| TEST
USERS SHOULD |
|
|
A-1.
Define the purpose for testing, the content to be tested,
and the intended population. Select and use the most appropriate
test based on a thorough review of available information. |
0 1 2 3 4
5 |
|
A-2.
Review and select tests based on the relationship of test
content, skills and coverage to the intended purpose of
testing. |
0 1 2 3
4 5 |
|
A-3.
Review materials provided by test developers and use tests
for which clear, accurate, and complete information is provided. |
0 1 2 3
4 5 |
|
A-4.
Ensure that persons with appropriate knowledge, skills,
and training select and administer tests. |
0 1 2 3 4 5 |
|
A-5.
Evaluate evidence of the technical quality of the test provided
by the test developer and any independent reviewers. |
0 1 2 3
4 5 |
|
A-6.
Evaluate representative samples of test questions or practice
tests, directions, answer sheets, manuals, and score reports
before selecting a test. |
0 1 2 3
4 5 |
| A-7.
Evaluate procedures used by test developers to avoid potentially
offensive content or language. |
0 1 2 3
4 5 |
|
A-8.
Select tests with appropriately modified forms or administration
procedures, or other procedures, for test takers with disabilities. |
0 1 2 3
4 5 |
| A-9.
Evaluate the available evidence on the performance of test
takers of diverse subgroups. Determine the extent to which
performance differences may have been caused by irrelevant
factors. |
0 1 2 3
4 5 |
|
B-1.
Establish appropriate procedures for the preparation and
administration of tests. Provide an appropriate testing
environment. |
0 1 2 3
4 5 |
|
B-2.
Provide and document reasonable accommodations for test
takers with disabilities or those from diverse linguistic
backgrounds. Some accommodations may be required by law
or regulation. |
0 1 2 3
4 5 |
|
B-3.
Provide test takers with an opportunity to become familiar
with test question formats and any materials or equipment
to be used during testing. |
0 1 2 3
4 5 |
|
B-4.
Protect the security of test materials, including respecting
copyrights, and minimizing opportunities for test takers
to obtain scores by fraudulent means. |
0 1 2 3
4 5 |
|
B-5.
Assure and monitor the accuracy of the scoring process,
including providing scorers with adequate training. Correct
any errors that effect the interpretation of the scores
and communicate the corrected results as soon as possible. |
0 1 2 3
4 5 |
|
B-6.
Develop and implement procedures for assuring the confidentiality
of scores. |
0 1 2 3
4 5 |
| C-1.
Interpret the meaning of the test results taking into account
the nature of the content, norms or comparison groups, limitations
of the results, benefits of the test results, and other
technical evidence.
|
0 1 2 3
4 5 |
|
C-2.
Carefully interpret test results from modified tests or
test administration procedures in light of the modifications
that were made. |
0 1 2 3
4 5 |
| C-3.
Avoid using tests for purposes other than those recommended
by the test developer unless there is evidence to support
the intended use or interpretation. |
0 1 2 3
4 5 |
|
C-4.
Review the procedures for setting performance standards
or passing scores and evaluate the appropriateness of the
classifications. Avoid using stigmatizing labels when establishing
classifications. |
0 1 2 3
4 5 |
|
C-5.
Avoid using a single test score as the sole determinant
of decisions about test-takers. Interpret test scores in
conjunction with other information about individuals. |
0 1 2 3
4 5 |
|
C-6.
State the intended interpretation and use of test results
for groups of test takers. Avoid grouping test results for
purposes not specifically recommended by the test developer
unless evidence is obtained to support the intended use.
Report procedures that were followed for including/excluding
test-takers and describe factors that might influence the
interpretation of results. |
0 1 2 3
4 5 |
|
C-7.
Communicate test results in a timely fashion and in a manner
that is easily understood. |
0 1 2 3
4 5 |
| C-8.
Develop and implement procedures for monitoring test use,
including consistency with the intended purposes of the
test. Such procedures should include processes for modifying
test use, standards, and or cutoff scores, as necessary. |
0 1 2 3
4 5 |
|
D-1.
Inform test takers about the coverage of the test, the types
of question formats, the directions, and appropriate test-taking
strategies. Strive to make such information available to
all test takers. |
0 1 2 3
4 5 |
|
D-2.
When a test is optional, provide test takers or their parents/guardians
with information to help them judge whether a test should
be taken—including indications of any consequences that
may result from not taking the test--and whether there is
an available alternative to the test. |
0 1 2 3
4 5 |
|
D-3.
Provide test takers or their parents/guardians with information
about rights test takers may have to obtain copies of tests
and completed answer sheets, retake tests, have tests rescored,
or cancel scores. |
0 1 2 3
4 5 |
