ERIC Documents Database Citations & Abstracts for Standards for Educational and Psychological Tests
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EJ550066 TM520351
The Consequences of Consequential Validity.
Mehrens, William A.
Educational Measurement: Issues and Practice, v16 n2 p16-18 Sum
1997
ISSN: 0731-1745
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
There is no agreement at present about the importance or meaning of
the term "consequential validity." It is important that the authors
of revisions to the "Standards for Educational and Psychological
Testing" recognize the debate and relegate discussion of consequences
to a context separate from the discussion of validity. (SLD)
Descriptors: Educational Assessment; *Educational Testing;
Elementary Secondary Education; *Test Use; Test Validity
Identifiers: *Consequential Evaluation; Standards for Educational
and Psychological Tests
ED399292 TM025605
How the "Principles and Indicators for Student Assessment Systems"
Should Affect Practice.
Neill, Monty
National Center for Fair and Open Testing (FairTest), Cambridge,
MA. Apr 1996
15p.; Version of a paper presented at the Annual Meeting of the
American Educational Research Association (New York, NY, April 8-12,
1996).
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
The "Principles and Indicators for Student Assessment Systems" of
the National Forum on Assessment, 1995, proposes a view of testing
and assessment in elementary and secondary education that challenges
the basic concepts and practices underlying the "Standards for
Educational and Psychological Testing" of the American Educational
Research Association and associated organizations. The "Standards,"
as they exist, are inadequate to the task of stopping the harmful
social consequences of traditional standardized testing, but the
"Principles" are constructed to place learning at the center of
assessment. The basic model of educational testing addressed by the
"Standards" relies on norm-referencing and on using multiple-choice
or short-answer methods. Rather than enhancing access to education
in the United States, the dominant forms of testing have limited
access. In addition, they rely on outmoded psychological science.
The seven "Principles" represent an agreement that traditional
testing practices must change in the direction of becoming helpful
for student learning. They replace the norm-referenced, multiple-
choice short answer test with a complex of classroom-based
assessments revolving around observation, documentation, and
evaluation. They also assert that decisions about students must not
be made on the basis of any single assessment. If the "Principles"
were adopted in practice, the "Standards" would have to encourage
more restrained use of tests and emphasize that assessment become
compatible with what is known about human learning and development.
(Contains 61 references.) (SLD)
Descriptors: Access to Education; *Educational Testing; Elementary
Secondary Education; *Equal Education; Norm Referenced Tests;
Objective Tests; *Performance Based Assessment; Psychological Testing;
Psychometrics; *Standardized Tests; Standards; Test Bias; *Test Use
Identifiers: *Principles and Indicators for Student Assessment;
*Standards for Educational and Psychological Tests
EJ498497 UD518410
Performance Assessment: Policy Promises and Technical Measurement
Standards.
Linn, Robert L.
Educational Researcher, v23 n9 p4-14 Dec 1994
ISSN: 0013-189X
Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080)
Major changes underway with regard to educational assessment
include an increased role for the federal government; increased
emphasis on standards; and increased reliance on performance
assessment. These changes are the context for the effort to revise
the "Standards for Educational and Psychological Testing." (SLD)
Descriptors: *Educational Assessment; Educational Change;
Educational Policy; Educational Testing; Elementary Secondary
Education; Federal Government; *Government Role; *Measurement
Techniques; Psychological Testing; *Public Policy; *Standards
Identifiers: *Performance Based Evaluation; *Reform Efforts;
Standards for Educational and Psychological Tests
ED379332 TM022710
Suggestions from Representatives of the International Language
Testing Association for Revision of the "AERA/APA/NCME Standards for
Educational and Psychological Testing."
Stansfield, Charles W.; Spolsky, Bernard
Oct 1994
8p.; Testimony delivered before the Joint Committee on Standards
for Educational and Psychological Testing of the American Educational
Research Association (AERA), the American Psychological Association
(APA), and the National Council on Measurement in Education (NCME),
at the Open Conference on Revision of the "Standards" (Crystal City,
VA, October 5-7, 1994).
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
The International Language Testing Association has some 250 members
in 15 countries. Most are specialists in the testing of second
language skills, with a special interest in performance assessment
because of the testing of speaking and writing performance that is
critical to second language skills assessment. The association
believes that certain areas deserve additional attention in the next
version of the "Standards for Educational and Psychological Testing."
First of these is the area of standard setting. The current version
of the "Standards" gives little guidance about standard-setting
approaches. The experience of association members also suggests that
reactions of pretest examinees can play a major role in revising and
improving performance tasks. Other areas that merit further study
are reliability, statistics for test analysis, and the role of
language in tests. The new version of the "Standards" should address
the issue of the critical role language will play in performance
based tests of subject matter that rely heavily on language. (SLD)
Descriptors: *Educational Testing; Feedback; Language Skills;
*Language Tests; *Language Usage; *Psychological Testing; Second
Language Instruction; Statistical Analysis; *Test Construction; Test
Reliability
Identifiers: International Language Testing Association;
*Performance Based Evaluation; Standard Setting; *Standards for
Educational and Psychological Tests
EJ419360 TM515470
The Profession's Evolving Standards.
Faggen, Jane
Educational Measurement: Issues and Practice, v9 n4 p3-4 Win
1990
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
The gap between professionally and legally acceptable practice in
professional licensure tests is addressed. Pertinent activities of
the American Psychological Association, American Educational Research
Association, and the National Council for Measurement in Education
are discussed. (TJH)
Descriptors: Civil Rights Legislation; Educational Testing; *Legal
Problems; *Licensing Examinations (Professions); *Occupational Tests;
*Professional Associations; Psychological Testing; *Standards;
*Testing Problems; Test Validity
Identifiers: *Standards for Educational and Psychological Tests;
Testing Legislation
EJ394544 UD514424
Developing a Code of Fair Testing Practices in Education.
Fremer, John; And Others
American Psychologist, v44 n7 p1062-67 Jul 1989
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Target Audience: Practitioners
The Joint Committee on Testing Practices (JCTP) is a coordinating
body sponsored by professional organizations and test publishers that
seeks to advance the quality of testing practices and insure the
rights of test takers. The JCTP has issued a code, reprinted here,
advocating fairness in test construction, selection, and
interpretation. (AF)
Descriptors: *Codes of Ethics; Culture Fair Tests; Educational
Practices; Educational Quality; *Educational Testing; Psychological
Testing; Public Policy; Test Bias; *Test Construction; *Testing
Problems; *Test Interpretation; *Test Use
Identifiers: American Educational Research Association; American
Psychological Association; *Fairness; National Council on Measurement
in Education; Standards for Educational and Psychological Tests; Test
Publishers
EJ394512 TM514512
The Joint Committee on Testing Practices and the Code of Fair
Testing Practices in Education.
Diamond, Esther E.; Fremer, John
Educational Measurement: Issues and Practice, v8 n1 p23-24 Spr
1989
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142)
The Joint Committee on Testing Practices has completed the "Code of
Fair Testing Practices in Education," which is meant for the public
and focuses on the proper use of tests in education--admissions,
educational assessment and diagnosis, and student placement. The
Code separately addresses test developers' and users' roles. (SLD)
Descriptors: *Educational Testing; Evaluation Utilization;
Examiners; Scoring; *Standards; Test Construction; Testing Problems;
*Test Use
Identifiers: *Code of Fair Testing Practices in Education; *Joint
Committee on Testing Practices; Test Developers; Test Publishers
ED304465 TM012839
APA's Role in Fostering Good Testing Practices.
Camara, Wayne J.
Aug 1988
7p.; Paper presented at the Annual Meeting of the American
Psychological Association (96th, Atlanta, GA, August 12-16, 1988).
Document Type: CONFERENCE PAPER (150); EVALUATIVE REPORT (142)
Psychological testing has played a major role in the American
Psychological Association (APA) because testing and assessment are
important aspects of what psychologists do; tests assist
psychologists in diagnosis and treatment. From its earliest years,
APA has had one or more committees concerned with testing. The
present Committee on Psychological Tests and Assessment (CPTA) has
played an important part in developing standards for various kinds of
psychological tests. The nine-member CPTA is the only committee
reporting to more than one parent board at the APA. APA recognizes
the importance of testing to the public and has been instrumental in
the development of the "Standards for Educational and Psychological
Tests." APA sponsored the meeting from which the Joint Committee on
Testing Practices (JCTP) grew. The JCTP is a means by which test
publishers and professional organizations can work together to
improve the use of tests in assessment and appraisal. While APA will
continue to provide staff support, JCTP will better represent all
testing professionals by not being dependent on any one group. The
JCTP can take on projects to benefit all parties in testing, while
remaining free of the controversial policy and psychometric issues
APA must consider. (SLD)
Descriptors: *Agency Role; Educational Policy; *Psychological
Testing; Psychometrics; *Standards; Test Construction; *Testing; Test
Use
Identifiers: *American Psychological Association; *Joint Committee
on Testing Practices
ED301574 TM012406
Code of Fair Testing Practices in Education.
Joint Committee on Testing Practices, Washington, DC.
1988
5p.
Available From: National Council on Measurement in Education, 1230
Seventeenth St., NW, Washington, DC 20036 (single copies free).
Document Type: CLASSROOM MATERIAL (050); LEGAL MATERIAL (090)
Target Audience: Researchers; Practitioners
Guidelines for test developers and users are provided to insure
that construction and selection of test instruments are conducted
fairly. In addition to development and selection, issues of
interpretation of scores; provision of information to test takers;
and prevention of test bias based on race, gender, or ethnicity are
addressed. Twenty-one guidelines are provided to test developers and
users, 16 of which are divided into pairs of parallel directives for developers
and users. The guidelines are intended to be consistent
with the relevant parts of the "Standards for Educational and
Psychological Testing" (1985). However, the guidelines differ from
the standards in both audience and purpose. The guidelines are meant
to be understood by the general public, limited to educational tests,
and focused primarily on those issues that affect the proper use of
tests. (TJH)
Descriptors: *Codes of Ethics; *Educational Testing; Test Bias;
Test Construction; *Testing; Test Interpretation; Test Selection;
Test Use
Identifiers: *Standards for Educational and Psychological Tests
EJ365772 CG533498
A Review of the 1985 Standards for Educational and Psychological
Testing: User Responsibility and Social Justice.
Wagner, Edwin E.
Journal of Counseling and Development, v66 n4 p202-03 Dec
1987
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Reviews the new "Standards for Educational and Psychological
Testing" (1985) (Standards), the latest in a series of five
publications intended to inform professionals who use tests of the
best available technical and ethical recommendations regarding
testing practices and procedures. Describes the Standards, compares
it with the 1984 edition, and outlines implications for counselors.
(Author/KS)
Descriptors: Book Reviews; *Counseling; *Educational Testing;
Ethics; *Psychological Testing; *Standards; Testing
Identifiers: *Standards for Educational and Psychological Tests
EJ340077 EC190312
Standards for Educational and Psychological Testing: More than a
Symbolic Exercise.
Yoshida, Roland K.; Friedman, Douglas L.
Special Services in the Schools, v2 n2-3 p187-93 Win-Spr 198
1986
Journal Availability: see, EC 190 301. Theme Issue: Emerging
Perspectives on Assessment of Exceptional Children.
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
The 1985 edition of the American Psychological Association's
"Standards for Educational and Psychological Testing" has greatly
expanded its coverage of the testing of handicapped students. Recent
surveys of practitioners' knowledge of basic testing and measurement
concepts suggest the need for extensive in-service training if these
standards are to be implemented. (Author/DB)
Descriptors: *Disabilities; *Educational Testing; Elementary
Secondary Education; *Psychological Testing; *Standards; *Testing
Problems
Identifiers: *Standards for Educational and Psychological Tests
ED284911 TM870496
Evaluating Criterion-referenced Tests. ERIC Digest.
Hambleton, Ronald K.
ERIC Clearinghouse on Tests, Measurement, and Evaluation,
Princeton, N.J. 1986
4p.
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC.
Document Type: ERIC PRODUCT (071); EVALUATIVE REPORT (142)
Target Audience: Practitioners
Criterion-referenced tests (CRTs) are constructed to permit the
interpretation of examinee tests performance in relation to a set of
well-defined competencies. CRTs are currently used extensively in
schools, industry, and the armed services because they provide
valuable and different information from norm-referenced tests. Test
publishers, school districts, and state departments of education
produce CRTs; however, many of the available tests fall far short of
the technical quality necessary for them to accomplish their intended
purposes. This digest provides practitioners and test developers
with guidelines for evaluating CRTs. Drawn from the Standards for
Educational and Psychological Testing, 25 content and technical
questions are presented that must be answered when evaluating
criterion-referenced tests. The technology for preparing CRTs is now
well developed, and practitioners can avoid improperly prepared tests
by addressing these questions. (BS)
Descriptors: Behavioral Objectives; *Criterion Referenced Tests;
Decision Making; *Evaluation Criteria; *Specifications; *Test
Construction; Test Interpretation
Identifiers: *ERIC Digests; Standards for Educational and
Psychological Tests; Test Specifications
ED278705 TM870132
Pupil Norms or Norms for Building Averages: Which Are Most
Appropriate for Reporting Building Data and Other Summary Data?
Drahozal, Edward C.
Feb 1986
15p.; Paper presented at the Annual Meeting of the Southwest
Educational Research Association (Houston, TX, January 30-February 1,
1986).
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
This paper argues that the standard "When it is expected that a
test will be used to make norm-referenced assessments of groups
rather than individuals, normative data based on appropriate group
statistics should be provided," which was considered secondary in the
1985 "Standards for Educational and Psychological Testing" and
essential in the 1974 standards, should be considered conditional;
that is, primary for some situations and secondary for others. When
tests are to report building averages, it is better to use school or
group norms rather than pupil norms. To support this assumption, two
sets of data from standardized tests are compared: (1) data for pupil
norms and school average norms for grades 2, 6, and 8 obtained from
published norms tables for the Iowa Tests of Basic Skills, 1978; and
(2) data for pupil norms and "small group" and "large group" norms
obtained from the norms tables for the Stanford Achievement Tests,
1982. The results show that median pupil scores and the median
school average scores are seldom the same. Illustrations show that
distribution of school averages is considerably less variable than
the distribution of pupil scores. A copy of the class average
performance and its relationship to school average performance for a
university economics course is attached. (JAZ)
Descriptors: *Achievement Tests; Elementary Education; Elementary
Secondary Education; Grade Point Average; Grades (Scholastic); Higher
Education; Norm Referenced Tests; School Districts; Standards;
Statistical Distributions; Testing Problems; *Test Interpretation;
*Test Norms; *Test Use
Identifiers: Iowa Tests of Basic Skills; *Percentile Ranks;
Standards for Educational and Psychological Tests; Stanford
Achievement Tests
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