The ICF Credentialing Exam is a three-hour exam, delivered by computer in a testing center or through Pearson’s OnVUE remote proctored testing service.
For test security purposes, a candidate is not able to view any exam items from section 1 once they have exited that section of the exam or the section time has elapsed. Thus, when returning from the scheduled break, candidates are not able to review any items from Section 1; they would have access only to items in Section 2.
The scheduled break will be available to candidates who sit for the exam at a Pearson VUE testing center and who complete it through OnVUE remote-proctored delivery beginning February 1, 2023.
Candidates will have the opportunity to “flag” items. Flagging items allows candidates to revisit those items again before exiting the exam. Candidates will also be able to review any unanswered items before exiting the exam.
The ICF Credentialing Exam content covers four broad domains: Foundation, Co-Creating the Relationship, Communicating Effectively, and Cultivating Learning and Growth. Exam questions cover the four domains accordingly as outlined below.
Domain: Foundation
Domain: Co-Creating the Relationship
Domain: Communicating Effectively
Domain: Cultivating Learning and Growth
Exam Language Aids
An exam with translated language aids features both the original exam item (English) as well as the same item in the language of translation. This allows a candidate to see both forms of the exam question, which can offer additional support to candidates who speak English as a second language.
For the ICF Credentialing Exam with language aids, the exam instructions and all navigation buttons of the exam are in the language of translation. Each item is presented in the original English form, along with a “Translation” button that allows the candidate to view the same item and response options in the language of translation.
Candidates selecting the ICF Credentialing Exam with a language aid will receive 30 minutes of additional exam time when making their exam appointment. The 30-minute extension is designed to allow sufficient time for candidates to view the translated items in the exam.
The ICF Credentialing Exam is offered in English with language aids available in the select languages:
Exam in non-English Speaking Countries
To support candidates completing the ICF Credentialing Exam in English as a secondary language, candidates will receive an automatic time extension of 60 minutes if exam language aids are not offered in their primary language AND the candidate resides in a non-English speaking country.
Requests for Bilingual Translation Dictionary
Candidates whose primary language is not English and for which an ICF Credentialing Exam language aid is not available may request to use a hardcopy bilingual translation dictionary to support them in taking the exam. Web-based translation dictionaries, software and smart device applications are not permitted.
The candidate must provide a bilingual translation dictionary that consists only of translations (no definitions may be included) and that is free of any markings or handwritten notes. For exam security purposes, the dictionary provided by the candidate will be subject to visual inspection by a Pearson VUE proctor at a testing center or via remote proctor service. Candidates approved for a bilingual translation dictionary will also be eligible for extended exam time, not to exceed one hour. This service is provided at no additional charge to candidates.
To request the use of a bilingual translation dictionary, candidates should complete the ICF Exam Language Support Request form and submit it to support@coachingfederation.org (include “ICF Exam Language Support Request Form” in the subject line) prior to scheduling an exam appointment. ICF is not able to add a language support service to an existing exam appointment.
Requests for Translation Support
Candidates may also submit a Request for Translation Support to complete the ICF Credentialing Exam. This service, provided by Pearson VUE, allows a candidate to complete the exam with translation assistance from a Pearson-approved translator. Candidates requesting this service will be charged a fee by Pearson VUE of up to $1,500 USD to support the translator’s services and related expenses.
For exam security purposes, candidates are not permitted to provide their own translator for assistance in completing an exam.
To request the Pearson Translation Support Service, candidates should complete the ICF Exam Language Support Request form and submit it to support@coachingfederation.org (include “ICF Exam Language Support Request Form” in the subject line) prior to scheduling an exam appointment. ICF is not able to add a language support service to an existing exam appointment.
Before beginning the exam, all candidates will be required to complete the following Candidate Non-Disclosure Agreement. Candidates must agree to the statement before they will be allowed to access the exam items.
CANDIDATE NON-DISCLOSURE AGREEMENT
All test content is the property of the ICF and may not be copied or shared in any form without the express written permission of the ICF. This test is to be completed by the candidate without assistance from any other person.
By clicking on “YES, I AGREE”, you are consenting to be bound by the terms and conditions of this agreement and state that you have read this agreement carefully and you understand and accept the obligations which it imposes without reservation.
YES, I AGREE
NO, I DO NOT AGREE
The following eight items are representative of the types of questions that may be on the ICF Credentialing exam. For each item, the candidate is asked to identify the BEST action and the WORST action for the scenario. The questions are designed to measure a candidate’s ability to apply the updated ICF Core Competencies in realistic coaching situations, where more than one possible response may be reasonable. Correct responses are shown in bold and italicized.
For each scenario-based item, four possible response options are provided. Each response is designed to represent a plausible action that a coach may take in response to the situation presented. One response option is considered the “best” possible response of the four options presented based on the action’s alignment to the ICF Core Competencies. Another is considered the “worst” possible response of the four options presented based on the action’s misalignment with the Core Competencies.
A coach is meeting with a prospective client who is growing a new business. The coach and potential client quickly establish an easy connection. The coach is excited about the opportunity to work with the client. As the coach and client are ending their conversation, the prospective client briefly mentions the name of their new business. The coach recognizes the business, as the coach is an investor in a more established competitor business in the same community. What should the coach do?
What is the BEST action?
What is the WORST action?
A client struggles with delegating tasks at work to other team members. During the last session, the client shared that an important project they are leading is falling behind schedule. The coach supported the client in identifying strategies to delegate tasks to other team members. At the next session, the client reports back and shares, “In the end, I decided to complete all the tasks myself. That was the only way to get them done on time.” The coach feels disappointment that the client did not follow through on their plans to delegate. What should the coach do?
What is the BEST action?
What is the WORST action?
A client comes to a session appearing stressed. When the coach asks what the client wants to talk about, the client frantically lists a major event they are planning at work, a large family gathering they are organizing, and caring for their aging parents. What should the coach do?
What is the BEST action?
What is the WORST action?
A university biomedical researcher is working with a coach to improve their interactions with colleagues. The client is a very analytical thinker and can easily explain detailed data points and complex graphs, but seems reluctant share anything personal with the coach. In previous sessions, the coach encouraged the client to describe how they felt at social events, but the client seems highly uncomfortable, answering only with short, one-word responses. When the client arrives to their session today, the client silently hands the coach a journal. The client has written several, detailed entries over the last week about their experience attending a university luncheon, a faculty party, and a staff development workshop since their last session. While the client says little to the coach in the moment, their entries show deep reflections about the anxiety the client experienced at these events and their desire to overcome social anxiety. What should the coach do?
What is the BEST action?
What is the WORST action?
A coach recently began working with a client to help them plan for retirement. The client is a well-respected teacher who has taught for 30 years at a local elementary school. The client consistently arrives highly prepared and organized for coaching sessions, routinely reporting progress between sessions and identifying specific topics to focus on during coaching conversations. The client shares they are looking forward to retirement, but they discuss their retirement plans in a very matter-of-fact way. During the current session, the client shares that they have two weeks left before their retirement begins. They would like to focus on a few remaining plans they need to make. Suddenly, the client begins to cry and says, “I’ve spent half my life at this school! I adore my students and my colleagues are my best friends. I can’t imagine what my life is going to be like when I no longer walk through the front doors of the school each morning!” What should the coach do?
What is the BEST action?
What is the WORST action?
A client is working with a coach to support them during an important career transition. The client currently holds a demanding role as Chief Operating Officer of a company, while also raising two young children and serving as primary caretaker for their aging parents, who live with the client. The client recently received job offers from three different companies, each requiring the client and their family to relocate. The client comes to the session excited about the new job opportunities and hopes to gain clarity through the session on which offer to choose. The client starts by discussing the things they are looking for in a new job, energetically listing opportunities for growth, challenging responsibilities, a talented team to lead, and the potential for travel. When the coach asks what the client’s children and aging parents may need in a new community, the client’s excited smile disappears and they are suddenly quiet. What should the coach do?
What is the BEST action?
What is the WORST action?
A coach is working with a client who is an experienced marathon runner writing a book on training for endurance races. This is a long-held dream for the client. The coach notices that the client often uses running metaphors when talking about their challenges and progress in their writing. The client is typically upbeat and energetic, but they arrive at today’s session appearing tired and discouraged. They share with the coach that they have recently “hit a wall” in writing, with three chapters remaining. When they sit down to write, the client says they can barely come up with anything, and nothing that is worth publishing. The client says they are afraid they won’t be able to complete the book on time and that all of their work toward this goal will be lost. What should the coach do?
What is the BEST action?
What is the WORST action?
A coach has worked for one year with a client. The client has been identified by their supervisor as a potential leader in the organization based on their high-quality work, good relations with peers, and innovative ideas for future projects. However, the client rarely speaks up in meetings with senior leaders and when they do, they often downplay or diminish their ideas. The client’s supervisor recommended coaching to improve the client’s executive presence, with the ultimate goal of developing as a leader in the organization. At the start of coaching, the client was often self-critical. However, the client has made tremendous progress in recent months. During their closing session, the coach notices that the client has a confident, easy smile. When the coach shares their observation with the client, the client responds by saying, “I feel different, empowered, ready to take on new challenges.” The client adds, “And I was just nominated by the CEO to be part of a leadership development program for emerging leaders in our company!” What should the coach do?
What is the BEST action?
What is the WORST action?
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