Test Sponsors’ Responsibilities in Ensuring Fair

Testing Practices for Test Taker

There are a variety of ways that test sponsors can ensure fair testing practices for the test taker
in the test sponsor’s policy-related decisions. These include test sponsor’s decisions relating to
communications with potential test takers, their business decisions, preparation of descriptive
information about the testing program and the purposes of the test, their test administration
decisions, guidelines they provide on test interpretation, and how they help to ensure the
confidentiality of individual test-taker results.

Communicate with potential test takers

Test takers need information about how to register to take the test and descriptive information
about the general content of the test. In making decisions about how to conduct this
communication, a responsible test sponsor will consider (a) cost, (b) ease of access, (c)
efficiency for the test taker (e.g.,providing one number to call to obtain information and
complete the registration), and (d)prompt responses to inquiries from potential test takers.

Make sound business decisions

The most important business decision for the test sponsor related to the test is what test
development process to use. Oftentimes this will require the RFP process and consideration of
competing proposals from test developers. Although the bottom line is always a critical
consideration in these business decisions, the capacity of the test sponsor to deliver a quality
product should be the foremost consideration. Cost may not be the best criterion to use
because cutting corners during test development is often related to poor test development
outcomes. If the test sponsor has inadequate technical expertise, the sponsor should seriously
consider hiring consultants to evaluate the capacity of competing test developers and oversee
the successful bidder’s work. Similar decision processes should be used for the test delivery
contract

Preparation of test information materials.

It is the test sponsor’s responsibility to provide information to the test taker important for
preparing to take the test. This information includes the purpose of the test, how the scores will
be used and reported, and the kinds of tasks and test formats that are included on the test. For
computeradministered tests, test takers should be informed in these advance materials about
implications for their test-taking strategy due to the computer delivery (including whether

they will be allowed to skip and or review their answers). Test takers should be informed
about what materials, if any, they will be allowed to use during the test administration. Finally,
these descriptive materials about the test and the testing program should inform the test taker
about policies related to score invalidation and retest rules. The test taker should know, for
example, if they will be able to “bank” the parts of the test they pass and will only need to
retake the parts on which they were not successful during a previous administration

Make appropriate administrative decisions

The test sponsor should clearly communicate to the test taker the steps and deadlines for test
registration and what identification they will need to bring for admission to the testing site. The
test taker should know in advance what fees they will be expected to pay and when. The test
taker needs to know compliance policies of the test sponsor for late arrival or early dismissal. It
is important when making decisions about test administration that the venue is conducive to
good test-taking practices, including the absence of distractions and sufficient space for any
materials the test taker may need to access.

Prepare interpretive guidance

Test takers have a right to know what the passing score is for the test and general information
about how the passing score was determined. They also need to know if they have any due
process rights to score challenges, including what costs are associated with regrades or second
opinions. It is important that the test sponsor manage this process so that the test taker
receives prompt responses to their questions and inquiries.

Protect security and confidentiality.

Although the test administrator and test developer also have a role to play in ensuring
confidentiality, the test sponsor must guarantee that the transfer of individual data records and
their storage meet necessary requirements for confidentiality of individual test-taker results. In
addition to policies and procedures to protect the confidentiality of individual test-taker
information, the agency must also consider policies to ensure test security. This includes test
sponsor’s policies on test takers’ legitimate access to review their test results. Reasonable
actions should be taken to safeguard test integrity.

Test Developers’ Responsibilities in Representing the Test Taker

Test takers have the right to tests that meet contemporary professional standards relating to
technical quality and fairness . In collaboration with the test sponsor, test developers are
responsible for providing test takers with clear and concise information on the intended
purpose of the examination, the proposed uses and interpretations of test scores, and sample
test content including a representative set of items and questions. Test developers meet these
obligations by constructing quality examinations, reporting information supporting test score
use, preparing test taker and test administrator materials, and modifying published
examinations to maintain their currency and relevance.

Define intended purpose of test

The initial step in constructing an examination is to delineate the assessment objective. This
process can be guided by theory or ananalysis of content or job functions, and it includes a
description of the test content and constructs to be measured. Once established, the purpose
of the examination provides a foundation for subsequent test construction, and scoring and
evaluation activities. The goals of the examination should be provided to test takers to inform
their decisions regarding test participation and preparation.

Build quality tests

Test developers have a primary responsibility to construct examinations that meet current
professional technical standards and guidelines. The test development process is guided by
test specifications that describe the format and structure of items, intended test-taker
responses, and scoring procedures. It is the test developer’s role to ensure that the format
and content of the examination support the stated purpose of the examination.
For example, the exclusive use of multiple-choice items on an examination designed to assess
oral communication skills would violate this obligation. A key component in the test
development process involves the review of test content by qualified experts. A field test of the
examination to a representative sample of individuals from the target test-taker population is
another important element in test preparation. Documentation of major test-assembly
activities should be made available to test takers to facilitate an evaluation of test quality.

Test developers have a major obligation to minimize “construct-irrelevant test

variance. Construct-irrelevant test variance reduces the effectiveness of the examination in
assessing the construct of interest and distorts the interpretation of test scores. This distortion
may either deflate or enhance test-taker performance.

For example, test items on an arithmetic computation test that require a high degree of
reading comprehension skill may decrease test-taker scores. On the other hand, clues based on
the length and structure of multiple-choice item responses that assist test takers to selectthe
correct answer without possessing the target knowledge or skill may inflate test scores. Careful
editing of test content, adequate testing time, and the use of standardized testing procedures
diminish construct-irrelevant test variance and yield more accurate test scores.

Report findings supporting test score use.

Test publishers are responsible for providing confirmatory evidence of the reliability of scores
and the validity of inferences based on interpretations of test performance. Test takers and
other key stakeholders (e.g., employers, admissions officers, counselors) use this information to
make a reasoned judgment of the quality of the examination and its intended purpose and
limitations. Documentation made available by test developers typically describes the nature of
the test and its purpose, the test development and scoring processes, validity and reliability
evidence, and guidelines for score interpretation . Messick provide excellent summaries of
contemporary procedures for the conduct and reporting of validity studies, and Feldt and
Brennan (1989) and Brennan (2001) present similar guidance for reliability studies. Examples of
appropriate test score interpretations and illustrations of improper test score use aid test
takers and others in understanding the nature and meaning of score data
Publish test administration and score use guidelines.

Test developers promote fair testing practices for test takers by establishing standardized
testing and scoring procedures, and communicating these procedures to test sponsors,
administrators, and test takers. Administration guidelines should include enough detail to
permit others to replicate the conditions under which validity, reliability, and normative data
were collected. Test administration information made available to test takers typically includes
a summary of the test directions, testing time allowances, and policies covering the use of
adjunct aids such as calculators and reference materials. Testing instructions are often
supplemented with practice exercises for test takers prior to the operational testing period as a
means of reducing construct-irrelevant test variance.

The impact of test-taking strategies and test-taker guessing behavior on test scores should
be made known to test takers as a means of increasing measurement fidelity of the intended
construct The methods used to score, scale, and equate test results, and the procedures in
place for establishing passing scores and norms, if applicable to the testing program, should be
clearly and concisely communicated to test takers. Illustrations and examples of score reports
should be provided as a means of promoting appropriate score use and interpretation

Review and modify published tests

In some testing situations, the administration procedures recommended by test developers are
modified to accommodate the special needs of test takers with disabling conditions. In other
circumstances, the test administration procedures may be adapted to meet an emergent
condition (e.g., answering in a test booklet instead of completing an answer sheet). Where
feasible, the test developer should inform test takers and test administrators of the
comparability of scores obtained under different test administration conditions.

Common test modifications designed for individuals with disabilities should be anticipated,
where feasible, during the test development process. These include modifying test presentation
format, response format, timing, and test setting . These modifications should be clearly
described in an accompanying technical manual, along with the rationale for the modification
and any limitations that use of the modified assessment would have on the inferences that may
be drawn from test results.
Test developers are responsible for evaluating the effects of changes in the content areas or
constructs assessed by the examination, and modifying the examination, as necessary, to
maintain the validity of score interpretations. The mere passage of time may not be a sufficient
cause for withdrawing or amending a test. However, item exposure and curriculum changes are
factors that may reduce the validity of test scores, and it is the test developer’s obligation to
monitor the effects of these and other factors on the quality of the examination.

Scheduled test evaluation and revision activities can effectively maintain the currency and
relevance of test content, and minimize the impact of item exposure. The administration of
multiple forms of an examination with minimal overlap among versions of the test is another
effective means of maintaining the validity of test score inferences. The distribution of sample
tests to test takers, trainers, and educators for little or no fee assists in this effort by eliminating
the incentive of retaining actual items or questions from current examination forms.

Test Administrators’ Roles and Responsibilities in Representing the Test Taker

Requirements for a standardized test administration include maintaining a consistent testing

environment and delivering the test according to rules and policies established by the test
developer One outcome of a standardized test administration is comparable testing conditions
for all test takers. Standardized testing promotes the accurate measurement of the construct of
interest by reducing the impact of irrelevant variance. Test administrators promote the rights
and interests of test takers by treating test takers with dignity and respect, following published
administration and scoring guidelines, providing a suitable testing environment, protecting test
security and test-taker confidentiality, and reporting test administration events that will impact
the validity of scores

Treat test takers with dignity and respect.

The administration of a test to an individual or a group of individuals is a potentially stressful

event. The examination outcomes are of significant consequence to test takers and it is
common for test takers to be anxious during the test administration period. Testing staff can
allay anxiety and reduce stress by establishing and maintaining a rapport with test takers
throughout the testing session. Meeting test-taker information needs on the administration
process and scoring procedures creates a climate of trust and mutual respect. Addressing
particular test-taker sensitivities and concerns while maintaining standardized testing
procedures (e.g., monitoring and adjusting room temperature and lighting) also improves the
quality of the testing experience.

Follow administration and scoring guidelines.

Standardized testing requires adherence to testing and scoring directions. It is the test
administrator’s responsibility to learn the test administration and scoring procedures in
advance of the testing session. Becoming familiar with the examination manual of instructions
is an essential element of preparing to administer or score a test, and this manual should be
made available to all individuals who will play a role in the testing and scoring process. Testing
programs undergo periodic revisions, and it is important for testing staff to review testing and
scoring directions prior to the testing session to determine changes in procedures.
For paper-and-pencil tests, the pre-administration procedures include verifying the integrity of
materials prior to the test date and maintaining their security and confidentiality. Computer-
based tests also include a pre-administration sequence of activities on the part of testing staff.
Careful attention to pre-administration protocols
improves the quality of the testing experience and promotes standardized testing.
Examination manuals of instructions contain specific directions for managing common
deviations (e.g., power outages, fire alarms) in testing procedures. Testing protocols cannot
anticipate all potential testing irregularities. Testing staff should contact representatives from
the test sponsor during the test administration period to seek guidance on those emergent
situations that are not adequately addressed in the manual. At minimum, the testing anomalies
should be documented and communicated to the test sponsor.

Provide a suitable testing environment.

The testing location should provide reasonable comfort with minimal disturbances to test
takers. Lighting, room temperature, ventilation, test site security, and workspace should be
configured to meet the requirements of the examination. The test site should be easily
accessible to all test takers. The testing session should be actively monitored by testing staff to
maintain the security of the test materials, eliminate collaboration among test takers and the
use of unauthorized aids, and provide assistance to test takers. Test takers should be able to
access testing staff at any point in the testing period.
Discourage cheating and minimize testing irregularities.

Test administration personnel play a primary role in maintaining the integrity of the testing
session by implementing procedures to prevent cheating and other unauthorized test-taker
behaviors. These procedures include verifying the identity of test takers, preparing a seating
chart and randomly assigning test takers to seats/work stations, actively monitoring the test
room, eliminating access to telecommunication devices and other unauthorized resources
(e.g., calculators, cameras), and maintaining custody of secure materials.

The consequences of violating testing procedures and policies should be communicated to test
takers prior to the testing session. Test takers are often required to affirm their assent to these
policies prior to gaining access to the examination. Security measures should be explained to
test takers as a means of deterrence and to notify them of obtrusive and unobtrusive detection
techniques (e.g., videotape, statistical analysis of responses).

Testing irregularities and instances of test taker misbehavior should be documented and
communicated to the test sponsor. Test takers involved in on-site irregularities should be
advised of their due-process rights relating to subsequent actions that might be initiated by the
test sponsor

Protect test security and test-taker confidentiality.

Test administrators have an obligation to preserve the integrity of the examination by

preventing unauthorized access and reporting breaches in test security. The validity of score
inferences for many examinations rests on the assumption that test takers do not have advance
knowledge of specific test content. Testing staff promote this goal by ensuring that test
materials are not disclosed prior to or after the testing session.

Test takers have the right to have examination scores kept confidential. Test administrators
assist in this effort by ensuring that test results are safeguarded and released only with the
consent of test takers. In the event that the privacy of test results is violated, test takers and
test sponsors should be immediately informed.
Notify test sponsor and test takers of unusual testing conditions.

Test administration events that deviate from the established protocol and affect the validity of
score interpretations should be documented and provided to the test sponsor and test takers.
Options relating to the use of test scores obtained from nonstandard testing procedures should
be explained to test takers.

Test Takers’ Role and Responsibilities in Ensuring Fair Testing Practices

As the consumer of the products and services resulting from the decisions and practices of the
test sponsor, test developer, and test administrator, test takers sometimes feel that they have
few responsibilities to protect themselves in the testing process. More test takers are cognizant
of the responsibilities of the test sponsor, test developer, and test administrators than they are
of their own role and responsibilities in ensuring fair testing practices and valid test results for
themselves. Among the roles and responsibilities of the test taker are: to be fully informed
about the test and the testing process, to ask questions if needed information is not available,
and to pay attention to the advance materials prepared by the test sponsor, test developer, and
test administrator. In addition, test takers have the responsibility to behave in a forthright
manner when indicating their knowledge and skills on the test, to know the consequences for
their actions (including cheating), to inform the test sponsor of any special conditions that
might be needed in order for them to fully indicate their knowledge and skills on the test, and
to advise the test sponsor of testing circumstances that may invalidate test results.

Be informed

Test takers have the responsibility to know their rights and responsibilities. They should seek
the information they need to make informed decisions about if and when to take the test. Test
takers should learn about test conditions and program deadlines.

Ask questions

If the information the test taker needs is not available in resources about the test, then it is
their responsibility to ask questions to learn the needed information. Questions asked if the
information is not available in test resources include:
Why is this test being given?
How will the test be administered?
What will I be asked to do on the test?
How will the results be used?

As noted previously in this discussion, answers to these questions should be available through
the test sponsor documentation, but if test takers cannot locate this information, they should
seek this information from the test sponsor. Without this information, the test taker will not be
well prepared to perform optimally on the test.

Pay attention to advance materials

Test sponsors have the responsibility to provide the test taker with advance materials
specifying critically important information. However, if the test taker does not follow through
with the responsibility of obtaining and attending to the advance materials, these materials
serve little purpose in helping the test taker prepare for the test. Test takers must also follow
registration rules and timelines.

Many test sponsors or their test development contractors prepare practice and preparatory
materials. Test takers are neither fully prepared nor fulfilling their responsibilities as informed
test takers if they do not take advantage of these preparatory materials

Be prepared

It is the test-takers’ responsibility to know of any fees that need to be paid and when. Test
takers should be on time for test administration and know the consequences of late arrival. If
the location of the testing center is not well known to the test taker, it is their responsibility to
obtain directions. The test taker should know what materials are allowed in the test
administration and bring all needed materials and personal identification.
Be forthright

Test takers have the responsibility to follow stated directions and to represent themselves
honestly in their test performance. Test takers should know the consequences for cheating or
violation of test security

Know consequences

Test takers are not behaving responsibly if they do not know or seek information regarding
consequences for failure to comply with the test sponsor’s rules and regulations. Ignorance of
this information can only hurt the test taker if challenges are made. This includes knowledge of
the consequences for failure to take the test.

Inform of special conditions

It is a right of the test taker to have the opportunity to fully represent their knowledge and
skills on the test. In some cases, this may require an accommodation in the test administration
policies (e.g., allowing for additional time or private testing environment). The test taker has
the responsibility to inform the test sponsor of these needs well in advance of the
administration so the test sponsor has adequate time to alert the test administrator to these
special conditions. Test takers who ask for special test conditions should also inquire about the
test sponsor’s policy regarding reporting of test results achieved under special administration
condition

Ensuring Fair Testing Practices and Valid Test Results for the Test Taker

It is our position that to ensure fair testing practices and valid test results, a partnership must
be formed between the test sponsor, test developer, test administrator, and test taker. Test
sponsors have the responsibility to provide sufficient information to

enable test takers to fairly demonstrate their competence. The test developer is responsible for
developing a test that provides valid and reliable evidence of test-takers’ knowledge and skills.
It is the responsibility of the test administrator to provide a testing environment that enables
test takers to competently demonstrate their knowledge and skills. Finally, test takers have the
obligation to be adequately prepared, to faithfully respond to the test questions, and to provide
necessary information to the test sponsor. Through this partnership, test sponsors, test
developers, test administrators, and test takers can help to ensure that test scores are a fair
and accurate representation of the test taker’s knowledge and skills.

The Rights and Responsibilities of Test Takers: Guidelines and Expectations

The rights of the test taker

Test taker Third party

1. A child under the age of 18 1. Parents, legal guardian
2. A person who lacks capacity to make 2. Legal guardian
decisions

3. A student undertaking testing for 3. School principal, teacher(s)

educational/funding purposes

4. A person undertaking testing for 4. The organisation that is requiring the

occupational and/or recruitment purposes testing (e.g., a recruitment agency)

5. A person undertaking testing for legal 5. Courts, lawyers

purposes

6. A person undertaking testing for 6. WorkCover, motor accident, life

insurance purposes insurance

The test taker has a right to be:

• assessed by a psychologist who is trained and qualified in the use of the test or tests being
administered

• treated in a manner that is fair, impartial, and courteous.

Before testing
The test taker has a right to be informed of:
• who will cover the cost of the service and, if it is the test taker, what the cost will be
• the purpose of the testing
• the type and format of test(s) that will be used1
• the validity of the test(s) in light of the purpose for which they are being used
• when testing will take place
• how long the testing session will take and if there will be breaks during the session
• what to bring to the testing session
• how to prepare for the testing session
• what to expect in the assessment process
• when test results will be available
• how, and to whom, the results will be communicated and in what form
• if a written report will be provided
• how test data and any relevant records will be stored, and the duration of storage
• information on any changes to the standard testing process to meet specific needs of the test
taker (Example : disability, language) and how this might impact on the test results
• the consequences of taking or not taking a test
• the opportunity to provide informed consent to undertake testing, or decline to do so.

During testing

The test taker has a right to:

• be assessed in a manner that ensures fairness

• take the test in an environment that is free from distractions
• be provided with clear instructions regarding the types of responses expected.

After testing

The test taker has a right to:

• be provided with feedback on the test results as agreed upon prior to testing
• have the opportunity to ask questions about the results
• receive any report(s) as agreed upon prior to testing.
1 This does not include naming the test to be used as in some instances this could compromise
the integrity of the assessment process given that there may be information about the test
publicly available on the Internet.

Understanding specific test procedures and test restrictions

In order for psychological tests to be effective some tests require that they are administered
under specific conditions including:

• not providing the name and full details of a test prior to administration
• administering test questions or activities in a particular sequence
• for numerical reasoning tests the use of calculators may or may not be allowed
• not having anyone else in the room.

Psychologists must conform to the specific requirements for each test in order for that test to
provide reliable information.

Test takers have a right to seek information about test content and test procedures with the
understanding that psychologists may not be able to provide details of some aspects of the
psychological test being used in order for the test to continue to be an effective assessment
tool.

Exercising your rights as a test taker

Psychological testing is a service, and like any other service, the purchaser has a right to
understand what it is they will receive. A good understand of the testing process will assist both
the test taker and the professional conducting the testing. It is important therefore that test
takers know their rights, ask questions and discuss any concerns they have with the
psychologist.

Sometimes the questions or concerns will arise after the testing has been completed, for
example, as a result of receiving an unexpected outcome. At this time, it is particularly
important that test takers seek any additional clarification needed to fully understand the test
results and their implications
Third parties

In cases where other parties (i.e., other than the testing professional and the test taker) are
involved, the test taker should request clarification about the limits of confidentiality in relation
to the test results and the rights and responsibilities of the parties involved.

Examples of testing situations where third parties are involved:

The intent of this statement is to enumerate and clarify the expectations that test takers may
reasonably have about the testing process, and the expectations that those who develop,
administer, and use tests may have of test takers. Tests are defined broadly here as
psychological and educational instruments developed and used by testing professionals in
organizations such as schools, industries, clinical practice, counseling settings and human
service and other agencies, including those assessment procedures and devices that are used
for making inferences about people in the above-named settings. The purpose of the statement
is to inform and to help educate not only test takers, but also others involved in the testing
enterprise so that measurements may be most validly and appropriately used. This document is
intended as an effort to inspire improvements in the testing process and does not have the
force of law. Its orientation is to encourage positive and high quality interactions between
testing professionals and test takers.

The rights and responsibilities listed in this document are neither legally based nor inalienable
rights and responsibilities such as those listed in the United States of America's Bill of Rights.
Rather, they represent the best judgments of testing professionals about the reasonable
expectations that those involved in the testing enterprise (test producers, test users, and test
takers) should have of each other. Testing professionals include developers of assessment
products and services, those who market and sell them, persons who select them, test
administrators and scorers, those who interpret test results, and trained users of the
information. Persons who engage in each of these activities have significant responsibilities that
are described elsewhere, in documents such as those that follow .

In some circumstances, the test developer and the test user may not be the same person,
group of persons, or organization. In such situations, the professionals involved in the testing
should clarify, for the test taker as well as for themselves, who is responsible for each aspect of
the testing process. For example, when an individual chooses to take a college admissions test,
at least three parties are involved in addition to the test taker: the test developer and
publisher, the individuals who administer the test to the test taker, and the institutions of
higher education who will eventually use the information. In such cases a test taker may need
to request clarifications about their rights and responsibilities. When test takers are young
children (e.g., those taking standardized tests in the schools) or are persons who spend some or
all their time in institutions or are incapacitated, parents or guardians may be granted some of
the rights and responsibilities, rather than, or in addition to, the individual.

Perhaps the most fundamental right test takers have is to be able to take tests that meet high
professional standards, such as those described in Standards for Educational and Psychological
Testing (American Educational Research Association, American Psychological Association, &
National Council on Measurement in Education, 1999) as well as those of other appropriate
professional associations. This statement should be used as an adjunct, or supplement, to those
standards. State and federal laws, of course, supersede any rights and responsibilities that are
stated here.

The Rights and Responsibilities of Test Takers: Guidelines and ExpectationsAs a

test taker, you have the right to:

🌑Be informed of your rights and responsibilities as a test taker.

🌑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.

Know if a test is optional and learn of the consequences of taking or not taking the test, fully
completing the test, or canceling the scores. You may need to ask questions to learn these
consequences.

Receive a written or oral explanation of your test results within a reasonable amount of time
after testing and in commonly understood terms.

Have your test results kept confidential to the extent allowed by law.

Present concerns about the testing process or your results and receive information about
procedures that will be used to address such concerns.

As a test taker, you have the responsibility to:

Read and/or listen to your rights and responsibilities as a test taker.

Treat others with courtesy and respect during the testing process.

Ask questions prior to testing if you are uncertain about why the test is being given, how it will
be given, what you will be asked to do, and what will be done with the results.

Read or listen to descriptive information in advance of testing and listen carefully to all test
instructions. You should inform an examiner in advance of testing if you wish to receive a
testing accommodation or if you have a physical condition or illness that may interfere with
your performance on the test. If you have difficulty comprehending the language of the test, it
is your responsibility to inform an examiner.

Know when and where the test will be given, pay for the test if required, appear on time with
any required materials, and be ready to be tested.

Follow the test instructions you are given and represent yourself honestly during the testing.
Be familiar with and accept the consequences of not taking the test, should you choose not to
take the test.

Inform appropriate person(s), as specified to you by the organization responsible for testing, if
you believe that testing conditions affected your results.

Ask about the confidentiality of your test results, if this aspect concerns you.

Present concerns about the testing process or results in a timely, respectful way, if you have
any.

Rights of Test Takers: Guidelines for Testing Professionals

Test takers have the rights described below. It is the responsibility of the professionals involved
in the testing process to ensure that test takers receive these rights.

Because test takers have the right to be informed of their rights and responsibilities as test
takers, it is normally the responsibility of the individual who administers a test (or the
organization that prepared the test) to inform test takers of these rights and responsibilities.

Because test takers have the right to be treated with courtesy, respect, and impartiality,
regardless of their age, disability, ethnicity, gender, national origin, race, religion, sexual
orientation, or other personal characteristics, testing professionals should:

Make test takers aware of any materials that are available to assist them in test preparation.
These materials should be clearly described in test registration and/or test familiarization
materials.

See that test takers are provided with reasonable access to testing services.

Because test takers have the right to be tested with measures that meet professional standards
that are appropriate for the test use and the test taker, given the manner in which the results
will be used, testing professionals should:

Take steps to utilize measures that meet professional standards and are reliable, relevant,
useful given the intended purpose and are fair for test takers from varying societal groups.
Advise test takers that they are entitled to request reasonable accommodations in test
administration that are likely to increase the validity of their test scores if they have a disability
recognized under the Americans with Disabilities Act or other relevant legislation.

Because test takers have the right to be informed, prior to testing, about the test's purposes,
the nature of the test, whether test results will be reported to the test takers, and the planned
use of the results (when not in conflict with the testing purposes), testing professionals:

Give or provide test takers with access to a brief description about the test purpose (e.g.,
diagnosis, placement, selection, etc.) and the kind(s) of tests and formats that will be used (e.g.,
individual/group, multiple-choice/free response/performance, timed/untimed, etc.), unless
such information might be detrimental to the objectives of the test.

Tell test takers, prior to testing, about the planned use(s) of the test results. Upon request, the
test taker should be given information about how long such test scores are typically kept on file
and remain available.

Provide test takers, if requested, with information about any preventative measures that have
been instituted to safeguard the accuracy of test scores. Such information would include any
quality control procedures that are employed and some of the steps taken to prevent
dishonesty in test performance.

Inform test takers, in advance of the testing, about required materials that must be brought to
the test site (e.g., pencil, paper) and about any rules that allow or prohibit use of other
materials (e.g., calculators).

Provide test takers, upon request, with general information about the appropriateness of the
test for its intended purpose, to the extent that such information does not involve the release
of proprietary information. (For example, the test taker might be told, “Scores on this test are
useful in predicting how successful people will be in this kind of work” or “Scores on this test,
along with other information, help us to determine if students are likely to benefit from this
program.”)

Provide test takers, upon request, with information about re-testing, including if it is possible to
re-take the test or another version of it, and if so, how often, how soon, and under what
conditions.
Provide test takers, upon request, with information about how the test will be scored and in
what detail. On multiple-choice tests, this information might include suggestions for test taking
and about the use of a correction for guessing. On tests scored using professional judgment
(e.g., essay tests or projective techniques), a general description of the scoring procedures
might be provided except when such information is proprietary or would tend to influence test
performance inappropriately.

Inform test takers about the type of feedback and interpretation that is routinely provided, as
well as what is available for a fee. Test takers have the right to request and receive information
regarding whether or not they can obtain copies of their test answer sheets or their test
materials, if they can have their scores verified, and if they may cancel their test results.

Provide test takers, prior to testing, either in the written instructions, in other written
documents or orally, with answers to questions that test takers may have about basic test
administration procedures.

Inform test takers, prior to testing, if questions from test takers will not be permitted during the
testing process.

Provide test takers with information about the use of computers, calculators, or other
equipment, if any, used in the testing and give them an opportunity to practice using such
equipment, unless its unpracticed use is part of the test purpose, or practice would
compromise the validity of the results, and to provide a testing accommodation for the use of
such equipment, if needed.

Inform test takers that, if they have a disability, they have the right to request and receive
accommodations or modifications in accordance with the provisions of the Americans with
Disabilities Act and other relevant legislation.

Provide test takers with information that will be of use in making decisions if test takers have
options regarding which tests, test forms or test formats to take.

Because that test takers have a right to be informed in advance when the test will be
administered, if and when test results will be available, and if there is a fee for testing services
that the test takers are expected to pay, test professionals:

Notify test takers of the alteration in a timely manner if a previously announced testing
schedule changes, provide a reasonable explanation for the change, and inform test takers of
the new schedule. If there is a change, reasonable alternatives to the original schedule should
be provided.

Inform test takers prior to testing about any anticipated fee for the testing process, as well as
the fees associated with each component of the process, if the components can be separated.

Because test takers have the right to have their tests administered and interpreted by
appropriately trained individuals, testing professionals should:

Know how to select the appropriate test for the intended purposes.

When testing persons with documented disabilities and other special characteristics that
require special testing conditions and/or interpretation of results, have the skills and
knowledge for such testing and interpretation.

Provide reasonable information regarding their qualifications, upon request.

Insure that test conditions, especially if unusual, do not unduly interfere with test performance.
Test conditions will normally be similar to those used to standardize the test.

Provide candidates with a reasonable amount of time to complete the test, unless a test has a
time limit.

Take reasonable actions to safeguard against fraudulent actions (e.g., cheating) that could place
honest test takers at a disadvantage.

Because test takers have the right to be informed about why they are being asked to take
particular tests, if a test is optional, and what the consequences are should they choose not to
complete the test, testing professionals should:

Normally only engage in testing activities with test takers after the test takers have provided
their informed consent to take a test, except when testing without consent has been mandated
by law or governmental regulation, or when consent is implied by an action the test takers have
already taken (e.g., such as when applying for employment and a personnel examination is
mandated).

Explain to test takers why they should consider taking voluntary tests.
Explain, if a test taker refuses to take or complete a voluntary test, either orally or in writing,
what the negative consequences may be to them for their decision to do so.

Promptly inform the test taker if a testing professional decides that there is a need to deviate
from the testing services to which the test taker initially agreed (e.g., should the testing
professional believe it would be wise to administer an additional test or an alternative test),
and provide an explanation for the change.

Because test takers have a right to receive a written or oral explanation of their test results
within a reasonable amount of time after testing and in commonly understood terms, testing
professionals should:

Interpret test results in light of one or more additional considerations (e.g., disability, language
proficiency), if those considerations are relevant to the purposes of the test and performance
on the test, and are in accordance with current laws.

Provide, upon request, information to test takers about the sources used in interpreting their
test results, including technical manuals, technical reports, norms, and a description of the
comparison group, or additional information about the test taker(s).

Provide, upon request, recommendations to test takers about how they could improve their
performance on the test, should they choose or be required to take the test again.

Provide, upon request, information to test takers about their options for obtaining a second
interpretation of their results. Test takers may select an appropriately trained professional to
provide this second opinion.

Provide test takers with the criteria used to determine a passing score, when individual test
scores are reported and related to a passfail standard.

Inform test takers, upon request, how much their scores might change, should they elect to
take the test again. Such information would include variation in test performance due to
measurement error (e.g., the appropriate standard errors of measurement) and changes in
performance over time with or without intervention (e.g., additional training or treatment).

Communicate test results to test takers in an appropriate and sensitive manner, without use of
negative labels or comments likely to inflame or stigmatize the test taker.
Provide corrected test scores to test takers as rapidly as possible, should an error occur in the
processing or reporting of scores. The length of time is often dictated by individuals responsible
for processing or reporting the scores, rather than the individuals responsible for testing,
should the two parties indeed differ.

Correct any errors as rapidly as possible if there are errors in the process of developing scores.

Because test takers have the right to have the results of tests kept confidential to the extent
allowed by law, testing professionals should:

Insure that records of test results (in paper or electronic form) are safeguarded and maintained
so that only individuals who have a legitimate right to access them will be able to do so.

Should provide test takers, upon request, with information regarding who has a legitimate right
to access their test results (when individually identified) and in what form. Testing professionals
should respond appropriately to questions regarding the reasons why such individuals may
have access to test results and how they may use the results.

Advise test takers that they are entitled to limit access to their results (when individually
identified) to those persons or institutions, and for those purposes, revealed to them prior to
testing. Exceptions may occur when test takers, or their guardians, consent to release the test
results to others or when testing professionals are authorized by law to release test results.

Keep confidential any requests for testing accommodations and the documentation supporting
the request.

Because test takers have the right to present concerns about the testing process and to receive
information about procedures that will be used to address such concerns, testing professionals
should:

Inform test takers how they can question the results of the testing if they do not believe that
the test was administered properly or scored correctly, or other such concerns.

Inform test takers of the procedures for appealing decisions that they believe are based in
whole or in part on erroneous test results.
Inform test takers, if their test results are under investigation and may be canceled, invalidated,
or not released for normal use. In such an event, that investigation should be performed in a
timely manner. The investigation should use all available information that addresses the
reason(s) for the investigation, and the test taker should also be informed of the information
that he/she may need to provide to assist with the investigation.

Inform the test taker, if that test taker's test results are canceled or not released for normal
use, why that action was taken. The test taker is entitled to request and receive information on
the types of evidence and procedures that have been used to make that determination.

The Responsibilities of Test Takers: Guidelines for Testing Professionals

Testing professionals should take steps to ensure that test takers know that they have specific
responsibilities in addition to their rights described above.

Testing professionals need to inform test takers that they should listen to and/or read their
rights and responsibilities as a test taker and ask questions about issues they do not
understand.

Testing professionals should take steps, as appropriate, to ensure that test

takers know that they:

Are responsible for their behavior throughout the entire testing process.
Should not interfere with the rights of others involved in the testing process.
Should not compromise the integrity of the test and its interpretation in any manner.

Testing professionals should remind test takers that it is their responsibility to ask questions
prior to testing if they are uncertain about why the test is being given, how it will be given,
what they will be asked to do, and what will be done with the results. Testing professionals
should:

Advise test takers that it is their responsibility to review materials supplied by test publishers
and others as part of the testing process and to ask questions about areas that they feel they
should understand better prior to the start of testing.
Inform test takers that it is their responsibility to request more information if they are not
satisfied with what they know about how their test results will be used and what will be done
with them.

Testing professionals should inform test takers that it is their responsibility to read descriptive
material they receive in advance of a test and to listen carefully to test instructions. Testing
professionals should inform test takers that it is their responsibility to inform an examiner in
advance of testing if they wish to receive a testing accommodation or if they have a physical
condition or illness that may interfere with their performance. Testing professionals should
inform test takers that it is their responsibility to inform an examiner if they have difficulty
comprehending the language in which the test is given. Testing professionals should:

Inform test takers that, if they need special testing arrangements, it is their responsibility to
request appropriate accommodations and to provide any requested documentation as far in
advance of the testing date as possible. Testing professionals should inform test takers about
the documentation needed to receive a requested testing accommodation.

Inform test takers that, if they request but do not receive a testing accommodation, they could
request information about why their request was denied.

Testing professionals should inform test takers when and where the test will be given, and
whether payment for the testing is required. Having been so informed, it is the responsibility of
the test taker to appear on time with any required materials, pay for testing services and be
ready to be tested. Testing professionals should:

Inform test takers that they are responsible for familiarizing themselves with the appropriate
materials needed for testing and for requesting information about these materials, if needed.

Inform the test taker, if the testing situation requires that test takers bring materials (e.g.,
personal identification, pencils, calculators, etc.) to the testing site, of this responsibility to do
so.

Testing professionals should advise test takers, prior to testing, that it is their responsibility
to:

Listen to and/or read the directions given to them.

Follow instructions given by testing professionals.
Complete the test as directed.
Perform to the best of their ability if they want their score to be a reflection of their best effort.

Behave honestly (e.g., not cheating or assisting others who cheat).

Testing professionals should inform test takers about the consequences of not taking a test,
should they choose not to take the test. Once so informed, it is the responsibility of the test
taker to accept such consequences, and the testing professional should so inform the test
takers. If test takers have questions regarding these consequences, it is their responsibility to
ask questions of the testing professional, and the testing professional should so inform the test
takers.

Testing professionals should inform test takers that it is their responsibility to notify
appropriate persons, as specified by the testing organization, if they do not understand their
results, or if they believe that testing conditions affected the results. Testing professionals
should:

Provide information to test takers, upon request, about appropriate procedures for questioning
or canceling their test scores or results, if relevant to the purposes of testing.

Provide to test takers, upon request, the procedures for reviewing, re-testing, or canceling their
scores or test results, if they believe that testing conditions affected their results and if relevant
to the purposes of testing.

Provide documentation to the test taker about known testing conditions that might have
affected the results of the testing, if relevant to the purposes of testing.

Code of Fair Testing Practices

CONTENTS
4 Developing and Selecting
6 Appropriate Tests
8 Administering and Scoring Tests
Reporting and Interpreting Test Results
10 Informing Test Takers
11 Working Group

The Code of Fair Testing Practices in Education (Code)

is a guide for professionals in fulfilling their obligation to provide and use tests that are fair to
all test takers regardless of age, gender, disability, race, ethnicity, national origin, religion,
sexual orientation,linguistic background, or other personal characteristics.

Fairness is a primary consideration in all aspects of testing. Careful standardization of tests and
administration conditions helps to ensure that all
test takers are given a comparable opportunity to demonstrate what they know and how they
can perform in the area being tested. Fairness implies that every test
taker has the opportunity to prepare for the test and is informed about the general nature and
content of thetest, as appropriate to the purpose of the test. Fairness
also extends to the accurate reporting of individual and group test results. Fairness is not an
isolated concept, but must be considered in all aspects of the testing process.

The Code applies broadly to testing in education (admissions, educational assessment,

educational diagnosis, and student placement) regardless of the mode of presentation, so it is
relevant to conventional paper-and-pencil tests, computer-based tests, and performance tests.
It is not designed to cover employment testing, licensure or certification testing, or other types
of testing outside the field of education.

The Code is directed primarily at professionally developed tests used in formally administered
testing programs. Although the Code is not intended to cover tests prepared by teachers for
use in their own classrooms, teachers are encouraged to use the guidelines to help improve
their testing practices.
The Code addresses the roles of test developers and test users separately. Test developers are
people and organizations that construct tests, as well as those that set policies for testing
programs. Test users are people and agencies that select tests, administer tests,commission
test development services, or make decisions on the basis of test scores. Test developer and
test user roles may overlap, for example, when a state or local education agency commissions
test development services, sets policies that control the test development process, and makes
decisions on the basis
of the test scores.Many of the statements in the Code refer to the selection and use of existing
tests. When a new test is developed, when an existing test is modified, or when the
administration of a test is modified, the Code is intended to provide guidance for this process.

The Code provides guidance separately for test developers and test users in four critical areas:

A. Developing and Selecting Appropriate Tests

B. Administering and Scoring Tests
C. Reporting and Interpreting Test Results
D. Informing Test Takers

The Code is intended to be consistent with the relevant parts of the Standards for Educational
and Psychological Testing (American Educational Research

Association American Psychological Association and National Council on Measurement in

Education The Code is not meant to add new principles over and above those in the Standards
or to change their meaning. Rather, the Code is intended to represent the spirit of selected
portions of the Standards in a way that is relevant and meaningful to developers and users of
tests, as well as to test takers and/or their parents or guardians.

States, districts, schools, organizations, and individual professionals are encouraged to commit
themselves to fairness in testing and safeguarding the rights of test takers. The Code is
intended to assist in carrying out such commitments.
 The Code is not intended to be mandatory, exhaustive, or definitive, and may not be applicable
to every situation. Instead,the Code is intended to be aspirational, and is not intended to take
precedence over the judgment of those who have competence in the subjects addressed

1. The Developing and Selecting Appropriate Tests

Test Developers :

Test developers should provide the information and

supporting evidence that test users need to select appropriate tests.

1. Provide evidence of what the test measures, the recommended uses, the intended test
takers, and the strengths and limitations of the test, including the level of precision of the test
scores.

2. Describe how the content and skills to be tested were selected and how the tests were
developed.

3. Communicate information about a test’s characteristics at a level of detail appropriate to the

intended test users.

4. Provide guidance on the levels of skills, knowledge, and training necessary for appropriate
review, selection, and administration of tests.

5. Provide evidence that the technical quality, including reliability and validity, of the test meets
its intended purposes.

6. Provide to qualified test users representative samples of test questions or practice tests,
directions, answer sheets, manuals, and score reports.

7. Avoid potentially offensive content or language when developing test questions and related
materials.
8. Make appropriately modified forms of tests or administration procedures available for test
takers with disabilities who need special accommodations.

9. Obtain and provide evidence on the performance of test takers of diverse subgroups, making
significant efforts to obtain sample sizes that are adequate for
subgroup analyses. Evaluate the evidence to ensure that differences in performance are related
to the skills being assessed.

Test Users :

Test users should select tests that meet the intended purpose and that are appropriate for the
intended test takers.

1. Define the purpose for testing, the content and skills to be tested, and the intended test
takers. Select and use the most appropriate test based on a thorough review of available
information.

2. Review and select tests based on the appropriateness of test content, skills tested,
and content coverage for the intended purpose of testing.

3. Review materials provided by test developers and select tests for which clear, accurate, and
complete information is provided.

4. Select tests through a process that includes persons with appropriate knowledge, skills, and
training.

5. Evaluate evidence of the technical quality of the test provided by the test developer and any
independent reviewers.

6. Evaluate representative samples of test questions or practice tests, directions, answer sheets,
manuals,and score reports before selecting a test.

7. Evaluate procedures and materials used by test developers, as well as the resulting test, to
ensure that potentially offensive content or language is avoided.
8. Select tests with appropriately modified forms or administration procedures for test takers
with disabilities who need special accommodations.

9. Evaluate the available evidence on the performance of test takers of diverse subgroups.
Determine to the extend feasible which performance differences may
have been caused by factors unrelated to the skills being assessed.

2. Administering and Scoring Tests

Test Developers. :

Test developers should provide the information and supporting evidence that test users need
to select appropriate tests.

1. Provide evidence of what the test measures, the recommended uses, the intended test
takers, and the strengths and limitations of the test, including the level of precision of the test
scores.

2. Describe how the content and skills to be tested were selected and how the tests were
developed.

3. Communicate information about a test’s characteristics at a level of detail appropriate to the

intended test users.

4. Provide guidance on the levels of skills, knowledge, and training necessary for appropriate
review, selection, and administration of tests.

5. Provide evidence that the technical quality, including reliability and validity, of the test meets
its intended purposes.

6. Provide to qualified test users representative samples of test questions or practice tests,
directions, answer sheets, manuals, and score reports.

7. Avoid potentially offensive content or language when developing test questions and
related materials.
8. Make appropriately modified forms of tests or administration procedures available for test
takers with disabilities who need special accommodations.

9. Obtain and provide evidence on the performance of test takers of diverse subgroups, making
significant efforts to obtain sample sizes that are adequate for
subgroup analyses. Evaluate the evidence to ensure that differences in performance are related
to the skills being assessed.

Test Users :

Test users should select tests that meet the intended

purpose and that are appropriate for the intended test takers

1. Define the purpose for testing, the content and skills to be tested, and the intended test
takers. Select and use the most appropriate test based on a thorough review of available
information.

2. Review and select tests based on the appropriateness of test content, skills tested,and
content coverage for the intended purpose of testing.

3. Review materials provided by test developers and select tests for which clear, accurate, and
complete information is provided.

4. Select tests through a process that includes persons with appropriate knowledge, skills, and
training.

5. Evaluate evidence of the technical quality of the test provided by the test developer and any
independent reviewers.

6. Evaluate representative samples of test questions or practice tests, directions, answer sheets,
manuals, and score reports before selecting a test.

7. Evaluate procedures and materials used by test developers, as well as the resulting test, to
ensure that potentially offensive content or language is avoided.
8. Select tests with appropriately modified forms or administration procedures for test takers
with disabilities who need special accommodations.

9. Evaluate the available evidence on the performance of test takers of diverse subgroups.
Determine to the extent feasible which performance differences may
have been caused by factors unrelated to the skills being assessed.

3. Reporting and Interpreting The Test Results

Test Developers:

Test developers should report test results accurately and provide information to help test users
interpret test results correctly.

1. Provide information to support recommended interpretations of the results, including the

nature of the content, norms or comparison groups, and other
technical evidence. Advise test users of the benefits and limitations of test results and their
interpretation. Warn against assigning greater precision than is warranted.

2. Provide guidance regarding the interpretations of results for tests administered with
modifications. Inform test users of potential problems in interpreting test results when tests or
test administration procedures are modified.

3. Specify appropriate uses of test results and warn test users of potential misuses.

4. When test developers set standards, provide the rationale, procedures, and evidence for
setting performance standards or passing scores. Avoid using stigmatizing labels.

5. Encourage test users to base decisions about test takers on multiple sources of appropriate
information, not on a single test score.

6. Provide information to enable test users to accurately interpret and report test results for
groups of test takers, including information about who were and who were not included in the
different groups being compared and information about factors that might influence
theinterpretation of results.
7. Provide test results in a timely fashion and in a manner that are understood by the test taker.

8. Provide guidance to test users about how to monitor the extent to which the test is fulfilling
its intended purposes.

Test Users:

Test users should report and interpret test results

accurately and clearly.

1. Interpret the meaning of the test results, taking into account the nature of the content,
norms or comparison groups, other technical evidence, and benefits and limitations of test
results.

2. Interpret test results from modified test or test administration procedures in view of the
impact those modifications may have had on test results.

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.

4. Review the procedures for setting performance standards or passing scores. Avoid using
stigmatizing labels.

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.

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 in
determining who were and who were not included in the groups being compared and describe
factors that might influence the interpretation of results.

7. Communicate test results in a timely fashion and in a manner that is understood by the test
taker.
8. Develop and implement procedures for monitoring test use, including consistency with the
intended purposes of the test.

4. Informing Test Takers

Under some circumstances, test developers have direct communication with the test takers
and/or control of the tests, testing process, and test results. In other circumstances the test
users have these responsibilities.

Test developers or test users should inform test takers about the nature of the test, test taker
rights and responsibilities, the appropriate use of scores, and
procedures for resolving challenges to scores.

1. Inform test takers in advance of the test administration about the coverage of the test, the
types of question formats, the directions, and appropriate test-taking strategies. Make such
information available to all test takers.
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 (e.g., not being eligible
to compete for a particular scholarship)—and whether there is an available alternative to the
test.

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, to retake tests, to have tests
rescored, or to have scores declared invalid.

4. Provide test takers or their parents/guardians with information about responsibilities test
takers have, such as being aware of the intended purpose and uses of the test, performing at
capacity, following directions, and not disclosing test items or interfering with other test takers.

5. Inform test takers or their parents/guardians how long scores will be kept on file and indicate
to whom, under what circumstances, and in what manner test scores and related information
will or will not be released. Protect test scores from unauthorized release and access.

6. Describe procedures for investigating and resolving circumstances that might result in
canceling or withholding scores, such as failure to adhere to specified testing procedures.
7. Describe procedures that test takers, parents/guardians, and other interested parties may
use to obtain more information about the test,register complaints, and have problems
resolved.