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International Guidelines for test-use: Version 2000 Summary
Structure and content of the guidelines
Aim and
objectives
The ITC Guidelines on
Test Use relate to the competencies (knowledge, skills, abilities and other
personal characteristics) needed by test users. In the complete document, these
competencies are specified in terms of assessable performance criteria. These
criteria provide the basis for developing specifications of the evidence of
competence that would be expected from someone seeking qualification as a test
user. The
Guidelines should be considered as benchmarks against which existing local
standards can be compared for coverage and international consistency. By using
the Guidelines as benchmarks or the basis from which to develop locally
applicable documents (e.g. standards, codes of practice, statements on test
taker rights), a high level of consistency across national boundaries will be
promoted. The
Guidelines start from a key purpose. This can be characterized as the
‘mission statement’ for test users. It provides the focus from which the
guidelines are developed. Each guideline defines an aspect of test user
competence that contributes to the key purpose. Together
with the key purpose, the scope statement describes to whom the
Guidelines apply, the forms of assessment to which they relate, and the
assessment contexts.
Key
purpose
A competent test user
will use tests appropriately, professionally, and in an ethical manner, paying
due regard to the needs and rights of those involved in the testing process, the
reasons for testing, and the broader context in which the testing takes place. This outcome will be achieved by ensuring that the test user has the necessary competencies to carry out the testing process, and the knowledge and understanding of tests and test use that inform and underpin this process. Scope
of the Guidelines
Any procedure used
for ‘testing’, in the above sense, should be regarded as a ‘test’,
regardless of its mode of administration; regardless of whether it was developed
by a professional test developer; and regardless of whether it involves sets of
questions, or requires the performance of tasks or operations (e.g., work
samples, psycho-motor tracking tests). The
Guidelines on Test Use should be considered as applying to all such procedures,
whether or not they are labeled as ‘psychological tests’ or ‘educational
tests’ and whether or not they are adequately supported by accessible
technical evidence. Who the Guidelines are for
The Guidelines will
be of relevance to others involved in the use of tests as defined above. These
include:
While aimed primarily
at professional practice, most aspects of the good practice embodied in the
Guidelines will also be of relevance to those who use tests solely for research
purposes.
Contextual
factors
The
Guidelines are applicable internationally. They may be used to develop specific
local standards through a process of contextualisation. It is recognized that
there are many factors which affect how standards may be managed and realized in
practice. These contextual factors have to be considered at the local level when
interpreting the Guidelines and defining what they would mean in practice within
any particular setting. Knowledge,
Understanding, and Skill
The
Guidelines do not contain detailed descriptions of these. However, when applying
the Guidelines for use in specific situations the relevant knowledge, skills,
abilities and other personal characteristics will need to be specified. This
specification is part of the process of contextualisation, through which generic
guidelines are developed into specific standards. The main areas descriptions of
knowledge, understanding and skills need to cover include the following.
Structure
and content of the Guidelines
Appendices
In
addition, appendices are provided covering:
Author: Iain Coyne. Copyright (c) 2001 International Test Commission. All rights reserved Revised: 21/03/2003 12:52 |
