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ICTS Illinois Certification Testing System exam plan |

ICTS exam plan - Illinois Certification Testing System Updated: 2024

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Exam Code: ICTS Illinois Certification Testing System exam plan January 2024 by team

ICTS Illinois Certification Testing System

Exam: ICTS (Illinois Certification Testing System)

Exam Details:
- Number of Questions: The number of questions may vary depending on the specific certification or subject area.
- Time: The exam duration varies depending on the specific certification or subject area.

Course Outline:
The ICTS is a comprehensive testing system used in the state of Illinois to assess the knowledge and skills of individuals seeking certification in various education-related fields. The course outline for ICTS exams can vary widely depending on the specific certification sought. However, the general categories of exams offered by the ICTS include:

1. Content Area Knowledge:
- This section focuses on the specific subject area related to the certification being sought (e.g., mathematics, science, English, social studies).
- It assesses candidates' understanding of the content knowledge required for teaching or working in the chosen field.
- The content area knowledge section may consist of multiple-choice questions, open-ended questions, and performance-based tasks.

2. Pedagogy and Professional Responsibilities:
- This section assesses candidates' knowledge of teaching methodologies, instructional strategies, and classroom management techniques.
- It also covers syllabus related to educational ethics, legal responsibilities, and professional development.
- The pedagogy and professional responsibilities section may include scenario-based questions, case studies, and reflective responses.

Exam Objectives:
The objectives of the ICTS exams are to evaluate candidates' readiness and competency in their chosen certification area. The exams aim to assess the following:

1. Content Knowledge: Candidates' understanding of the subject matter and their ability to apply it in instructional settings.
2. Pedagogical Knowledge: Candidates' understanding of effective teaching strategies, classroom management techniques, and differentiated instruction.
3. Professional Responsibilities: Candidates' knowledge of ethical standards, legal obligations, and professional conduct in the education field.
4. Application of Knowledge: Candidates' ability to apply their knowledge and skills to real-world scenarios, including lesson planning, assessment, and adapting instruction for diverse learners.

Exam Syllabus:
The specific syllabus for each ICTS exam will depend on the certification or subject area. It typically aligns with the Illinois Learning Standards and may cover a wide range of syllabus related to the subject matter and pedagogy. The syllabus may include:

- Subject-specific content knowledge (e.g., mathematics, science, social studies)
- Teaching methodologies and instructional strategies
- Classroom management techniques
- Assessment and evaluation practices
- Individualized instruction and differentiated learning
- Special education considerations
- Ethical standards and professional conduct

It's important for candidates to review the specific syllabus provided by the Illinois State Board of Education for the certification they are pursuing. The syllabus provides detailed information about the topics, skills, and competencies that will be assessed in the ICTS exam.
Illinois Certification Testing System
Certification-Board Certification exam plan

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Illinois Certification Testing System
Question: 301
The letters or letter clusters that represent sounds are called:
A. phonemes.
B. b. graphemes.
C. c. morphemes.
D. d. lexemes.
Answer: B
Question: 302
Which of the following would be of equal concern whether a teacher were selecting a fiction
book or a nonfiction book for use in the classroom?
A. The year in which the book was written
B. The author's style and use of language
C. The author's expertise in the subject
D. The author's use of symbolism and imagery
Answer: B
Question: 303
A teacher tells the class that gasoline prices rose sharply in 2005 when Hurricane Katrina wiped
out more than a quarter of crude oil production in the United States. The economic principle
being taught in this lesson is the effect of:
A. inflation.
B. deflation.
C. deficit spending.
D. supply and demand.
Answer: D
Question: 304
The Maasai people of Kenya live in small villages but spend much of their time traveling great
distances across the Serengeti Plains, following the cattle upon which they rely for sustenance.
The Maasai are best described as:
A. sedentary.
B. agricultural.
C. semi-nomadic pastoralists.
D. hunter-gatherers.
Answer: C
Question: 305
Which of the following statements is NOT true?
A. The Earth rotates on its axis once every 24 hours.
B. A solar eclipse can only occur during a new moon.
C. The Moon rotates on its axis as it revolves around the Earth.
D. A lunar eclipse occurs when the Moon passes between the Earth and the Sun.
Answer: D
Section 24: Sec Twenty Four (306 to 310)
Details:ICTS Learning Behavior Specialist 1
Question: 306
Which of the following factors is most frequently linked with the development of social-
emotional disorders in children?
A. chronic physical illnesses
B. pressure to conform with peer-group expectations
C. traumatic brain injury
D. abuse and/or neglect by caregivers
Answer: D
Question: 307
Which of the following elements of conversational behavior would be most difficult for an
adolescent with a language disorder?
A. recognizing personal space
B. taking turns
C. maintaining eye contact
D. asking questions
Answer: B
Question: 308
Of the following, the most important purpose of instructional assessment should be to:
A. enable teachers to be continually aware of each student's standing in relation to the rest of the
B. serve as a motivational tool to prompt students to increase their effort in the classroom.
C. guide teachers' decision making regarding how best to promote optimal levels of learning and
D. serve as a basis for the teacher's annual performance evaluation.
Answer: C
Question: 309
A linguistically diverse group of young students has been learning the meaning of the words
inside and outside. When the teacher assesses the students' understanding of the words, which of
the following modes of response would be the most equitable for the children to use?
A. drawing a picture of the outside of their classroom
B. discussing both of the words in small groups
C. writing a list of objects that are inside the classroom
D. physically demonstrating the meaning of the words
Answer: D
Question: 310
A general educator has referred a student for special education assessment because the student
exhibits frequent off-task and disruptive behavior. The teacher suspects that the child has
Attention Deficit Hyperactivity Disorder (ADHD). To determine whether the child has this
condition, the pre-referral intervention team must seek assessment information from:
A. the school nurse.
B. the school social worker.
C. a physician.
D. a special education teacher.
Answer: C
Section 25: Sec Twenty Five (311 to 314)
Details:CTS Special Education General Curriculum
Question: 311
The teacher in the above example wants to supply the student something he can manipulate to
arrive at the correct answer. The student should be given:
A. Graph paper so he can properly align the numbers.
B. A blank page to make a visual representation of the problem.
C. A calculator.
D. A digital clock that can be manually moved forward.
Answer: D
Question: 312
At the beginning of the week, a special education teacher asked a group of students to generate a
list of verbs that make visual or sound pictures. She suggests students think of verbs that mean
ways of walking, talking, eating, sitting and playing. The students spend the remainder of the
week compiling the list. They notice interesting verbs as they read books, remark on less
common verbs they hear in conversation or on television and locate interesting verbs in signs,
magazines and other printed materials. One child begins to draw pictures to illustrate some of the
verbs. Two children collaborate to create a play in which they demonstrate some of the verbs in a
dance. A boy writes a song incorporating the list of verbs. The project is extremely successful.
At the end of the week the students have created the following list:
The teacher's goal is to:
A. Enhance students' understanding of theme by encouraging them to make connections between
categories of verbs.
B. Enhance students' vocabulary by encouraging them to find examples in the world around
C. Enhance students' understanding of context by encouraging them to explore verbs for
contextual clues.
D. Enhance students' sense of curiosity by directing their attention to a number of different
resources they may not have considered.
Answer: B
Question: 313
In the previous example, how could the teacher extend the lesson and apply it across the
A. Create a Word Wall with the words the students collected.
B. Have students work on a class dictionary, putting the words in alphabetical order and
explaining what they mean.
C. Ask students to create a chart noting which verbs have 1, 2 or 3 syllables, which verbs contain
double letters, which verbs are also nouns and which verbs have common word-endings.
D. All of the above.
Answer: D
Question: 314
A middle school Language Arts teacher begins each class with 10 minutes of journal writing.
Students are free to write about whatever they choose. She reminds them this is the perfect place
to react to something they've read, write about a problem and try to think of solutions, track a
project they've undertaken and otherwise interact honestly with themselves. The teacher should
A. Collect the journals and select an entry to edit; this will show the student how his writing can
B. Suggest new and innovative ways students can use their journals, including automatic writing,
found poetry, lists, and collages.
C. Collect and review the journals to identify students at risk for drugs, alcohol or sexual abuse.
D. Say nothing about the journals during the school year. They are intensely private and
discussing them in any way with the students violates trust.
Answer: B
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Certification-Board Certification exam plan - BingNews Search results Certification-Board Certification exam plan - BingNews New Cardiology Certification Board: What's the Plan?

The proposal by the major cardiovascular societies in the US to form a new board of cardiovascular medicine to manage initial and ongoing certification of cardiologists represents something of a revolution in the field of continuing medical education and assessment of competency. 

Five US cardiovascular societies — the American College of Cardiology (ACC), the American Heart Association (AHA), the Heart Failure Society of America (HFSA), the Heart Rhythm Society (HRS), and the Society for Cardiovascular Angiography & Interventions (SCAI) — have now joined forces to propose a new professional certification board for cardiovascular medicine, to be known as the American Board of Cardiovascular Medicine (ABCVM)

The ABCVM would be independent of the American Board of Internal Medicine (ABIM), the current organization providing maintenance of certification for cardiologists as well as many other internal medicine subspecialties. The ABIM's maintenance of certification process has been widely criticized for many years and has been described as "needlessly burdensome and expensive." 

The ABCVM is hoping to offer a more appropriate and supportive approach, according to Jeffrey Kuvin, MD, a trustee of the ACC, who has been heading up the working group to develop this plan. 

Kuvin, who is chair of the cardiology at Northwell Health, Manhasset, New York, a l arge academic healthcare system, explained that maintenance of certification has been a subject of discussion across the cardiovascular community for many years, and the ACC has a working group focused on the next steps for evaluation of competency, which he chairs.

"The subject of evaluation of competence has been on the mind of the ACC for many years and hence a work group was developed to focus on this," Kuvin noted. "A lot of evolution of the concepts and next steps have been drawn out of this working group. And now other cardiovascular societies have joined to show unification across the house of cardiology and that this is indeed the way that the cardiovascular profession should move." 

"Time to Separate from Internal Medicine"

The general concept behind the new cardiology board is to separate cardiology from the ABIM. 

"This is rooted from the concept that cardiology has evolved so much over the last few decades into such a large multidimensional specialty that it really does demarcate itself from internal medicine, and as such, it deserves a separate board governed by cardiologists with collaboration across the entirely of cardiology," Kuvin said. 

Cardiology has had significant growth and expansion of technology, tools, medications, and the approach to patients in many specialities and subspecialties, he added. "We have defined training programs in many different areas within cardiology; we have our own guidelines, our own competency statements, and in many cases, cardiology exists as its own department outside of medicine in many institutions. It's just time to separate cardiology from the umbrella of internal medicine." 

The new cardiology board would be separate from, and not report to, the ABIM; rather, it would report directly to the American Board of Medical Specialties (ABMS), the only recognized medical certification body in the US. 

What Are the Proposed Changes

Under the present system, managed by the ABIM, clinicians must undergo two stages of certification to be a cardiologist. First, they have to pass the initial certification exam in general cardiology, and then exams in one of four subspecialties if they plan to enter one of these, including interventional cardiology, electrophysiology, advanced heart failure or adult congenital heart disease

Next, clinicians enter the maintenance of certification phase, which can take three different forms: 1) taking another recertification exam every 10 years; 2) the collaborative maintenance pathway — a collaboration between ACC and ABIM, which includes evaluation, learning and a certified exam each year; or 3) longitudinal knowledge and assessment — in which the program interacts with the clinician on an ongoing basis, sending secured questions regularly. 

All three of these pathways for maintenance of certification involve high stakes questions and a set bar for passing or failing. 

Under the proposed new cardiology board, an initial certification exam would still be required after fellowship training, but the maintenance of certification process would be completely restructured, with the new approach taking the form of continuous learning and assessment of competency. 

"This is an iterative process, but we envision with a new American Board of Cardiovascular Medicine, we will pick up where the ABIM left off," Kuvin notes. "That includes an initial certifying examination for the five areas that already exist under the ABIM system but with the opportunities to expand that to further specialties as well."

He points out that there are several areas in cardiology that are currently not represented by these five areas that warrant some discussion, including multimodality imaging, vascular heart disease, and cardio-oncology. 

"At present, everybody has to pass the general cardiology exam and then some may wish to further train and get certified in one of the other four other specific areas. But one subject that has been discussed over many years is how do we maintain competency in the areas in which clinicians practice over their lifetime as a cardiologist," Kuvin commented. 

He said the proposed cardiology board would like to adhere to some basic principles that are fundamental to the practice of medicine. 

"We want to make sure that we are practicing medicine so that our patients derive the most benefit from seeing a cardiologist," he said. "We also want to make sure, however, that this is a supportive process, supporting cardiologists to learn what they know and more importantly what they don't know; to identify knowledge gaps in specific area; to help the cardiologist fill those knowledge gaps; to acknowledge those gaps have been filled; and then move on to another area of interest. This will be the focus of this new and improved model of continuous competency."

The proposed new board also says it wants to make sure this is appropriate to the area in which the clinician is practicing.

"To take a closed book certified exam every 10 years on the world of cardiology as happens at the current time – or the assessments conducted in the other two pathways – is often meaningless to the cardiologist," Kuvin says. "All three current pathways involve high stakes questions that are often irrelevant to one’s clinical practice." 

Lifelong Learning

"The crux of the changes we are proposing will be away from the focus of passing a test towards a model of helping the individual with their competency, with continuous learning and evaluation of competency to help the clinician fill in their knowledge gaps," he explains.

He described the new approach as "lifelong learning," adding that, instead of it being "a punitive pass/fail environment with no feedback, which causes a lot of discontent among clinicians," it will be a supportive process, where a clinician will be helped in filling their knowledge gaps. 

"I think this would be a welcome change not just for cardiology but across medical specialties," Kuvin said. 

He also pointed out the ABMS itself is considering a continuous competency approach, and the proposed new cardiology board aims to work with the ABMS to make sure that their goals of continuous competency assessment are matched. 

"The world has changed. The ability to access information has changed. It is no longer imperative for a clinician to have every piece of knowledge in their brain, but rather to know how to get knowledge and to incorporate that knowledge into clinical practice," Kuvin noted. "Competency should not involve knowledge alone as in a closed book exam. It is more about understanding the world that we live in, how to synthesize information, where we need to Excellerate knowledge and how to do that." 

Kuvin acknowledged that asking clinicians questions is a very helpful tool to identify their knowledge base and their knowledge gaps. "But we believe the clinician needs to be given resources – that could be a conference, an article, a simulation - to fill that knowledge gap. Then we could ask clinicians some different questions and if they get those right then we have provided a service." 

Tactile skills for cardiologists needing to perform procedures – such as interventionalists or electrophysiologists may be incorporated by simulation in a technology-based scenario.

On how often these assessments would take place, Kuvin said that hadn't been decided for sure. 

"We certainly do not think an assessment every 10 years is appropriate. We envision, instead of an episodic model, it will be rather a lifelong journey of education and competency. This will involve frequent contact and making sure knowledge gaps are being filled. There are criteria being set out by the ABMS that there should be a certain number of touch points with individuals on an annual as well as a 5-year basis to make sure cardiologists are staying within specific guardrails. The exact nature of these is yet to be determined," he said. 

Kuvin added that it was not known yet what sort of hours would be required but added that "this will not be a significant time burden."

What is the Timeframe?

The application to the ABMS for a separate cardiology board is still ongoing and has not yet received formal acceptance. Representatives from the five US cardiovascular societies are in the initial stages of formulating a transition board. 

"The submission to the ABMS will take time for them to review. This could take up to a year or so," Kuvin estimates. 

This is the first time the ABMS has entertained the concept of a new board in many years, he noted. "It will be a paradigm shift for the whole country. I think that cardiology is really at the forefront and in a position where we can actually do this. If cardiovascular medicine is granted a new board, I think this will help change the approach of how physicians are assessed in terms of continuous competency not just in cardiology but across all specialties of medicine."

He added: "We are confident that we can work within the construct of the ABMS guidelines that have been revised to be much more holistic in the approach of continuous competence across the board. This includes thinking beyond rote medical knowledge and thinking about the clinician as a whole and their abilities to communicate, act professionally, work within a complex medical system, utilize medical resources effectively. These all have to be part of continuous competence."

How Much Will This Cost?

Noting that the ABIM has received criticism over the costs of the certification process, Kuvin said they intend to make this "as lean a machine as possible with the focus on reducing the financial [burden] as well as the time burden for cardiologists. It is very important that this is not cumbersome, that it is woven into clinical practice, and that it is not costly." 

But he pointed out that building a new board will have significant costs. 

"We have to think about developing initial board certification examinations as well as changing the paradigm on continuous certification," he said. "This will take some up-front costs, and our society partners have decided that they are willing to provide some start-up funds for this. We anticipate the initial certification will remain somewhat similar in price, but the cost of ongoing continuous competency assessment will be significantly reduced compared to today's models."

Kuvin said the collaboration of the five participating US cardiovascular societies was unprecedented. But he noted that while the transition board is beginning with representatives of these individual societies, it will ultimately be independent from these societies and have its own board of directors. 

He suggested that other societies representing other parts of cardiology are also interested. "Cardiology has recognized how important this is," he said. "Everybody is excited about this."

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What Are CFP Marks? No result found, try new keyword!Becoming a certified financial planner™ is something you might consider if you'd like to expand your business services and attract new clients. Incorporating CFP® marks into your marketing and ... Wed, 03 Jan 2024 01:46:46 -0600 en-us text/html PMI Certifications and Exams: Cost Breakdown

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

If you have started or are planning to start a career in project management, certification from the Project Management Institute (PMI) can solidify your project management skills and make you more marketable as a project management professional.

The job outlook for project managers is excellent, with a projected growth of 33% (translating to around 22 million new jobs) from 2017 to 2027. Earning a PMI certification can make you a standout candidate for the many career opportunities available in this field.

What Are PMI Certifications?

PMI certifications are credentials that validate your knowledge and skills in project management. The Project Management Institute administers these certifications. Earning a PMI certification shows that you have demonstrated the knowledge and skills needed to be a successful project manager.

Certifications are available for project management professionals in all stages of their careers. These certifications help professionals bolster their skills and move to the next level of their careers. The Project Management Institute offers the following PMI certifications.

Project Management Professional (PMP)®

The PMP certification focuses on skills related to managing people, leading project teams, managing technical elements of projects and connecting projects to an organization’s strategies and goals.

Certified Associate in Project Management (CAPM)®

The CAPM certification centers around managing large projects with a variety of approaches. It covers the fundamentals of project management and the principles of business analysis.

Program Management Professional (PgMP)®

The PgMP certification builds the skills you need to coordinate and manage multiple projects within an organization.

Portfolio Management Professional (PfMP)®

The PfMP certification teaches individuals how to implement strategic initiatives in an organization’s portfolio management. This credential signifies that you have the ability to manage one or more portfolios according to an organization’s objectives.

PMI Professional in Business Analysis (PMI-PBA)®

The PMI-PBA certification focuses on using business analysis to establish accurate functional requirements and reach the intended business outcomes.

PMI Risk Management Professional (PMI-RMP)®

The PMI-RMP certification demonstrates that a project management professional can identify problems, assess risks, mitigate threats and achieve successful results while conserving resources.

PMI Scheduling Professional (PMI-SP)®

The PMI-SP certification hones in on the fundamental role of scheduling in managing resources and activities and reaching successful outcomes in project management.

PMI Agile Certified Practitioner (PMI-ACP)®

The PMI-ACP certification focuses on agile approaches and collaboration in project management.

PMI Project Management Ready™

The PMI Project Management Ready certification teaches high school and postsecondary students the basics of project management. This certification process aims to help young learners determine whether project management is a good career option for them.

How Long Do PMI Certifications Take?

Each certification has different requirements, and there are many ways to prepare for your certification exam. How long it takes to earn a PMI certification varies depending on the credential you pursue and your individual learning style.

Depending on the certification, you must meet a combination of education and experience requirements, which can take several years. Early-career certifications are more accessible; for example, CAPM applicants need only a high school diploma.

If you already have a college degree and years of relevant work experience under your belt, you can complete your certification requirements more quickly than someone starting right out of high school. If you’ve already met your secondary education requirements, you may be able to earn your certification in as little as eight to 12 weeks.

You should also plan time to study for the certification exam. While these exams only take a few hours, test-takers often study for two to three months in preparation.

Many universities offer project management certification test preparation programs. These programs often last five days and resemble a bootcamp. They use coursework that aligns with the PMI certification exam content. PMI certification preparation programs can provide you with education hours that count toward PMI’s application requirements as well.

How Much Do PMI Certification Classes Cost?

You can find classes to help you prepare for your certification exam through the Project Management Institute, universities and other project management training organizations. There are many options for certification classes, and costs vary drastically.

PMI’s Authorized On-Demand PMP exam Prep course costs $699 for members and $799 for nonmembers. You could also choose bootcamp programs, such as a live online bootcamp, for around $1,500. Project Management Academy offers three bootcamp course training packages that range in price from around $2,000 to $3,000. Clemson offers an online program for $2,700, and a similar program at Penn State costs around $1,200.

Some universities offer comprehensive project management training programs rather than just certification preparation coursework. For example, UCLA offers a $6,000 program that you can complete online or in a classroom setting. This program takes six months to two years to complete. UCLA’s course differs from other programs because it both prepares you for your certification exam and confers a separate certificate from UCLA.

There are also low-cost options available. For example, Udemy provides a $150 seminar that includes about 30 hours of lectures and online content.

How Much Do PMI Certification Exams Cost?

The cost for PMI certification exams depends on the certification type. Each exam covers the material that’s relevant to its corresponding certification. Since every exam is different, costs vary as well.

You can take an exam up to three times during your one-year eligibility period. In other words, if you fail your exam the first time, you may retake it up to two more times. If you fail your exam three times, however, you must wait one year before taking it again.

To retake an exam, you must pay a reexamination fee. This costs $275 for PMI members or $375 for nonmembers.

Below is a breakdown of the costs for PMI certification exams.

  • PMP
    • PMI Members: $405
    • Everyone Else: $575
  • CAPM
    • PMI Members: $225
    • Everyone Else: $300
  • PgMP
    • PMI Members: $800
    • Everyone Else: $1,000
  • PfMP
    • PMI Members: $800
    • Everyone Else: $1,000
    • PMI Members: $405
    • Everyone Else: $555
    • PMI Members: $520
    • Everyone Else: $670
  • PMI-SP
    • PMI Members: $520
    • Everyone Else: $670
    • PMI Members: $435
    • Everyone Else: $495

How Much Are PMI Renewal Fees?

There are many benefits of PMI membership, including lower certification exam and renewal fees. The fee to renew your certification is $60 for PMI members and $150 for nonmembers.

The PMI membership fee is $149 per year for most people. Students pay a reduced rate of $32 per year, and PMI members who have been members in good standing for five years or who have retired from employment can continue their membership for $65 per year.

How Do I Maintain My Certification?

To maintain your PMI certification, you should meet continuing certification requirements, which entail earning professional development units (PDUs). Depending on the type of PMI certification you hold, you must earn between 15 and 60 PDUs to maintain the credential.

You can earn PDUs by continuing your education or giving back to the project management community. Options include taking classes, attending seminars, mentoring those new to the profession, giving presentations and creating relevant content.

The Bottom Line

As you decide which route to take for your PMI certification training, you should consider program quality, material covered and cost. It’s difficult to estimate how much it costs to earn a PMI certification since there are so many factors to consider.

At the end of the day, you can expect to pay anything from $150 to $6,000 for PMI certification courses and exam preparation. It then costs between $225 and $1,000 to take your PMI certification exam, depending on your chosen certification and whether or not you are a PMI member. PMI membership costs between $32 and $149, depending on your specific situation.

All up, you could spend between $182 and $7,130 earning a PMI certification.

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The Certified Associate in Project Management (CAPM)® certification is a globally recognized credential for entry-level project managers with little to no project management experience.

Earning the CAPM certification validates your knowledge and skills in project management fundamentals. It signals to potential employers that you can competently fulfill foundational roles and responsibilities involved in a project manager role. This article overviews key CAPM certification requirements and the credential’s various cost components.

What Is CAPM Certification?

CAPM certification is a beginner-level professional designation administered by the Project Management Institute (PMI). It recognizes project practitioners’ knowledge and competency in their field’s fundamentals, including processes, frameworks, methodologies and best practices. CAPM is ideal for entry-level professionals, project team members and project managers seeking to advance their knowledge and implement best practices in their work.

The CAPM certification can serve as a stepping stone toward a career in the field and the Project Management Professional (PMP)® certification. If you’re debating between earning the CAPM vs. PMP, consider pursuing the CAPM first.


Several components factor into the total CAPM certification cost. Below you’ll find a breakdown of mandatory fees and other expenses associated with the CAPM certification process.

Exam Fee

Exam Fee: $225 for PMI members and $300 for nonmembers

Re-Examination Fee: $200 for PMI members and $150 for nonmembers

The exam fee is mandatory and must be paid online directly to PMI. If you do not pass the exam on your first try, you must pay a re-examination fee to take the test again.

Once a candidate’s application to take the CAPM exam is approved, they have one year and three attempts to pass the test. If a candidate is unable to pass the CAPM certification exam within the one-year eligibility period, they must wait one year from the date of their last attempt to resubmit their application for the CAPM credential.

Training Costs

In preparation for the CAPM exam, you’ll likely sign up for a training class, course or bootcamp. Training costs vary depending on which option you choose. A CAPM bootcamp typically provides 23 hours of project management education in three to four days. The cost for CAPM bootcamps varies depending on the program, though prices usually start around $200.

If you enroll in a training course, costs generally range between $300 and $500. There are several course options available, and you may be able to find a course or program that fits within your budget.

Resources and Practice Tests

You can use and refer to several resources when preparing for the CAPM exam. The certification exam includes information from the Project Management Body of Knowledge (PMBOK)® Guide, which PMI members receive with their memberships. Nonmembers must purchase this guide if they want to use it in preparation for the exam.

The PMBOK Guide costs around $100 when purchased through PMI. Other study books may cost around $50. However, prices vary depending on the dealer.

However, CAPM applicants should focus their studies on PMI’s CAPM exam content outline. This outline comprises four sections: project management core concepts and fundamentals; agile frameworks and methodologies; predictive plan-based methodologies; and business analysis frameworks.

Some candidates take practice exams to prepare for the CAPM exam. The costs of practice exams vary. There are also free practice exams available online.

Renewal Costs

To maintain your CAPM certification status, you must renew your certification every three years. This entails completing 15 professional development units in each three-year period. The renewal fee is $60 for PMI members and $150 for nonmembers.

The renewal process to maintain CAPM certification is updated periodically, so it’s essential to check PMI’s website for the most current renewal requirements and costs.

CAPM Certification Requirements

To apply for the CAPM certification, you must meet the following prerequisites.

  • Hold a secondary degree (a high school diploma, an associate degree or the global equivalent).
  • Complete 23 hours of project management education by the time you’re scheduled to take the exam.
  • Take and pass the CAPM exam.

Frequently Asked Questions (FAQs) About CAPM Certification Requirements

How can I fulfill the 23-hour project management education requirement?

Several in-person and online project management courses are available to fulfill the project management education requirement. If you’re interested in taking an official PMI course, the organization offers one called Project Management Basics, which meets this prerequisite. The course costs $400 for non-PMI members and $350 for PMI members. Alternatively, your local community college may offer classes that meet this requirement.

Can I take the CAPM exam without experience?

Yes. You do not need professional experience to take the CAPM exam, but you must complete 23 hours of project management education.

How much experience do you need for CAPM certification?

The CAPM certification is geared toward entry-level project management professionals with little to no experience. While candidates must meet an educational prerequisite to apply for the CAPM certification, there are no formal working experience requirements.

Do I have to be a PMI member to earn CAPM certification?

You do not have to be a PMI member to earn CAPM certification. You must meet the prerequisites and pay the exam fee to earn the certification. However, the exam is cheaper ($225) with PMI membership. It costs $300 for nonmembers. Certification renewal is cheaper for PMI members as well.

How long does it take to process the CAPM application?

PMI typically takes five to 10 days to review online CAPM applications. After your application is approved, you’ll receive an email with payment instructions.

Do I need to renew my CAPM certification?

Yes. You must renew your CAPM certification every three years. This entails completing 15 professional development units (PDUs) during the three-year certification cycle. A PDU is a one-hour chunk of time spent learning, teaching or volunteering.

Does CAPM count toward PMP?

If you’re wondering how to get PMP certification, it’s good to note that CAPM certification can help you qualify for the PMP exam. One of the PMP certification requirements includes 35 hours of project management education/training or CAPM certification.

Is a CAPM certification worth the cost?

Is the CAPM worth it? Most certification-holders would say yes. Based on job outlook projections published by PMI, the global economy should need 25 new million project professionals by 2030. Other benefits of earning CAPM certification include the following.

  • Increased earning potential
  • Increased opportunities for career advancement
  • Establishing your resume with a credential from an industry-recognized organization

While earning a CAPM certification can increase your earning potential, it’s important to note that several factors can impact your salary. These factors include job title, location and professional experience.

Mon, 01 Jan 2024 01:18:00 -0600 Mariah St John en-US text/html
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This $80 training package can make you a certified Microsoft IT expert No result found, try new keyword!Armed with all this inside knowledge of Microsoft systems, you can take certification exams to be acknowledged as a true Microsoft expert. Grab the Complete Microsoft Tech Certification Training Super ... Sun, 24 Dec 2023 20:38:43 -0600 en-us text/html Nebraskans can become teachers in less than a year with new online certification path

There are several ways to become a teacher in Nebraska, but a new option allows people interested in the job to get a certificate online, at your own pace and in under a year.

Nebraskans can now participate in an online teacher certification program called American Board, which was founded in 2001 by the U.S. Department of Education to offer an alternate path for future teachers who didn’t go to school for education. It operates in 13 other states, including Missouri, Indiana, Wisconsin and North Dakota.

The option was made possible following education legislation passed this spring that gives anyone with a bachelor’s degree the opportunity to get teaching credentials through an alternative teacher certification program like American Board.

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The pathway allows people to get their teaching certificate without attending a traditional in-person teacher preparation program, or even an online program through a college or university.

At American Board, people can get their credentials in under a year and for $1,900 or less, depending on financial aid. The website states it takes the average American Board student 7-10 months to earn their certification, though some students have completed the program in two months.

“It all depends on how much time you can devote to studying and learning the material,” the website says.

The new legislation requires that any alternative teacher certification program like American Board to be in operation for at least 10 years and in five states. Candidates also have to pass at least two exams and a background check before receiving their certificate.

The legislation was initially introduced by State Sen. Lou Ann Linehan to address Nebraska’s teacher shortage. It was later amended into a hefty education package of 23 bills at the end of the legislative session.

For years, Nebraska has had alternative ways to get teacher certification. David Jespersen, spokesman for the Nebraska Department of Education, said the options were put in place to supply future teachers a way to get in the classroom while they finished their schooling. But depending on the person’s background, their alternative permit could expire after two years.

“With this legislation, it specifically does not call for an expiration of any permit,” Jespersen said. “The way it is right now, at least, if they got the American Board certificate, they would get an alternative permit to teach and it would not have an expiration.”

Jespersen said the department’s website will eventually be updated to reflect the new option.

Melanie Olmstead, director of American Board, said the program offers certificates in a variety of areas, including elementary education, special education or specific subjects for grades 7-12 like biology, history, math, English and more. After passing a background check, all participants need is a bachelor’s degree, no matter the subject, to qualify for the program.

“There might be the misunderstanding that it’s a fast track into the classroom,” Olmstead said. “But in reality, people who use this program already do have a degree in a subject other than education, and then they use American Board’s program to get that additional pedagogical training and demonstrate their competency in the subject area they want to teach.”

Olmstead said 50% of the program is the subject area someone wants to teach and participants will spend their time studying online materials, watching webinars and taking practice quizzes. Each person has to pass a final exam in the subject area.

The remainder of the program is pedagogy, which is learning how to teach others, Olmstead said. Participants learn about things like classroom management, instructional design and assessments.

Linehan said one complication of an alternative certification program is that some educators believe it’s not enough preparation to become a classroom teacher.

The concerns around the quality of these programs is frequently argued, according to a 2017 research brief by the Midwestern Higher Education Compact (MHEC).

“The expansion of expedited alternative preparation programs might be an efficient method for increasing the number of teachers,” the report said. “But many have questioned whether such a singular focus on efficiency sacrifices quality in terms of teacher skills and knowledge and, ultimately, student learning outcomes.”

Research studied in MHEC’s report found mixed results comparing traditional four-year teacher colleges to streamlined alternative programs with student achievement.

Some studies found that alternative programs were less effective, but others found they were equally effective in specific states, like Texas and New York.

The brief did conclude that traditional preparation offered better instructional knowledge and teacher retention than alternative preparation across all grade levels except kindergarten.

Olmstead said she understood the concerns about the quality of teachers with alternative certification. While American Board doesn’t require classroom experience, Olmstead said the average participant is 39 years old and is going into teaching after decades of other lived experiences that can contribute to the job.

“What we have heard from employing principals is that there’s a trade off when you’re trying to fill an open teaching position, and employing principals know that when they hire an American Board teacher there, they don’t have that previous classroom experience,” Olmstead said. “But they bring other things to the table that a younger hire may not have and so it’s just a bit of a trade off.”

Nebraska’s alternative certification opportunity was created along with several other efforts put into action this year to Excellerate the state’s educator shortage, such as the elimination of testing or creation of funding for educators.

There’s been an 114% increase in Nebraska teacher vacancies from 2011 to 2023, according to state data. Last year, there were nearly 769 unfilled educator positions across the state, meaning they were either left vacant or filled by an underqualified employee.

“That’s a massive number of classrooms where students are being taught by uncertified or out-of-field teachers, and that’s not what’s best for kids,” Olmstead said. “So I think that people who’ve considered making a change to teaching in the past are more likely to pursue it right now because they see that they can contribute something to their local school.”

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What is a Certified Financial Planner (CFP) and what do they do? No result found, try new keyword!A CFP is a financial professional who has completed all requirements to earn certification ... retirement plans, budgeting, investment guidance, insurance, and more. Regular financial planners aren't ... Wed, 20 Dec 2023 08:06:00 -0600 en-us text/html Board moves to strip Western Dakota Tech of fast-track status for law enforcement program

EDITOR'S NOTE: This story can be found on  South Dakota Searchlight's website. South Dakota Searchlight provides free news and commentary on critical issues facing the state.

The Law Enforcement Officers Standards Commission voted unanimously on Wednesday to strip Western Dakota Technical College of its ability to offer a quick path to certification for graduates of its police-focused criminal justice program.

The Rapid City school had been one of three in the state with an “articulation agreement” through the commission. The others are Lake Area Technical College in Watertown and Southeast Technical College in Sioux Falls.

Western Dakota was the first to ink an agreement with the state in 1997. Southeast followed in 2005; Lake Area signed its agreement in 2015.

The agreements allow law enforcement-track graduates to bypass a 13-week stint at the Law Enforcement Training Academy and earn “reciprocity” through the commission , meaning their degree and the passage of a reciprocity exam are enough to certify them as South Dakota peace officers.

The agreements also allow the commission to terminate the contracts with 60 days’ notice. Commission member Steve Allender told South Dakota Searchlight after Wednesday’s meeting that he doubts there’s a path forward for Western Dakota to return to the commission’s good graces.

“It’s not believed they’re going to be able to come into compliance or that they’re willing to come into compliance,” Allender said.

Each school with an articulation agreement must meet certain requirements. One is for instructors to have, maintain and document a “nationally recognized credential” in their area of expertise.

Last month, the school asked the state to lower its standards for instructor training, according to Hank Prim, the training administrator with the South Dakota Division of Criminal Investigation.

“During the course of that conversation, we learned that certain emergency vehicle operation course (EVOC) instructors did not hold the nationally recognized expertise credential,” Prim said.

The school’s December request came after nearly two years of back-and-forth to bring the program back into compliance with expectations, Prim said. As late as November, Prim saw a path forward for the school through remediation.

The late-stage request for an adjustment in standards was a final straw for commissioners.

“It isn’t supposed to be a shortcut,” Andy Howe, the Clay County sheriff and a member of the commission, said after the meeting. “The students put in the effort, and there’s no reason that the standards should be lowered.”

Western Dakota Tech did not attend the commission meeting. Ann Bolman, president of Western Dakota Tech, said in a statement afterward that she was “surprised” to learn of the commission’s decision, and that the school hopes to work with the commission to come back into compliance with program requirements within 60 days. That’s the number of days it takes for a termination to take effect under the terms of the articulation agreement.

Bolman’s statement noted that the school’s program recently earned accreditation from the Commission on Accreditation for Law Enforcement Agencies, Inc. An April 2023 press release from the school on that accreditation says the process involved “a rigorous self-assessment, requiring a review of policies, practices, and processes against internationally accepted public safety standards.”

That accreditation doesn’t clear a path for state-level, graduation-based officer certification, but Bolman offered it as evidence that her school’s law enforcement program can prepare students for police work.

“As we strive to meet the highest standards in all of our programs, and were preparing for our next annual audit, we had asked the Commission to please clarify training agencies for EVOC instructors and are awaiting response,” Bolman wrote. “It is our desire to work with the Commission to resolve any concerns it might have and fulfill its reciprocity requirements in the 60-day period before the agreement is slated to end.”

Trouble started in 2022

Western Dakota Tech had been in “noncompliance” status with the state commission since spring of 2023. As with the termination of its agreement this week, the school’s placement in noncompliance status only came after several problems.

In April of 2022, five of the 12 Western Dakota students who took the reciprocity exam failed.

Those students, it turned out, hadn’t finished their coursework, Prim said. The school accused the state Division of Criminal Investigation of pushing the students to take the exam early, Prim said, and asked that the five be allowed to re-test.

An investigation, which included interviews with students and faculty, revealed that the school had chosen the testing dates, Prim said.

That set in motion a series of meetings, audits, interventions and efforts on the part of the law enforcement training to address four main issues at the school:

  • Inaccurate or false reports.
  • Students testing before final semester.
  • Failure to report required retention information.
  • Failure to produce instructor credential records.

The commission was informed that the school had been placed on noncompliance status at its April meeting. At each commission meeting since, Prim has updated its members on remediation plans and potential paths forward.
The Wednesday meeting was the first at which Prim suggested taking action, although he did not recommend termination of the agreement with the school. He presented it as one of three options. Commissioners also could have voted to suspend the school, or continue working through remediation.

After about 40 minutes of discussion in a closed executive session, the commissioners returned to cast their votes in favor of termination.

Reaction from commission

Allender, a former Rapid City police chief who later served as his city’s mayor, told South Dakota Searchlight after the meeting that the loss of Western Dakota Tech as a reciprocity-ready school after so many second chances is “embarrassing.”

“There’s just been either a lack of willingness or lack of ability to come into compliance. There’s been finger pointing, I think, going on. But I’ve seen all the documentation, and I’m embarrassed, not only for Western Dakota, but I’m embarrassed that the state has spent so much time and so much effort trying to get this organization into compliance.”

Commissioner and Lincoln County State’s Attorney Tom Wollman said after the meeting that he cast his vote after considering that the school had “been given ample time to remedy the situation,” but did not seem interested in doing so.

“I was shocked that they didn’t have anybody at the meeting,” Wollman said.

Western Dakota was not notified about or invited to the meeting, spokesperson Pam Stillman-Rokusek said Thursday. DCI spokesman Tony Mangan confirmed that no invitation had been offered.

The loss “certainly doesn’t help” to address a shortage of qualified law enforcement in the state, Allender said. But he also said the school had been producing fewer graduates in latest years.

The statement from the school said that 13 students graduated from the program in spring of 2023. A year earlier, the statement said, nine students made it all the way through.

Howe, the Clay County sheriff, said he doesn’t expect the Western Dakota Tech issue to have a serious long-term impact. There are criminal justice graduates all over the state, educated at other two- and four-year institutions.

“Those programs don’t produce certifications, but they do produce graduates who have that criminal justice focus,” Howe said.

Western Dakota will still have its program, as well, Howe said. At the commission meeting, Prim said that law enforcement trainers will work with the current students in the Western Dakota program to make sure they’re able to take the reciprocity exam after completing their coursework.

Bolman, the Western Dakota Tech president, said the school will maintain its law enforcement program, which is one track a student can choose as they work toward a two-year criminal justice degree.

“The reciprocity agreement is not necessary for WDTC to offer the Law Enforcement program,” Bolman wrote. “It is a benefit to employers as it streamlines their onboarding process for new officers. It is the desire of WDTC for the reciprocity agreement to continue as it helps in the effort to meet the workforce shortage for law enforcement agencies.”

Thu, 04 Jan 2024 07:24:00 -0600 en text/html

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