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Walter & Group...
>From Dave Barron (Chairman of the CCI Testing Committee):
Gordy,
I would like to comment on something that Gary Meyer asked:
" I'm just wondering if a more thorough checklist could be employed that allowed for simple check boxes (good / bad / borderline) for common observations or expectations for each task? "
To answer this question, Yes we already have that on all 3 tests (CI,MCI and THCI) It is the PBF system.*
Each question on the test has a place to mark a P for pass, a B for Borderline and a F for fail. This system has been on all tests for the past two years. In the preamble of each test there is a paragraph that explains the system.
Over the past year or so I have heard the statement that is no consistency during testing. Over the past 15 years that I have been giving exams I have given over 150 CI teats and more than 30 MCI exams. I have tested with many examiners and I have not found one case in all that time that all the examiners did not agree on the outcome of the test. I agree that each examiner has his/her own style on giving the tests. I also agree that a new examiner does not know the limit of what to look for in a pass grade. They sometimes grade too hard, that is why we have new examiners work with an experienced examiner so they can get the feel of the test. I hope someday that we on the CICP will have an apprenticeship program for new examiners.
I, like you, have attended the CE/workshops on the MCI and CI tests given the last few years and found them to be very eye opening. I feel that any new examiner should be required to attend at least one CE workshop before they are allowed to give an exam as the lead examiner.
Dave
* PBF system: Pass, Borderline, or Flunk for each task. Two Borderline grades = 1 Flunk.
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[GH] Dave,
In addition to filling out the PBS check list, I like to add specific comments for future reference. Especially on the tasks which the candidate did not pass. This goes a long way to refresh my memory when I contact and discuss the entire venture with an unsuccessful candidate a week or two after the exam. I do this even when and if an unsuccessful exam turns into an agreed upon teaching session.
I don't think an unsuccessful candidate is likely to remember much with the recap we do right after the test, because of the gloom of disappointment.
This also serves as a written record which goes beyond simple grading in case of the need for review in the event a complaint is registered.
Gary Meyer made a good suggestion:
"Also, as a scientist and researcher, I have become quite comfortable (actually reliant upon) with the use of a small voice recorder. I wonder how this would "feel" to the candidates? I'm guessing it would be best to step off a bit, out of hearing range, to make the notes."
I used one of these simple voice recorders and found it to be a real timer saver as well as a vehicle for quickly recording details I would likely have missed or omitted from a written record made on the spot. Of course, a written record can be made of this information at my leisure.
Dictation should be done, I feel, out of earshot of the candidate.
One can find these little voice recorders from $9.99 on up. Some of them are designed like pocket pens.
This, in my opinion, beats trying to make pencilled notes on wet paper in the rain or snow or with howling winds.
Gordy
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