1. Significance of National Standards and Accreditation in Certification Programs
Presented by: Stephen Gambescia, PhD, MEd, MBA, MHum, MCHES
in cooperation with
Blossom Paravattil, MPH, CHES
Linda Lysoby, MS, MCHES, CAE
Melissa Rehrig, MPH, MCHES
141st APHA Annual Meeting
Boston, MA

2. Presenter Disclosures
Stephen Gambescia, PhD, MEd, MBA, MHum, MCHES
The following personal financial relationships with commercial interests relevant to this presentation existed during the past 12 months:
No relationships to disclose

3. Objectives
By the end of the presentation, participants will be able to:
Describe the significance of the NCCA accreditation for certification programs
Discuss the NCHEC certification requirements that have been developed to be in compliance with certification accreditation national standards.

4. National Commission for Certifying Agencies (NCCA)
Accrediting Body of The Institute of Credentialing Excellence (ICE)
Purpose -to provide the public and other stakeholders the means by which to identify certification programs that serve their competency assurance needs
Accredited approximately 300 programs from more than 120 organization.
The Institute for Credentialing Excellence (ICE) developed the National Commission for Certifying Agencies (NCCA) in order to “ensure the health, welfare, and safety of the public through the accreditation of a variety of certification programs/organizations that assess profession competence”.
Certification that become NCCA accredited have met rigorous standards. These include: administration of the certification, recertification processes, and assessment development.
NCCA has accredited approximately 300 programs from more than 120 organizations.

5. Who Wields the Power?
That’s right! The answer: Wisconsin. Another 50 points for God, and… uh, oh, looks as if Norman, our current champion, hasn’t even scored yet.

6. The Dynamic Spheres of Influence among Stakeholders in Quality Assurance of Professional Practice
Source: The Dynamic Spheres of Influence among Stakeholders in Quality Assurance of Professional Practice (Gambescia, 2006; updated 2012)

7. NCCA Accreditation Standards
5 Sections, 21 Standards
Purpose, Governance, and Resources (5)
Responsibilities to Stakeholders (4)
Assessment Instruments (9)
Recertification (2)
Maintaining Accreditation (1)
The National Commission for Certifying Agencies (NCCA) is the Accrediting Body of The Institute of Credentialing Excellence and it has
5 Sections of Standards, 21 standards:
Purpose, Governance, and Resources (5)
Responsibilities to Stakeholders (4)
Assessment Instruments (9)
Recertification (2)
Maintaining Accreditation (1)

8. Professional Credentialing Components
Role delineation or job analysis
Link exam to defined body of knowledge
Reliability and validity based on psychometric methods
Minimum pass score set
Parallel forms of exam created
According to the Institute for Credentialing Excellence (ICE) formerly known as NOCA, the following components are essential for a valid certification:
Role Delineation or Job Analysis Conducted and Periodically Validated
Link Exam to Defined Body of Knowledge Based on Role Delineation
Reliability and Validity of Exam Based on Psychometric Methods
Establish a Minimum Pass Score (not everyone passes the exam)
Create Parallel Forms of Exam
Source: Institute for Credentialing Excellence (ICE)
Formerly known as National Organization for Competency Assurance,(NOCA

9. Accreditation of CHES & MCHES
NCCA Standards
CHES
MCHES
The founders of NCHEC developed the CHES certification in 1989 with the NCCA standards in mind. Foundational decisions such as forming a separate entity for NCHEC rather than part of an existing membership organization supported the accreditation standard for independent governance structure. The CHES certification was first NCCA accredited in 2008.
In May 2013, the CHES certification was re-accredited and the newly created MCHES certification was granted accreditation. It important to note that the NCCA accredits the certification, not the certifying agency

10. Accreditation of CHES & MCHES
CHES reaccreditation 2013
MCHES accreditation 2013
The CHES certification was first NCCA accredited in 2008.
In May 2013, the CHES certification was re-accredited and the newly created MCHES certification was granted accreditation.
NCCA accredits the certification, not the agency
In May 2013, the CHES certification was re-accredited and the newly created MCHES certification was granted accreditation. It important to note that the NCCA accredits the certification, not the certifying agency

11. Standard 1
The purpose of the certification program is to conduct certification activities in a manner that upholds standards for competent practice in a profession, occupation, role or skill.
The mission of NCHEC  is to enhance the professional practice of Health Education by promoting and sustaining a credentialed body of Health Education Specialists. To meet this mission, NCHEC certifies health education specialists, promotes professional development, and strengthens professional preparation and practice.

12. Standard 2
The certification program must be structured and governed in ways that are appropriate for the profession, occupation, role, or skill that ensure autonomy in decision making over essential certification activities.
NCHEC is governed by an 11-person Board of Commissioners and two 7-person and one 13- person Division Boards. Each division board addresses one of the three activities noted in NCHEC’s mission: certification, professional development and professional preparation. All directors and commissioners are elected volunteers and are active credential holders with the exception of the public member who is appointed by the Board of Commissioners after a call for nominations.

13. Standard 3
The certification board or governing committee of the certification program must include individuals from the certified population, as well as voting representation from at least one consumer or public member. For entities offering more than one certification program, a system must be in place through which all certified populations are represented, with voting rights on the certification board or governing committee.
All commissioners and division board directors must be CHES/MCHES, with the exception of the public member.
According to the Bylaws : At least one commissioner shall be a CHES and at least one commissioner by MCHES. If either of these certifications is not represented on the Board, the board will appoint an additional person holding such certification.

14. Standard 4
The certification program must have sufficient financial resources to conduct effective and thorough certification and recertification activities.
NCHEC has sufficient financial resources to conduct certification activities. The examination is a core function of NCHEC, thus the Board has keen oversight for giving the appropriate resources to the full examination process.

15. Standard 5
The certification program must have sufficient staff, consultants, and other human resources to conduct effective certification and recertification activities.
Linda Lysoby- Executive Director
Melissa Rehrig- Deputy Executive Director
Cynthia Kusorgbor- Credentialing Project Specialist (MCHES Exam)
Tanya Cole- Exam Coordinator/Office Manager (CHES Exam)
Melissa Schmell- Continuing Education Coordinator
Lisa Petrone- Financial Coordinator
Laura Swift- Administrative Coordinator

16. Standard 6
A certification program must establish, publish, apply, and periodically review key certification policies and procedures concerning existing and prospective certificants, such as those for determining eligibility criteria, application for certification, administering assessment instruments, establishing performance domains, appeals, confidentiality, certification statistics, discipline, and compliance with applicable laws.
CHES exam based on 162 entry-level Sub-competencies
Eligibility Requirements- Bachelors degree
MCHES exam based on both entry and advanced Sub-competencies
Eligibility Requirements- CHES for 5 years or Masters degree + 5 years
All information is published on the NCHEC website, CHES/MCHES brochure and handbook
All this information is in the CHES/MCHES brochure, website and handbook. It is required that this information be published.

17. Standard 7
The certification program must publish a description of the assessment instruments used to make certification decisions as well as the research methods used to ensure that the assessment instruments are valid.
Exam content is based on the Seven Areas of Responsibility (on website, brochure, handbook)
Exam background and scoring is available on website.

18. Standard 8
The certification program must award certification only after the knowledge and/or skill of individual applicants have been evaluated and determined to be acceptable
In order to earn the CHES or MCHES credential an individual must complete either the CHES or MCHES exam and pass.

19. Standard 9
The certification program must maintain a list and provide verification of certified individuals.
NCHEC maintains a list of credential holders
The certification status of an individual may be verified by contacting the NCHEC office.

20. Standard 10
The certification program must analyze, define and publish performance domains and tasks related to the purpose of the credential, and the knowledge and/or skill associated with the performance domains and tasks, and use them to develop specifications for the assessment instruments.
NCHEC conducts a Job Analysis every 5 years. The current exam is developed based on 2010 HEJA results:
7 Areas of Responsibility
34 Competencies
223 Sub-competencies
162 entry-level
61 advanced-level

21. Standard 19
The certification program must require periodic recertification and establish, publish, apply, and periodically review policies and procedures for recertification.
Purpose of professional certification is to ensure a high level of competence in the health education field.
For a 5-year period- 75 CECH: 45 must be from Cat I, the remaining 30 may come from Cat II.

22. Standard 20
The certification program must demonstrate that its recertification requirements measure or enhance the continued competence of certificants.
The Continuing Education Coordinator conducts an in-depth process for reviewing continuing education opportunities. The development of policies related to continuing education is the responsibility of the DBPD.

23. Professional Certification Program
Assessment-based Certificate Program
Focus is assessment of individuals
Job Analysis/Role Delineation to validate assessment (periodically revised)
Provider is independent from educational/training program
Credential is time limited – certificants are subject to disciplinary policy
Required to engage in specified activities designed to measure continued competence
An acronym is awarded or letters after ones’ name to signify maintenance of credential
Focus is education and training
Content validation at a minimum document the link between intended learning outcomes and the assessment
Provider conducts or sponsors the training required
NOT time limited (does not lapse or expire)
NOT required to engage in subsequent activities for maintenance
NOT awarded an acronym or letters for use after name
ICE Resource: Defining Features of Quality Certification and Assessment-based Certificate Programs

24. Questions?
For more information, please visit the ICE Website- NCCA standards