Improving International Tests and Testing
Abstract
Abstract. Tests constitute one of the techniques most widely used by psychologists for assessment, evaluation, decision-making, and diagnosis. Like any other scientific technique, tests can be used correctly or incorrectly. Given increasing globalization and ease of communication, the use of tests in international contexts is becoming more and more frequent, and this raises new problems. With the aim of improving the construction and correct use of tests in the international context, different national and international organizations have developed a range of strategies. In this work we present the projects and activities developed in recent years by the International Test Commission (ITC) and the European Federation of Psychologists' Associations (EFPA) for improving test practice on an international level. First of all we present a project whose aim is to survey the opinion of European professionals on tests. This is followed by a description of the EFPA model for the technical review of tests, before we move on to descriptions of the ITC Guidelines on Test Adaptation, on Test Use, and on Computer-based and Internet-delivered tests. Finally, we present the EFPA-EAWOP (The European Association of Work and Organizational Psychology) guidelines for the use of tests in the field of work and organizations. After discussing the six projects, we analyze the future perspectives of psychological and educational assessment, placing special emphasis on the influence of IT and multimedia developments. We highlight certain areas that seem highly likely to attract the attention of researchers and professionals in psychological and educational assessment in the near future.
References
1985, 1999). Standards for educational and psychological testing . Washington, DC: APA.
(1987). What test users should know about the interpretation of test scores . Keynote address at Joint Committee on Testing Practices Second Test Publishers Conference, Rockville, Maryland. (Quoted from Fremer, 1996).
(1992). Ethical principles of psychologists and code of conduct. American Psychologist, 47, 1597– 1611.
(2002). Guidelines for computer-based testing . Washington, DC: Author.
(1995). The development of standards for the use of psychological tests in occupational settings: The competence approach. The Psychologist, May, 219– 223.
(1996). Test qualifications and test use in the UK: The competence approach. European Journal of Psychological Assessment, 12, 62– 71.
(1998). The need for international guidelines on standards for test use: A review of European and international initiatives. European Psychologist, 2, 155– 163.
(2001a). The development of international guidelines on test use: The International Test Commission project. International Journal of Testing, 1, 33– 53.
(2001b). The impact of the Internet on testing: Issues that need to be addressed by a code of practice . London: Internal Report for SHL Group plc.
(2002). Review model for the description and evaluation of psychological tests . European Federation of Psychologists' Associations (EFPA). Retrieved on March 24, 2006, from www.efpa.be.
(Eds. (1995). Review of personality assessment instruments (level B) for use in occupational settings . Leicester: BPS Books.
Eds. (1997). Review of tests of ability and aptitude (level A) for use in occupational settings . Leicester: BPS Books.
1998a). The ITC/EFPPA survey of testing and test use in countries world-wide . Technical report for the ITC Council. London: International Test Commission.
(1998b). Variations in national patterns of testing and test use: The ITC/EFPPA international survey. European Journal of Psychological Assessment, 14, 249– 260.
(Eds. (2006). Computer-based testing and the Internet . Chichester: Wiley and Sons.
1992). A review of psychometric tests for assessment in vocational training . Leicester: BPS Books.
(1992). Update to the review of psychometric tests for assessment in vocational training . Leicester: BPS Books.
(2005). Definition and assessment of competences in the context of the European diploma in psychology. European Psychologist, 10, 93– 102.
(1999). Using new technology to improve assessment. Educational Measurement: Issues and Practice, 18, 5– 12.
(2006). Inexorable and inevitable: The continuing story of technology and assessment. In D. Bartram & R.K. Hambleton (Eds.), Computer-based testing and the Internet (pp. 201-217). Chichester: Wiley.
(2005). Nuevas tecnologías y educación especial. [New technologies and special education] Psicothema, 17, 64– 70.
(1995). Ethic conflicts in psychology . Washington, DC: American Psychological Association.
(2004). The concept of validity. Psychological Review, 111, 1061– 1071.
(2006). Facing the opportunities of the future. In D. Bartram & R.K. Hambleton (Eds.), Computer-based testing and the Internet (pp. 219- 251). Chichester: Wiley.
(2002). Guidelines for the development and use of computer-based assessments . Leicester: British Psychological Society.
(2001). A code of practice for the use of information technology for the delivery of assessments . London: British Standards Institute.
(1987). Guidelines for educational and psychological testing . Ottawa: Canadian Psychological Association.
(1996). Meta-code of ethics. European Psychologist, 1, 151– 154.
(1996). Regulations concerning test qualifications and test use in the Netherlands. European Journal of Psychological Assessment, 12, 153– 159.
(2001a). Improving test quality in the Netherlands: Results of 18 years of test ratings. International Journal of Testing, 1(2), 137– 153.
(2001b). The revised Dutch rating system for test quality. International Journal of Testing, 1, 155– 182.
(1988). Test user qualifications: A data-based approach to promoting good test use. Issues in Scientific Psychology . Washington, DC: American Psychological Association.
(1993). Responsible test use. Case studies for assessing human behavior . Washington, DC: APA.
(2001). Guidelines for the Assessment Process (GAP): A proposal for discussion. European Journal of Psychological Assessment, 17, 187– 200.
(1996). Promoting high standards for test use: Developments in the United States. European Journal of Psychological Assessment, 12(2), 160– 168.
(1989). Developing a code of fair testing practices in education. American Psychologist, 44, 1062– 1067.
(1993). Translating achievement tests for use in cross-national studies. European Journal of Psychological Assessment, 9, 54– 65.
(1994). Guidelines for adapting educational and psychological tests: A progress report. European Journal of Psychological Assessment, 10, 229– 240.
(2001). The next generation of ITC test translation and adaptation guidelines. European Journal of Psychological Assessment, 17, 164– 172.
(2004). Theory, methods, and practices in testing for the 21st century. Psicothema, 16, 696– 701.
(2005). Issues, designs, and technical guidelines for adapting tests in multiple languages and cultures. In R.K. Hambleton, P.F. Merenda, & C.D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). London: LEA.
(March 8, 2006). Testing practices in the 21st century . Key Note Address, University of Oviedo, Spain.
(1991). Adapting tests for use in different cultures: Technical issues and methods. Bulletin of the International Test Commission, 18, 3– 32.
(Eds. (2005). Adapting educational and psychological tests for cross-cultural assessment . London: LEA.
1999). Field test of the ITC guidelines for adapting educational and psychological tests. European Journal of Psychological Assessment, 15, 270– 276.
(1991). The evolution of ethical and technical standards for testing. In R.K. Hambleton & J.N. Zaal (Eds.), Advances in educational and psychological testing (pp. 395-425). Boston: Kluwer.
(2001). International guidelines for test use. International Journal of Testing, 1, 93– 114.
(2006). International guidelines for [CBt guidelines ref]. International Journal of Testing, 6, 143– 172.
(Eds. (2002). Item generation for test development . Mahwah, NJ: Erlbaum.
1999). Translating tests with the ITC guidelines: Keeping validity in mind. European Journal of Psychological Assessment, 15, 277– 283.
(1988). Code of fair testing practices in education . Washington, DC: Joint Committee on Testing Practices.
(2000). Rights and responsibilities of test takers: Guidelines and expectations . Washington, DC: Joint Committee on Testing Practices.
(2002). Ethical principles of psychologists and code of conduct . Washington, DC: Joint Committee on Testing Practices.
(1997). Supplement to guidelines for the use of psychological tests . Melbourne: Australian Psychological Society.
(1996). Ethical issues in behavioural research . Cambridge, MA: Blackwell.
(2006). The mode effect: A literature review of human and technological issues in computerized testing. International Journal of Testing, 6, 1– 24.
(2005). The implications of the “Bologna process” for the development of a European qualification in psychology. European Psychologist, 10, 86– 92.
(Eds. (2002). Computer-based testing: Building the foundation for future assessments . Hillsdale, NJ: LEA.
1995). Assessment of test user qualifications. American Psychologist, 5, 14– 23.
(1997). Aspectos éticos y deontológicos de la evaluación psicológica. [The ethics of psychological assessment]. In A. Cordero (Ed.), Evaluación psicológica en el año 2000 [Psychological evaluation in the year 2000] (pp. 307-345). Madrid: TEA Ediciones.
(2001). Testing practices in European countries. European Journal of Psychological Assessment, 17, 201– 211.
(2000). La utilización de los tests en España. [Test use in Spain] Papeles del Psicólogo, 76, 41– 49.
(2000). Adaptación de los tests de unas culturas a otras. [Adapting tests from different cultures] Metodología de las Ciencias del Comportamiento, 2, 129– 149.
(1999). Test use in Spain, Portugal, and Latin American countries. European Journal of Psychological Assessment, 15, 151– 157.
(2004). Psychological testing on the Internet: New problems, old issues. American Psychologist, 59(3), 150– 162.
(2006). The International Test Commission and its role in advancing measurement practices and international guidelines. In D. Bartram & R.K. Hambleton (Eds.), Computer-based testing and the Internet (pp. 1-11). Chichester: Wiley and Sons.
(2001). International Test Commission: Its history, current status, and future directions. International Journal of Testing, 1, 3– 32.
(2006). La evaluación de las consecuencias del uso de los tests en la teoría de la validez. [Consequential validity and validity theory] Psicothema, 18, 307– 312.
(2002). Practical considerations in computer-based testing . New York: Springer.
(2004). Professional ethics across national boundaries. European Psychologist, 9, 264– 272.
(Ed. (2005). Defending standardized testing . London: LEA.
2005). Balancing individual interests and quality of the profession in the formulation of professional standards. European Psychologist, 10, 103– 109.
(1982). A survey of attitude toward tests among psychologists in six European countries. International Review of Applied Psychology, 31, 7– 34.
(2000). Un modelo para evaluar la calidad de los tests utilizados en España. [A model to evaluate the quality of tests used in Spain] Papeles del Psicólogo, 77, 65– 71.
(1992). Responsibilities of Users of Standardized Tests: RUST statement revised . Alexandria, VA: American Association for Counseling and Development.
(1992). Ethical codes in the professions. Educational Measurement: Issues and Practice, 11, 5– 11.
(1982). Ethical problems in psychological research . London: Academic Press.
(Eds. (2003). Automated essay scoring . London: LEA.
1996). Recommendations by the Canadian Psychological Association for improving the North American safeguards that help protect the public against test misuse. European Journal of Psychological Assessment, 12, 72– 82.
(2004). Software use in psychometric research. Educational Measurement: Issues and Practice, 23, 28– 33.
(1999). Adapting instruments for use in multiple languages and cultures: A review of the ITC guidelines for test adaptations. European Journal of Psychological Assessment, 15, 258– 269.
(1986). Responsibility in practice: Some implications of the BPS survey on test use. Bulletin of the British Psychological Society, 39, 410– 413.
(1996). Translating tests: Some practical guidelines. European Psychologist, 1, 89– 99.
(Eds. (1997). Handbook of modern item response theory . New York: Springer.
2002). Technological innovations in large-scale assessment. Applied Measurement in Education, 15, 337– 362.
(