Table of Contents
- 1. History and Variables Concerning Standards
- 2. Structure of Standards
- I. Governance and Structure
- II. Linkage with Job Requirement
- III. Assessment System Design
- IV. Structure
- V. Candidate Information
- VI. Candidate Processing
- VII. Test Development
- VIII. Test Administration
- IX. Test Security
- X. Scoring and Score
- XI. Appeals
- XII. Continual Maintenance
- XIII. Program Evaluation
Linkage with Job Requirement
History & Method
The ACRB was formed in October 1995. The ACRB continued the ongoing consensus process then transferred the process to the ACCRS.
Scope & Method
On October 6-8, 2000, a panel of 10 experts assembled by the American Chiropractic Rehabilitation Board (ACRB) met with a representative from Columbia Assessment Services, Inc. (CAS) to delineate the field of Diplomate in Chiropractic Rehabilitation.
CAS adhered to principles and procedures outlined in federal regulation (Uniform Guidelines on Employee Selection Procedures) and manuals, such as Standards for Educational and Psychological Testing (published by the American Educational Research Association, 1999) to help the American Chiropractic Rehabilitation Board in conducting a role delineation study is to ensure certification examination content-validity
The role delineation study for the American Chiropractic Rehabilitation Board consisted of the following 3 phases, which are the focus of this report:
Initial Development and Validation. The 10-member role delineation panel identified the domains, tasks, knowledge, and skills essential to the performance of a Diplomate in Chiropractic Rehabilitation.
Validation Study. A representative sample of professionals in the field of Chiropractic Rehabilitation reviewed and validated the work of the role delineation panel.
Development of Test Specifications. Based on the ratings gathered from the representative sample of professionals, the test specifications for the certification examination were developed.
The ACCRS utilized the role delineation study as the topic guideline for the syllabus generation. Subject and topic experts were consulted for academics, knowledge, and skills pertaining to the identified domains for criteria‑referenced materials.
Testing by the Board is formatted via criteria‑referenced content.
Individuals involved in the role delineation study are on record along with copies of their curricula vitae. See exhibit for curricula vitae.