European Test User Stanars for test use in Work an Organizational settings VERSION 1.92 Prepare y the European Feeration of Psyhologists Assoiations an the European Assoiation of Work an Organizational Psyhologists Version 1.91: 8 Septemer 2005. Post Helsinki Working Group meeting. Version 1.92: 22 Deemer 2005. Revisions to Skills speifiation Unit 2.6 These stanars are the outome of a two-year projet unertaken jointly y EFPA an EAWOP uring the perio 2003 to 2005. They have unergone minor hanges an moifiations sine having een aepte y the EFPA General Assemly in Granaa, July 2005, as the asis for further evelopment. It is antiipate that a revision will e pulishe following the July 2007 Prague EFPA General Assemly Comments shoul e aresse to the Convenor of the EFPA Staning Committee on Tests an Testing, Prof Dave Bartram, at ave.artram@shlgroup.om Page 1 of 26
Introution to the Stanars What is the purpose of these stanars? The stanars have een evelope to provie the asis for qualifiations in test use. They are intene to provie a general European level enhmark against whih loal national qualifiation systems an e ompare or auite. It shoul e note that they are a referene oument an not intene to e rea like a ook. In their present form they are, intentionally, repetitive in terms of ontent. It is assume that they will provie the soure for more user-frienly ouments as work progresses on their implementation. What is a test? In line with the International Test Commission s guielines on test use, the terms test an shoul e interprete roaly. The present test user stanars will e relevant either in part or in whole for people using tests an for those using assessment proeures that are not alle tests ut whih meet the following riteria. From the ITC Guielines: Testing inlues a wie range of proeures for use in psyhologial, oupational an euational assessment. Testing may inlue proeures for the measurement of oth normal an anormal or ysfuntional ehaviours. Testing proeures are normally esigne to e aministere uner arefully ontrolle or stanarise onitions that emoy systemati soring protools. These proeures provie measures of performane an involve the rawing of inferenes from samples of ehaviour. They also inlue proeures that may result in the qualitative lassifiation or orering of people (e.g., in terms of type). Any proeure use for, in the aove sense, shoul e regare as a test, regarless of its moe of aministration; regarless of whether it was evelope y a professional test eveloper; an regarless of whether it involves sets of questions, or requires the performane of tasks or operations (e.g., work samples, psyho-motor traking tests). Many of these test user stanars will apply also to other assessment proeures that lie outsie the omain of tests. They may e relevant for any assessment proeure that is use in situations where the assessment of people has a serious an meaningful intent an whih, if misuse, may result in personal loss or psyhologial istress (for example, jo seletion interviews, jo performane appraisals, iagnosti assessment of learning support nees). What is a test user? The stanars are intene for those who use tests in their professional pratie as applie to the worl of work. As suh they are irete primarily towars: The purhasers an holers of test materials intene for use in work settings; Those responsile for seleting suh tests an etermining the use to whih they will e put; Those who aminister, sore or interpret the tests; Those who provie avie to others on the asis of test results (e.g., reruitment onsultants, areer ounsellors, trainers, suession planners); Those onerne with the proess of reporting test results an proviing feeak to people who have een teste. The stanars are not intene to over every type of assessment tehnique (e.g., unstruture or semi-struture interviews, assesse group ativities) or every situation in whih assessment ours. Yet many of the stanars are likely to e appliale in assessment Page 2 of 26
Introution to the Stanars situations an for purposes more general than those onerne primarily with psyhologial (for example, the use of assessment entres for employment plaement or seletion, semi-struture an struture interviews, or assessment for seletion, areer guiane an ounselling). Why Test User Stanars are neee? Within the work an organizational fiel, there is inreasing interest in Europe in the evelopment of test user stanars an qualifiations. This interest arises not only from the psyhology profession ut also from allie professions, like human resoures management. At present there is little if any uniformity aross Europe in terms of test user qualifiation stanars or proesses. In some ountries people an otain almost any instrument without any training or formal qualifiation, in others very high stanars of ompetene are set an people are expete to emonstrate that they an meet these stanars efore pulishers will supply them with materials. As moility of test users inreases an as the use of test y multinationals aross European orers inreases, so it has eome inreasingly important to efine some enhmark stanars oth for test quality an for ompetene in test use. It is also important for pulishers of tests, who operate gloally, to e ale to set omparale stanars for supply in ifferent ountries. If they o not, there is the anger of grey markets emerging where poorly qualifie test users uy in one ountry an then use in another. The EFPA Staning Committee on Tests an Testing (SCTT) has alreay proue an pulishe stanars for the quality of tests. The present Stanars for test use were evelope jointly with EAWOP. Loal national test user qualifiation systems have een evelope in a numer of European ountries (UK, Sween, Finlan, Germany an Norway). Those ountries an others have expresse a esire for there to e some higher level oorination of these projets. The work of the joint EFPA-EAWOP European Working Group (EWG) sprang from this nee an has attempte to aress the omplex task of efining a meaningful set of stanars of ompetene in test use that an e use as a enhmark for a range of very ifferent national approahes to test user qualifiation an ertifiation. The present version of these Stanars is the result of a two-year programme of evelopment an Europe-wie onsultation. What these Stanars are aout? The stanars are aout ompetene in test use. They eneavour to efine what people nee to know an o, what skills are require an what unerstaning is require for safe an ompetent use of a limite range of tests in a variety of oupational settings or ontexts (e.g. personnel seletion; assessment for management evelopment; guiane for areer evelopment; et). Beause is suh a roa an iverse topi, it is very important for stanars proesses to make lear the limits of the qualifiations that they efine. Any qualifiations that might e ase on these stanars nee to reflet the realities of pratie in the fiel. The asis hosen for the Stanars was the International Test Commission s (ITC) International Guielines on Test Use (Bartram, 2001; ITC, 2001). These have eome wiely aepte as efining est pratie in test use, an have een aopte y a numer of Page 3 of 26
Introution to the Stanars psyhologial assoiations an translate into many ifferent languages. While these provie a goo struture for stanars, the ITC Guielines are not suffiiently speifi to provie the asis for qualifiations. Consequently, the EFPA-EAWOP Working Group moifie an expane the ITC Guielines into a more etaile format. The format aopte is as follows. Format of the Stanars The ITC Guielines have een re-ast into three Units, eah ontaining a numer of speifi Stanars: Unit 1 Stanar: 1.1 Stanar: 1.2 Stanar: 1.3 Stanar: 1.4 Stanar: 1.5 Unit 2 Stanar: 2.1 Stanar: 2.2 Stanar: 2.3 Stanar: 2.4 Stanar: 2.5 Stanar: 2.6 Unit 3 Stanar: 3.1 Stanar: 3.2 Stanar: 3.3 Take responsiility for ethial test use At in a professional an ethial manner Ensure you have the ompetene to use tests Take responsiility for your use of tests Ensure that test materials are kept seurely Ensure that test results are treate onfientially Follow goo pratie in the use of tests Evaluate the potential utility of in an assessment situation Choose tests appropriate for the situation Give ue onsieration to issues of fairness in Analyse an interpret results appropriately Communiate the results learly an aurately to relevant others Review the appropriateness of the test an its use Follow goo pratie in the aministration of tests Make neessary preparations for the session Aminister the tests properly Sore the test results aurately For eah Unit, relevant aspets of the oupational ontext are efine an the knowlege an skills require are outline. Within eah Unit, eah stanar is efine in terms of what performane is require of the ompetent test user an the more speifi ontexts to whih the ompetene relates. In aition there is a speifiation of the knowlege an skills that unerpin ompetene in relation to the Stanar. The format use is inevitaly repetitious, as it is intene to allow users to aess the stanars in various ways. Thus the oupational ontext is efine at the unit level an then, the relevant parts of it are repeate for eah stanar. Future version of the stanars will e prepare that remove this repetition an make it easier to rea the stanars as a single oument. A GLOSSARY has een proue to larify the efinition of terms use in the Stanars. The Glossary is provie as a separate oument. Putting the test use into ontext Psyhologial test use typially forms part of a larger assessment proess in work settings. This proess starts with an analysis of nees to efine the assessment requirements. Test may then e use as one of a numer of assessment methos. The outome of the assessment is then use to realise some outome. Psyhologial may onstitute no more than 20% of this proess. However, it is a relatively high teh proess ompare to other oupational assessment methos. Qualifiation in test use is likely to e of general enefit in that it emphasis onstruts like reliaility an valiity that are important for all forms of assessment. Page 4 of 26
Introution to the Stanars The present stanars stress the importane of putting the use of tests into ontext; of asing the hoie of them on a goo efinition of requirements; an of integrating the results of with other soures of information in realising outomes. Oupational Assessment Define Requirements Jo analysis Competeny profiling Measure Attriutes Oupational Testing AC exerises Other-reports Struture-interviews et Context Realise Outomes Performane managements Another way of looking at the way in whih these stanars have een positione is given elow. Psyhologial Testing Oupational Assessment Oupational Test Use Stanars These stanars fous on those aspets of psyhologial that are use in oupational assessment. They o not laim to provie a qualifiation in psyhology, only in the appliation of psyhologial to work settings. Page 5 of 26
Introution to the Stanars Similarly, they o not laim to over all aspets of oupational assessment. Assessment entre esign, the onstrution of group exerises, performane rating methos, ifferent types of interview struture an so on all require their own speial expertise. How the stanars relate to urrent qualifiations in ifferent ountries European ountries iffer in relation to test user qualifiation in two important regars. There are some ountries where the use of psyhologial tests is restrite to psyhologists. This may e supporte y law or pratie or simply asserte as the esirale state of affairs y the loal psyhologial assoiation. For other ountries, the use of tests y non-psyhologist professionals is reognise an may also e supporte y the loal psyhologial assoiation. In pratie this iversity of pratie represents a ontinuum with ountries like Italy at one en where the psyhologial assoiations are supporting moves for a law to limit use of tests to psyhologists, an ountries like UK, Norway an Sween, where the loal psyhologial assoiations are working with other professional oies to set stanars an qualifiations in test use. In aition to the psyhologist vs non-psyhologist issue, ountries iffer in how they are takling the issue of reath in test user qualifiation. In Germany the approah has een to evelop a roa qualifiation in oupational assessment (ase on the DIN33430 stanar). A similar approah has een aopte in Finlan, ut with a lear istintion etween what psyhologists an non-psyhologists an o in this area. The UK, Sween an Norway have fouse on eveloping qualifiations speifially in psyhologial test use. In the UK, for example, roaer qualifiation in oupational assessment is availale through other routes (e.g. from the Chartere Institute for Personnel an Development). Relate to the aove ifferenes in reath are ifferenes in approah to qualifiation. The urrent German an Finnish qualifiations fous on the assessment of knowlege. They o not ontain any requirement for the assessment of ompetene in terms of skills or appliation of knowlege in pratie. The British, Sweish an Norwegian approahes, on the other han aopt a ompetene- ase approah to qualifiation an require potential test user to emonstrate knowlege, skill an unerstaning. The present Stanars are intene to provie a set of ontent against whih all these various approahes an e mappe. Some will provie relatively omplete mappings, others less so. It is not antiipate at this stage that every European test user qualifiation woul, or shoul provie omplete overage of everything ontaine here. Page 6 of 26
The Stanars The Stanars Unit 1 Stanar: 1.1 Stanar: 1.2 Stanar: 1.3 Stanar: 1.4 Stanar: 1.5 Take responsiility for ethial test use At in a professional an ethial manner Ensure you have the ompetene to use tests Take responsiility for your use of tests Ensure that test materials are kept seurely Ensure that test results are treate onfientially Unit 2 Stanar: 2.1 Stanar: 2.2 Stanar: 2.3 Stanar: 2.4 Stanar: 2.5 Stanar: 2.6 Unit 3 Stanar: 3.1 Stanar: 3.2 Stanar: 3.3 Follow goo pratie in the use of tests Evaluate the potential utility of in an assessment situation Choose tests appropriate for the situation Give ue onsieration to issues of fairness in Analyse an interpret results appropriately Communiate the results learly an aurately to relevant others Review the appropriateness of the test an its use Follow goo pratie in the aministration of tests Make neessary preparations for the session Aminister the tests properly Sore the test results aurately Page 7 of 26
UNIT 1 Take responsiility for ethial test use: Test user stanars Unit 1 Stanar: 1.1 Stanar: 1.2 Stanar: 1.3 Stanar: 1.4 Stanar: 1.5 Take responsiility for ethial test use At in a professional an ethial manner Ensure you have the ompetene to use tests Take responsiility for your use of tests Ensure that test materials are kept seurely Ensure that test results are treate onfientially What is this unit aout? Who is this unit for? This unit is aout taking responsiility for ating in an ethial manner This unit shoul e appropriate for all test users involve in or avising on iniviual assessments whih inlue or might inlue the use of psyhologial tests. : Testing of people for Testing of groups for Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multi-meia Online (internet/intranet) vs offline omputer-ase Open, Controlle, Supervise or Manage aministration Knowlege require in this Unit Theories, moels an priniples of: Ethis an priniples of goo pratie in inluing: Informe onsent Privay an onfientiality Ethis an priniples of goo pratie in lient relationships Priniples of goo pratie an onut regaring relationships with paying lients Fats, ata an information aout: EFPA Meta-oe of ethis Psyhologial tests Goo pratie guies: ITC Guielines on Test Use ITC Guielines on Computerase an on the Internet/intranet ITC Guielines on test aaptation Loal an national goo pratie guies relating to an test use Law an Coes of Pratie relating to protetion of personal ata an intelletual property rights in relation to iniviual Law an Coes of Pratie relating to equal opportunities, iret an iniret isrimination, employment law. Methos, tehniques an proeures relating to: Assessment nees analysis Ientifiation of evelopment nees Page 8 of 26
UNIT 1 Take responsiility for ethial test use: Test user stanars Stanar: 1.1 At in a professional an ethial manner a e f Promote an maintain professional an ethial stanars. Implement an expliit poliy on an test use. Require people who work for or with you ahere to appropriate professional an ethial stanars of ehaviour. Conut ommuniations an give feeak with ue onern for the sensitivities of the test taker an other relevant parties. Represent tests an in an aurate an alane manner in ommuniations with an through the meia. Avoi situations in whih you may have or e seen to have a veste interest in the outome of the test, or where the test might amage the relationship with your lient. Testing of groups for Stakeholers Iniviuals Organizations Hiring managers Reruitment onsultants HR speialists Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputerase Open, Controlle, Supervise or Manage aministration Professional an ethial stanars in Professional issues an eates relating to use of tests in oupational settings Testing an test use poliies Aility to use appropriate levels an methos of ommuniation, taking aount of the nees, ailities an sensitivities of test takers an other relevant parties. Aility to present tests an in a positive an alane manner. Page 9 of 26
UNIT 1 Take responsiility for ethial test use: Test user stanars Stanar: 1.2 Ensure you have the ompetene to use tests The Oupational Stanar a e f Work within the limits of sientifi priniple an empirial eviene. Have suffiient knowlege of test theory an psyhometris for the use you will make of tests. Know the limits of your own ompetene an operate within those limits in terms of ontexts of, methos use an moes of aministration. Keep up with relevant hanges an avanes relating to the methos you use an with avanes in the tests you use. Set an maintain high personal stanars of ompetene. Keep up with relevant hanges an evelopments in tests an an in areas of legislation an poliy that may impat on your use of tests. Sientifi metho. Knowlege of own ompetene. limitations an qualifiations Up-to-ate knowlege of 1. methos an tests in general use in the oupational fiel, hanges in 2. speifi tests one uses 3. relevant evelopments in legislation an poliy Testing of groups for Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputerase Open, Controlle, Supervise or Manage aministration Researh an Stuy skills (for maintaining knowlege) Learning from experiene Self-refletion Self-awareness Searh skills (for loating information aout tests an ) Page 10 of 26
UNIT 1 Take responsiility for ethial test use: Test user stanars Stanar: 1.3 Take responsiility for your use of tests The Oupational Stanar a Only offer servies, moes of aministration an methos for whih you are qualifie. e f 9 h Aept responsiility for the hoie of tests use, an for the reommenations mae. Provie lear an aequate information to partiipants in the proess aout the ethial priniples an legal regulations governing psyhologial. Ensure other parties are informe of their uties of responsiility an aountaility regaring legal, ontratual an ethial oes Aept the uties of responsiility an aountaility regaring legal, ontratual an ethial oes. Ensure that there is informe onsent an that the nature of the ontrat etween test-taker (or responsile person) an tester is lear an unerstoo. Be alert to any unintene onsequenes of test use. Try to avoi oing harm or ausing istress to those involve in the proess. Testing of groups for Partiipants Test taker Organizational representatives Hiring manager Reruitment onsultant Career avisor Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputerase Open, Controlle, Supervise or Manage aministration Ethial priniples an legal regulations relating to psyhologial. Psyhologial ontrat etween test-taker an other parties involve in the test proess. Impat of soio-ultural an eonomi fators on possile unintene onsequenes of an test use. Legal, ontratual an ethial oes. Proution of test-taker ontrats Communiation skills Aility to maintain an manage appropriate professional relationships with partiipants Page 11 of 26
UNIT 1 Take responsiility for ethial test use: Test user stanars Stanar: 1.4 Ensure that test materials are kept seurely The Oupational Stanar a Safeguar aess to test materials e.g. store test materials seurely an ontrol aess to them. Respet opyright law an agreements that exist with respet to a test inluing any prohiitions on the opying or transmission of materials in eletroni or other forms to other people, whether qualifie or otherwise. Protet the seurity of the test e.g. y not oahing iniviuals on atual test materials or other pratie materials that might unfairly influene their test performane. Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputerase Open, Controlle, Supervise or Manage aministration Ensure that test tehniques are not esrie pulily or in other ways plae in the puli omain in suh a way that their usefulness is impaire Copyright law an relate restritions on istriutions of materials Risks assoiate with ifferent moes of aministration an storage methos Management of materials Management of ata, filing an ata storage Page 12 of 26
UNIT 1 Take responsiility for ethial test use: Test user stanars Stanar: 1.5 Ensure that test results are treate onfientially The Oupational Stanar a e f g Speify who will have aess to results an efine levels of onfientiality. Explain levels of onfientiality to iniviuals efore tests are aministere. Limit aess to results to those with a right to know. Otain the relevant onsents efore releasing results to others. Protet ata kept on file systems so that only those who have a right of aess an otain them. Estalish lear guielines as to how long ientifiale personal test ata are to e kept on file. Remove names an other personal ientifiers from ataases of results that are arhive for researh use, evelopment of norms or other statistial purposes. Testing of groups for Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Filing systems Computerise Paper-ase Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputerase Open, Controlle, Supervise or Manage aministration Data Protetion legislation Goo pratie oes relating to the management of personal ata Proeures for ensuring seurity of paper an omputer-ase personal ata reors. Anonymisation of ata reors. Communiation skills Management of ata, filing an ata storage Page 13 of 26
UNIT 2 Follow goo pratie in the use of tests: Test User Stanars Unit 2 Stanar: 2.1 Stanar: 2.2 Stanar: 2.3 Stanar: 2.4 Stanar: 2.5 Stanar: 2.6 Follow goo pratie in the use of tests Evaluate the potential utility of in an assessment situation Choose tests appropriate for the situation Give ue onsieration to issues of fairness in Analyse an interpret results appropriately Communiate the results learly an aurately to relevant others Review the appropriateness of the test an its use What is this unit aout? Who is this unit for? This unit is aout following goo pratie in hoosing, using an interpreting psyhologial tests This unit shoul e appropriate for all test users involve in or avising on iniviual assessments whih inlue or might inlue the use of psyhologial tests. : Testing of groups for: Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multi-meia Online (internet/intranet) vs offline omputer-ase Open, Controlle, Supervise or Manage aministration Knowlege require in this Unit Theories, moels an priniples of: Fats, ata an information aout: Methos, tehniques an proeures relating to: Test-relate theories an moels: Classial Test theory Item Response Theory Fairness an ias in Reliaility an Valiity Meta analysis an valiity generalisation Generalisaility theory Psyhologial theories an moels of Cognitive aility Personality Motivation Attitues, eliefs an values Other onstruts use in in this oupational ontext Theories an moels relating to in the workplae: Workplae ompetenies Performane management Personal evelopment Career hoie Seletion an reruitment Ethis an priniples of goo pratie in inluing: Informe onsent Privay an onfientiality Psyhologial tests Goo pratie guies: ITC Guielines on Test Use ITC Guielines on Computerase an on the Internet/intranet ITC Guielines on test aaptation Loal an national goo pratie guies relating to an test use Law an Coes of Pratie relating to protetion of personal ata an intelletual property rights in relation to iniviual Law an Coes of Pratie relating to equal opportunities, fairness. Employment law Assessment nees analysis Reruitment an seletion Organizational or team fit Ientifiation of evelopment nees Career avie an guiane Other organizational purposes Testing of groups for: Other organizational purposes Page 14 of 26
UNIT 2 Follow goo pratie in the use of tests: Test User Stanars Stanar: 2.1 Evaluate the potential utility of in an assessment situation a e f g Base eisions aout on a thorough analysis of the lient s requirements, ensuring that you fully unerstan the assessment nee. Estalish that the onstruts eing measure are relevant for the assessment nee Assess avantages an isavantages of using tests instea of or with other soures of information or alternative assessment strategies Proue a reasone justifiation for the use of tests in relation to: assessment methos moes of aministration, stakeholers an reasons for. Conut a risk assessment with regars to assessment metho seurity, legal issues an protetion of intelletual property in relation to: methos onitions moes of aministration, ontext, stakeholers. Consier how other soures of information might e use together with or instea of the tests. Can explain to the relevant stakeholer the utility assoiate with the use of tests an other methos of assessment. Testing of groups for: Stakeholers Iniviuals Organizations Hiring managers Reruitment onsultants HR speialists Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputerase Open, Controlle, Supervise or Manage aministration Jo an task analysis Competeny profiling Jo an task analysis methos Competeny profiling methos Legal an est pratie requirements relating to onfientiality an seurity of personal ata Costs, enefits an risks assoiate with ifferent moes of Relating jo esriptions to person speifiations Risk assessment Cost-enefit analysis Intelletual property rights an opyright law Guielines of relevant national an international professional oies Utility theory Page 15 of 26
UNIT 2 Follow goo pratie in the use of tests: Test User Stanars Stanar: 2.2 Choose tests appropriate for the situation a e f Examine urrent information overing the range of potentially relevant tests (e.g., from speimen sets, inepenent reviews, expert avie), efore seleting a test to use. Consier whih tests, if any, are appropriate for the assessment ontexts Choose tests ase on an evaluation of the tehnial an user oumentation an other availale information to ensure that the test s sope, reliaility, valiity, stanarisation, fairness, aessiility, language or ialet version, pratiality an aeptaility are appropriate to the ientifie assessment nee. Agree the hoie of tests, aministration onitions an aministration moes with relevant stakeholers. Respon to requests from test takers y proviing suffiient information to allow them to unerstan why the test was hosen. Agree appliations of results an onfientiality an seurity of the personal ata with relevant stakeholers. Testing of groups for: Criteria of appropriateness Sope or overage Reliaility Valiity Norms Fairness Aeptaility to stakeholers Pratiality in terms of amin, ost et Stakeholers Iniviuals Organizations Hiring managers Reruitment onsultants HR speialists Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputer-ase Open, Controlle, Supervise or Manage aministration Relevant methos an instruments Valiity an reliaility Meta analysis an valiity generalisation Measurement error Classial Test Theory Item Response Theory Norms an stanarisation Differential item funtioning an test ias Psyhometri properties of instruments. Assessment nees analysis Negotiating an agreeing proeures with stakeholers. Integration of into roaer assessment proeures Use of assessment matrix to map onstruts eing assesse against methos of assessment Legal an pratie requirements relating to onfientiality an seurity of personal ata Page 16 of 26
UNIT 2 Follow goo pratie in the use of tests: Test User Stanars Stanar: 2.3 Give ue onsieration to issues of fairness in a e f g h Avoi the use of stereotypes in test seletion, aministration an interpretation Evaluate any potential for ias in the test given the ontext an onitions, for the various groups that will e teste. Chek: i. that the moes of aministration are appropriate ii. that the onstruts eing assesse are meaningful in eah of the groups represente iii. that eviene is availale on possile group ifferenes in performane on the test. iv. that there is valiity eviene to support the intene use of the test in the various groups an that the effets of any group ifferenes not relevant to the main purpose of assessment (e.g., ifferenes in motivation to answer, or reaing aility) are minimise. v. that the ontext, ulture an language of the test is appropriate. Interpret guielines relating to the fair use of tests in the ontext of loal poliy an legislation. Make appropriate arrangements for test takers with isailities. Ensure that test aministrators are aware of issues of fairness an take them into aount efore uring an after aministration. Chek that aministrators: i. implement aommoations for test takers with isailities appropriately ii. an ommuniate profiiently with the test taker in an appropriate language. iii. Oserve tests takers an ientify any iffiulties they may have with the test proess iv. Doument any aministration prolems or eviations from stanar proeures. Analyse an interpret sores with ue regar for fairness an equity issues. Testing of groups for: Various groups iffering in terms of gener, ultural akgroun, euation, ethni origin, religion age sexual orientation language any isaility soial exlusion Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputer-ase Open, Controlle, Supervise or Manage aministration Appropriate arrangements for: Hearing, visual or motor impairments Learning isailities, yslexia Those eing teste in a language that is not their first language Page 17 of 26
UNIT 2 Follow goo pratie in the use of tests: Test User Stanars Relevant methos an instruments Valiity an reliaility Meta analysis an valiity generalisation Measurement error Classial Test Theory Item Response Theory Norms an stanarisation Differential item funtioning an test ias Psyhometri properties of instruments. Legal an pratie requirements relating to equal opportunities an isaility ITC test aaptation guielines Impat of various isailities on test taking performane. Best pratie on making allowanes for various forms of impairment of isaility. Communiation with people from iffering akgrouns an irumstanes Interpersonal skills. Page 18 of 26
UNIT 2 Follow goo pratie in the use of tests: Test User Stanars Stanar: 2.4 Analyse an interpret results appropriately a e f g h i j k Proue an interpretation of the results that takes aount of availale information aout the test taker with ue regar to the ontext, onitions, methos an moes; the tehnial qualities of the test; an the assessment nee. Choose suitale norm or referene groups as appropriate for the ontext in whih took plae an the methos use Choose sale types an erive sores relevant to the intene use of the test sores e.g. stens, perentiles. Consier reasonale alternative interpretations Proue an interpretation of the results that takes aount of availale information from other soures or other methos of assessments. Give ue onsieration to the availale eviene of the tehnial properties of the test for memers of the test takers relevant emographi groups. Take aount of the possile impat of prior experiene on the test Avoi over-generalising the results of one test Ensure that invali onlusions are not rawn from omparisons of sores with norms that are not relevant to the people eing teste or are outate. Take aount of any iniviual or group variations from stanar proeures in test aministration. Use omputer generate reports appropriately in interpretation an with ue regar for their tehnial qualities. Testing of groups for: Test taker information age, gener, shooling, ulture other fators Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Other soures of information Assessment an evelopment entre exerises Struture interviews Bioata an relate inventories Simulations an ehavioural (e.g. work) samples Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputerase Open, Controlle, Supervise or Manage aministration Page 19 of 26
UNIT 2 Follow goo pratie in the use of tests: Test User Stanars General knowlege of the psyhometri properties of instruments. Knowlege of speifi tests use: theoretial or oneptual asis, tehnial oumentation an guiane on the use an interpretation of the sale sores. Knowlege of ifferent sale types (normative, ipsative) an item response formats (fore hoie, open, rating) an their effets on sale sore interpretation. Knowlege of sales use, the harateristis of the norm or omparison groups, an the limitations of the sores Norms an stanarisation Different types of stanar sore sales an methos of onverting etween them. Test soring Conversion of test raw sores to stanar sores Bringing together an oumenting of tests sores an other assessment ata for reports. Computation, where appropriate, of omposite sores using stanar formulae an equations. Use of norm tales General test interpretation skills Interpretation of ipsative instruments Context relate interpretation skills Instrument speifi interpretation skills Relating test sores to other information that relates to measurement of the same onstruts (e.g. interview ratings, assessment entre ratings et) Page 20 of 26
UNIT 2 Follow goo pratie in the use of tests: Test User Stanars Stanar: 2.5 Communiate the results learly an aurately to relevant others a Ientify relevant others who may legitimately reeive test results. Organizational or team fit Ientifiation of evelopment nees Disuss results with test takers an relevant others in a onstrutive an supportive manner. e f g h i j k Agree final outomes an reports with relevant others Communiate results to agree reipients. Provie written or oral reports for relevant intereste parties, with the informe onsent of the test takers, or their legal representatives. Use a form an struture for a report that is appropriate to the ontext of the assessment. Inlue within written reports a lear summary, an when relevant, speifi reommenations. Ensure that the tehnial an linguisti levels of any reports are appropriate for the level of unerstaning of the reipients. Explain how the importane of the test results shoul e weighte in relation to other information aout the people eing assesse. Make lear that the test ata represent just one soure of information an shoul always e onsiere in onjuntion with other information. When appropriate provie eision-makers with information on how results may e use to inform their eision Testing of groups for: Clients Iniviuals Organizations Hiring managers Reruitment onsultants Reipients The test taker The lient Relevant thir parties Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputerase Open, Controlle, Supervise or Manage aministration General knowlege of the psyhometri properties of instruments. Knowlege of speifi tests use Valiity an reliaility Meta analysis an valiity generalisation Measurement error Classial Test Theory Item Response Theory Norms an stanarisation Differential item funtioning an test ias Written an oral ommuniation Rapport uiling Report writing Proviing feeak Integration of test results with other assessment outomes for reports. Page 21 of 26
UNIT 2 Follow goo pratie in the use of tests: Test User Stanars Stanar: 2.6 Review the appropriateness of the test an its use a e f Monitor an perioially review hange over time in the populations of iniviuals eing teste an any riterion measures eing use. Monitor test ata for eviene of averse impat an re-evaluate the legal an equity issues arising in using the test an hek that est pratie is eing followe. Partiipate in formal valiation stuies where possile an pratial. Assist in upating information regaring the norms, reliaility an valiity of the test y proviing relevant test ata to the test evelopers, pulishers or researhers. Re-evaluate the use of a test if hanges are mae to its form, ontent, or moe of aministration. Re-evaluate the eviene of valiity if the purpose for whih a test is eing use is hange. Testing of groups for: General knowlege of the psyhometri properties of instruments. Knowlege of speifi tests use Valiity an reliaility Norms an stanarisation Communiation with test evelopers, pulishers an researhers (riteria:, ; in line with stanars 1.5, 2.3) Co-operation skills (riteria:, ; in line with stanars: 1.5,) Evaluation skills (riteria:, e, f) Monitoring skills (riteria: a, ) Management of ata, filing an ata storage (riteria: ) Searh skills for fining information aout test upates (riteria: e, f; in line with stanars: 1.2,) Page 22 of 26
UNIT 3 Follow goo pratie in the aministration of tests: Test User Stanars Unit 3 Stanar: 3.1 Stanar: 3.2 Stanar: 3.3 Follow goo pratie in the aministration of tests Make neessary preparations for the session Aminister the tests properly Sore the test results aurately What is this unit aout? Who is this unit for? This unit is aout following goo pratie in aministering psyhologial tests This unit shoul e appropriate for all those involve in the aministration of tests to iniviuals or groups. : Testing of groups for: Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multi-meia Online (internet/intranet) vs offline omputer-ase Open, Controlle, Supervise or Manage aministration Knowlege require in this Unit Theories, moels an priniples of: Ethis an priniples of goo pratie in test aministration Informe onsent Privay an onfientiality Fats, ata an information aout: Psyhologial tests Goo pratie guies relating to test aministration: ITC Guielines on Test Use ITC Guielines on Computer-ase an on the Internet/intranet Loal an national goo pratie guies relating to an test use Law an Coes of Pratie relating to protetion of personal ata an intelletual property rights in relation to Law an Coes of Pratie relating to equal opportunities, iret an iniret isrimination, an employment law. Methos, tehniques an proeures relating to: Ientifiation of evelopment nees Other organizational purposes Testing of groups for: Other organizational purposes Page 23 of 26
UNIT 3 Follow goo pratie in the aministration of tests: Test User Stanars Stanar: 3.1 Make neessary preparations for the session a Provie relevant parties in a timely manner with lear information onerning the purpose of, how the results will e use an ata management arrangements. e f g Provie guiane on ways in whih test takers might est prepare for the test session, an the proeures to e followe. Chek that the test is appropriate for the linguisti or ialeti group of the test taker. Sen test takers approve pratie, sample, or preparation materials where these are availale an where this is onsistent with reommene pratie for the tests onerne. Explain learly to test takers their rights an responsiilities. Gain the expliit informe onsent of test takers or their representatives efore any is one. Explain, when is optional, the onsequenes of taking or not taking the test to relevant parties so that they an make an informe hoie. Testing of groups for: Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multimeia Online (internet/intranet) vs offline omputerase Open, Controlle, Supervise or Manage aministration h i j k l m Make the neessary pratial arrangements for the test sessions. Ensure test entres or loations are availale an suitaly equippe. Ensure that staff who will e involve in the aministration are ompetent. Inform the test taker of the ontext an onitions Prepare the methos, equipment an materials Make arrangements for the of people with isailities Relevant methos an instruments Written an oral ommuniation Management of materials General aministration Page 24 of 26
UNIT 3 Follow goo pratie in the aministration of tests: Test User Stanars Stanar: 3.2 Aminister the tests properly a e f g Welome test-takers an rief them in a positive fashion, an at to reue their anxiety. Provie appropriate assistane to test takers who show signs of unue istress or anxiety. Carry out aministration proeures as speifie in test manuals. Deal appropriately with any questions, tehnial or personal prolems or issues arising uring the session. Oserve an reor eviations from test proeures. Ensure the seurity an safety of materials an that all materials are aounte for at the en of eah session Ahere stritly to the iretions an instrutions speifie in test manuals while making reasonale aommoations for persons with isailities. Testing of groups for: Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multi-meia Online (internet/intranet) vs offline omputer-ase Open, Controlle, Supervise or Manage aministration Tehnial prolems an issues Computer system rashes Loss of Internet/intranet onnetion Personal prolems an issues Illness or sikness Anxiety Session interruptions or isruptions The possile impat of assessment on test takers The possile impat of moe of aministration on the quality of test results The possile impat of anxiety on test performane. General skills assoiate with managing issues an prolems that might arise in sessions Test aministration proess skills relating to ifferent types of tests an onitions of aministration (group, iniviual; interative non-interative) Management of materials Page 25 of 26
UNIT 3 Follow goo pratie in the aministration of tests: Test User Stanars Stanar: 3.3 Sore test results aurately a Sore test results aoring to stanarise proeures where soring is not automate. Generate norme an erive sores aoring to oumente proeures assoiate with the metho. Uses proeures to sreen test results to reognise improale or unreasonale sores. Cheks sore sale-onversions an other lerial proeures for auray. Clearly an aurately laels sales an provies lear ientifiation of norms, sales types, an equations use. Testing of groups for: Psyhologial tests of aility (maximum performane measures) Psyhologial tests of personality, motivation et (typial performane measures) Paper-ase, equipment-ase an multi-meia Online (internet/intranet) vs offline omputer-ase Open, Controlle, Supervise or Manage aministration Test soring proeures Norms an stanarisation Aerrant response patterns Use of soring keys an self-soring test forms Use of norm tales Conversion of test raw sores to stanar sores Bringing together an oumenting of tests sores an other assessment ata for reports. Computation, where appropriate, of omposite sores using stanar formulae an equations. Management an filing of ata Proeures for heking for lerial errors. Page 26 of 26