For NASBA-registered CPE sponsors
You already know what your course is worth. We won’t argue with you about it.
The Standards allow two ways to determine credit for self-study: a pilot test, or the prescribed word count formula. Which one you use is your decision as sponsor, and it is settled long before a file reaches us.
So we do not calculate credit, and we do not touch the figure in your course title. A converted course carries whatever you wrote in Moodle.
What we do either way
- The number of questions a participant is actually asked comes across intact — which, as below, is less automatic than it sounds.
- Your pass mark is the one in your Moodle quiz, not a figure of ours.
- Every package is validated against the SCORM 1.2 specification before you can preview it. One that fails is never offered for sale.
If you use the word count formula
We do not compute it for you. Which activities count is a judgement only you can make — one publisher’s “Additional Resources” is another’s “Supplementary” and another’s nothing at all — so we would rather not guess.
180 is the assumed adult reading speed in words per minute; 1.85 minutes is the estimated average completion time per question; 50 minutes is one credit hour. Where the total is not equally divisible by 50, credits are rounded down. — Statement on Standards for CPE Programs, S17-06.
Every term in that formula is something a conversion can alter. Drop a page and the word count falls. Lose a video and its duration goes with it. And the question count — the term most people assume is fixed — is the one most likely to be wrong.
So your report lists everything that was left out, and why, before you pay. If anything counted in your figure is on that list, recheck the figure.
Questions asked, not questions carried
Legacy Moodle quizzes usually fill their slots by random draw from a bank category. A twelve-slot quiz sitting over a forty-question bank asks twelve. The other twenty-eight exist so that a retake differs — they are never all put to one participant.
Count the bank instead of the slots and the formula produces a number you cannot support:
| Counting | Questions | Minutes (×1.85) | Contributes |
|---|---|---|---|
| Slots the participant is asked | 12 | 22.2 | 0.44 credit |
| Whole bank behind the quiz | 40 | 74.0 | 1.48 credit |
A one-credit overstatement on a single quiz, from a difference nobody looking at the package would notice. It is not a rounding argument — it is the difference between a credit claim you can evidence at review and one you cannot.
We present exactly the slot count Moodle defines, and your report shows it quiz by quiz, beside the number Moodle asks. If a question type we cannot carry makes those two differ, the report says so, names the questions, and you see it before you download.
The whole bank still travels with the package, so a retake draws different questions. The count is what stays fixed.
Two things that quietly fail a review, whichever method you used
We do not check either of these for you yet, so check them in Moodle before you convert. Both are easy to miss.
True or false questions on the graded exam
The Standards are blunt about this: “True or false” questions are not permissible on the qualified assessment. They are allowed as review questions, but even there they do not count toward the required number per credit, and they must carry evaluative and reinforcement feedback.
Moodle is perfectly happy to hold a true/false question in a quiz you have marked as the exam, and a converter carries it across like any other question — ours included.
Not enough questions for the credit you advertise
At least five questions and scored responses per CPE credit must appear on the qualified assessment — three if the course is marketed for one-half credit. A five-credit course needs twenty-five. Duplicate review and assessment questions are not allowed, except where recall is the learning strategy.
Your report gives the number of questions each quiz asks. Set it against the credit you intend to claim before you download, rather than at review.
Only the exam moves the score
For CPE, review questions have to be present and are worth taking, but passing them is not what earns the credit. Letting them move the reported score would be wrong.
So one assessment earns the credit — the one your Moodle
completion settings require a pass on, or the one you choose when you
customise — and only that one sets
cmi.core.score.raw and the passed/failed status your LMS
records. Review questions are scored locally, shown to the learner,
and reported to nobody. The attempt stays incomplete until every
graded assessment has been submitted, so a participant who stops
halfway is never recorded as having failed.
Learners see which is which: the graded exam is labelled as counting toward credit, review questions as practice.
What you get back
- A SCORM 1.2 package, validated against the specification, that reports a pass at your Moodle pass mark the way your LMS expects.
- The feedback you wrote in Moodle, carried exactly as written. The learner sees the feedback for the answer they chose, as in Moodle, and never the correct answer. Your report says which quizzes have feedback on every option and which only on some — partial coverage is almost always an authoring oversight.
- The full question bank, so retakes differ, with the slot count unchanged.
- An activity-by-activity report of what converted, what degraded and what could not come across, with the reason for each.
- The finished course, playable in full before you download it.
We build packages; we are not your registry adviser. Nothing here is a compliance opinion. Which method you use, and what you ultimately claim, are your determinations as sponsor. What we can do is make sure the numbers underneath survive the conversion, and tell you plainly when they have not.