E36.30 - Personnel Credentialing

SIGNIFICANCE AND USE
3.1 This practice for performance testing provides guidance to performance test sponsors, developers, and delivery providers for the planning, design, development, administration, and reporting of high-quality performance tests. This practice assists stakeholders from both the user and consumer communities in determining the quality of performance tests. This practice includes requirements, processes, and intended outcomes for the entities that are issuing the performance test, developing, delivering and evaluating the test, users and test takers interpreting the test, and the specific quality characteristics of performance tests. This practice provides the foundation for both the recognition and accreditation of a specific entity to issue and use effectively a quality performance test.  
3.2 Accreditation agencies are presently evaluating performance tests with criteria that were developed primarily or exclusively for multiple-choice examinations. The criteria by which performance tests shall be evaluated and accredited are ones appropriate to performance testing. As accreditation becomes more critical for acceptance by federal and state governments, insurance companies, and international trade, it becomes more critical that appropriate standards of quality and application be developed for performance testing.
SCOPE
1.1 This practice covers both the professional certification performance test itself and specific aspects of the process that produced it.  
1.2 This practice does not include management systems. In this practice, the test itself and its administration, psychometric properties, and scoring are addressed.  
1.3 This practice primarily addresses individual professional performance certification examinations, although it may be used to evaluate exams used in training, educational, and aptitude contexts. This practice is not intended to address on-site evaluation of workers by supervisors for competence to perform tasks.  
1.4 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.  
1.5 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

SIGNIFICANCE AND USE
4.1 Today’s labor shortages demand competency-based workplace learning (CWL) programs that are validated by industry. A standard practice relative to CWL programs formalizes this important type of skill-based, workforce preparation by offering industry a framework for success. CWL programs that result in a credential increase the total number of individuals holding credentials, allowing for worker advancement (upskilling and reskilling), portability, and a talent pipeline of highly skilled workers for the employer.  
4.2 This standard practice will have a positive impact on worker-learners from various populations, generally those who develop their skills while working on the job and will streamline the process for employers transitioning employees to in-demand, high-quality employment opportunities, allowing for more sustainable economic mobility.  
4.3 CWL programs offer learning opportunities for individuals seeking skills that may not be attained in a traditional classroom. For workers, CWL programs are designed to provide new job skills, hands-on training experiences, and interaction with individuals with expertise in the occupation as facilitators in the learning and assessment processes. For employers, CWL programs are designed to provide a pipeline of skilled talent to meet specific industry needs.  
4.4 While CWL programs have attributes in common with other credentialing programs, such as certification and certificate programs, they are a distinct credentialing program type. All three programs have a summative assessment component. Certificate programs and CWL programs have a learning component aligned with its assessment, while certification does not. Of these credentialing programs, only CWL programs have formative assessments as a specified assessment method and experiential learning as a specified learning method. Lastly, unique to CWL programs is that they must be implemented in a real or simulated workplace setting. These last three attributes are...
SCOPE
1.1 This standard practice provides instruction to entities for developing and administering competency-based workplace learning (CWL) programs.  
1.2 This standard practice provides guidance to stakeholders in determining the quality of CWL programs.  
1.3 This standard practice does not contain instructions or guidance pertaining to certification of persons, certificate programs, or education or training programs in general, including those that issue certificates of participation or certificates of attendance.  
1.4 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.  
1.5 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

SIGNIFICANCE AND USE
4.1 Certificate programs are typically offered by community colleges and universities, government agencies, employers, independent for-profit training organizations, and professional and trade associations. While quality guidelines do exist for continuing education and training providers in general (for example, ANSI/IACET 1-2013) and for entities offering personnel certification programs (for example, ANSI/ISO/IEC 17024:2012), currently, no quality guidelines exist specifically to aid entities offering certificate programs. This practice aims to change that and has been developed to:  
4.1.1 Provide certificate program developers and certificate issuers guidelines for quality program development and administration;  
4.1.2 Form the foundation for a recognition or accreditation system, or both, that enable consumers, employers, government agencies, and others who rely upon a skilled workforce to distinguish between qualified workers and those with fraudulent or less-than-quality credentials;  
4.1.3 Assist stakeholders in differentiating between certificate programs from personnel certification; and  
4.1.4 Assist stakeholders in differentiating certificate programs from other programs that confer certificates, including but not limited to certificates of attendance or certificates of participation.  
4.2 Currently, it is challenging to distinguish a certificate earned through the focused learning and assessment offered through a certificate program from one granted through other means. That a certificate is issued is not a distinguishing factor. The word“ certificate” is used broadly as a document awarded to designate the attainment or completion of something. An individual might receive a certificate from an education or training provider as verification of attendance at a learning event (often called a certificate of attendance) or receive a certificate as verification of active participation in a learning event’s learning experiences (often called a certifi...
SCOPE
1.1 This practice provides guidance to certificate issuers for developing and administering quality certificate programs and to stakeholders for determining the quality of certificate programs.  
1.2 This practice includes requirements for both the entity issuing the certificate and requirements for the specific certificate programs for which it issues certificates.  
1.3 This practice provides the foundation for the recognition or accreditation, or both, of a specific entity to issue a specific certificate or certificates to individuals after successful completion of a certificate program.  
1.4 This practice does not address guidance pertaining to certification of individuals nor does it address guidance pertaining to education or training programs in general, including those that issue certificates of participation or certificates of attendance.  
1.5 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

SIGNIFICANCE AND USE
4.1 Certificate programs are typically offered by community colleges and universities, government agencies, employers, independent for-profit training organizations, and professional and trade associations. While quality guidelines do exist for continuing education and training providers in general (for example, ANSI/IACET 1-2013) and for entities offering personnel certification programs (for example, ANSI/ISO/IEC 17024:2012), currently, no quality guidelines exist specifically to aid entities offering certificate programs. This practice aims to change that and has been developed to:  
4.1.1 Provide certificate program developers and certificate issuers guidelines for quality program development and administration;  
4.1.2 Form the foundation for a recognition or accreditation system, or both, that enable consumers, employers, government agencies, and others who rely upon a skilled workforce to distinguish between qualified workers and those with fraudulent or less-than-quality credentials;  
4.1.3 Assist stakeholders in differentiating between certificate programs from personnel certification; and  
4.1.4 Assist stakeholders in differentiating certificate programs from other programs that confer certificates, including but not limited to certificates of attendance or certificates of participation.  
4.2 Currently, it is challenging to distinguish a certificate earned through the focused learning and assessment offered through a certificate program from one granted through other means. That a certificate is issued is not a distinguishing factor. The word“ certificate” is used broadly as a document awarded to designate the attainment or completion of something. An individual might receive a certificate from an education or training provider as verification of attendance at a learning event (often called a certificate of attendance) or receive a certificate as verification of active participation in a learning event’s learning experiences (often called a certifi...
SCOPE
1.1 This practice provides guidance to certificate issuers for developing and administering quality certificate programs and to stakeholders for determining the quality of certificate programs.  
1.2 This practice includes requirements for both the entity issuing the certificate and requirements for the specific certificate programs for which it issues certificates.  
1.3 This practice provides the foundation for the recognition or accreditation, or both, of a specific entity to issue a specific certificate or certificates to individuals after successful completion of a certificate program.  
1.4 This practice does not address guidance pertaining to certification of individuals nor does it address guidance pertaining to education or training programs in general, including those that issue certificates of participation or certificates of attendance.

SIGNIFICANCE AND USE
4.1 Certificate programs are typically offered by community colleges and universities, government agencies, employers, independent for-profit training organizations, and professional and trade associations. While quality guidelines do exist for continuing education and training providers in general (for example, ANSI/IACET 1-2013) and for entities offering personnel certification programs (for example, ANSI/ISO/IEC 17024:2012), currently, no quality guidelines exist specifically to aid entities offering certificate programs. This practice aims to change that and has been developed to:  
4.1.1 Provide certificate program developers and certificate issuers guidelines for quality program development and administration;  
4.1.2 Form the foundation for a recognition or accreditation system or both that enable consumers, employers, government agencies, and others who rely upon a skilled workforce to distinguish between qualified workers and those with fraudulent or less-than-quality credentials;  
4.1.3 Assist stakeholders in differentiating between certificate programs from personnel certification; and  
4.1.4 Assist stakeholders in differentiating certificate programs from other programs that confer certificates, including but not limited to certificates of attendance or certificates of participation.  
4.2 Currently, it is challenging to distinguish a certificate earned through the focused learning and assessment offered through a certificate program from one granted through other means. That a certificate is issued is not a distinguishing factor. The word“ certificate” is used broadly as a document awarded to designate the attainment or completion of something. An individual might receive a certificate from an education or training provider as verification of attendance at a learning event (often called a certificate of attendance) or receive a certificate as verification of active participation in a learning event’s learning experiences (often called a certifica...
SCOPE
1.1 This practice provides guidance to certificate issuers for developing and administering quality certificate programs and to stakeholders for determining the quality of certificate programs.  
1.2 This practice includes requirements for both the entity issuing the certificate and requirements for the specific certificate programs for which it issues certificates.  
1.3 This practice provides the foundation for the recognition or accreditation or both of a specific entity to issue a specific certificate or certificates to individuals after successful completion of a certificate program.  
1.4 This practice does not address guidance pertaining to certification of individuals nor does it address guidance pertaining to education or training programs in general, including those that issue certificates of participation or certificates of attendance.

SIGNIFICANCE AND USE
Certificate programs are typically offered by community colleges and universities, government agencies, employers, independent for-profit training organizations, and professional and trade associations. While quality guidelines do exist for continuing education and training providers in general (for example, ANSI/IACET 1-2007) and for entities offering personnel certification programs (for example, ANSI/ISO/IEC 17024:2003), currently, no quality guidelines exist specifically to aid entities offering certificate programs. This practice aims to change that and has been developed to:
Provide certificate program developers and certificate issuers guidelines for quality program development and administration;
Form the foundation for a recognition or accreditation system or both that enable consumers, employers, government agencies, and others who rely upon a skilled workforce to distinguish between qualified workers and those with fraudulent or less-than-quality credentials;
Assist stakeholders in differentiating between certificate programs from personnel certification; and
Assist stakeholders in differentiating certificate programs from other programs that confer certificates, including but not limited to certificates of attendance or certificates of participation.
Currently, it is challenging to distinguish a certificate earned through the focused learning and assessment offered through a certificate program from one granted through other means. That a certificate is issued is not a distinguishing factor. The word“ certificate” is used broadly as a document awarded to designate the attainment or completion of something. An individual might receive a certificate from an education or training provider as verification of attendance at a learning event (often called a certificate of attendance) or receive a certificate as verification of active participation in a learning event’s learning experiences (often called a certificate of participation). The distributio...
SCOPE
1.1 This practice provides guidance to certificate issuers for developing and administering quality certificate programs and to stakeholders for determining the quality of certificate programs.
1.2 This practice includes requirements for both the entity issuing the certificate and requirements for the specific certificate programs for which it issues certificates.
1.3 This practice provides the foundation for the recognition or accreditation or both of a specific entity to issue a specific certificate or certificates to individuals after successful completion of a certificate program.
1.4 This practice does not address guidance pertaining to certification of individuals nor does it address guidance pertaining to education or training programs in general, including those that issue certificates of participation or certificates of attendance.

SIGNIFICANCE AND USE
Certificate programs are typically offered by community colleges and universities, government agencies, employers, independent for-profit training organizations, and professional and trade associations. While quality guidelines do exist for continuing education and training providers in general (for example, ANSI/IACET 1-2007) and for entities offering personnel certification programs (for example, ANSI/ISO/IEC 17024:2003), currently, no quality guidelines exist specifically to aid entities offering certificate programs. This practice aims to change that and has been developed to:
Provide certificate program developers and certificate issuers guidelines for quality program development and administration;
Form the foundation for a recognition or accreditation system or both that enable consumers, employers, government agencies, and others who rely upon a skilled workforce to distinguish between qualified workers and those with fraudulent or less-than-quality credentials;
Assist stakeholders in differentiating between certificate programs from personnel certification; and
Assist stakeholders in differentiating certificate programs from other programs that confer certificates, including but not limited to certificates of attendance or certificates of participation.
Currently, it is challenging to distinguish a certificate earned through the focused learning and assessment offered through a certificate program from one granted through other means. That a certificate is issued is not a distinguishing factor. The word “certificate” is used broadly as a document awarded to designate the attainment or completion of something. An individual might receive a certificate from an education or training provider as verification of attendance at a learning event (often called a certificate of attendance) or receive a certificate as verification of active participation in a learning event’s learning experiences (often called a certificate of participation). The distributio...
SCOPE
1.1 This practice provides guidance to certificate issuers for developing and administering quality certificate programs and to stakeholders for determining the quality of certificate programs.
1.2 This practice includes requirements for both the entity issuing the certificate and requirements for the specific certificate programs for which it issues certificates.
1.3 This practice provides the foundation for the recognition or accreditation or both of a specific entity to issue a specific certificate or certificates to individuals after successful completion of a certificate program.
1.4 This practice does not address guidance pertaining to certification of individuals nor does it address guidance pertaining to education or training programs in general, including those that issue certificates of participation or certificates of attendance.