The National Board uses multiple-choice test items in its assessment of cognitive skill. Multiple-choice items are preferred because their ability to sample material from the universe of optometric knowledge promotes test validity. In addition, multiple-choice items are objective, allow high speed and efficient scoring, and enhance the sophistication of statistical analysis that yields high levels of test reliability and detailed score reporting.
Many multiple-choice tests that candidates have taken prior to the National Board required systematic familiarization with the specific and perhaps unique formats that were used. This type of preparation is not necessary for successful or even optimal performance on the National Board examinations because there are no contrived formats that are used. While National Board test items will often test complex optometric material and require higher level cognitive processes (e.g., problem-solving skills) in order to correctly answer the item, the specific item format is simple and direct.
Each test item consists of a stem, which contains the question part of the item (and may include a data table, graph or pictorial information), followed by options, one of which is the correct or best response. On the Part I (Applied Basic Science) examination, most items have four options, although some items have five options and occasionally an item will have as few as three options if three options represent the universe of possible answers (e.g., the effect of a drug on intraocular pressure can either be to increase, decrease, or not change it). On the Part II Patient Assessment and Management (PAM) examination, and the Advanced Competence in Medical Optometry (ACMO) examination, items can have anywhere from three options to as many as ten options.
National Board test items do not include potentially confusing combination response options such as "none of the above," "all of the above," or subsets such as "a and b above." Thus, candidates who have taken multiple-choice examinations should not need any special preparation for the National Board format. Therefore, preparation for the multiple-choice examinations can concentrate entirely on optometric content rather than on familiarization with test format.
The stem of many National Board items contains a superlative (e.g., MOST), a pejorative (e.g., LEAST), or a negative (e.g., NOT). The purpose of using these words is not to mislead, "trick," or "split hairs," but rather, to represent some of the types of clinical decisions that practitioners often confront. For example, a patient may be treated with several regimens; however, the selection criterion is typically the MOST effective treatment with the LEAST likely discomfort. In other items, any one of several treatments may be equally effective, but there is one that should NOT be prescribed. Therefore, when confronting a test item of this nature, candidates should respond to the item as they would to the corresponding actual clinical situation. To try to prevent any misreading of the test item, the superlative, pejorative, and negative descriptors are capitalized and underlined.
Some test items refer to patients or subjects with non-normal conditions. Unless the test item provides information suggestive of an underlying non-normal condition, candidates should assume that the referenced patient is normal.
The drop down box below has links to sample test items. There are 43 sample items for the Part I (Applied Basic Science) exam, 4 sample cases for the Part II (PAM) exam, and 5 sample cases for the ACMO exam. The subject matter represented by these items is limited in scope and therefore should not be regarded as comprising the full range of material that is tested.
The distribution of content for the Part I (Applied Basic Science) exam and the Part II (PAM) exam is given in the Content Matrix; the Content Matrix can be accessed by clicking here. More detailed information on the ACMO exam can be found by clicking here.
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Select the Exam of Sample Test Items from the following list:
