Determining the Content of Credentialing Examinations

Alternative Assessments in Credentialing Examinations

Educational Measurement Issues and Practice ◽

10.1111/j.1745-3992.1994.tb00784.x ◽

2005 ◽

Vol 13 (1) ◽

pp. 32-33

Author(s):

Ellen R. Julian

Keyword(s):

Alternative Assessments ◽

Credentialing Examinations

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Factors Associated with Music Therapy Board Certification Examination Outcomes

Music Therapy Perspectives ◽

10.1093/mtp/miz017 ◽

2019 ◽

Vol 38 (1) ◽

pp. 51-60

Author(s):

Feilin Hsiao ◽

Xueli Tan ◽

Jonathan “Jaytee” Tang ◽

Juan Chen

Keyword(s):

Music Therapy ◽

Test Anxiety ◽

Online Survey ◽

Board Certification ◽

High Stakes ◽

Grade Point ◽

Clinical Supervisors ◽

Factors Associated ◽

General Test ◽

Credentialing Examinations

Abstract The Music Therapy Board Certification (BC) Examination is a high-stakes test that affects test takers’ entry into the profession and reflects the quality of music therapy programs. Accumulating studies in the health sciences have identified the factors that contribute to first-time test takers’ success in passing credentialing examinations. However, these variables have not been investigated in music therapy. The purposes of this study are to investigate recent certificants’ perceptions and experiences of the BC examination and identify the predictors of success on the first attempt. It aims to delineate the factors associated with performance in the BC examination; identify effective strategies and resources for future test takers; and inform educators, internship directors, clinical supervisors, and test administrators regarding areas of concern and necessary support. A sample of 662 recent music therapy board certificants completed a 32-item online survey consisting of checklists, Likert scales, open-ended questions, and the Westside Test Anxiety Scale. Self-reported cumulative grade point average and general test anxiety scores were significant predictors of BC examination success on the first attempt. The results suggest the need for (a) a consistent standard for education programs that includes various theoretical orientations and clinical practice models to better prepare students with content knowledge and (b) program progression policies to identify students at risk of failing the examination and to provide remediation.

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