Evaluating Competency-Based Learning: An Analysis of Student Performance on the Certified Nonprofit Professional (CNP) Exam

Authors

DOI:

https://doi.org/10.18666/JNEL-2025-13504

Keywords:

Competency-based learning, credentialing exam, nonprofit, student performance

Abstract

Competency-based educational testing is essential for ensuring that credentialing reflects actual skill mastery and readiness for professional practice. Continued question-level analysis is critical to maintaining exam integrity and ensuring that assessments accurately measure intended learning outcomes. This article examines student performance on the Nonprofit Leadership Alliance’s Certified Nonprofit Professional (CNP) credentialing exam from 2021 to 2024, across its ten core competencies. Using R and Python, exam records and question-level statistics were cleaned and analyzed across CNP tracks and collapsed groups. Results show consistently high performance, with mean scores ranging from 0.819 to 0.883. Professional Track candidates outperformed collegiate participants across all competencies, likely due to their work experience. Six questions were identified as atypically difficult, prompting further review for potential bias or misalignment with learning objectives. The article will explore an example of this type of question. Overall, these findings suggest the exam is stable and balanced across competencies. 

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Published

2026-04-07

Issue

Vol. 15 No. 4 (2025): Special Issue on Learning from 75 Years of the Nonprofit Leadership Alliance

Section

Articles

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