|
The CSCP consists of four-option, multiple-choice questions written at the cognitive levels of recall, application, and analysis. The cognitive levels are explained in the table below.
Cognitive Level |
Purpose |
Performance Required |
Recall (RE) |
Primarily measuring memory. |
Identify terms, specific facts, methods, procedures, basic concepts, basic theories, principles, and processes. |
Application (AP) |
To measure simple interpretation of limited data. |
Apply concepts and principles to new situations; recognize relationships among data; apply laws and theories to practical situations; interpret charts and translate graphic data; classify items; interpret information. |
Analysis (AN) |
To measure the application of knowledge to solving a specific problem and the assembly of various elements into a meaningful whole. |
Select an appropriate solution for responsive action; revise policy, procedure, or plan; evaluate a solution, case scenario, report, or plan; compare solutions, plans, ideas, or aspects of a problem; evaluate information or a situation; perform multiple calculations to arrive at one answer. |
At this juncture, this venture is too new and our item bank is simply not mature/robust enough to provide stand-alone sample items or items for practice exams. The following have been created to demonstrate the cognitive levels represented on the CSCP exam:
Recall example:
A pictorial representation showing all of the steps of a work process is known as a
A. histogram.
B. flow chart.
C. check sheet.
D. cause and effect diagram.
Application example:
If a business associate discloses protected health information in violation of its business associate agreement, the disclosure should be reported to the:
A. Secretary.
B. covered entity.
C. Attorney General's Privacy Commission.
D. Healthcare Compliance Department of OCR.
Analysis example:
A credentialing examination shows less reliability than desired. One-half of the items have p values greater than .85. Fifteen-percent of the items have negative point-biserial correlations. The psychometrician should recommend that the committee write
A. longer, more difficult to read stems.
B. easier items, focusing on basic facts.
C. clearly wrong, yet attractive distractors.
D. stems requiring complex computations. |