The Fpe Exam and You

8/13/2019 The Fpe Exam and You

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The Fire ProtectionThe Fire Protection

Professional EngineerProfessional Engineer

Exam andExam andYOUYOU


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Purpose of the ExamPurpose of the Exam

Prove the engineer is competentProve the engineer is competentenough to practice independentlyenough to practice independently

without adversely affecting the health,without adversely affecting the health,

safety, or welfare of the publicsafety, or welfare of the public

ASSESS MINIMUM COMPETENCYASSESS MINIMUM COMPETENCY

Identify adequate engineers not theIdentify adequate engineers not thebest engineerbest engineer


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Historical Exam StructureHistorical Exam Structure

Part machine scored (Part machine scored (scantronscantron)) Part hand scored (essay)Part hand scored (essay)

8 problems with 10 parts each8 problems with 10 parts each Limited choice of which problems toLimited choice of which problems to

workwork


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Current Exam StructureCurrent Exam Structure

All machine scoredAll machine scored 80 problems80 problems Each independent ofEach independent of

othersothers

Must attempt all problems, no choicesMust attempt all problems, no choices


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Goals for Future ExamsGoals for Future Exams

Reduce need for reference materials toReduce need for reference materials tothe exam site to the SFPE Handbook ofthe exam site to the SFPE Handbook ofFire Protection EngineeringFire Protection Engineering

Test candidates knowledge of fireTest candidates knowledge of fire

protection engineering principles, notprotection engineering principles, notthe ability to look up code requirementsthe ability to look up code requirements

Eliminate need to revise exam itemsEliminate need to revise exam items

when codes are revisedwhen codes are revised Facilitate onFacilitate on--demand computerdemand computer--basedbased

testingtesting


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Examination DevelopmentProcess Overview

Equating of

Examination

Question

Writing &

Review

Examination

Assembly &

Review

Examination

Scoring

Standard

SettingStudy

Need for

Examination

Identified

Task Analysis

Performed(PAKS)

Examination

Specification

Developed

Examination

AdministrationAfter Cut Score Established


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Exam Specification

Types of fire protection analysisTypes of fire protection analysis 10 q10 q

Info sources for FP analysisInfo sources for FP analysis 6 q6 q

Fire protection managementFire protection management 8 q8 q Fire dynamicsFire dynamics 8 q8 q

Human behaviorHuman behavior 4 q4 q

Water based fire suppressionWater based fire suppression 10 q10 q Special hazard systemsSpecial hazard systems 4 q4 q

Detection and alarmDetection and alarm 7 q7 q

Smoke managementSmoke management 4 q4 q Explosion protectionExplosion protection 3 q3 q

Passive building constructionPassive building construction 10 q10 q

Means of egressMeans of egress 6 q6 q


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Ranked by EmphasisRanked by Emphasis Types of fire protection analysisTypes of fire protection analysis 10 q10 q

Water based fire suppressionWater based fire suppression 10 q10 q

Passive building constructionPassive building construction 10 q10 q Fire protection managementFire protection management 8 q8 q

Fire dynamicsFire dynamics 8 q8 q

Detection and alarmDetection and alarm 7 q7 q Info sources for FP analysisInfo sources for FP analysis 6 q6 q

Means of egressMeans of egress 6 q6 q

Human behaviorHuman behavior 4 q4 q Special hazard systemsSpecial hazard systems 4 q4 q

Smoke managementSmoke management 4 q4 q

Explosion protectionExplosion protection 3 q3 q


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The Life Cycle of an ExamThe Life Cycle of an ExamQuestionQuestion

Drafted by rank & file SPFE member (YOU)Drafted by rank & file SPFE member (YOU) Reviewed/edited by subject matter experts onReviewed/edited by subject matter experts on

SFPE Licensing (Exam) CommitteeSFPE Licensing (Exam) Committee

Beta tested at SFPE Annual Meeting (YOU)Beta tested at SFPE Annual Meeting (YOU)

Put into the Problem Bank at NCEESPut into the Problem Bank at NCEES

Pulled from Bank to assemble examinationPulled from Bank to assemble examination

Given on examinationGiven on examination

ReRe--evaluated based on exam performanceevaluated based on exam performance


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Item WritingItem Writing


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Item Writing NomenclatureItem Writing Nomenclature

Item = entire questionItem = entire questionStem = problem statementStem = problem statement

Options = multiple choicesOptions = multiple choicesKey = right answerKey = right answer

Distracters = wrong answersDistracters = wrong answers


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Example ItemExample Item

StemStem -- Which of the following temperaturesWhich of the following temperaturesinin C is most nearly equivalent to aC is most nearly equivalent to atemperature of 60temperature of 60 F?F?

Options:Options:KeyKey (A)(A) 1515

DistracterDistracter (B)(B) 3333

DistracterDistracter (C)(C) 5050

DistracterDistracter (D)(D) 5151


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Solution to ExampleSolution to Example

(60(60 -- 32)5/9 = 15.532)5/9 = 15.5 Option (a)Option (a)

Distracters:Distracters:

(b) did not subtract 32 from 60(b) did not subtract 32 from 60 ( = 33)( = 33)

(c) multiplied by 9/5(c) multiplied by 9/5 ( = 50)( = 50)

(d) added 32 to 60(d) added 32 to 60 ( = 51)( = 51)


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Writing Good ItemsWriting Good Items -- DOsDOs Work in about 6 minutesWork in about 6 minutes

One correct answerOne correct answer Simple and direct languageSimple and direct language

Code information given in stemCode information given in stem

Plausible optionsPlausible options

Mutually exclusive optionsMutually exclusive options

Common errors make good distractersCommon errors make good distracters All options the same lengthAll options the same length

Most items include the term is mostMost items include the term is most

nearlynearly


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Writing Good ItemsWriting Good Items DONTsDONTs

Code LookCode Look--upup Negative wordingNegative wording

Extremes (always/never/only/every)Extremes (always/never/only/every)

Soft wording (much more/somewhatSoft wording (much more/somewhatmore/much less)more/much less)

Avoid grouping options too closelyAvoid grouping options too closely Use None of the above sparinglyUse None of the above sparingly

Extraneous clues to the correct answerExtraneous clues to the correct answer

Sets of questionsSets of questions


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ExamplesExamples


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Based on the description of the excavated channel,Based on the description of the excavated channel,

Mannings roughness coefficient should not exceedMannings roughness coefficient should not exceed

A. 0.016A. 0.016

B. 0.020B. 0.020C. 0.042C. 0.042

D. 0.055D. 0.055

ExceedExceed

Flaw: Say answer is (B), 0.020, then (C) andFlaw: Say answer is (B), 0.020, then (C) and

(D) are also true(D) are also true


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Which of the following factors could enter into aWhich of the following factors could enter into a

decision about the type of circuit to be used?decision about the type of circuit to be used?

A. Weather at the plant siteA. Weather at the plant site

B. Terrain at the plant siteB. Terrain at the plant site

C. None of the aboveC. None of the above

D. All of the aboveD. All of the above

All or NoneAll or None

Flaw: All of the above cannot be true since itFlaw: All of the above cannot be true since it

includes None of the aboveincludes None of the above


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Redundant control data highways for a DCS areRedundant control data highways for a DCS are

to be extended with fiber optic cable. Which of theto be extended with fiber optic cable. Which of the

following installation practices is the mostfollowing installation practices is the most

important?important?

BalancedBalanced

A. Redundant fiber optic cables should be the sameA. Redundant fiber optic cables should be the same

length to minimize time delay errors.length to minimize time delay errors.B.B.Fiber optic cables should not be run near and parallelFiber optic cables should not be run near and parallel

to alternating current cables.to alternating current cables.

C.C.Redundant fiber optic cables should take separateRedundant fiber optic cables should take separatepaths to reduce common mode interferencepaths to reduce common mode interference

D.D.Redundant fiber optic cables should take separateRedundant fiber optic cables should take separate

paths to reduce risk of mechanical damage.paths to reduce risk of mechanical damage.

Tests practice; Qualitative;

Balanced length of options


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In extrapolating data to determine the 50In extrapolating data to determine the 50-- or 100or 100--year flood from a series of much shorter duration,year flood from a series of much shorter duration,

the probable error or standard deviation of thethe probable error or standard deviation of the

estimated flood canestimated flood can

Short distractersShort distracters

A.A. be determined from a linear regression of Q versus Tbe determined from a linear regression of Q versus Trr..

B.B. be determined from a linear regression of Q versus log Tbe determined from a linear regression of Q versus log Trr..

C.C. be determined from a quadratic regression of Q versus logbe determined from a quadratic regression of Q versus log

TTrr..

D. NOT be determined because the method of extrapolatingD. NOT be determined because the method of extrapolating

the curve is arbitrary and has no basis in the physics of thethe curve is arbitrary and has no basis in the physics of thehydrologic system, even though such extrapolation ishydrologic system, even though such extrapolation is

routinely performed by engineering practitioners androutinely performed by engineering practitioners and

regulatory bureaucrats.regulatory bureaucrats.

Flaw: Key is longer than distracters -more qualified and specific


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Flaw: This itemis too long.


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Code LookupCode Lookup

Per NFPA 101,Per NFPA 101, Life Safety CodeLife Safety Code, the, themaximum permissible travel distancemaximum permissible travel distance(ft) in a new, sprinkler protected,(ft) in a new, sprinkler protected,

business occupancy is:business occupancy is:(a) 75(a) 75

(b) 100(b) 100

(c) 200(c) 200

(d) 300(d) 300


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Why dont we want it?Why dont we want it?

It only tests whether a candidate canIt only tests whether a candidate canfind the applicable requirement in NFPAfind the applicable requirement in NFPA

101101

It doesnt assess whether the candidateIt doesnt assess whether the candidate

knows what travel distance is or how toknows what travel distance is or how to

measure itmeasure it


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Better VersionBetter VersionIn the figure below, the travel distanceIn the figure below, the travel distance

from Room 1 is equal to:from Room 1 is equal to:(a)(a)AA

(b)(b) BB

(c)(c)A + BA + B

(d)(d)A + CA + C


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Why we want it?Why we want it? Assesses the Candidates understanding ofAssesses the Candidates understanding of

the concept of travel distancethe concept of travel distance Assesses the Candidates ability to measureAssesses the Candidates ability to measure

travel distancetravel distance

Does not require a complianceDoes not require a compliancedeterminationdetermination

Does not require the candidate to have aDoes not require the candidate to have acode book to look up an allowable travelcode book to look up an allowable travel

distancedistance


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You are testYou are test--wise if you canwise if you can

select the key of the followingselect the key of the following

items based on clues given initems based on clues given in

the item without knowing thethe item without knowing the

content.content.

ARE YOUARE YOUTEST WISE?TEST WISE?


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What is the primary purpose of the cluss inWhat is the primary purpose of the cluss in

frumpaling?frumpaling?

A. remove clussA. remove cluss--prangsprangsB. patch tremailsB. patch tremails

C. loosen cloughsC. loosen cloughsD. repair plumotsD. repair plumots

ClussCluss

Someone who knows nothing about the contentSomeone who knows nothing about the contentcan still pick A as the key because its the onlycan still pick A as the key because its the only

option to include a word (cluss) found in theoption to include a word (cluss) found in the

stem.stem.


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The fribbled breg will ninter best with anThe fribbled breg will ninter best with an

A. mors.A. mors.

B. ignu.B. ignu.

C. derst.C. derst.D. sortar.D. sortar.

Fribbled bregFribbled breg

TestTest--wise candidates will select B because it iswise candidates will select B because it is

the only option that grammatically flows fromthe only option that grammatically flows from

the stem.the stem.


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Why does the sigla frequently overfesk theWhy does the sigla frequently overfesk the

trelsum?trelsum?

A. All siglas are mellious.A. All siglas are mellious.

B. Siglas are always votial.B. Siglas are always votial.C. The trelsum is usually tarious.C. The trelsum is usually tarious.

D. No trelsa are directly feskable.D. No trelsa are directly feskable.

SiglaSigla

TestTest--wise candidates can identify C as the keywise candidates can identify C as the keybecause all the other options contain words (i.e.because all the other options contain words (i.e.all, always, no) associated with falseall, always, no) associated with false

statements.statements.


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Trassign normally occurs under which of theTrassign normally occurs under which of thefollowing conditions?following conditions?

A. when dissles frullA. when dissles frullB. when lusp trasses the vomB. when lusp trasses the vom

C. when the belgo lisks tariousC. when the belgo lisks tariousD. when the viskal flans, if the viskal is zortilD. when the viskal flans, if the viskal is zortil

and the hackshe is plaffedand the hackshe is plaffed

TrassignTrassign

TestTest--wise candidates will pick D as the key because itwise candidates will pick D as the key because it

is the only option to specify a condition and the stemis the only option to specify a condition and the stem

directs candidates to look for a condition. It is also thedirects candidates to look for a condition. It is also the

longest.longest.


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What probable causes are indicated when dossWhat probable causes are indicated when doss

occurs in a compots?occurs in a compots?

A. The sabs foped and the doths tinzed.A. The sabs foped and the doths tinzed.

B. The kredgs roted with the rots.B. The kredgs roted with the rots.C. The rakogs were not accepted in the sluth.C. The rakogs were not accepted in the sluth.

D. The polats were thenced in the sluth.D. The polats were thenced in the sluth.

DossDoss

This one is relatively tricky, yet some testThis one is relatively tricky, yet some test--wisewise

candidates may be able to deduce that A is thecandidates may be able to deduce that A is the

only option with multipleonly option with multiple causescauses (sabs(sabs andand

doths).doths).


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The nintering function of the ignu is most effectivelyThe nintering function of the ignu is most effectively

performed in connection with theperformed in connection with the

A. arazma tol.A. arazma tol.

B. fribbled breg.B. fribbled breg.

C. groshing statol.C. groshing statol.D. frallied stantels.D. frallied stantels.

IgnuIgnu

This one is also tricky, but some testThis one is also tricky, but some test--wise candidateswise candidateswill remember thatwill remember that ignusignus andand fribbled bregsfribbled bregs were linkedwere linked

in the second item and thus select B here. This isin the second item and thus select B here. This is

called cueing. It can be difficult to detect, but youcalled cueing. It can be difficult to detect, but you

should always check for it.should always check for it.


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Testing the TestTesting the Test


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Fairness GoalsFairness Goals

Scoring not subjectiveScoring not subjective Different exam administrations yieldDifferent exam administrations yield

similar gradessimilar grades

Exam results on individual questionsExam results on individual questions

show questions are able to distinguishshow questions are able to distinguish

adequate and inadequate performanceadequate and inadequate performance


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Exam to ExamExam to Exam

Repeat some questions (about )Repeat some questions (about ) Compare two groups on the questionsCompare two groups on the questions

in commonin common

Norm the two groupsNorm the two groups

Serious Implications for Exam SecuritySerious Implications for Exam Security

FPE Exam more difficult to norm thanFPE Exam more difficult to norm thanother because of small numbersother because of small numbers


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Fair QuestionsFair Questions

40 to 80% of test takers get question right40 to 80% of test takers get question right Less indicates problem too hardLess indicates problem too hard

More indicates problem too easyMore indicates problem too easy

Wrong answers spread acrossWrong answers spread across distractorsdistractors

Positive relationship between performancePositive relationship between performance

on question and performance on entireon question and performance on entireexamexam


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What Happens if aWhat Happens if aQuestion is Bad?Question is Bad?

If many test takers get the same wrongIf many test takers get the same wronganswer, both the correct and theanswer, both the correct and thepopular wrong answer are acceptedpopular wrong answer are accepted

and exam isand exam is rescoredrescored.. If problem is too hard or perverse thenIf problem is too hard or perverse then

everyone is given credit for the problemeveryone is given credit for the problem

and the exam isand the exam is rescoredrescored.. The question leaves the bank to beThe question leaves the bank to be

reworked or retiredreworked or retired


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Philosophical IssuesPhilosophical Issuesfor Exam Writersfor Exam Writers

Forcing all problems to be independentForcing all problems to be independentlimits the complexity of problems thatlimits the complexity of problems thatcan be on examcan be on exam

Time limits favor qualitative questionsTime limits favor qualitative questionsover calculation questionsover calculation questions

Qualitative questions tend to becomeQualitative questions tend to become

trivial if there is an single unarguabletrivial if there is an single unarguablecorrect answercorrect answer


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Questions?Questions?

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