SMTA was using similar logic when I took the certified SMT process
engineer test a decade ago. I didn't agree with not getting a copy back
of the test but understood the logic.
Graham Collins
Senior Process Engineer
Sunsel Systems
(902) 444-7867
On 11/9/2018 4:11 PM, Stadem, Richard D wrote:
> Excellent response, Kris! Very educational.
>
> -----Original Message-----
> From: TechNet [mailto:[log in to unmask]] On Behalf Of Eva J
> Sent: Friday, November 09, 2018 1:23 PM
> To: [log in to unmask]
> Subject: [TN] Fwd: FW: students and instructors should know what test questions they get wrong
>
> Foi
>
> ---------- Forwarded message ---------
> From: Kris Roberson <[log in to unmask]>
> Date: Fri, Nov 9, 2018 at 1:51 PM
> Subject: FW: students and instructors should know what test questions they
> get wrong
> To: [log in to unmask] <[log in to unmask]>
>
>
> Hello Evamaria,
>
>
>
> Thank you for your insights about the training process and the
> certification process. As an experienced trainer, your thoughts on the
> training are necessary for the improvement of the training programs.
>
>
>
> I would like to give some information before I comment on your specific
> points.
>
>
>
>
>
> In the past, IPC training and certification have been viewed and treated as
> a single entity. The training was conducted, the exam was given and
> everything was viewed as a learning experience for the students. In a
> typical *learning* environment, this is the proper way to educate an
> individual.
>
>
>
>
>
> However, a *certification exam * is not a learning tool. A certification is
> the verification and validation of an individuals knowledge, skills, and
> abilities (KSAs) in regard to a topic or subject.
>
>
>
>
>
> A License and a certification differ in only one thing. A license is issued
> by a government body. A certification is issued by a non-profit
> organization. In all other matters, the two documents are the same.
>
>
>
> An individual who attempts the exam for a medical license, a pilot’s
> license, of even an exam such as the SAT or ACT for college entry do not
> receive the questions missed in the review. If any review is offered, the
> candidate may receive areas of missed topics, but no questions or answers
> are presented.
>
>
>
>
>
> The same is true for the IPC Certifications. At the CIS level, the training
> is modular. If a student does not pass a module exam, the instructor has a
> clearly defined topic of study in which the student and instructor can
> review. The modules are structured to allow for this focus of study.
>
>
>
>
>
>
>
> With the above information, I would like to respond to the items in your
> email.
>
>
>
> 1 – “Instructors need to know generally what types of questions are being
> missed…”
>
> - As noted above, a failed module exam shows that a student does not
> understand the concepts and criteria of a section of the document. The
> review can be limited to that portion of the document being tested (e.g.
> Wires and Terminals, Through hole, SMT… etc.).
>
>
>
>
>
> a. – “It gives the instructor ability to improve instruction technique”
>
> - IPC has contracted with a Psychometrician for the full review of the
> questions and programs.
>
>
>
> - As the review is completed, and with the abilities of the new EDGE 2.0
> systems, the psychometrician and the supporting certification committee
> will review the performance of the questions. Any question that are not
> psychometrically sound or are performing poorly will be removed or
> re-written.
>
>
>
> - Instructors will also receive information on how their classes have
> performed on a quarterly basis. As the questions are confirmed sound and
> are performing correctly, any recurring patterns in the individual
> instructor’s classes should show up as outlying data points. The instructor
> whose students consistently perform poorly in one area where the balance of
> the industry instructors do not have the same issues will know to review
> the teaching of that section of the program.
>
>
>
>
>
> b. “Instructors should provide IPC feedback on [questions]”
>
> - This is one area where IPC instructors will need to make a
> modification to the current practices. In a certification exam, any
> individual who teaches a subject must not view, know, or in any way
> interact with the questions on the exams. The *only* time a question
> should be viewed (other than by the developing group) should be by the
> candidate during the exam.
>
>
>
> - Any instructor who is aware of a question about a particular section
> or topic may emphasize this section more than another. I do not mean to
> imply intent of wrong-doing. Even with the very best of intentions, an
> instructor is ultimately human. As your passionate email demonstrates, you
> want the best education and outcome for your students. The tendency of a
> good-hearted, well intentioned instructor would be to make sure that the
> students cover a specific area where a known exam question answer will be
> found.
>
>
>
> - Going forward, development committee for an exam will be made up of
> 5-10 individuals from industry and education. These individuals will be
> guided by an IPC staff liaison and the Psychometrician. No person who
> teaches (who holds a current CIT for a subject area, or intends to hold a
> CIT certificate for that subject area in the next two years) will be
> eligible to sit on the certification committee for that program.
>
>
>
>
>
> 2 – “Students need to know what questions they got wrong”
>
> - Please refer to my responses above. Students need to know the areas in
> which they make errors, not the exact questions. A review of the exact
> question exposes the exam questions to compromise. In keeping with
> international standards for Certification Programs that Certify Individuals
> (IS0-17024), the exam questions must be protected for the integrity,
> efficacy, and above all, defensibility. If a question is compromised, the
> legal defensibility of the exams and the entire certification program can
> be called into question.
>
>
>
>
>
> – “Students/ companies pay to receive training and instruction”
>
> - You are absolutely correct. They do pay to receive *training*. That
> training is to come from the trainer through the use of the training
> materials or (in the case of a CIS who wishes to challenge test) an
> equivalent preparatory program. In that training it is appropriate to use
> visual aids, PPTs, videos, quizzes, practice exams, and whatever other
> method is deemed to be useful in preparing that student to take the
> certification exam. However, that is not the certification exam.
>
>
>
> - After the training, the individual pays IPC for access to attempt
> the *certification
> exam*. The Certification exam is the final verification of the
> individual’s KSAs in regard to the standard. It is nothing more. As written
> above, it is not a learning tool. This is absolutely a different way of
> thinking from the way IPC programs have been conducted in the past. Once
> again, this is a move toward improving the integrity, efficacy, and
> defensibility of the programs.
>
>
>
>
>
> a. & b. “Students not will be able properly navigate documents if they are
> getting questions wrong and don't know why.” & “Also, students will not
> able to properly apply requirements if they do not understand criteria.”
>
> - The students do not need the individual questions to learn and
> understand the use of the document and the criteria. The students need to
> review the content and the concepts of the document through the training.
> If questions are missed on the certification exam the student knows that
> he/she should go back and review the section.
>
>
>
>
>
>
>
> MITs and CITs are definitely IPC’s front line. For this reason it is
> important for those trainers to understand the correct training of the
> programs. IPC must remove any disservice that may have been done in the
> past process so the IPC programs will be effective, complete, conducted
> with integrity, and will be defensible.
>
>
>
> I invite all MITs and CITs to participate in the *Training Development
> Process. *One great improvement that has been made is the addition of
> Carlos Plaza as IPC’s Director of Education Development. Carlos brings a
> wealth of knowledge and experience in Education design. With the Training
> Committees, Carlos will work to improve the *Training * component of the
> programs. Some improvements may include fewer PowerPoint slides and better
> use of interactive media, use of knowledge check-ins, and practice tests in
> the training program to help instructors judge the preparedness of the
> students for the *Certification exam. *There are many more improvements in
> the works and I highly encourage all trainers to become involved.
>
>
>
> With industry help, feedback, and participation the IPC programs can meet
> the needs of our industry with the best training we can develop. Then when
> the certification exam is completed and a student passes the exam, that
> individual will be able to state with confidence that they truly do meet or
> exceed the requirements to have the designation of a Certified IPC
> Specialist.
>
>
>
>
>
> Thank you.
>
>
>
>
>
> Mr. Kris Roberson
>
> IPC- Association Connecting Electronics Industries®
>
> Director of Certification Programs
>
> [log in to unmask]
>
> Please be sure to add [log in to unmask] to your approved email list.
>
> *E-mail Opt-in/Manage Preferences* <http://www.ipc.org/opt-in>
>
>
>
>
>
> *From:* Eva J <[log in to unmask]>
> *Sent:* Friday, November 9, 2018 9:56 AM
> *To:* IPC Helpdesk <[log in to unmask]>; certification <
> [log in to unmask]>; ipc training <[log in to unmask]>
> *Subject:* students and instructors should know what test questions they
> get wrong
>
>
>
> IPC Director of Certification and IPC President,
>
>
>
> I read the "helpful" article on the help desk portal and I am very
> disappointed that trainers / instructors and students can not see what
> questions were incorrect. 2 things....
>
> 1. Instructors need to know generally what types of questions are being
> missed and why for process improvement and to validate student
> understanding.
>
> a. It gives the instructor ability to improve instruction technique,
> material presentation which helps reinforce important criteria.
>
> b. Instructors should provide IPC feedback on incorrect, ambiguous, and
> misleading test questions that confuse everyone! Frequently students get
> the same wrong questions, which then instructors and IPC can do trend
> analysis, test/curriculum efficacy, and instructor awareness.
>
> 2. Students need to know what questions they got wrong. Students/
> companies pay to receive training and instruction! It is not all about the
> certification. Instructors are there to help them learn and understand.
>
> a. Students not will be able properly navigate documents if they are
> getting questions wrong and don't know why.
>
> b. Also, students will not able to properly apply requirements if they do
> not understand criteria.
>
>
>
> In closing, IPC and trainers are doing their students and EMS / CM
> companies (all of which are our clients) a disservice by not properly
> training students; they will not be able to learn from their mistakes if
> they don't know what is wrong. We as trainers are obligated to help
> students learn and understand the information we are
> presenting....especially when they get test answers wrong!
>
>
>
> I have been conducting skilled based training for 25 years and IPC training
> for over 15 years.
>
> MIT/CIT trainers are essentially IPC's front line to knowledge and
> understanding for all new students (clients) and EMS / CM companies.
> Consider implementing this little process improvement to help our clients
> get the most out of our training by providing test answers to students and
> trainers.
>
>
>
> Thank you
>
> Evamaria Jones
>
> CID Certified in PCB Design Principles
>
> CIT IPC J-STD-001
>
> CIT IPC-A-610
>
> CIT IPC-A-620
>
> CIT IPC-7711/IPC-7721
>
> senior Quality Engineer
>
> Specialized Technology Electronics
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