WEEK 10 Ethical and Cross-Cultural Standards
Test ethics cover both the creation and use of tests. For this Discussion, you concentrate on the implications of test misuse. These can relate to test use with diverse groups, licensure issues, adverse impact, or test security, to name a few.
Some important basic ethical principles regarding testing are as follows:
- The construction of tests needs to be done using appropriate psychometric procedures, so that the test will provide valid measurement.
- When tests are used, they need to be properly selected. The test should be valid for the purpose used and should not be outdated. The selection should take into account the purpose of the testing and should also take the examinee’s language, culture, and disabilities into account.
- The test needs to be administered according to proper protocol in order to maintain standardization.
- The test needs to be interpreted and reported fairly, and the report needs to be stored properly. The responsible psychology professional should prevent misinterpretation and should prevent reporting that results in incorrect decisions or that causes the client unnecessary emotional harm. He or she should also protect the client’s confidentiality.
- Test givers must maintain the security of test materials. Many tests, such as the Wechsler intelligence tests or the MMPI, have been developed over a period of decades. Public familiarity with these tests would destroy their usefulness. Test publishers generally have standards controlling who can buy and use their tests.
- A test has an “adverse impact” when it results in substantially different employment decisions (e.g., hiring, promotion, termination) for one group vs. another group. This adverse impact is unlawful if there is no justification for it. For instance, some jobs might have tests of physical strength that result in fewer women being hired. The employer would need to demonstrate that physical strength is a legitimate job requirement.
To prepare for this Discussion, think of potential negative effects of tests not being administered, stored, or interpreted according to ethical principles. Consider the effects on both the individuals being tested and, potentially, the population at large.
With these thoughts in mind:
Post by Day 4 two potential effects of test misuse on individuals being tested and on the population at large. Support your answer with references to the APA Code of Ethics and other relevant standards.
Be sure to support your postings and responses with specific references to the Learning Resources.
IN THE END OF THE PAGE PLEASE WRITE FOR ME ANY QUESTION RELATED IT TO THE SUBJECT/THANK YOU WRITER
Readings
- Anastasi, A., &
Urbina, S. (1997). Psychological testing (7th ed.). Upper
Saddle River, NJ: Prentice Hall.
- Chapter 18, “Ethical and Social Considerations in Testing”
- American Educational
Research Association, American Psychological Association, & National
Council on Measurement in Education. (2014). Standards for educational
and psychological testing. Washington, DC: American Educational Research
Association.
- Chapter 6, “Test Administration, Scoring, Reporting and Interpretation”
- Chapter 7, “Supporting Documentation for Tests”
- Chapter 3, “Fairness in Testing”
- Chapter 8, “The Rights and Responsibilities of Test Takers”
- Chapter 9, “The Responsibilities of Test Users”
- Chapter 10, “Psychological Testing and Assessment”
- Chapter 12, “Educational Testing and Assessment”
- Chapter 11, “Workplace Testing and Credentialing”
- American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
- Cattell, R. B.
(1979). Are culture fair
intelligence tests possible and necessary? Journal of Research and Development in Education, 12(2),
3–13.
Cattell, R. B., Are culture fair intelligence tests possible and necessary?, Journal of Research and Development in Education. Copyright 1979 Journal of Research and Development in Education. Used with permission from the College of Education, University of Georgia via the Copyright Clearance Center. - Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/science/programs/testing/fair-code.aspx.
- Rich, J., & Delgado, A. (2010). Measurement of vocational and educational aspiration and satisfaction among mental health clients. International Journal of Psychosocial Rehabilitation, 15(2), 91–98. Retrieved from http://www.psychosocial.com/IJPR_15/Vocational_Measurement_Rich.html.
- Sackett, P. R.,
Borneman, M. J., & Connelly, B. S. (2008). High stakes testing in higher
education and employment: Appraising the evidence for validity and
fairness. American Psychologist, 63(4), 215–227.
Retrieved from the Walden Library databases. - Thissen, D.,
Steinberg, L., & Gerrard, M. (1986). Beyond group-mean differences: The
concept of item bias. Psychological Bulletin, 99(1),
118–128.
Retrieved from the Walden Library databases. - Zumbo, B. D.
(2007). Three generations of
DIF analyses: Considering where it has been, where it is now, and where it is
going. Language
Assessment Quarterly, 4(2), 223–233.
Three generations of DIF analyses: Considering where it has been, where it is now, and where it is going. Language Assessment Quarterly, 4(2), by Zumbo, B. D. Copyright 2007 by TAYLOR & FRANCIS INFORMA UK LTD. Reprinted by permission of TAYLOR & FRANCIS INFORMA UK LTD. via the Copyright Clearance Center.
