Purpose

To determine authenticity and authorship.

Method

The specifics of an investigation will depend on the nature of the document being studied (e.g., historical or personal) and the goals of the inquiry. Generally speaking, a document will be examined from three different aspects: historical, scientific, and stylistic.

Historical Analysis

It is virtually impossible to pinpoint the age of an undated document, but there may be clues to the era. If it is a printed piece - say a greeting card - the method of printing, address, and even the stamp may be important.

At the very least, materials and techniques must be consistent with place and time. Many forgeries are identified by the presence of materials that didn’t exist at the time alleged.

Scientific Analysis

A detailed paper analysis will detect every shred of physical evidence concealed in a document.

Stylistic Analysis

Comparisons of style are essential for authentication. Penmanship, cultural phrasing, and form of address can help to identify both the era and author. Handwriting comparisons can authenticate a signature or manuscript.

In some cases, all of it taken together can’t solve a historical puzzle. For example, there are five known manuscript copies of the Gettysburg Address. Testing has proved that all are authentic Lincoln documents. But it will never prove, definitively, which of the five Lincoln actually read from at Gettysburg.

The Certified Management Accountant (CMA) professional credential, offered by the Institute of Management Accountants (IMA), is the certification to get if you're in the management accounting profession. While you don't have to become a CMA to work as a management accountant, many do, and there are more than 40,000 active members. A lot of accountants have decided to pursue the CMA since the program's inception in 1972. In this article, we'll take a look at what four CMA holders have to say about the designation's benefits.

Testing Process

These exams can be taken at Bethel or through an external authorized Certiport testing center.  Certiport.com/locator can help you find an external site.  If you would like to take the exams at Bethel, please email their testing coordinator at whiste@bethel.edu.

Study Resources

• The MOS Exams are currently only supported in a Windows environment. The testing at Bethel will occur on Windows computers. If you are used to MS Office on a Mac you should spend time ensuring you are familiar with the objectives below on a Windows computer.
• Bethel provides student access to Lynda.com through lynda.bethel.edu. This is a great resource on a wide variety of topics. There are Lynda courses for Microsoft Office Specialist exam preparation including a Word 2016 course, PowerPoint 2016 course, and Excel 2016 course.
• Microsoft Office Specialist Study materials can also be located at bookstores or some libraries.
• You can also find material on:
• For individual exam Objectives:

Fees

• The MOS Exams are currently only supported in a Windows environment. The testing at Bethel will occur on Windows computers. If you are used to MS Office on a Mac you should spend time ensuring you are familiar with the objectives below on a Windows computer.
• Bethel provides student access to LinkedIn Learning. This is a great resource on a wide variety of topics. There are LinkedIn Learning courses for Microsoft Office Specialist exam preparation including a Word 2019 course, PowerPoint 2019 course, and Excel 2019 course.
• Microsoft Office Specialist Study materials can also be located at bookstores or some libraries.

Fees

The test fee is $25 per test ($75 required for all 3 tests). Payment of the test fee must be made when registering for the test. No test can be taken unless this fee is paid. Payment must be made with a credit card (VISA, MasterCard, or American Express only). Sorry, no personal checks or cash.

Test Requirements

Current & valid picture ID: driver's license, passport, or Bethel identification card. Confirmation email sent to your bethel.edu email address showing payment for the assessment(s). You must be a Bethel Student, Faculty or Staff to take this assessment.

Accommodations

Bethel University is committed to creating access to all students. For test accommodations see the procedure and submit your request.   

Cancellation Policy

Exam cancellations less than 48 hours before the exam or lack of attendance at exams are considered non-refundable. To cancel or re-schedule prior to 48 hours please contact the testing coordinator at whiste@bethel.edu or 651.638.6573.

Questions?

Contact their testing coordinator at 651.638.6573.

Registration

Register Now

General Final exam Information⁠

GeneralFinal exams will be generated by the Registrar’s Office according to an exam matrix on or about the last day of the add/drop period for the term for any course that has 'Yes' indicated for a Final exam in the catalog. The day and time of the first class meeting during the week determine the date and time for each exam. Courses that meet outside the normal university block scheduling will be scheduled within the time block that best fits the schedule without creating conflicts for students.

Exam times are as follows:

• 8 – 11 a.m.
• 11:30 a.m. – 2:30 p.m.
• 3 – 6 p.m.
• 6:30 - 9:30 p.m.

While exam blocks are three hours long, the genuine length of the exam is determined by the instructor.

If examination days are postponed because of weather conditions, the first make-up day is documented on the academic calendar.

Faculty should review their exam schedule just after the last day of add/drop. If an exam was not generated or changes are needed, please email: scheduling@uml.edu. Requests for final exams, combined exams, etc. will not be accepted after the mid-semester evaluation date for the term in question. Please refer to the academic calendar for specific date information.

Common Exams

• Faculty should plan to administer a separate exam for each section of a course that they are teaching.
• Requests for common exams must be approved by the Dean AND the course must have, at minimum, three (3) class sections to be considered for common exam scheduling. 
• Requests should be submitted by email to: scheduling@uml.edu no later than the mid-semester evaluation date for said term, and all requests are subject to classroom availability.
• Common Finals will need to be applied to all sections of a course not to individual instructors.
• Common exam Finals will be assigned to a common exam block. 
  • Students who are scheduled for two common exams at the same time should check with their instructors to see which exam has priority.

Note: Requests for combined exams will not be accepted after the mid-semester evaluation date for the term in question. Please refer to the academic calendar for specific date information.

Examination Conflicts

If a student has three (or more) finals scheduled on the same exam day, the student has the right to ask that a make up exam (or exams) be scheduled to reduce the number of exams in each day to two. Under these circumstances, required courses¹ take priority, so the student should make every effort to arrange the make-up exam for a non-required course with the respective instructor. Likewise, if a student has two finals scheduled in the same exam period, the required course takes priority; the student should schedule a make-up exam for the non-required conflicting course with the respective instructor. If for any reason a mutually agreeable solution between the student and the instructor cannot be achieved, the student should see his or her college dean immediately.

Students – If you have questions regarding any of your final exams, please contact your instructor directly. Instructors should reach out by email to: scheduling@uml.edu if an exam update is needed in SiS.

^1'Required courses' refers to whichever course is required toward that specific student’s degree pathway.

Final Exams for Hybrid and Virtual Class Sections

Exams (including final exams) for fully virtual classes should be administered virtually, as that is the modality which students selected. Exceptions to hold on-campus exams require deans' approval. An email (noting the approval) should be sent by email to: scheduling@uml.edu so that the exam location may be updated – exceptions are subject to room availability. If approved, faculty must indicate the alternate exam format in their course syllabus and accommodate students who are unable to attend in-person exams.

If a class section is hybrid (includes both an in-person meeting and either an online or virtual meeting pattern), then the final exam will be assigned as in-person, but the instructor may request the final exam to be virtual/online depending on the modes of instruction of the hybrid section. Hybrid courses also include courses that have more than one component with different modes of instruction (i.e., the lecture portion is virtual, but the recitation is in-person) and the instructor may decide whether or not the final exam is in-person in this scenario as well. Any requests for final exam updates should be sent by email to: scheduling@uml.edu.

Undergraduate and Graduate Final Exams (Day-school Sections)⁠

• Faculty are not required to administer cumulative final examinations and should assess their students as appropriate to their discipline and course content. If an exam is assigned and will not be taking place, please email: scheduling@uml.edu.
• Faculty who opts to administer final examinations must do so at the time and place specified by the Registrar's Office and listed in SiS. All day-school sections that are noted in the catalog with 'Yes' for final exam, will have a final exam block generated.
• Final take-home examinations or final papers must not be due earlier than the time that the Registrar's Office has scheduled the final examination for the course in question (although instructors may opt to allow such examinations or papers to be submitted early).
  • Note: If an academic program requires that students take final examinations for accreditation purposes, faculty are expected to adhere to the requirements of their accrediting organization.
• Graduate class sections may opt to administer their final exams on the last day of regular class meetings (week prior to the final exam period) but should contact scheduling if this is what they decide and need to remove a final exam block that was generated for their class section.
• For any course with a final exam during the exam period, no hour-examination (or major paper or project) shall be administered or due during the last five academic days of the semester unless the college dean has allowed an exemption.

Graduate, Online and Professional Studies Final Exams (GPS Sections)⁠

Graduate, Online and Professional Studies sections (section number typically begins with '0') take place on the final on-campus meeting day for that section (usually the week prior to the final exam period) – please see the on-campus course dates on Graduate, Online and Professional Studies website for the final meeting date (not to be confused with the course session dates).

If a GPS section is 'matched' (combined) with a day-school section (example ACCT 2010 201 and ACCT 2010 001), the final exam will follow day-school guidelines and an exam block will be assigned for both sections in SIS.

Classroom Reservations During the Final exam Period⁠

Classroom reservations for ad hoc needs during the final exam period (review sessions, exam accommodations, makeup exams, etc.) will be accepted one week prior to the final exam period. Please email scheduling for these requests.

Makeup Examinations⁠

Individual makeup exams should be coordinated between the student and instructor as needed and should take place through the UMass Lowell Testing Centers or in a department location (please do not use academic classrooms for individual makeup exams without a confirmed reservation).

If an entire class needs to makeup an exam due to an unforeseen circumstance or emergency, the exam should be rescheduled by emailing: scheduling@uml.edu. Makeup exams for classes should take place during the regular examination period. 

The university final exam makeup dates listed on the university calendar are only to be used for inclement weather or other unanticipated university closure and should not be used as final exam dates for individual student or class makeup exams.

Disability Services Support & Resources⁠

Students who are registered with the Disability Services Office and have been approved for an extended time accommodation: if you have two exams scheduled on the same day, you may reschedule one of the exams if it has been confirmed that both exams are scheduled to use the entire 3-hour block. Please refer to the instructions under Examination Conflicts listed above to do so. For any other accommodation or disability-related question or concern, please contact by email: disability@uml.edu or visit Disability Services website for faculty and student resources.

In January 2023, they reported on the reasons why nursing exam pass rates fell in 2020 and 2021. In this report, they follow up on what has happened since.

During the first 2 years of the COVID-19 pandemic, the share of candidates who passed the national licensure exam to work as a registered nurse fell sharply, from 88.2% to 82.5%, for first-time U.S.-educated candidates, with a smaller decline -- from 72.8% to 68.9% -- for all candidates, including internationally educated and repeat test-takers.

In 2022, pass rates continued to drop, averaging 79.9% (8 percentage points lower than in 2019) for first-time U.S.-educated candidates, and 63.4% for all candidates, the lowest point in the last decade.

In 2023, to most experts' surprise, that spiral appears to be turning around.

Things Are Looking Up

The reason for this reversal depends on whom you ask. Test developers have argued that rates improved due to radical transparency and massive outreach to stakeholders, while some online critics have suggested the test simply got easier. Other nurse educators agreed that the increased transparency and outreach impacted rates, but worry those same measures exacerbated a culture of "teaching to the test."

Understanding trends in exam pass rates also requires context.

The National Council of State Boards of Nursing (NCSBN) produces the exam that aspiring nurses take to gain licensure: the National Council Licensure Examination (NCLEX). This exam uses computerized adaptive testing, which means each test-taker gets virtually a different exam, the difficulty of which changes based on the response given.

Every 3 years, the NCSBN assesses the pass rates for the exam and determines whether the current passing standard is appropriate. If the NCSBN's board of directors decides that the level of clinical judgment required of nurses in practice has increased, it can vote to raise the passing standard.

In December 2022, the NCSBN's board voted to keep the current passing standard on the NCLEX through March 31, 2026. Months later, on April 1, the NCSBN launched the Next Generation NCLEX (NGN), a new version of the NCLEX that aims to more effectively measure test-takers' clinical judgment.

Anytime a new exam is introduced, pass rates tend to dip by a few percentage points in the first two to three quarters, explained Philip Dickison, PhD, RN, CEO of the NCSBN. He said he was naturally a bit concerned about a new exam compounding the "drastic drop in the ability curve" seen during the pandemic, "but it was still the right thing to do."

Keith Rischer, PhD, RN, a nurse educator and owner of KeithRN, a nursing education company, recalled that the last major change to the NCLEX occurred when the passing standard was raised by 0.16 percentage points in 2012. Pass rates fell more than 7 percentage points -- from 90.34% for first-time candidates to 83.04% -- in a single year.

While the NCSBN kept the same passing standard in 2022, the stronger emphasis on clinical judgment and the "unique six-question case studies" in the NGN was predicted to increase the difficulty of the exam in some respects.

"There was an anticipation that this was going to be another precipitous decline in NCLEX pass rates," Rischer said.

Post-Pandemic Rebound

However, that wasn't what happened. Instead, preliminary data showed a jump in pass rates, from 79.9% in 2022 to 88.6% in 2023, for all first-time U.S.-educated candidates. Importantly, the 2023 data exclude the fourth quarter of the calendar year, which typically has the lowest pass rate, experts noted.

Still, Dickison said he was "pretty amazed" at the speed of the recovery. Some viewed the change as a "huge increase," but he stressed that rates were starting from a low baseline following a 3-year period when other variables, namely pandemic-related disruptions, impacted pass rates.

"What I think you're seeing ... is that they have rebounded to pre-pandemic ability levels in their measurements," he said.

Dickison credits the rebound to NCSBN's decision to let educators, regulators, and -- controversially -- preparatory groups "under the hood" of the new exam for several years before the NGN actually launched.

"The idea was to be as transparent as possible to all stakeholders," Dickison said. This meant leveraging opportunities at conferences and during webinars, and sharing what to expect of the new exam -- from case studies and measurement models -- in newsletters. Dickison also credited educators for the big role they played in helping prepare students.

Rayna Letourneau, PhD, RN, executive director of the Florida Center for Nursing, said that while some nurse educators have noted the exam has gotten "too easy," she suggested that perhaps the NGN is simply "a more logical way to measure what nursing students are being taught."

Similarly, she attributes the rise in pass rates to the focus on increased resources and preparation of candidates, including the implementation of "student success" coaching programs.

Teaching to the Test?

Rischer seemed to have a different view, pointing out that the NGN offers partial credit for certain "select-all-that-apply" multiple-choice questions. He said that he believes the real reason for improved pass rates is a shift in nursing education, though he added that his hypothesis is, at this point, "conjecture."

"What they have in the nursing literature for over almost 50 years ... is this widening gap between how nursing is taught in the university and college settings and how it's actually practiced at the bedside," he said. "We're not preparing their graduates for real-world practice realities."

Rischer said he grew even more concerned when he learned from online discussions that some professors were using NGN demo items to teach first-semester students.

"That's called teaching to the test," he argued. Instead of teaching students "alternative multiple-choice items, they need to be teaching their students the open-ended thinking of clinical practice."

For example, for a patient who had an appendectomy, Rischer said the appropriate steps are to take vital signs and conduct a head-to-toe assessment.

"There is not a 'select-all-that apply' multiple-choice item on your forehead that I could say, 'You know what? This is the correct answer,'" he added, noting that the NCSBN "is part of the problem." Currently, the primary mechanism that state nursing boards use to measure a program's performance is their first-time pass rate on the NCLEX, which only "reinforc[es] this unhealthy culture of teaching to the test."

The end result of that, as studies have shown, is that "currently less than 10% [of new nurses] have what practice partners would say is entry-level clinical judgment competency," Rischer said, citing a 2021 study. "Complications develop when a nurse doesn't notice or recognize what's most important until it's too late. So ... clinical judgment competency is a big deal. And teaching to the test ... isn't going to solve that."

He said one solution is to move away from first-time test-taker metrics and potentially allow students to take the exam twice and then average their score.

Another, more dramatic, change would be to include a skills test or what Rischer calls "demonstrable competencies" for essential skills involved in clinical decision making, which could be evaluated by an "objective observer."

"It will take more time. It will take more money, but this is something that they can and should be doing," he said.

'Not the Only Measurement'

For his part, Dickison noted that the NGN, like any exam, has limitations.

While it "measures your cognitive and your thinking ability, their exam does not measure the affective domain, doesn't measure character," he said. For example, the exam cannot assess a "less-than-acceptable social interaction" a student has with a professor, nor does the exam know which student is always late to class.

"If they don't show up to class on time every day, that might be a [sign] that they're not going to show up to a patient when they need to," Dickison explained. "That's why you have a regulatory system. That's why they have an education [system] ... these all have to work together. If you don't pass the NCLEX, you don't go to work, but it is not the only measurement that tells us they have a good nurse."

This course is tailored for paralegals, legal assistants, aspiring legal professionals, and anyone seeking to enhance their understanding of federal law. Whether you're preparing for the Certified Paralegal exam or simply aiming to bolster your legal expertise, this course can assist you towards successfully completing your goal.