Spring 2013: Feb 2, 2013 Summer 2013: June 22, 2013 Fall 2013: Sep 14, 2013
Comprehensive Examination Textbook List In response to increasing requests from counselor educators for a graduate counseling program exit exam, the Research and Assessment Corporation for Counseling (RACC), in conjunction with The Center for Credentialing and Education (CCE), has developed the "Counselor Preparation Comprehensive Examination (CPCE)." The purpose of the CPCE is to assess counseling students’ knowledge of counseling information considered necessary by counselor preparation programs for competent practice. Results from scores on the CPCE provide collective feedback that can be used by programs in developing/adapting curriculum.
Benefits for Programs Using the CPCE:
Helps us meet psychometric standards and lessen subjectivity
Helps us determine the amount of knowledge possessed by our students at graduation
Allows to assess students’ knowledge in specific, crucial curricular areas
Allows for a longitudinal self-study
Enables us to compare our students’ scores to a national sample
Stimulates student integration of knowledge from various curricular areas
Gives students feedback on their amount of knowledge in the various curricular areas
Development The CPCE is researched, developed and distributed by both the Research and Assessment Corporation (RACC) and the Council for Credentialing and Education (CCE), two affiliate corporations of the National Board of Certified Counselors (NBCC). The item writing committee was selected from masters and doctoral level faculty and professionals, who compiled a comprehensive listing of text by surveying all counselor education programs. Over 100 programs submitted the references they use for counselor training. The most commonly used textbooks were identified and then references to develop each test question. A list of these texts are available via the program coordinator.
Content The CPCE assesses knowledge in each of the eight core areas as defined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in their Standards for Preparation:
Human growth and development – studies that provide an understanding of the nature and needs of individuals at all developmental levels.
Social and cultural foundations – studies that provide an understanding of issues and trends in a multicultural and diverse society.
Helping relationships – studies that provide an understanding of counseling and consultation processes.
Group work – studies that provide an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches.
Career and lifestyle development – studies that provide an understanding of career development and related life factors.
Appraisal – studies that provide an understanding of individual and group approaches to assessment and evaluation.
Research and program evaluation – studies that provide an understanding of types of research methods, basic statistics, and ethical and legal considerations in research.
Professional orientation and ethics – studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing.
These eight core areas serve as the bases for the examination. It is through these areas that the CPCE is associated with accepted professional standards.
A sample item from each CACREP content area follows:
Human Growth and Development 1. Erikson described independence as an important issue in the second year of life and identified this stage of development as A. autonomy versus shame and doubt. B. concrete operations versus object permanence. C. motor versus mind development. D. self versus other differentiation.
Social and Cultural Foundations 2. Cultural identity development models typically start with the __________stage. A. dissonance B. immersion C. conformity D. introspective
Helping Relations 3. According to Rogers, accurate empathy is most appropriately defined as A. objective reflection to help identify the client's feelings. B. non-judgmental acceptance of the client's reality. C. recognition of the client's most prominent emotions. D. subjective understanding of the client in the here-and-now.
Group Work 4. A group leader can best enhance a group member's participation by A. encouraging social interactions between members outside of group time. B. requiring a commitment that group members not drop out. C. stressing that substantial self-disclosure is expected. D. modeling appropriate behaviors for the group.
Career and Lifestyle Development 5. A basic assumption of the trait-and-factor approach to vocational counseling is that A. career decisions should be based on evident needs. B. personality and work environment are synonymous. C. developmental constructs are of paramount importance. D. there is one best career goal for everyone.
Appraisal 6. A primary benefit of converting raw scores to standard scores is that it facilitates A. simplicity in interpretation of test results. B. interpretation of the results relative to a normal distribution. C. summarizing and organizing other qualitative data. D. statistical analyses having greater quantitative accuracy.
Research and Program Evaluation 7. The research design which manipulates the independent variable and a between-conditions comparison with no random assignment of subjects to conditions is know as A. quasi-experimental. B. single-subject. C. time-series. D. true experimental.
Professional Orientation and Ethics 8. During the late 1970s and early 1980s, members of the American Personnel and Guidance Association (APGA) became aware that the words personnel and guidance did not accurately define or reflect their work. Therefore, in 1983 APGA changed its name to the A. Association for Counselor Education and Supervision B. American Association for Counseling and Development C. American Mental Health Counselors Association D. Association of Counseling and Related Educational Professions
Answers: 1.A 2.C 3.D 4.D 5.D 6.B 7.A 8.B
Format The CPCE will consist of 160 items with 20 items per CACREP area. Of the 20 items per section, 17 will be scored, with the remaining 3 serving as pretest items. The purpose of imbedded pre-test items is to generate actual score performance data on items for future use or deletion. This allows CCE to select items for future test construction that have the most desirable psychometric attributes. Scores for each section and a total score will be reported to institutions for each student. The CCE will provide statistics on the program's students as well as national data. A demographic questionnaire will be included on the answer sheet for research purposes. Students are allowed four hours to complete the examination, including the demographic questionnaire. The demographic information requested includes:
* CCE will obtain permission prior to the use of this information in any research conducted.
NOTE: The CPCE is offered three (3) times per year (usually in February, June and October). Applications will be sent via the student listserv at least two months before the CPCE and must be returned by the application due date. Please contact the CPCE administrator for any questions about the CPCE.
CLAS Dept of Counseling, Leadership, Adult Education & School Psychology