Certification Handbook PDF
Certification Handbook PDF
2007 ASQ
AMERICAN SOCIETY FOR QUALITY
Certification
H a n d b o o k
aSQ grants permission for individuals to use this handbook as a means to prepare for the formal
examination. This handbook may be printed, reproduced, and used for non-commercial, personal, or
educational purposes only, provided that (i) the handbook text is not modified, and (ii) aSQs copyright
notice is included. The user assumes all risks of copyright infringement.
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Table of Contents
|nIreducIen Ie A5Q CerIhccIen Pregrcms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
he Excms cnd Ihe QuesIens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
he Mcny Phcses e| Excm Deve|epmenI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Job Analysis and Survey 4
Advisory Committee 4
Member Input 4
The Body of Knowledge (BOK) Committee 4
Question-Writing Committee 5
Question Review Committee 5
Exam Review Committee 5
Exam Statistics 6
Grading Process 6
Cemmen QuesIens Frem Excm CcnddcIes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How do I decide which certifcation is right for me? 6
How do I apply for an examination? 6
How should I prepare for an examination? 7
References 7
Study Groups 8
Study Plans 8
Other resources 9
How is the cut-score (the passing score) determined for a test? 9
Why are scaled scores used instead of raw scores? 10
How is the diffculty level of a test determined in order to create
the scaled scores? 10
How are the constructed response papers for the Certifed Manager of
Quality/Organizational Excellence (CMQ/OE) examination scored? 11
When will I receive my exam results? 12
What if I do not pass an ASQ examination? 13
What does my score report tell me? 13
How do I interpret my score report? 13
How do I sign up to retake an examination? 14
How can I prepare to retake an examination? 14
When should I retake an examination? 15
Are the exams available in languages other than English? 15
Appendx A Test-taking Tips 16
Appendx 8 Levels of Cognition: Based on Blooms TaxonomyRevised (2001) 16
Appendx C Top 10 Myths 19
Appendx D Example Score Report 21
Appendx E Example Score Report for the CMQ/OE Examination 22
Appendx F Constructed Response Diagnostic Codes2006 23
3
Introduction to ASQ
Certification Programs
S
ince 1968, when the first aSQ
certification exam was given, more
than 100,000 individuals have become
certified through aSQ, including many who
have attained more than one designation.
In addition, an increasing number of
companies, some 125 at last count, have
formally recognized aSQs certification as
verification of an individuals knowledge
of quality theory and techniques. a recent
search on monster.com, an Internet job
listings site, resulted in more than 300
job postings either requiring an aSQ
certification or listing it as a preferred quality
of a prospective employee. These statistics
demonstrate the increasing value of aSQ
certification as perceived in the marketplace.
It is important to understand that aSQ
certification is not a license or registration.
It is peer recognition that an individual
has demonstrated a proficiency in and
comprehension of a particular quality area
at a specific point in time. aSQ certification
is awarded to those who meet three criteria:
Candidates must 1) have a specified
level of education and/or experience,
2) provide proof of professionalism, and
3) pass a standardized examination in the
certification area.
but for many, the process of becoming
certified remains something of a mystery.
Frequently asked questions come up about
how the exams are put together, how they
are scored, and how best to prepare for
taking the test. We will attempt to address
these issues in this handbook.
The Exams and the
Questions
aSQ
certification exams are not
created in an ivory tower or by
a computer program that randomly generates
questions. Their development relies heavily
on the efforts of aSQ members. during the
course of any given year, approximately
300 volunteers are involved in some phase
of exam development, and can participate
in a number of ways, including developing
a body of knowledge (bok), writing
questions, and ensuring the validity of an
exam through a variety of review processes.
Volunteers travel to aSQ headquarters in
Milwaukee for up to three days at a time.
during that period, they are expected to
put in long, fast-paced days that may keep
them occupied for up to 10 hours at a
stretch. These are intense sessions with a
lot of discussion and interaction. In return
the volunteers get to sharpen their skills,
network with peers, and come away with the
knowledge that they have contributed to the
development of the quality field.
The aSQ Certification board has oversight
responsibility for the exams, and its top
priority is to ensure the integrity of the
exam development process. Toward that
end, the board has mandated that anyone
involved in the development of an exam
must refrain from helping others prepare
for the test, either formally or informally,
for a period of two years after their last
involvement in the process.
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The Many Phases of
Exam Development
T
o ensure that aSQ certification retains
its status as a hallmark of excellence,
the Certification board uses continuous
improvement processes and formally
re-examines each certification program on a
five-year cycle to ensure continued relevance.
Job Analysis and Survey
(the foundation for the examinations)
Whether a program is new or has been
available for many years, the starting point
for the exam development process is with
a job analysis. This tool is developed as a
survey and is used to identify the skills and
knowledge areas currently being used in the
field to be tested.
Advisory Committee
(identifes job responsibilities
and knowledge of the feld)
In order to create an appropriate survey
instrument, an advisory committee is
appointed by the sponsoring aSQ division.
This committee, like all of the subsequent
exam development committees, is composed
of aSQ members who work in the area to
be tested and are already certifed. (In the
case of brand-new certifcation exams, aSQ
volunteers who are subject-matter experts in
the feld to be tested serve on the committee.)
The volunteers for the advisory committee
meet for two days, and their primary goal is
to identify typical job responsibilities (what
people do on the job) and the knowledge
required (what people need to know in
order to perform their job). The result of
this meeting is a questionnaire that asks
respondents to rate each item in the survey in
terms of criticality (How important is this task
or knowledge?) and frequency (How often
is this task performed or knowledge used?).
Member Input
(who decides what will be in the BOK?)
once the survey instrument has been
approved by the advisory committee, it is
sent to a sample of certified or otherwise
qualified aSQ members who either work in
the area to be tested (as identified by job
title) or supervise employees who perform
the tasks identified in the survey. Except
for the deliberate job-title selection, the
2,000-plus certified aSQ members who
receive the survey are randomly selected
across geographic locations and industry
types to ensure that no one industry or region
skews the results of the survey. The data
from the survey are analyzed and a set of
recommended tasks and knowledge areas
are presented to the sponsoring division,
which approves the results. This same report
is then submitted to the Certification board
for final approval.
So while the sponsoring division and
Certifcation board approve the results of the
job analysis, it is really the aSQ members who
answer the survey who truly determine what
should be in the bok and, ultimately, what
material should be covered in the exam itself.
The Body of Knowledge Committee
(how does the content get organized?)
after the approval process, a bok
committee is formed. This committee includes
some members of the advisory committee
and other qualified individuals who have
subject-matter expertise and represent a
wide demographic and industry spectrum.
The bok committee meets for two days,
and its primary task is to translate the job
analysis results into meaningful categories
that can be tested. as part of this process,
the committee determines how many
questions will be asked in each area of the
bok, based on the importance of the topic
(as indicated in the job analysis) and the
depth of testable material for each subtopic.
5
Question-Writing Committee
(how do they write questions?)
The next step is the actual writing of the exam
questions. This task is handled by a group of
16 certifed volunteers who attend a two-day
question-writing workshop. The volunteers
are given extensive training in a variety of
exam development issues, including how
to avoid writing trick questions and how to
develop thought-provoking questions and
answers. The processes used in this and other
exam development workshops are driven by
internationally recognized standards for the
development of assessments. In keeping with
those standards, and as a means of ensuring
the validity of the exam, each question
must be linked to a reference book from
the bibliography for that certifcation. (The
bibliography for each exam can be viewed
at http://www.asq.org/certifcation/.)
This linkage requirement means that the
question-writers must document support for
the correct answer, down to the specifc
page number, in their reference for each
question. once a question-writer or a
team has fnished writing a complete test
question, the other members of the team
review it for completeness, accuracy, and
appropriateness. only after approval by one
or more reviewers at the question-writing
session can it be data-entered into the exam
bank as a raw test question.
Question Review Committee
(verifcation and review)
The next stage in the exam development
process is to convene another panel of 12
subject-matter experts who meet for two days
to review those raw questions, verify the
references and the bok classification, and,
most important, agree that there is only one
correct answer.
This additional, intensive process of review,
revision, and rework is designed to ensure
that all language ambiguities have been
eliminated and that the questions have
been phrased and presented as clearly as
possible. The questions are also reviewed to
ensure that they are not biased in favor of
any particular industry. a question can be
selected for use in a test only if it has survived
these two initial phases of development.
Exam Review Committee
(Testing the Test: the last question check
before the exam)
The next phase in the process is the
exam review meeting where another
12 subject-matter experts are asked to
participate, first by actually taking the exam
and submitting their comments and answers,
and then by coming to the meeting to discuss
the test. at the meeting, the group reviews
each question for clarity and correctness.
by the time an exam makes it through this
process, each question on the test has
been reviewed and approved by dozens of
qualified professionals.
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Exam Statistics
(post-exam question verifcation)
despite the best efforts of all of these
individuals, there are questions on the test
that do not perform well. These problem
items are identified through a statistical
analysis that is conducted after each
administration of a test. also, comments
from examinees who took the test and
from the proctors are used to identify any
problematic questions (i.e., confusing
terms used, trick questions, questions with
more than one correct answer, etc.) These
problem items are reviewed by the exam
programs Certification board chair and
other subject-matter experts in conjunction
with Certification offerings staff members.
If a question is determined to be unfair or
inaccurate, all examinees are given credit for
that question on the examination.
Grading Process
(how ASQ examinations are graded)
Just as great care is taken in developing
an exam, aSQ goes to great lengths to
ensure that the grading process provides
an accurate assessment of a candidates
proficiency. aSQ uses procedures that
meet the Standards for Educational and
Psychological Testing, which were developed
jointly by the american Educational
Research association (aERa), the american
Psychological association (aPa), and
the national Council on Measurement in
Education (nCME).
See page 9 for extensive information on the
aSQ grading process.
Common Questions From
Exam Candidates
How do I decide which certifcation is
right for me?
Each aSQ certification has specific
education and experience requirements.
The more work related experience you have
for a specific bok, the better qualified you
are to take that exam. To determine which
exam is right for you, visit
www.asq.org/certification/right-for-you.html.
How do I apply for an examination?
once you have decided which certifcation is
right for you, you can apply online, or mail
or fax your application to aSQ headquarters.
To apply online, visit
www.asq.org/certification/apply.html.
To obtain an application, visit
www.asq.org/certification/
downloadable-apps.html or call
aSQ headquarters:
From Canada and United States
1-800-248-1946
From Mexico 001-800-514-1564
From other International sites
+1-414-272-8575
Mail your completed application to:
american Society for Quality
P.o. box 3005
Milwaukee, WI 53201-3005
USa
oR
american Society for Quality
600 north Plankinton ave.
Milwaukee, WI 53203
USa
Fax your completed application to:
414-272-1734
7
How should I prepare for an
examination?
We should say at the outset that preparing
to take an exam is a personal matter
and highly dependent on an individuals
personal learning methods. For some, a
careful reading of the texts in the reference
bibliography will be most helpful, while
others may find value in purchasing study
guides, taking a local aSQ section refresher
course, or forming a study group with
other quality professionals. all certification
candidates are responsible for their own
study and preparation for the examination.
no specific set of courses or curriculum of
study is required as part of the certification
process. Likewise, aSQ makes no
representation that completion of any specific
course or program of study will significantly
enhance a persons chance of passing a
certification examination.
Successful candidates have shown that
they study a wide variety of materials from
the reference list, in addition to relying on
their experiences in the workplace. It is
important to understand that each bok is
comprehensive and that no single source of
information should be relied upon in order to
prepare for an examination.
as a starting point, read the bok for the
examination and pay special attention to the
subtext for the area, as well as the cognitive
levels that are assigned to those areas. both
of these are intended to help you determine
exactly what will be tested for that topic
area, as well as the depth of knowledge
that is required for that topic area. (For an
in-depth explanation of the cognitive levels,
see appendix b of this handbook.) after
becoming familiar with the bok, review it to
identify areas you may need to study further
to feel confident in the topic.
References
once you have identified study topics, it is
important to refer to the reference list that
is published on www.asq.org for that exam
(http://www.asq.org/certification/) to
determine which resources may be helpful for
you to study from. The reference list for each
exam program contains the resources that
support the exam program; the test question
pool for the program has been developed
using these references. While it may seem
daunting to see that some exam programs
have quite extensive reference lists, it is
important to remember that each bok is
also very encompassing. For this reason, it
is recommended that you first determine the
topic areas to study, then determine which
references to use for study material.
The reference lists are listed alphabetically
by author, and no one reference can be
recommended for you to study from. It should
be your own, individual decision as to which
references will be most helpful for your study
needs. Since it would be difficult to decide
which books to study from based on the
title alone, the following tips may help you
determine which books to study from:
ask co-workers and other candidates who
have passed the examination which books
they found most helpful for specific areas
of the bok.
books that appear in the online reference
lists with a link will direct users to the
online aSQ bookstore. For some of these
books, the bookstore has sample chapters
to view online. Reading these samples may
help you decide if the book will meet your
study needs.
other online book sellers offer features that
list the table of contents and indexes for
books. Some even provide a tool to search
inside the books. These features will allow
you to decide whether the book will be
adequate for your study needs.
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8
If it isnt possible to purchase the
references, you should consult your local
library to borrow the books. Even if the
local library does not carry the more
technical books, the library should be able
to request them from other libraries through
the inter-library loan system.
Consider checking with your local section
about a library. Some sections keep a
library for the use of its members to study
for the examinations.
Study Groups
another option for preparing for an exam is to
join or create a study group. In a study group,
each individual has an area of expertise and
can assist others in the group in those areas.
In return, each individual receives information
for areas they are not experts in from the other
members of the group.
one technique used by some study groups
is to assign each individual in the group a
specifc area of the bok to research and
report back to the group. by reporting back
to the group, that individual teaches the other
members the content for that topic area. Using
this technique not only reduces the amount
of research and study time required for
each topic area by each individual, but the
individuals learn more about each topic and
have more opportunities to apply what they
have learned simply by having to teach others.
Combining the act of studying with teaching is
a very effective learning technique.
Study Plans
To determine the time period you may need
to study for an examination, it may be wise to
create a study plan. doing so will allow you
to determine the amount of personal time that
can be appropriated for studying, as well as
the amount of time that is appropriate based
on the topics that need to be improved in.
Other resources
If you would like to learn more about how
others have studied for the certification
exams, there have been several articles
published by aSQ from members sharing
their experiences of studying and taking aSQ
examinations. The following are a few that
are available online:
Free articles:
Certification Exam Tips, Trips, and Traps,
by James J. Rooney, http://www.asq.
org/pub/qualityprogress/past/1004/
qp1004rooney.pdf
developing a new kind of Certification,
by Melissa G. Hartman, http://www.asq.
org/pub/qualityprogress/past/0502/
qp0502hartman.pdf
articles available to members only:
aSQs black belt Certification a
Personal Experience, by don Cochrane
and Praveen Gupta, http://www.asq.
org/data/subscriptions/qp/2002/0502/
qp0502cochrane.pdf
aSQ Certification Program Gains Wider
Recognition, by Jack W. Moran and
Patricia C. LaLonde, http://www.asq.
org/data/subscriptions/qp/2000/0400/
29asq_cert_program_april2000.html
How is the cut-score (the passing score)
determined for a test?
Since the whole point of taking an aSQ
certifcation exam is to pass it, many questions
arise about how the passing grade for
any given exam is determined and what
adjustments are made to ensure that one
version of an exam is no harder, or easier,
than any other.
The passing grade, or cut point, is
established through a cut-score study. The
methodology used on aSQ exams is called
a Modified angoff and is based on the work
of the late William angoff, a renowned
measurement research statistician in
Princeton, new Jersey.
Appendix B
Levels of Cognition:
Based on Blooms TaxonomyRevised
(2001)
Each body of knowledge (bok) contains
content specific within its subtext for each
topic as well as a cognitive level to indicate
the intended complexity level of the test
questions for that topic. These levels are
based on the Levels of Cognition (from
blooms TaxonomyRevised, 2001) and are
presented below in rank order, from least
complex to most complex.
Remember
Recall or recognize terms, definitions,
facts, ideas, materials, patterns, sequences,
methods, principles, etc.
Understand
Read and understand descriptions,
communications, reports, tables, diagrams,
directions, regulations, etc.
Apply
know when and how to use ideas,
procedures, methods, formulas, principles,
theories, etc.
Analyze
break down information into its constituent
parts and recognize their relationship to
one another and how they are organized;
identify sublevel factors or salient data
from a complex scenario.
Evaluate
Make judgments about the value of
proposed ideas, solutions, etc., by
comparing the proposal to specific criteria
or standards.
17
Create
Put parts or elements together in such a
way as to reveal a pattern or structure
not clearly there before; identify which
data or information from a complex set
is appropriate to examine further or from
which supported conclusions can be drawn.
These levels are not intended to rank the
topic areas by diffculty, but rather to help
candidates determine how much knowledge
they need for the topic in order to meet the
standard of performance for the examination.
For example, if a topic area has a cognitive
level of apply, the candidates will be
expected to be able to remember, understand,
and apply the concepts and topics for that
area. The questions for this area could be
defnition in nature (Remember), or they
could be math calculations (apply). If a topic
area has a cognitive level of Evaluate, the
candidates will be expected to be able to
remember, understand, apply, analyze, and
evaluate the concepts (make a judgment) for
that area. Likewise, if a topic area only has a
cognitive level of Remember, the candidates
will only be expected to remember the topics
(basic rote/defnition knowledge).
The following are example test questions for
each level of cognition:
Remember:
Who makes the fnal determination regarding
the distribution of the audit report?
(a) The lead auditor
(b) The audit group manager
(C) The auditee
(d) The client
This is a Remember question because it
requires candidates to be able to recall who
is responsible for the report distribution.
Understand
Producers risk is defned as the probability of
(a) rejecting a good lot
(b) rejecting a bad lot
(C) accepting a good lot
(d) accepting a bad lot
This is an Understand question because it
requires candidates to understand producers
risk enough to know its result.
Apply
Purchasing orders are to be checked
for correctness during the audit of a
purchasing department. Which of the
following sampling strategies would be
most appropriate?
(a) Review 10% of all purchase orders.
(b) Randomly sample an amount of orders
processed on the day of the audit.
(C) Review the first 10 orders processed on
the day of the audit.
(d) Use MIL-STd 105 to establish a
sampling plan.
This is an apply question because it
requires candidates to use their knowledge
of the difference between how samples can
be selected and what a published sampling
plan is.
Analyze
Cases containing 24 bottles of antibiotics
are shipped to drug stores. a pharmacist
has doubts about the potency of the drugs
and decides to have five bottles from a
case tested. What is the probability that
none of the tested bottles will prove to be
defective if in fact there are 10 defective
bottles in the case?
(a) 0.0010
(b) 0.0059
(C) 0.0471
(d) 0.2355
This is an analyze question because
it requires candidates to understand the
theories of probability in order to determine
the correct answer. This question is more
complex than a simple probability calculation
because there are many factors that need
to be considered in order to use the data
provided to calculate the correct answer.
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18
Evaluate
a lot comprised of 500 units is submitted by
a supplier whose past history indicates that
about 1% defectives should be expected. a
random sample of 30 units is collected from
the lot. Which of the following probability
distributions could be best used to make
predictions about the lot?
(a) normal
(b) Weibull
(C) Poisson
(d) Exponential
This is an Evaluate question because it
requires candidates to use the information
provided about the lot, as well as their
knowledge of the various distributions,
to determine which distribution is most
appropriate to use.
Create
a supplier evaluates all characteristics
on a sample of 75 components that is
taken twice a day. Each component is
then recorded as either conforming or
nonconforming. What type of control chart
would be used for evaluating this data?
(a) MR chart
(b) c chart
(C) u chart
(d) p chart
This is a Create question because it
requires candidates to understand the type of
data that is required for each of these charts.
The candidates must then determine which
chart will enable the data to be categorized
as pass/fail. The information provided in
the test question provides a typical situation
when evaluating components, and the
candidates need to understand which data
elements that are provided should be used
and then create the correct chart to use.
Using cognitive levels for study purposes
When preparing to take an aSQ exam, it is
important for candidates to read the subtext
in the bok in light of the cognitive level that
is assigned for that area. by understanding
the level of cognition for a particular topic
area, candidates can determine if they need
to develop a deeper understanding of a topic
area than what they already have.
The following is an example of subtext from
the Certified Quality Improvement associate
(CQIa) bok:
define various improvement cycle phases
(e.g., PdCa, PdSa) and use them
appropriately. (analyze)
on the basis of this subtext, candidates know
that they should be able to defne what the
improvement cycles are and understand their
phases enough to know when and how they
should be used in various situations. The
cognitive level is analyze so test questions
in this area could be defnitions of terms, an
understanding of the terms (What is the Plan
phase of PdCa?), and the application and
analysis of the cycle (Which method should a
team use in order to improve a process?).
1
Appendix C
Top 10 Myths
MyIh: If an answer is obvious it must be a trick
question
FccI: Just because an answer is obvious to
you does not mean it is obvious to everyone.
do not let the fact that this is a test question
get in the way of your knowledge. answer
it and move on. do not read more into the
question in an effort to make it harder.
MyIh: Guessing wrong can hurt your score more
than leaving an answer blank
FccI: There is no penalty for guessing, and
you have a 25% chance of getting it right.
although some tests use formula scoring
methods, aSQ certifications do not. You
get one point for each question you answer
correctly and zero points for those you get
wrong or leave blank.
MyIh: The passing score for all ASQ exams is 70%
FccI: The passing score for each aSQ exam
is established as a minimum performance
standard during the cut-score process, which
is detailed on page 9.
MyIh: Taking a section refresher course or buying
ASQ exam prep material is a sure way to pass
FccI: Section refresher courses and the
self-directed products are excellent ways
to prepare for the examinations, but using
them does not guarantee that you will pass.
Refresher courses are meant to renew your
knowledge, not to instruct you in areas that
are not familiar to you. Questions from
the self-directed products will assist you in
becoming familiar with how to answer certain
questions, but they are not the same questions
you will see on the exams. Individual study is
also a critical element for success.
MyIh: If you do poorly on one area of the BOK,
you automatically fail the test
FccI: Your total score on the examination
determines whether you pass or fail, not your
score on any one portion of the test. Even in
the CMQ/oE exam it is possible to pass if
you do poorly on the constructed response
portion, as long as your overall score is at or
above the passing grade.
MyIh: ASQ limits the number of people who
pass
FccI: anyone who meets or exceeds
the passing score (cut point) passes the
examination. aSQ does not set a passing rate.
MyIh: The grading of the constructed response
portion of the CMQ/OE exam is very subjective
FccI: The constructed response portion of
the exam is designed to test the candidates
ability to respond to real-world situations.
The responses are scored by Certified
Managers of Quality/organizational
Excellence who have been trained in the
evaluation techniques used for the scoring
process. In addition, all the judges score the
papers against a standard of performance
that is specific to each essay question.
That standard is neither arbitrary nor
subjective, but is developed on the basis of
sound quality practices, as described and
prescribed in major textbooks in the field of
quality. The essay questions are pretested on
a group of CMQ/oEs, so the development
of each question includes a reality check
to ensure the committees expectation of
performance matches actual responses.
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MyIh: It takes a long time to receive exam results
FccI: aSQ works very hard to provide
exam results as quickly as possible and is
very aware that candidates are anxious to
learn whether they have passed or failed.
In general, exam results are mailed within
two weeks (three and one-half weeks for
the CMQ/oE) of the examination date.
Candidates can also sign into the aSQ Web
site (www.asq.org) as soon as one week
following the examination date to receive
their score. Results are reported more slowly
when the exam is a pilot for a new bok or
when the bok has been rewritten; in those
cases, results will be mailed within six weeks.
Many steps have to be completed, verified,
and checked prior to sending out the results:
The answer sheets are sent back to aSQ
headquarters and scanned, and statistics must
be run and reviewed by the test development
staff and appropriate volunteers. The results
are then scored, verifed, and uploaded to
a computer before any result letters can be
generated. aSQ is continuously working to
reduce this cycle time.
MyIh: Test questions are deliberately tricky
FccI: aSQ goes through an extensive process
to ensure examination questions are as
accurate, clear, and concise as possible.
(Please see page 4 of this handbook for
more information.)
MyIh: I cannot learn from my mistakes if I do not
get my scored test back
FccI: because of its policy to reuse exam
questions, aSQ cannot release copies of the
examinations. Releasing tests would give the
retake applicants an unfair advantage over
candidates taking the examinations for the
first time. The integrity of the examination
process is of paramount importance to aSQ.
besides, it would not support the underlying
premise of the certification program for
candidates to just study the questions they
got wrong, as it would not ensure that they
would understand the material any better. It
is more appropriate for the retake candidates
to use the diagnostic information to identify
the areas where they are weak and improve
their knowledge in those topic areas.
21
Appendix D
Example Score Report
March21,2007
EXAMDATE EXAMDEADLINE
October20,2007 August17,2007
March1,2008 January11,2008
63389564
LouDoe
166MainSt.
Anytown,FL33333
DearMr.Doe:
AnanalysisoftheASQCertifedQualityTechnicianyourecentlywroteindicatesthatyoudidnot
achievetherequiredpassingscoreof550.
YourScore:520
Adiagnosisofyourperformanceislistedbelow.PLEASESEETHEENCLOSEDLETTERFOR
CLARIFICATION.
NumberYou
BOKAREAS TotalQuestions HadCorrect Average*
I. 20 12 15
II. 21 8 15
III. 19 12 15
IV. 21 17 17
V. 9 9 8
VI. 10 6 8
*Averagecomputedontotalnumberofresponsesfromonlythosewhopassed.
Toretaketheexam,pleasecompletetheinformationbelow.Toregisterviaphone,pleasecontact
CustomerServiceat800-248-1946or414-272-8575.
SallyM.Harthun
Manager,Certifcation
PleaseschedulemetoretaketheCQTexamtobeheld___________inSection#__________.
______Enclosedistheretakefeeof$105.00
______MyMasterCard/VISA/AmericanExpresscardnumberis:
______________________________________________ ExpirationDate_______________
Name ________________________________________ Member#____________________
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Appendix E
Example Score Report for the CMQ/OE Examination
March21,2007
EXAMDATE EXAMDEADLINE
October20,2007 August17,2007
March1,2008 January11,2008
63389564
LouDoe
166MainSt.
Anytown,FL33333
DearMr.Doe:
AnanalysisoftheASQCertifedManagerofQuality/OrganizationalExcellenceexamthatyou
recentlywroteindicatesthatyoudidnotachievetherequiredpassingscoreof550.
YourScore:500
Adiagnosisofyourperformanceislistedbelow.PLEASESEETHEENCLOSEDLETTERFOR
CLARIFICATION.
MULTIPLECHOICEPORTION NumberYou
BOKAREAS TotalQuestions HadCorrect Average*
I. 25 18 20
II. 15 10 12
III. 32 21 25
IV. 28 15 21
V. 20 14 16
VI. 15 9 10
VII. 15 11 13
*Averagecomputedontotalnumberofresponsesfromonlythosewhopassed.
CONSTRUCTEDRESPONSEPORTION
Theconstructedresponsequestionsaregradedoncontentnotformat.Responsesareassigneda
scorebyeachoftwoindependentmembersoftheQualityManagementDivision.
ProblemA(FeedbackLoop) H
ProblemB(SupplierCertifcation) X
ProblemC(ControlChart) -
Toretaketheexam,pleasecompletetheinformationbelow.Toregisterviaphone,pleasecontact
CustomerServiceat800-248-1946or414-272-8575.
SallyM.Harthun
Manager,Certifcation
PleaseschedulemetoretaketheManagersexamtobeheld__________inSection#_______.
______Enclosedistheretakefeeof$220.00
______MyMasterCard/VISA/AmericanExpresscardnumberis:
______________________________________________ ExpirationDate_______________
Name ________________________________________ Member#____________________
23
Appendix F
Constructed Response Diagnostic
Codes2006
A|phc Cede DcgnesIc 5IcIemenI
G The problem statement asked for four (4) elements in the response and you provided only
one or two of the elements.
H The problem statement asked for three (3) elements in the response and you focused on
one element.
I Illegible handwriting: paper was graded but was very difficult to read.
J Elements of response contained erroneous conclusions or inappropriate tools.
k The recommended actions in your response were generic and did not relate to the
specific problem presented.
L The response you provided did not contain sufficient detail or lacked focus on key
elements of the specific problem presented.
M The response you provided did not include strategic impact.
n no response was provided; blank answer sheet.
X Provided a satisfactory response; scored at mid-level of points possible.
Y Provided a more than satisfactory response; scored above the mid-level of points possible.
Z Provided a response that was scored at the highest level of points possible.
- Question was not two of the three chosen by examinee.