doesn't matter we dont have these topics

An assumption that variations over time are due to measurement error and variations in traits, together with a neglect of importance of environment and environment person interactions mostly implies:

• a lack of theory/incorrect theory

• a self-fulfilling prophecy

• Dehumanization

• Divided loyalties

Answer explanation

Ethics & the Future of Psychological Testing

Problems with Testing

Lack of theory, incorrect theory

•assumption that variations over time are due to measurement error, variations in traits

•neglect of importance of environment, environment-person interactions)

Poor predictive power of tests

•especially when we look in the long term at actual behaviours

•E.g., tests like LSAT predict grades in law school, but not success as a lawyer

Superior performance of actuarial prediction compared to psychological tests

•Sawyer (1966) and Sines (1970) compared predictions made using an actuarial approach (test results interpreted using a set of rules) against predictions made by trained clinicians (clinical approach)

•Actuarial approach resulted in better prediction

•Dawes (1999): tables of actuarial data (e.g., number of prior arrests, severity of crime) predict recidivism better than tests & clinical judgment

Labeling & Self-fulfilling Prophesy

•Stigma associated with labels such as Learning Disabled, ADHD, schizophrenic

•Can result in a self-fulfilling prophesy

•E.g., person labeled as learning disabled is not expected to learn easily, resulting in lowered expectations, which in turns produces lowered performance

Potential for Invasion of Privacy

•Protected by professional codes of ethics

Divided Loyalties

•To whom is tester responsible: the individual taking the test? The institution that ordered the test?

•Psychologist is obliged to maintain test security, and at the same time, not violate the client’s right to know the basis for an adverse decision

Dehumanization

•Some forms of testing remove any human element from decision-making process

•Seen as becoming more prevalent with the increase in computer-testing

Usefulness of Tests

•Do tests help improve the human condition?

•Do they benefit society at large?

•Possible misuse of tests

•Potential for discrimination against racial, gender, cultural & ethnic groups

Access to Psychological Testing

•Vocational testing -- $1,000

•Full child assessment -- $2,000

•Custody evaluation -- $10,000 (Southern CA)

•Cost of materials

•WAIS kit, S-B kit over $900

The Standards for Educational & Psychological Testing

•Developed jointly by:

•American Educational Research Association (AERA)

•American Psychological Association (APA)

•National Council on Measurement in Education (NCME)

•Sets out obligations of test developers & test givers

Test Developers Should:

•define what test measures & who it applies to

•accurately present characteristics & limitations of test

•review questions for insensitive content & language

Test Givers Should:

•select test only after thorough review of all tests available

•have a thorough knowledge of all test materials & manual

•avoid using test for purposes not recommended by developers

•provide test-takers, or their parents, with information about their rights re obtaining copies of test, retake tests, have tests rescored, cancelled

•tell test-taker or parents how long scores will be kept on file & to whom they will be released

•explain results in language test-taker can understand

Rights of Test-Takers (APA)

As a test-taker, you have the right to:

•Be treated with courtesy, respect, and impartiality, regardless of your age, disability, ethnicity, gender, national origin, religion, sexual orientation or other personal characteristics.

•Be tested with measures that meet professional standards and that are appropriate, given the manner in which the test results will be used.

•Receive a brief oral or written explanation prior to testing about the purpose(s) for testing, the kind(s) of tests to be used, if the results will be reported to you or to others, and the planned use(s) of the results. If you have a disability, you have the right to inquire and receive information about testing accommodations. If you have difficulty in comprehending the language of the test, you have a right to know in advance of testing whether any accommodations may be available to you.

•Know in advance of testing when the test will be administered, if and when test results will be available to you, and if there is a fee for testing services that you are expected to pay.

Have your test administered and your test results interpreted by appropriately trained individuals who follow professional codes of ethics.

Success at tests like LSAT in law school don't really correlate with being a successful lawyer, what does this show?

• a lack of theory/incorrect theory

• Poor predictive power of tests

• The effects of labeling

• Divided loyalties

Answer explanation

Ethics & the Future of Psychological Testing

Problems with Testing

Lack of theory, incorrect theory

•assumption that variations over time are due to measurement error, variations in traits

•neglect of importance of environment, environment-person interactions)

Poor predictive power of tests

•especially when we look in the long term at actual behaviours

•E.g., tests like LSAT predict grades in law school, but not success as a lawyer

Superior performance of actuarial prediction compared to psychological tests

•Sawyer (1966) and Sines (1970) compared predictions made using an actuarial approach (test results interpreted using a set of rules) against predictions made by trained clinicians (clinical approach)

•Actuarial approach resulted in better prediction

•Dawes (1999): tables of actuarial data (e.g., number of prior arrests, severity of crime) predict recidivism better than tests & clinical judgment

Labeling & Self-fulfilling Prophesy

•Stigma associated with labels such as Learning Disabled, ADHD, schizophrenic

•Can result in a self-fulfilling prophesy

•E.g., person labeled as learning disabled is not expected to learn easily, resulting in lowered expectations, which in turns produces lowered performance

Potential for Invasion of Privacy

•Protected by professional codes of ethics

Divided Loyalties

•To whom is tester responsible: the individual taking the test? The institution that ordered the test?

•Psychologist is obliged to maintain test security, and at the same time, not violate the client’s right to know the basis for an adverse decision

Dehumanization

•Some forms of testing remove any human element from decision-making process

•Seen as becoming more prevalent with the increase in computer-testing

Usefulness of Tests

•Do tests help improve the human condition?

•Do they benefit society at large?

•Possible misuse of tests

•Potential for discrimination against racial, gender, cultural & ethnic groups

Access to Psychological Testing

•Vocational testing -- $1,000

•Full child assessment -- $2,000

•Custody evaluation -- $10,000 (Southern CA)

•Cost of materials

•WAIS kit, S-B kit over $900

The Standards for Educational & Psychological Testing

•Developed jointly by:

•American Educational Research Association (AERA)

•American Psychological Association (APA)

•National Council on Measurement in Education (NCME)

•Sets out obligations of test developers & test givers

Test Developers Should:

•define what test measures & who it applies to

•accurately present characteristics & limitations of test

•review questions for insensitive content & language

Test Givers Should:

•select test only after thorough review of all tests available

•have a thorough knowledge of all test materials & manual

•avoid using test for purposes not recommended by developers

•provide test-takers, or their parents, with information about their rights re obtaining copies of test, retake tests, have tests rescored, cancelled

•tell test-taker or parents how long scores will be kept on file & to whom they will be released

•explain results in language test-taker can understand

Rights of Test-Takers (APA)

As a test-taker, you have the right to:

•Be treated with courtesy, respect, and impartiality, regardless of your age, disability, ethnicity, gender, national origin, religion, sexual orientation or other personal characteristics.

•Be tested with measures that meet professional standards and that are appropriate, given the manner in which the test results will be used.

•Receive a brief oral or written explanation prior to testing about the purpose(s) for testing, the kind(s) of tests to be used, if the results will be reported to you or to others, and the planned use(s) of the results. If you have a disability, you have the right to inquire and receive information about testing accommodations. If you have difficulty in comprehending the language of the test, you have a right to know in advance of testing whether any accommodations may be available to you.

•Know in advance of testing when the test will be administered, if and when test results will be available to you, and if there is a fee for testing services that you are expected to pay.

Have your test administered and your test results interpreted by appropriately trained individuals who follow professional codes of ethics.

•Sawyer (1966) and Sines (1970) compared predictions made using an actuarial approach (test results interpreted using a set of rules) against predictions made by the clinical approach

•Dawes (1999): tables of actuarial data (e.g., number of prior arrests, severity of crime) predict recidivism better

• actuarial approach, clinical approach, actuarial

• clinical approach, actuarial approach, clinical

• clinical approach, actuarial approach, actuarial

Answer explanation

Ethics & the Future of Psychological Testing

Problems with Testing

Lack of theory, incorrect theory

•assumption that variations over time are due to measurement error, variations in traits

•neglect of importance of environment, environment-person interactions)

Poor predictive power of tests

•especially when we look in the long term at actual behaviours

•E.g., tests like LSAT predict grades in law school, but not success as a lawyer

Superior performance of actuarial prediction compared to psychological tests

•Sawyer (1966) and Sines (1970) compared predictions made using an actuarial approach (test results interpreted using a set of rules) against predictions made by trained clinicians (clinical approach)

•Actuarial approach resulted in better prediction

•Dawes (1999): tables of actuarial data (e.g., number of prior arrests, severity of crime) predict recidivism better than tests & clinical judgment

Labeling & Self-fulfilling Prophesy

•Stigma associated with labels such as Learning Disabled, ADHD, schizophrenic

•Can result in a self-fulfilling prophesy

•E.g., person labeled as learning disabled is not expected to learn easily, resulting in lowered expectations, which in turns produces lowered performance

Potential for Invasion of Privacy

•Protected by professional codes of ethics

Divided Loyalties

•To whom is tester responsible: the individual taking the test? The institution that ordered the test?

•Psychologist is obliged to maintain test security, and at the same time, not violate the client’s right to know the basis for an adverse decision

Dehumanization

•Some forms of testing remove any human element from decision-making process

•Seen as becoming more prevalent with the increase in computer-testing

Usefulness of Tests

•Do tests help improve the human condition?

•Do they benefit society at large?

•Possible misuse of tests

•Potential for discrimination against racial, gender, cultural & ethnic groups

Access to Psychological Testing

•Vocational testing -- $1,000

•Full child assessment -- $2,000

•Custody evaluation -- $10,000 (Southern CA)

•Cost of materials

•WAIS kit, S-B kit over $900

The Standards for Educational & Psychological Testing

•Developed jointly by:

•American Educational Research Association (AERA)

•American Psychological Association (APA)

•National Council on Measurement in Education (NCME)

•Sets out obligations of test developers & test givers

Test Developers Should:

•define what test measures & who it applies to

•accurately present characteristics & limitations of test

•review questions for insensitive content & language

Test Givers Should:

•select test only after thorough review of all tests available

•have a thorough knowledge of all test materials & manual

•avoid using test for purposes not recommended by developers

•provide test-takers, or their parents, with information about their rights re obtaining copies of test, retake tests, have tests rescored, cancelled

•tell test-taker or parents how long scores will be kept on file & to whom they will be released

•explain results in language test-taker can understand

Rights of Test-Takers (APA)

As a test-taker, you have the right to:

•Be treated with courtesy, respect, and impartiality, regardless of your age, disability, ethnicity, gender, national origin, religion, sexual orientation or other personal characteristics.

•Be tested with measures that meet professional standards and that are appropriate, given the manner in which the test results will be used.

•Receive a brief oral or written explanation prior to testing about the purpose(s) for testing, the kind(s) of tests to be used, if the results will be reported to you or to others, and the planned use(s) of the results. If you have a disability, you have the right to inquire and receive information about testing accommodations. If you have difficulty in comprehending the language of the test, you have a right to know in advance of testing whether any accommodations may be available to you.

•Know in advance of testing when the test will be administered, if and when test results will be available to you, and if there is a fee for testing services that you are expected to pay.

Have your test administered and your test results interpreted by appropriately trained individuals who follow professional codes of ethics.

What is the primary ethical dilemma faced by psychologists in maintaining divided loyalties?

• Prioritizing the institution's interests over the individual's rights

• Balancing test security with the client's right to know reasons for an adverse decision

• Ignoring the institution's guidelines to favor the client's requests

• Avoiding disclosure of adverse decisions to the individual

Answer explanation

Ethics & the Future of Psychological Testing

Problems with Testing

Lack of theory, incorrect theory

•assumption that variations over time are due to measurement error, variations in traits

•neglect of importance of environment, environment-person interactions)

Poor predictive power of tests

•especially when we look in the long term at actual behaviours

•E.g., tests like LSAT predict grades in law school, but not success as a lawyer

Superior performance of actuarial prediction compared to psychological tests

•Sawyer (1966) and Sines (1970) compared predictions made using an actuarial approach (test results interpreted using a set of rules) against predictions made by trained clinicians (clinical approach)

•Actuarial approach resulted in better prediction

•Dawes (1999): tables of actuarial data (e.g., number of prior arrests, severity of crime) predict recidivism better than tests & clinical judgment

Labeling & Self-fulfilling Prophesy (not quized)

•Stigma associated with labels such as Learning Disabled, ADHD, schizophrenic

•Can result in a self-fulfilling prophesy

•E.g., person labeled as learning disabled is not expected to learn easily, resulting in lowered expectations, which in turns produces lowered performance

Potential for Invasion of Privacy (Not quized)

•Protected by professional codes of ethics

Divided Loyalties

•To whom is tester responsible: the individual taking the test? The institution that ordered the test?

•Psychologist is obliged to maintain test security, and at the same time, not violate the client’s right to know the basis for an adverse decision - An individual being denied admission to a program or employment opportunity based on test results indicating unsuitability or lack of qualification.

Dehumanization

•Some forms of testing remove any human element from decision-making process

•Seen as becoming more prevalent with the increase in computer-testing

Usefulness of Tests

•Do tests help improve the human condition?

•Do they benefit society at large?

•Possible misuse of tests

•Potential for discrimination against racial, gender, cultural & ethnic groups

Access to Psychological Testing

•Vocational testing -- $1,000

•Full child assessment -- $2,000

•Custody evaluation -- $10,000 (Southern CA)

•Cost of materials

•WAIS kit, S-B kit over $900

The Standards for Educational & Psychological Testing

•Developed jointly by:

•American Educational Research Association (AERA)

•American Psychological Association (APA)

•National Council on Measurement in Education (NCME)

•Sets out obligations of test developers & test givers

Test Developers Should:

•define what test measures & who it applies to

•accurately present characteristics & limitations of test

•review questions for insensitive content & language

Test Givers Should:

•select test only after thorough review of all tests available

•have a thorough knowledge of all test materials & manual

•avoid using test for purposes not recommended by developers

•provide test-takers, or their parents, with information about their rights re obtaining copies of test, retake tests, have tests rescored, cancelled

•tell test-taker or parents how long scores will be kept on file & to whom they will be released

•explain results in language test-taker can understand

Rights of Test-Takers (APA)

As a test-taker, you have the right to:

•Be treated with courtesy, respect, and impartiality, regardless of your age, disability, ethnicity, gender, national origin, religion, sexual orientation or other personal characteristics.

•Be tested with measures that meet professional standards and that are appropriate, given the manner in which the test results will be used.

•Receive a brief oral or written explanation prior to testing about the purpose(s) for testing, the kind(s) of tests to be used, if the results will be reported to you or to others, and the planned use(s) of the results. If you have a disability, you have the right to inquire and receive information about testing accommodations. If you have difficulty in comprehending the language of the test, you have a right to know in advance of testing whether any accommodations may be available to you.

•Know in advance of testing when the test will be administered, if and when test results will be available to you, and if there is a fee for testing services that you are expected to pay.

Have your test administered and your test results interpreted by appropriately trained individuals who follow professional codes of ethics.

Why is dehuminization becoming more prevelant in psychometric testing?

• due to the increase in computer-testing

• due to clinicians emphasising objective outlooks due to the prevelant medical perspective

• due to the 'cold' nature of more psychometric testing procedures

• The utilization of human judgment exclusively in testing processes.

Answer explanation

Ethics & the Future of Psychological Testing

Problems with Testing

Lack of theory, incorrect theory

•assumption that variations over time are due to measurement error, variations in traits

•neglect of importance of environment, environment-person interactions)

Poor predictive power of tests

•especially when we look in the long term at actual behaviours

•E.g., tests like LSAT predict grades in law school, but not success as a lawyer

Superior performance of actuarial prediction compared to psychological tests

•Sawyer (1966) and Sines (1970) compared predictions made using an actuarial approach (test results interpreted using a set of rules) against predictions made by trained clinicians (clinical approach)

•Actuarial approach resulted in better prediction

•Dawes (1999): tables of actuarial data (e.g., number of prior arrests, severity of crime) predict recidivism better than tests & clinical judgment

Labeling & Self-fulfilling Prophesy (not quized)

•Stigma associated with labels such as Learning Disabled, ADHD, schizophrenic

•Can result in a self-fulfilling prophesy

•E.g., person labeled as learning disabled is not expected to learn easily, resulting in lowered expectations, which in turns produces lowered performance

Potential for Invasion of Privacy (Not quized)

•Protected by professional codes of ethics

Divided Loyalties

•To whom is tester responsible: the individual taking the test? The institution that ordered the test?

•Psychologist is obliged to maintain test security, and at the same time, not violate the client’s right to know the basis for an adverse decision - An individual being denied admission to a program or employment opportunity based on test results indicating unsuitability or lack of qualification.

Dehumanization

•Some forms of testing remove any human element from decision-making process

•Seen as becoming more prevalent with the increase in computer-testing

Usefulness of Tests

•Do tests help improve the human condition?

•Do they benefit society at large?

•Possible misuse of tests

•Potential for discrimination against racial, gender, cultural & ethnic groups

Access to Psychological Testing

•Vocational testing -- $1,000

•Full child assessment -- $2,000

•Custody evaluation -- $10,000 (Southern CA)

•Cost of materials

•WAIS kit, S-B kit over $900

The Standards for Educational & Psychological Testing

•Developed jointly by:

•American Educational Research Association (AERA)

•American Psychological Association (APA)

•National Council on Measurement in Education (NCME)

•Sets out obligations of test developers & test givers

Test Developers Should:

•define what test measures & who it applies to

•accurately present characteristics & limitations of test

•review questions for insensitive content & language

Test Givers Should:

•select test only after thorough review of all tests available

•have a thorough knowledge of all test materials & manual

•avoid using test for purposes not recommended by developers

•provide test-takers, or their parents, with information about their rights re obtaining copies of test, retake tests, have tests rescored, cancelled

•tell test-taker or parents how long scores will be kept on file & to whom they will be released

•explain results in language test-taker can understand

Rights of Test-Takers (APA)

As a test-taker, you have the right to:

•Be treated with courtesy, respect, and impartiality, regardless of your age, disability, ethnicity, gender, national origin, religion, sexual orientation or other personal characteristics.

•Be tested with measures that meet professional standards and that are appropriate, given the manner in which the test results will be used.

•Receive a brief oral or written explanation prior to testing about the purpose(s) for testing, the kind(s) of tests to be used, if the results will be reported to you or to others, and the planned use(s) of the results. If you have a disability, you have the right to inquire and receive information about testing accommodations. If you have difficulty in comprehending the language of the test, you have a right to know in advance of testing whether any accommodations may be available to you.

•Know in advance of testing when the test will be administered, if and when test results will be available to you, and if there is a fee for testing services that you are expected to pay.

Have your test administered and your test results interpreted by appropriately trained individuals who follow professional codes of ethics.

Which are the correct pricing estimates in psychological testing?

• Vocational testing - $1000

• Full child assessment - $5000

• Custody evalutaion - $100

• WAIS and Stanford-Binet kit - $900

Answer explanation

Ethics & the Future of Psychological Testing

Problems with Testing

Lack of theory, incorrect theory

•assumption that variations over time are due to measurement error, variations in traits

•neglect of importance of environment, environment-person interactions)

Poor predictive power of tests

•especially when we look in the long term at actual behaviours

•E.g., tests like LSAT predict grades in law school, but not success as a lawyer

Superior performance of actuarial prediction compared to psychological tests

•Sawyer (1966) and Sines (1970) compared predictions made using an actuarial approach (test results interpreted using a set of rules) against predictions made by trained clinicians (clinical approach)

•Actuarial approach resulted in better prediction

•Dawes (1999): tables of actuarial data (e.g., number of prior arrests, severity of crime) predict recidivism better than tests & clinical judgment

Labeling & Self-fulfilling Prophesy (not quized)

•Stigma associated with labels such as Learning Disabled, ADHD, schizophrenic

•Can result in a self-fulfilling prophesy

•E.g., person labeled as learning disabled is not expected to learn easily, resulting in lowered expectations, which in turns produces lowered performance

Potential for Invasion of Privacy (Not quized)

•Protected by professional codes of ethics

Divided Loyalties

•To whom is tester responsible: the individual taking the test? The institution that ordered the test?

•Psychologist is obliged to maintain test security, and at the same time, not violate the client’s right to know the basis for an adverse decision - An individual being denied admission to a program or employment opportunity based on test results indicating unsuitability or lack of qualification.

Dehumanization

•Some forms of testing remove any human element from decision-making process

•Seen as becoming more prevalent with the increase in computer-testing

Usefulness of Tests (not quized)

•Do tests help improve the human condition?

•Do they benefit society at large?

•Possible misuse of tests

•Potential for discrimination against racial, gender, cultural & ethnic groups

Access to Psychological Testing

•Vocational testing -- $1,000

•Full child assessment -- $2,000

•Custody evaluation -- $10,000 (Southern CA)

•Cost of materials

•WAIS kit, S-B kit over $900

The Standards for Educational & Psychological Testing

•Developed jointly by:

•American Educational Research Association (AERA)

•American Psychological Association (APA)

•National Council on Measurement in Education (NCME)

•Sets out obligations of test developers & test givers

Test Developers Should:

•define what test measures & who it applies to

•accurately present characteristics & limitations of test

•review questions for insensitive content & language

Test Givers Should:

•select test only after thorough review of all tests available

•have a thorough knowledge of all test materials & manual

•avoid using test for purposes not recommended by developers

•provide test-takers, or their parents, with information about their rights re obtaining copies of test, retake tests, have tests rescored, cancelled

•tell test-taker or parents how long scores will be kept on file & to whom they will be released

•explain results in language test-taker can understand

Rights of Test-Takers (APA)

As a test-taker, you have the right to:

•Be treated with courtesy, respect, and impartiality, regardless of your age, disability, ethnicity, gender, national origin, religion, sexual orientation or other personal characteristics.

•Be tested with measures that meet professional standards and that are appropriate, given the manner in which the test results will be used.

•Receive a brief oral or written explanation prior to testing about the purpose(s) for testing, the kind(s) of tests to be used, if the results will be reported to you or to others, and the planned use(s) of the results. If you have a disability, you have the right to inquire and receive information about testing accommodations. If you have difficulty in comprehending the language of the test, you have a right to know in advance of testing whether any accommodations may be available to you.

•Know in advance of testing when the test will be administered, if and when test results will be available to you, and if there is a fee for testing services that you are expected to pay.

Have your test administered and your test results interpreted by appropriately trained individuals who follow professional codes of ethics.

The standards for educational and psychological testing are developed jointly by:

• American Educational Research Association (AERA)

• American Psychological Association (APA)

• National Council on Measurement in Education (NCME)

• International Consortium for Assessment Standards (ICAS)

Answer explanation

Ethics & the Future of Psychological Testing

Problems with Testing

Lack of theory, incorrect theory

•assumption that variations over time are due to measurement error, variations in traits

•neglect of importance of environment, environment-person interactions)

Poor predictive power of tests

•especially when we look in the long term at actual behaviours

•E.g., tests like LSAT predict grades in law school, but not success as a lawyer

Superior performance of actuarial prediction compared to psychological tests

•Sawyer (1966) and Sines (1970) compared predictions made using an actuarial approach (test results interpreted using a set of rules) against predictions made by trained clinicians (clinical approach)

•Actuarial approach resulted in better prediction

•Dawes (1999): tables of actuarial data (e.g., number of prior arrests, severity of crime) predict recidivism better than tests & clinical judgment

Labeling & Self-fulfilling Prophesy (not quized)

•Stigma associated with labels such as Learning Disabled, ADHD, schizophrenic

•Can result in a self-fulfilling prophesy

•E.g., person labeled as learning disabled is not expected to learn easily, resulting in lowered expectations, which in turns produces lowered performance

Potential for Invasion of Privacy (Not quized)

•Protected by professional codes of ethics

Divided Loyalties

•To whom is tester responsible: the individual taking the test? The institution that ordered the test?

•Psychologist is obliged to maintain test security, and at the same time, not violate the client’s right to know the basis for an adverse decision - An individual being denied admission to a program or employment opportunity based on test results indicating unsuitability or lack of qualification.

Dehumanization

•Some forms of testing remove any human element from decision-making process

•Seen as becoming more prevalent with the increase in computer-testing

Usefulness of Tests (not quized)

•Do tests help improve the human condition?

•Do they benefit society at large?

•Possible misuse of tests

•Potential for discrimination against racial, gender, cultural & ethnic groups

Access to Psychological Testing

•Vocational testing -- $1,000

•Full child assessment -- $2,000

•Custody evaluation -- $10,000 (Southern CA)

•Cost of materials

•WAIS kit, S-B kit over $900

The Standards for Educational & Psychological Testing

•Developed jointly by:

•American Educational Research Association (AERA)

•American Psychological Association (APA)

•National Council on Measurement in Education (NCME)

•Sets out obligations of test developers & test givers

Test Developers Should:

•define what test measures & who it applies to

•accurately present characteristics & limitations of test

•review questions for insensitive content & language

Test Givers Should:

•select test only after thorough review of all tests available

•have a thorough knowledge of all test materials & manual

•avoid using test for purposes not recommended by developers

•provide test-takers, or their parents, with information about their rights re obtaining copies of test, retake tests, have tests rescored, cancelled

•tell test-taker or parents how long scores will be kept on file & to whom they will be released

•explain results in language test-taker can understand

Rights of Test-Takers (APA)

As a test-taker, you have the right to:

•Be treated with courtesy, respect, and impartiality, regardless of your age, disability, ethnicity, gender, national origin, religion, sexual orientation or other personal characteristics.

•Be tested with measures that meet professional standards and that are appropriate, given the manner in which the test results will be used.

•Receive a brief oral or written explanation prior to testing about the purpose(s) for testing, the kind(s) of tests to be used, if the results will be reported to you or to others, and the planned use(s) of the results. If you have a disability, you have the right to inquire and receive information about testing accommodations. If you have difficulty in comprehending the language of the test, you have a right to know in advance of testing whether any accommodations may be available to you.

•Know in advance of testing when the test will be administered, if and when test results will be available to you, and if there is a fee for testing services that you are expected to pay.

Have your test administered and your test results interpreted by appropriately trained individuals who follow professional codes of ethics.