Simulated testing has become more prevalent in higher education, especially as competency-based institutions begin to incorporate micro-credentials and skills certificates into their curriculum. Competency-based assessment falls outside traditional norm-based testing practices used in K-12 education, and is largely focused on criterion referenced evidence of student mastery. This paper summarizes one of the primary dilemmas of simulated testing--determining the appropriate number of errant paths that render a simulation valid--and proposes a novel method to address the issue.