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Code of Fair Testing Practices in
Education [Original Article]
Code of Fair Testing Practices in Education. (1988)
Washington, D.C.: Joint Committee on Testing Practices.
Rights and Responsibilities of Test
Takers: Guidelines and Expectations [Original Article]
Rights and Responsibilities of Test Takers: Guidelines
and Expectations. (1998) Washington, D.C.: Joint
Committee on Testing Practices.
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 presents standards for educational test
developers and users in four areas:
- Developing/Selecting
Tests
- Interpreting
Scores
- Striving for Fairness
- 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 of
guardians. It is the hope of the Joint Committee on Testing
Practices 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.
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 provide the information that test
users need to select appropriate tests.
Test Developers Should:
- Define what each test measures and what the test should
be used for. Describe the populations(s) for which the test
is appropriate.
- Accurately represent the characteristics, usefulness,
and limitations of tests for their intended purposes.
- Explain relevant measurement concepts as necessary for
clarity at the level of detail that is appropriate for the
intended audience(s).
- Describe the process of test development. Explain how
the context and skills to be tested were selected.
- Provide evidence that the test meets its intended
purpose(s).
- Provide either representative samples or complete
copies of test questions, directions, answer sheets,
manuals, and score reports to qualified users.
- Indicate the nature of the evidence obtained concerning
the appropriateness of each test for groups of different
racial, ethnic, or linguistic backgrounds who are likely to
be tested.
- Identify and publish any specialized skills needed to
administer each test and to interpret scores correctly.
Test users should select tests that meet the purpose for
which they are to be used and that are appropriate for the
intended test-taking populations.
Test Users Should:
- First define the purpose for testing and the population
to be tested. Then, select a test for that purpose and that
population based on a thorough review of the available
information.
- Investigate potentially useful sources of information,
in addition to test scores, to corroborate the information
provided by tests.
- Read the materials provided by test developers and
avoid using tests for which unclear or incomplete
information is provided.
- Become familiar with how and when the test was
developed and tried out.
- Read independent evaluations of a test and of possible
alternative measures. Look for evidence required to support
the claims of test developers.
- Examine specimen sets, disclosed tests or samples of
questions, directions, answer sheets, manuals, and score
reports before selecting a test.
- Ascertain whether the test content and norms group(s)
or comparison group(s) are appropriate for the intended
test takers.
Select and use only those tests for which the skills
needed to administer the test and interpret scores correctly
are available.
Test developers should help users interpret scores
correctly.
Test Developers Should:
- Provide timely and easily understood score reports that
describe test performance clearly and accurately. Also
explain the meaning and limitations of reported
scores.
- Describe the population(s) represented by any norms or
comparison group(s), the dates the data were gathered, and
the process used to select the samples of test takers.
- Warn users to avoid specific, reasonable anticipated
misuses of test scores.
- Provide information that will help users follow
reasonable procedures for setting passing scores when it is
appropriate to use such scores with the test.
- Provide information that will help users gather
evidence to show that the test is meeting its intended
purpose(s).
Test users should interpret scores correctly.
Test Users Should:
- Obtain information about the scale used for reporting
scores, the characteristics of any norms or comparison
group(s), and the limitations of the scores.
- Interpret scores taking into account any major
differences between the norms or comparison groups and the
actual test takers. Also take into account any differences
in test administration practices or familiarity with the
specific questions in the test.
- Avoid using tests for purposes not specifically
recommended by the test developer unless evidence is
obtained to support the intended use.
- Explain how any passing scores were set and gather
evidence to support the appropriateness of the scores.
- Obtain evidence to help show that the test is meeting
its intended purpose(s).
Test developers should strive to make tests that are as
fair as possible for test takers of different races, gender,
ethnic backgrounds, or handicapping conditions.
Test Developers Should:
- Review and revise test questions and related materials
to avoid potentially insensitive content or language.
- Investigate the performance of test takers of different
races, gender, and ethnic backgrounds when samples of
sufficient size are available. Enact procedures that help
to ensure that differences in performance are related
primarily to the skills under assessment rather than to
irrelevant factors.
- When feasible, make appropriately modified forms of
tests or administration procedures available for test
takers with handicapping conditions. Warn test users of
potential problems in using standard norms with modified
tests or administration procedures that result in
non-comparable scores.
Test users should select tests that have been developed in
ways that attempt to make them as fair as possible for test
takers of different races, gender, ethnic backgrounds, or
handicapping conditions.
Test Users Should:
- Evaluate the procedures used by test developers to
avoid potentially insensitive content or language.
- Review the performance of test takers of different
races, gender, and ethnic backgrounds when samples of
sufficient size are available. Evaluate the extent to which
performance differences may have been caused by
inappropriate characteristics of the test.
- When necessary and feasible, use appropriately modified
forms of tests or administration procedures for test takers
with handicapping conditions. Interpret standard norms with
care in the light of the modifications that were made.
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:
- 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.
- Provide test takers with 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 steps described
below.
Test Developers or Test Users
Should:
- 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 re-scored, or cancel scores.
- 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.
- Describe the procedures that test takers of their
parents/guardians may use to register complaints and have
problems resolved.
Prepared by the Joint Committee on Testing Practices
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
(American Association for Counseling and Development, 1988;
American Speech-Language-Hearing Association, 1994; Joint
Committee on Testing Practices, 1988; National Association of
School Psychologists, 1992; National Council on Measurement
in Education, 1995). 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.
As 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.
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 should:
- 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 should:
- 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 pass-fail 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.
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.
- Testing professionals should advise test takers that it
is their responsibility to ask questions about the
confidentiality of their test results, if this aspect
concerns them.
- Testing professionals should advise test takers that it
is their responsibility to present concerns about the
testing process in a timely, respectful manner.
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