leading the way.
Intelligent reporting: Data-driven decision making
IntelliVUE™ business intelligence technology allows you to quickly understand the issues affecting
your program and identify trends that enable you to make the best possible business and security
decisions. Have your pass rates increased? How many exams are scheduled in the northeast next
month? What is the status of a particular candidate’s authorization? These answers and more are
just a few clicks away.

Pearson VUE and you.

Program management: Another member of your team
Your Pearson VUE program manager serves as an extension of your program and is the primary
liaison between our two organizations. The program manager leads day-to-day activities to ensure
your program operation runs smoothly and open communication is maintained. From coordinating
psychometric or marketing resources to complete end-to-end program management, your
designated program manager knows how to maximize Pearson services in order to meet all your
credentialing and program goals.

Experts in transition: We’ll take you there
Whether transitioning to an updated exam, a different testing method or an entirely new delivery
partner — change is often unsettling. We have seamlessly implemented hundreds of customers’
programs and guided millions of candidates through all kinds of transitions. Pearson VUE test and
business development, operations, project management and communications teams help you
convey process or structural changes to stakeholders, find new markets and grow programs. And
we can do the same for you.

CompTIA® is committed to offering our certification candidates
a testing experience that’s comprehensive, consistent, efficient
and, most importantly, user-friendly. Pearson VUE is a key
strategic partner for us in making this commitment a reality.

Bryan Kainrath, Vice President, Skills Products and Operations, CompTIA

Prepare, test, achieve: Candidate resources.

Credential Management
Pearson Credential Management tracks your candidates’
complete credential lifecycle: from the first time they request
information about your certification, through eligibility,
exam completion, certification, continuing education and
certification renewal. An easy-to-use, self-service, online
application, Credential Manager™ will guide candidates
through your process, sending automated messages to
remind them to complete or renew their certification, or
to upgrade their credential to the next level. Credential
Manager lessens your administrative burden while allowing
candidates to manage their progress and employers to
confidently verify who holds your credential.
mindhub™
mindhub, our online resource marketplace helps credential
owners build stronger relationships with their candidates
by providing preparation tools for industry-recognized
certifications. Whether you leverage mindhub.com or would
like us to create a custom-branded store, we can help your
organization create and market custom learning courses,
flash cards, books, practice tests and more to prepare your
candidates for their credential exam and career.

By partnering with Pearson VUE
to offer innovative, flexible delivery,
we have cemented our status as the
region’s leading transport authority.

Ahmed Hashem Bahrozyan, CEO
Road and Transport Authority (RTA) of Dubai

Your exam is one of the most important elements of your
certification program. Manage it, protect it and ensure its
value with Pearson VUE.

Pearson VUE Sales Offices Asia Pacific Europe, Middle East & Africa

Americas Delhi, India Manchester, United Kingdom
+91 120 4001600 +44 0 161 855 7000
Global Headquarters [email protected] [email protected]
Minneapolis, MN www.pearsonvue.com www.pearsonvue.co.uk
800 837 8969
[email protected] Beijing, China London, United Kingdom
www.pearsonvue.com +86 10 5989 2600 +44 0 161 855 7000
[email protected] [email protected]
Philadelphia, PA www.pearsonvue.com.cn www.pearsonvue.co.uk
610 617 9300
[email protected] Tokyo, Japan Dubai, United Arab Emirates
www.pearsonvue.com +81 3 6891 0500 +971 44 535300
[email protected] [email protected]
Chicago, IL www.pearsonvue.com/japan www.pearsonvue.ae
800 837 8969
[email protected]
www.pearsonvue.com

The best service,
technology and security

in the industry.

PV/OV/US/7-13 To learn more, contact us at 800 837 8969 or visit PearsonVUE.com

Copyright © 2013 Pearson Education, Inc. or its affiliate(s). All rights reserved. [email protected]

The place to achieve
your high-stakes goals

It’s where the integrity of your organization and the strength of your credential are affirmed. It’s a setting where candidates prove
their knowledge and demonstrate a desire for excellence. It is the place for unparalleled security, control and convenience. This is a
Pearson Professional Center, and it is simply the best testing environment in the world.

We start with industry-leading And finish with an unparalleled
exam security. testing experience.

Your tests are the foundation on which your credential is built, We take our interaction with your testing candidates very
so protecting them from theft and fraud is critical. As part of seriously by making sure our online and call center scheduling
our patented security design, Pearson Professional Centers are systems are effortless, check-in procedures are automatically
equipped with state-of-the-art surveillance and glass-enclosed enforced and testing centers are geographically convenient.
proctor stations. Video, audio and certified professional Candidates are greeted by Pearson VUE’s professional and
proctors play a key role in preventing cheating. A layered welcoming staff and test in a quiet, distraction-free environment
system of biometric verification that includes palm vein that encourages peak performance.
recognition technology provides assurance of a candidate’s
identity and deters proxy testing. Equally important are the Company-owned and operated, Pearson Professional Centers
safeguards we have in place to protect the confidentiality of are the place where your two most important assets, your high-
testing data, including locked server rooms and encrypted stakes exams and exam candidates, are equally well-served.
data storage and transmission.

Pearson Professional Centers

Pearson Professional Centers are located in major markets across all 50 states, the District of
Columbia, US territories and more than 30 international locations. 90% of Americans are within
60 miles of a Pearson Professional Center. With state-of-the-art security, comfort and convenience,
Pearson Professional Centers are designed to protect your exam and candidate data while providing
the finest testing experience possible.

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& Signature

Srcteoaecosnutmdriietpdearsmteosertevadcenatrdtsa Comfortable,
quiet
Sceacnudridealtoecvkaelrusabfolers Accommodation
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CH/PPC/US/7-13 To learn more, visit PearsonVUE.com or contact us at
[email protected] or 800 837 8969.

Copyright © 2013 Pearson Education, Inc. or its affiliate(s). All rights reserved. [email protected]

Pearson Professional Centers

Global Locations

Americas Dothan Redding FLORIDA ILLINOIS
Mobile Roseville Altamonte Springs Buffalo Grove
BRAZIL Montgomery Sacramento Deerfield Beach Chicago (2)
Sao Paulo San Diego (2) Gainesville Marion
ALASKA San Dimas Jacksonville Peoria
CANADA Anchorage San Francisco (2) Miami Schaumburg
Edmonton, AB San Marcos Orlando Springfield
Calgary, AB ARIZONA Santa Maria Pembroke Pines
Burnaby, BC Chandler Westlake Village Plantation INDIANA
Surrey, BC Phoenix Port Charlotte Evansville
Winnipeg, MB Tucson COLORADO St. Petersburg Fort Wayne
Halifax, NS Greenwood Village Tallahassee Indianapolis (2)
Hamilton, ON ARKANSAS Pueblo Tampa Merrillville
London, ON Fort Smith Westminster Terre Haute
Ottawa, ON Little Rock GEORGIA
Toronto, ON Texarkana CONNECTICUT Albany IOWA
Toronto West, ON Norwalk Atlanta (2) Coralville
Montreal, QC CALIFORNIA Wallingford Augusta Davenport
Saskatoon, SK Anaheim Wethersfield Macon Sioux City
Fairfield Savannah West Des Moines
MEXICO Fresno (2) DELAWARE
Mexico City Gardena Dover HAWAII KANSAS
Los Angeles (2) Newark Honolulu Hays
UNITED STATES Overland Park
Milpitas District of Columbia IDAHO Topeka
ALABAMA Oakland Washington, DC Boise Wichita
Birmingham Ontario
Decatur Pasadena (Continued)

KENTUCKY MISSOURI NORTH CAROLINA SOUTH CAROLINA WASHINGTON
Lexington Columbia Asheville Columbia Renton
Louisville Kansas City (2) Charlotte (2) Greenville Seattle
Springfield Durham North Charleston Spokane Valley
LOUISIANA St. Louis (2) Greenville Yakima
Baton Rouge Raleigh SOUTH DAKOTA WEST VIRGINIA
Metairie MONTANA Wilmington Sioux Falls Charleston
Shreveport Billings Winston-Salem Morgantown
Helena TENNESSEE WISCONSIN
MAINE NORTH DAKOTA Chattanooga Brookfield
Bangor NEBRASKA Bismarck Johnson City Eau Claire
Westbrook Lincoln Fargo Knoxville Kenosha
North Platte Memphis (2) Madison
MARYLAND Omaha OHIO Nashville (2) Milwaukee
Baltimore Akron WYOMING
Bethesda NEVADA Beachwood TEXAS Casper
Columbia Las Vegas Cincinnati Abilene
Salisbury Reno Columbus Amarillo U.S. Territories
Dayton Austin (2)
MASSACHUSETTS NEW HAMPSHIRE Gahanna Bellaire AMERICAN SAMOA
Boston (2) Concord Maumee Carrolton Pago Pago
Springfield Westlake Corpus Christi GUAM
Waltham NEW JERSEY Dallas Tamuning
Wellesley Atlantic City OKLAHOMA El Paso MARIANA ISLANDS
Worcester Jersey City Oklahoma City (2) Harlingen Saipan
Lyndhurst Tulsa PUERTO RICO
MICHIGAN Princeton Houston (2) San Juan
Ann Arbor Somerset OREGON Hurst VIRGIN ISLANDS
Grand Rapids Beaverton Lubbock St. Thomas
Lansing NEW MEXICO Medford Midland
Marquette Albuquerque San Antonio (2) TAIWAN
Southfield Portland Sugar Land Taipei
Troy NEW YORK Salem Tyler THAILAND
Albany Waco Bangkok
MINNESOTA Brooklyn PENNSYLVANIA
Bloomington East Syracuse Allentown UTAH
Brooklyn Park Endicott Erie Bountiful
Eagan Forest Hills Harrisburg Draper
Hermantown Islandia King of Prussia Ogden
Rochester Manhattan (4) Lancaster
St. Paul Queens (Lake Success) Philadelphia VERMONT
Rochester Pittsburgh (2) South Burlington
MISSISSIPPI Staten Island Plymouth Meeting
Jackson Utica Scranton VIRGINIA
Tupelo Watertown Warrington Alexandria
White Plains Washington Chesapeake
Williamsville Lynchburg
Yonkers RHODE ISLAND Newport News
Warwick Richmond (2)
Asia Pacific HONG KONG Roanoke
Hong Kong JAPAN Vienna
AUSTRALIA Osaka
Melbourne INDIA Tokyo SINGAPORE
Sydney Bangalore Singapore
Chennai PHILIPPINES
CHINA Hyderabad Manila SOUTH KOREA
Beijing Mumbai Seoul
Guangzhou New Delhi
Shanghai (2)

Europe, Middle East & Africa

FRANCE GREECE SOUTH AFRICA SPAIN UNITED KINGDOM
Paris Athens Johannesburg Madrid London
(Sandton)
GERMANY ISRAEL TURKEY
Frankfurt Ramat Gan Istanbul

CH/PPC-list/US/2-16 List updated February 2016 - information subject to change.
Copyright © 2016 Pearson Education, Inc. or its affiliate(s). All rights reserved. [email protected]

PEARSON VUE

Test
Development

Terms



Accommodation

The process of changing the standard administration
procedures of a test or features of the test itself to fit
the needs of an individual unable to take the test in
its original form, for the purpose of providing a more
equitable experience for the test taker. Often used
in connection with the Americans with Disabilities
Act, which calls for reasonable accommodation
by “appropriate adjustment or modifications of
examinations, training materials or policies, the
provision of qualified readers or interpreters, and other
similar accommodations for individuals with disabilities.”
Also called test modification.

Accreditation

A process in which certification of competency,
authority, or credibility is presented. Organizations
that issue credentials or certify third parties against
official standards are themselves formally accredited
by accreditation bodies (such as ANSI or NCCA). The
accreditation process ensures that their certification
practices are acceptable, typically meaning that they are
competent to test and certify third parties (candidates),
behave ethically and employ suitable quality assurance.

Adaptive test

A test that is “tailored” or “adapted” to the ability level
of the test taker. See computerized adaptive testing.

Alternate forms

Individual versions of a test that can be administered
interchangeably to test takers. Alternate forms are
comparable in their purpose, their administration, in
the content to be measured, and in their statistical
characteristics. Sometimes called parallel forms or
equivalent forms.

Anchor test

A subset of items that is common across alternate forms
of a test. Used when scores on the alternate forms
need to be equated but the forms are administered to
different groups of test takers; these common items are
used to determine if there are group differences in the
ability measured by the test. See alternate forms and
equating.

Angoff standard setting method

A method of setting a standard or cut score. For this
method, subject matter experts first reach consensus
regarding the knowledge, skill, and ability of a
(hypothetical) minimally competent candidate. They
then estimate, for each item on a given test form, the
proportion of minimally competent test takers who
would correctly answer the item. These estimates are
averaged across the judges, and the averages are then
summed across all items to arrive at a recommended
raw cut score for that test form.

Angoff standard setting method (continued)

This raw cut score can be interpreted as the test score
that reflects the performance of the hypothetical
minimally competent candidate. See standard setting and
Bookmark standard setting method.

Beta test

A test administered for the purpose of collecting
information about individual test items, to determine
their effectiveness and provide data for determining
whether they should be included in future tests.
Beta tests are typically not scored at the time of
administration; they may be scored after the item
statistics have been computed, or they may never be
scored. Sometimes called tryout tests, field tests or
pilot tests.

Bookmark standard setting method

A method of setting a standard or cut score in which
test items are ordered by their IRT-based difficulty
parameters and presented (in that ranked order) to
subject matter experts The experts are then asked to
place a “bookmark” between the items that represent
the distinction between incompetent and competent
candidates. Statistical methods are then used to provide
collective information on the expert ratings and the
recommended passing standard.

Calibration

The process of estimating IRT-based item parameters
for the items on a test. See IRT.

Certification

A credentialing process by which individuals are
recognized for having achieved a particular and well-
defined level of knowledge or skill. See licensing,
credentialing.

Classical test theory

An exam development and evaluation framework
derived from the premise that any test score can be
expressed as a combination of two components: (1)
a “true” score, or a test taker’s “true” status on the
construct measured by the test, and (2) random error.
The reliability of a test for a specific group of test
takers, then, is interpreted as the proportion of the
variance in test scores that is attributable to the (non-
random) true scores. Test items are characterized in
terms of the proportion of a specified population able
to correctly answer the item (item difficulty or p- value)
and the correlation between item score and test score
(the item-test correlation or point biserial correlation,
rpb ). Test takers are scored using some function of the
number of items answered correctly.

Computer-adaptive testing or computerized
adaptive testing (CAT)

A computer-based test in which successive items are
selected from a pool of items based upon the test
taker’s performance on previous items – with a more
difficult item being selected after a correct response,
and an easier item being selected after an incorrect
response. A computerized adaptive test provides
higher-quality measurement and/or is more efficient
than traditional (linear) testing paradigms because
test takers are not administered items that are much
too easy or much too difficult for them. Adaptive
tests rely on statistics based in Item Response Theory
for scoring and item selection. CAT can be fixed or
variable in length. See Item Response Theory (IRT). For
comparison with other test administration methods,
see fixed form and linear-on-the-fly testing.

Confidence interval

An observed score on a test is an estimate of the
candidate’s true ability. The confidence interval
describes the amount of uncertainty associated with
this estimate.

Constructed-response

A test item in which the test taker is required to create
or supply a response rather than choosing it from a list
of answer options. Examples of constructed response
items include essay and fill-in-the-blank.

Correlation

In statistics, correlation refers to a statistical
relationship between two variables, such as scores
on two tests. The correlation coefficient ranges from
-1.00 to +1.00. A positive correlation means that as
one variable increases so does the other. Therefore,
a high positive correlation between test scores would
mean that test takers who do well on one test tend to
do well on the other. Conversely, a negative correlation
means that as one variable increases, the other tends
to decrease. A correlation coefficient of zero reflects
the fact that the two variables are independent, which
means that knowing the value of one of the variables
does not provide any information concerning the value
of the second variable.

Credentialing

A general term used to denote the award of a license,
certificate, diploma, or other credential that indicates
attainment of an acceptable level of performance in a
particular domain. See certification, licensing.

Criterion-referenced test

On a criterion-referenced test, each test taker’s
performance is compared to a pre-determined criterion
or standard. The performance of other test takers does
not influence the score of individual test takers.

Criterion-referenced test (continued)

Criterion-referenced tests often involve cut scores
(and a subsequent pass/fail decision), and the goal of the
test is to determine if test takers exhibit a certain level
of mastery or proficiency. See cut score and norm-
referenced test.

Cut score

The point on a score scale that marks the boundary
between passing and failing (or between various levels of
proficiency). Test takers who score at or above the cut
score pass, and those who score below it fail. Also called
the passing standard, critical score level, and pass point.

Dichotomous scoring

Scoring rubric for an item where the item is either
right or wrong; no credit is given for responses that are
partially complete or partially correct. See polytomous

scoring.

Differential item functioning (DIF)

Differential item functioning occurs when an item
“behaves” differently for individuals who have the same
overall ability level on the trait being assessed but
belong to different population subgroups. For example,
an item would exhibit DIF if it was easier for males than
it was for equally-able females. The presence of DIF
typically indicates that the item is measuring a construct
different from (or in addition to) the targeted construct
being tested.

Distractor

A response option that is not the correct answer or
part of the correct answer in a multiple-choice item.
A distractor is a response option that is intended to
distract a test taker from the correct answer.

Drag-and-drop item

An item in a computer-based test that provides a
functional alternative to a multiple-choice or matching
item—it asks the test taker to use a mouse to select
objects on the computer display, drag them to the
appropriate location, and “drop” them into place.

Equating

The process of statistically adjusting the scoring of
alternate forms of a test so that the scores on the
different forms are expressed on the same scale.
Equating is performed to address minor differences
in difficulty across the alternate forms. See alternate
forms.

Enemy items

Two or more items that should not be presented in the
same test or test form. This could because their content
is extremely similar, or because one might offer clues as
to the correct answer on the other.

Essay item

A constructed-response item designed to elicit a
relatively long, verbal response from the test taker. For
example, an essay item may request the test taker to
critically analyze the arguments in favor of a specific
issue.

Exhibit

Supplementary text, graphics, and/or multimedia
materials that are used as support for an item or
items but are not directly integrated in the item. In a
computer-based test, exhibits may be printed materials
or presented electronically.

Fill-in-the-blank item

A short-answer item in which the test taker is asked to
provide a response to complete one or more blanks
(________) embedded in the item text. Also called
fill-in-the-gap items.

Fixed form

A test administration method in which a set number
of alternate forms of the test are developed prior
to administration of the test. The test forms can be
referred to as “linear forms” or “alternate forms.” For
comparison with other test administration methods,
see computerized adaptive testing and linear-on-the-fly
testing.

Formative assessment

Diagnostic assessment designed to inform both
learner and instructor about student knowledge and
progress so that future learning and instruction can be
planned.

High-stakes test

A test for which the results have important and direct
consequences for those who take the test and for
those who sponsor or use it; for example, a test used
to determine whether test takers will be licensed to
practice their profession or gain entrance to a preferred
educational institution.

Hot-spot item

An item in a computer-based test in which the test
taker must respond by selecting an area on a graphic,
using a mouse or other pointing device.

Item

The generic term for an individual question or task that
forms part of a test.

Item analysis

Statistical investigation of the performance of test items
to obtain information about the quality of the items.

Item bank

A collection of items and supporting elements stored
in a database from which items can be pulled for a test
or survey.

Item discrimination

A measure of how well an item differentiates among
test takers according to their skill or proficiency in the
content being measured. In classical test theory, item
discrimination is often measured using the point-biserial
correlation between the item score and the total test
score. In Item Response Theory, item discrimination is
reflected in the slope of the item characteristic curve.
See point-biserial correlation and item response theory.

Item response theory (IRT)

A statistical model for analyzing and scoring tests that is
based upon the concept that the probability of a correct
response on any test item is a function of person and
item characteristics; the relationship between these
characteristics and the probability of a correct response
is modeled by an item characteristic curve (ICC). Most
commonly, a dichotomous IRT model is used where
one to three item characteristics are modeled and
analyzed (difficulty, discrimination, and a non-zero lower
asymptote of the ICC).

JTA (Job Task Analysis)

A systematic study to determine the competencies
required to perform a particular task or job, often
involving interviews, surveys, and focus groups with
subject matter experts. JTA may also be referred to as a
role delineation study or practice analysis depending on
the purpose or focus of the study.

Key

The correct response to a test item.

Licensing

A mandatory process typically required and sponsored
by a government agency that grants permission for
an individual meeting the requirements to engage in a
particular profession or occupation. See certification,
credentialing.

Localization

The process of translating test content into another
language and making any additional changes needed to
ensure that examples, case studies, date and number
formats, and so forth are correct and culturally
appropriate for the intended audience.

LOFT (Linear on the Fly Testing)

A test administration method that selects items for
administration to individual test takers based upon pre-
determined content and statistical constraints so that
test takers receive comparable test forms.

LOFT (Linear on the Fly Testing) (continued)

It is called “on the fly” testing because intact test forms
are not developed prior to testing; rather, the items
are selected when the test taker sits for the test. It
is considered a form of “linear” testing because the
selection of items does not depend on the test taker’s
performance on previous items. For comparison with
other test administration methods, see fixed form and
computerized adaptive testing.

Multiple-choice item

An item that provides an introductory question or
statement designed to elicit the correct response,
followed by two or more response options. A multiple-
choice item may be set up to allow only a single
response or to allow multiple responses.

Normalization

The statistical process of transforming scores on an
assessment to a normal distribution.

Norm-referenced test

A method of scoring in which the test taker’s
performance is compared to other test takers (called
the “norm group”) and the score reflects the test
taker’s relative position in that group. Therefore, the
score is not based upon a pre-defined criterion for
mastery of the subject area in question but instead is an
indication of how well the test taker did in comparison
with others.

Norm-referenced test (continued)

A percentile ranking is a type of norm-referenced
score. See also norms and compare with criterion-
referenced test.

Norms

Statistics that describe the performance of a group of
test takers, called the “norm group,” on a particular
test. Norms are used for comparative purposes
to assist in evaluating test taker performance and
interpreting their test scores. See norm-referenced
test.

Operational item

An item approved for use as a scored item. See pretest
item and unscored item.

p-value

The proportion of test takers who answered the
item correctly (where p is the number who answered
the item correctly divided by the total number who
answered the item). Also called item difficulty or
difficulty index. In countries other than the U.S., the
p-value may be referred to as item facility.

Percentile score (percentile rank)

A test score that denotes the test taker’s relative
position in a group. The percentile score indicates the
percentage of the group that have scores equal to or
lower than the test taker’s score. See norm-referenced
test.

Performance assessment (lab-based testing)

A test in which test takers are asked to perform “real-
world” tasks in order to demonstrate the skills that
the test is designed to measure. Therefore, the skills
are assessed in much the same way that they would be
performed in an authentic context.

Point-biserial correlation

In general, a point-biserial correlation is the correlation
between a dichotomous variable and a continuous
one. In the measurement context, a point-biserial
correlation is typically computed between a test taker’s
response to an item (dichotomous) and the total test
score (continuous). Thus, it indicates how well the item
discriminates between high-scoring and low-scoring test
takers, and is often called an item discrimination index.

Polytomous scoring

Scoring rubric for an individual test item which allows
for more than just a dichotomous right/wrong score,
i.e., partial credit may be awarded for responses that
are partially correct. See dichotomous scoring.

Pretest items

Newly written items that have not yet been made
operational. They are administered to test takers for
the purpose of collecting data about the items (i.e.,
for computing item statistics). Pretest items may be
presented as unscored items amidst scored items in
a test or in a separate test referred to as a beta test,
tryout test, or field test. See beta test and operational
item.

Psychometrician

An expert in the theory and practice of measurement
who typically has an advanced graduate degree from a
university, usually from an educational measurement
program or quantitative psychology program.

Rasch model

The Rasch IRT model describes a test taker’s probability
of answering a test question correctly as a function of
(1) the test taker’s ability and (2) only one characteristic
of the test question – its difficulty. See item response
theory.

Raw score

A test taker’s unadjusted score on a test, typically
computed by summing the points awarded to individual
items.

Reliability

A measure of the consistency or stability of test scores
for a group of test takers over time, administration
conditions, test forms, or samples of items. See classical
test theory.

Rescore of exams

Reprocessing the results of a test to determine a
new score based on some change (e.g., removal of an
item or a change to the cut score) for a test that was
previously scored. Rescore is also used to refer to the
process of assigning a score for a beta test after the
resulting test is published, typically on the basis of beta
items retained in the final test. See beta test.

Score

The quantitative value assigned to an individual based
on his or her performance on an assessment; the
number may be a raw score, a scaled score, or other
type of quantitative value.

Selected response

A type of test item in which the test taker is required
to select the correct answer (key) from a list of answer
options. A multiple-choice item is a type of selected
response item. Compare with constructed response.

Standard deviation (of test scores)

A measure of the dispersion, or variability, of a
frequency distribution. If there are many high and low
scores, the standard deviation will be large. If the scores
are clustered closely together, the standard deviation
will be small.

Standard error of measurement (SEM)

The standard error of measurement reflects the
amount of random error in a set of test scores – i.e., it
is a measure of the tendency of test takers’ scores to
vary because of random factors, such as the particular
selection of items on the form the test taker happened
to take, or the particular scorers who happened to
score a test taker’s responses. The smaller the SEM, the
smaller the influence of these factors.

Standard setting

The process of setting a cut score or pass point for
an exam. See Angoff standard setting method and
Bookmark standard setting method.

Stem

The question portion of an item; it presents the
problem to be solved.

Subject matter expert (SME)

A person generally acknowledged as having expert
knowledge in a particular content area or areas. SMEs
assist the test development process by helping to plan
tests, determine essential content, write and review
test questions, and perform many other tasks.

Summative assessment

Assessment that is performed after instruction has
been completed; its purpose is to evaluate student
mastery of knowledge and skills and the effectiveness of
instruction. See formative assessment.

Test blueprint

A detailed, written plan for a test that typically includes
descriptions of the test’s purpose and target audience;
the content or performance areas it will cover; the
types of items and number to be written for each
content or performance area, along with their scoring,
and other characteristics; the test administration
method; and desired psychometric characteristics of
the items and the test. Also called test plan or test
specification.

Unscored item

An item included in the administration of a test but
excluded from its scoring. Unscored items are often
included in tests for the purpose of collecting data
on their performance, in a process sometimes called
seeding.

Unscored item (continued)

Unscored items are sometimes referred to as beta
items, experimental items, field-test items, pretest
items, or pilot items. See also pretest item.

Usability Study

A technique used to evaluate aspects of an exam or its
user interface, such as a new item type, by presenting
it to users and evaluating the usability or ease of use.
The aim is to observe candidates using the exam
component in question to discover errors and areas of
improvement.

Validity

The extent to which the available evidence and theory
suggest that the interpretations of the test scores are
appropriate for a particular use.



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