CODE OF FAIR TESTING PRACTICES IN EDUCATION PREPARED BY THE JOINT COMMITTEE ON TESTING PRACTICES The Code of Fair Testing Practices in Education states the major obligations to test takers of professionals who develop or use educational tests. The Code is meant to apply broadly to the use of tests in education (admissions, educational assessment, educational diagnosis, and student placement). The Code is not designed to cover employment testing, licensure or certification testing, or other types of testing. Although the Code has relevance to many types of educational tests, it is directed primarily at professionally developed tests such as those sold by commercial test publishers or used in formally administered testing programs. The Code is not intended to cover tests made by individual teachers for use in their own classrooms. The Code addresses the roles of test developers and test users separately. Test users are people who select tests, commission test development services, or make decisions on the basis of test scores. Test developers are people who actually construct tests as well as those who set policies for particular testing programs. The roles may, of course, overlap as when a state education agency commissions test development services, sets policies that control the test development process, and makes decisions on the basis of the test scores. The Code has been developed by the Joint Committee on Testing Practices, a cooperative effort of several professional organizations, that has as its aim the advancement, in the public interest, of the quality of testing practices. The Joint Committee was initiated by the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education. In addition to these three groups the American Association for Counseling and Development/Association for Measurement and Evaluation in Counseling and Development, and the American Speech-Language-Hearing Association are now also sponsors of the Joint Committee. This is not copyrighted material. Reproduction and dissemination are encouraged. Please cite this document as follows: Code of Fair Testing Practices in Education. (1988) Washington, D.C.: Joint Committee on Testing Practices. (Mailing Address: Joint Committee on Testing Practices, American Psychological Association, 1200 17th Street, NW, Washington, D.C. 20036.) The Code presents standards for educational test developers and users in four areas: A. Developing/Selecting Tests B. Interpreting Scores C. Striving for Fairness D. Informing Test Takers Organizations, institutions, and individual professionals who endorse the Code commit themselves to safeguarding the rights of test takers by following the principles listed. The Code is intended to be consistent with the relevant parts of the Standards for Educational and Psychological Testing (AERA, APA, NCME, 1985). However, the Code differs from the Standards in both audience and purpose. The Code is meant to be understood by the general public; it is limited to educational tests; and the primary focus is on those issues that affect the proper use of tests. The Code is not meant to add new principles over and above those in the Standards or to change the meaning of the Standards. The goal is rather to represent the spirit of a selected portion of the Standards in a way that is meaningful to test takers and/or their parents or guardians. It is the hope of the Joint Committee that the Code will also be judged to be consistent with existing codes of conduct and standards of other professional groups who use educational tests. A. DEVELOPING/SELECTING APPROPRIATE TESTS* Test developers should provide Test users should select tests the information that test users that meet the purpose for which need to select appropriate they are to be used and that are tests. appropriate for the intended test taking populations. TEST DEVELOPERS SHOULD: TEST USERS SHOULD: 1. Define what each test measures 1. First define the purpose for and what the test should be used for. testing and the population to be Describe the population(s) for which tested. Then, select a test for the test is appropriate. that purpose and that population appropriate. based on a thorough review of the available information. 2. Accurately represent the 2. Investigate potentially useful characteristics, usefulness, and sources of information, in limitations of tests for their intended addition to test scores, to purposes. corroborate the information provided by tests. 3. Explain relevant measurement concepts 3. Read the materials provided by as necessary for clarity at the level test developers and avoid using of detail that is appropriate for the tests for which unclear or intended audience(s). incomplete information is provided. 4. Describe the process of test 4. Become familiar with how and development. Explain how the content when the test was developed and and skills to be tested were selected. developed and tried out. 5. Provide evidence that the test meets 5. Read independent evaluations its intended purpose(s). of a test and of possible alternative measures. Look for evidence required to support the claims of test developers. 6. Provide either representative samples 6. Examine specimen sets, or complete copies of test questions, disclosed tests or samples of directions, answer sheets, manuals, and questions, directions, answer score reports to qualified users. sheets, manuals, and score reports before selecting a test. *Many of the statements in the Code refer to the selection of existing tests. However, in customized testing programs test developers are engaged to construct new tests. In those situations, the test development process should be designed to help ensure that the completed tests will be in compliance with the Code. TEST DEVELOPERS SHOULD: TEST USERS SHOULD: 7. Indicate the nature of the evidence 7. Ascertain whether the test obtained concerning the appropriateness content and norm group(s) or of each test for groups of different comparison group(s) are racial, ethnic, or linguistic backgrounds appropriate for the intended test who are likely to be tested. takers. 8. Identify and publish any specialized 8. Select and use only those skills needed to administer each test tests for which the skills needed and to interpret scores correctly. to administer the test and interpret scores correctly are available. ---------------------------------------------------------------------------- B. INTERPRETING SCORES Test developers should help users Test users should interpret scores interpret scores correctly. correctly. TEST DEVELOPERS SHOULD: TEST USERS SHOULD: 9. Provide timely and easily understood 9. Obtain information about the score reports that describe test scale used for reporting scores, performance clearly and accurately. the characteristics of any norms Also, explain the meaning and or comparison group(s), and the limitations of reported scores. limitations of the scores. 10. Describe the population(s) represented 10. Interpret scores taking into by any norms or comparison group(s), the account any major differences dates the data were gathered, and the between the norms or comparison process used to select the samples of groups and the actual test takers. test takers. Also take into account any differences in test administration practices or familiarity with the specific questions in the test. 11. Warn users to avoid specific, 11. Avoid using tests for reasonably anticipated misuses of test purposes not specifically scores. recommended by the test developer unless evidence is obtained to support the intended use. 12. Provide information that will help 12. Explain how any passing users follow reasonable procedures for scores were set and gather setting passing scores when it is evidence to support the appropriate to use such scores with the appropriateness of the scores. test. 13. Provide information that will help 13. Obtain evidence to help show users gather evidence to show that the that the test is meeting its test is meeting its intended intended purpose(s). purpose(s). ----------------------------------------------------------------------------- C. STRIVING FOR FAIRNESS Test developers should strive to Test users should select tests make tests that are as fair as possible that have been developed in ways for test takers of different races, that attempt to make them as fair gender, ethnic backgrounds, or different as possible for test takers of handicapping conditions. different races, gender, ethnic backgrounds, or handicapping conditions. TEST DEVELOPERS SHOULD: TEST USERS SHOULD: 14. Review and revise test questions 14. Evaluate the procedures used and related materials to avoid potentially by test developers to avoid insensitive content or language. potentially insensitive content or language. 15. Investigate the performance of 15. Review the performance of test takers of different races, gender, test takers of different races, and ethnic backgrounds when samples of gender, and ethnic backgrounds sufficient size are available. Enact when samples of sufficient size procedures that help to ensure that are available. Evaluate the differences in performance are related extent to which performance primarily to the skills under assessment differences may have been caused rather than to irrelevant factors. of the test. 16. When feasible, make appropriately 16. When necessary and modified forms of tests or administration feasible, use appropriately procedures available for test takers with modified forms or administration handicapping conditions. Warn test users procedures for test takers with of potential problems in using standard handicapping conditions. norms with modified tests or Interpret standard norms with care administration procedures that result in in the light of the modifications non-comparable scores. that were made. ----------------------------------------------------------------------------- D. INFORMING TEST TAKERS Under some circumstances, test developers have direct communication with test takers. Under other circumstances, test users communicate directly with test takers. Whichever group communicates directly with test takers should provide the information described below. TEST DEVELOPERS OR TEST USERS SHOULD: 17. When a test is optional, provide test takers or their parents/guardians with information to help them judge whether the test should be taken, or if an available alternative to the test should be used. 18. Provide test takers the information they need to be familiar with the coverage of the test, the types of question formats, the directions, and appropriate test-taking strategies. Strive to make such information equally available to all test takers. Under some circumstances, test developers have direct control of tests and test scores. Under other circumstances, test users have such control. Whichever group has direct control of tests and test scores should take the steps described below. TEST DEVELOPERS OR TEST USERS SHOULD: 19. Provide test takers or their parents/guardians with information about rights test takers may have to obtain copies of tests and completed answer sheets, retake tests, have tests rescored, or cancel scores. 20. Tell test takers or their parents/guardians how long scores will be kept on file and indicate to whom and under what circumstances test scores will or will not be released. 21. Describe the procedures that test takers or their parents/guardians may use to register complaints and have problems resolved. Note: The membership of the Working Group that developed the Code of Fair Testing Practices in Education and of the Joint Committee on Testing Practices that guided the Working Group was as follows: Theodore P. Bartell John J. Fremer George F. Madaus Nicholas A. Vacc John R. Bergan (Co-chair, JCTP (Co-chair, JCTP) Michael J. Zieky Esther E. Diamond and Chair, Code Kevin L. Moreland Richard P. Duran Working Group) Jo-Ellen V. Perez (Debra Boltas and Lorraine D. Eyde Edmund W. Gordon Robert J. Solomon Wayne Camara of Raymond D. Fowler Jo-Ida C. Hansen John T. Stewart the American James B. Lingwall Carol Kehr Tittle Psychological (Co-chair, JCTP) Association served as staff liaisons) Additional copies of the Code may be obtained from the National Council on Measurement in Education, 1230 Seventeenth Street, NW, Washington, D.C. 20036. Single copies are free. .