Specialist in Test Use - Guidance for Assessors Form April 2015
OCCUPATIONAL TEST USER STANDARDS
GUIDANCE FOR ASSESSORS FOR THE QUALIFICATIONSPECIALIST IN TEST USE: OCCUPATIONAL
Introduction
This document contains the module sets and individual modules for the British Psychological Society’s (BPS) Specialist in Test Use:
Occupational qualification in psychological testing. It should be used in conjunction with the Assessors’ Handbook by Chartered Psychologists
applying to the BPS to become a Verified Assessor for the Specialist in Test Use: Occupational qualification in psychological testing.
Separate forms are available for each of the qualifications offered by the BPS, and can be downloaded from the Psychological Testing Centre’s
website at www.psychtesting.org.uk.
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Specialist in Test Use - Guidance for Assessors Form April 2015
How to use this form
Assessors should this use form to help them develop their assessment materials and as part of their submission of materials for verification
purposes. They should also complete their details in the spaces below:
Assessor’s details
Name:
Company / organisation:
For each module in the Specialist in Test Use: Occupational qualification in psychological testing, a description is given which provides an
overview of the module contents and the most appropriate strategies for assessment. This is followed by descriptions of the competencies that
test users must demonstrate in order to be affirmed as competent on the module. Alongside each competency there is detailed guidance for
Assessors. This guidance is a development of the previous guidance for Assessors at Level A and Level B, and has had extensive input from
Verifiers and members of the Psychological Testing Centre and Committee on Test Standards. As such, it draws on almost 20 years
experience of assessing test users for the BPS’s qualifications whilst also benefitting from an extensive update and review to reflect recent
developments and current practice in psychometric testing.
Alongside the guidance for assessors is a column headed ‘reference’. For each of the competencies, Assessors must provide a reference to
where in their assessment materials each specific competency is assessed. When requested by your Verifiers, this completed form should be
sent to them along with your assessment materials and model answers. Further details of the verification process are given in the Assessors’
Handbook.
Details of the modules in the Specialist in Test Use: Occupational qualification in psychological testing
The table below outlines the module sets and individual modules in which test users must demonstrate competence for the award of the
Specialist in Test Use: Occupational qualification in psychological testing. Modules are grouped into ‘module sets’ for the purpose of
registration and pricing of the qualifications. In practice this means that test users cannot register separate modules but only module sets,
though in some cases a module set may only contain one module.
The columns in the table below are as follows:


Ref#: Unique module number
Title: Module name
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Specialist in Test Use - Guidance for Assessors Form April 2015


Category: Psychological knowledge; Psychometrics; or Practitioner skill
Specificity: Whether the module is context-related and therefore would need to be evidenced separately for multiple domains or
instruments.
o Generic: The module is only required once for a qualification, regardless of domain
o Domain Specific: The module would have to be re-assessed for different domain-related qualifications (e.g. Educational /
Occupational)
o Instrument specific: The module would have to be re-assessed for different instruments or instrument categories within domains.
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Specialist in Test Use - Guidance for Assessors Form April 2015
Specialist in Test Use: Occupational
Prior registration requirements: Module Sets 4A, 5A, 5B, 5C, 5D and two instances of Module Set 5E. The two or more instances of module set
5E must include instruments that have the following attributes: ipsative and normative scales; type and trait measures; 1-5 scale and large
multiscale instruments.
Approximate European Qualification Framework (EQF) Level: 7
Overview of role: Typically, this person will be an experienced psychologist who has specialised in test use and will have completed a number
of training courses relating to a variety of different tests and types of tests. Some users in this category may come from related professions
(e.g. from Education in the case of educational testing or HR in the case of occupational testing) having acquired the necessary additional
psychological knowledge and skills through training and professional practice.
Depending upon their particular profile of competence and skills, Specialist in Test Use Level: Occupational test users may be:
 Able to provide advice and consultancy on testing or
 Able to train others in test use or
 Able to construct tests for use in occupational settings or
 Able to provide expert evidence in court cases.
Approximate European Qualification Framework (EQF) Level: 7
Ref#
Title
Category
Specificity
Module Set: 7A
301
Approaches to testing and test
construction
Psychometrics
Domain specific
302
Reliability issues
Psychometrics
Domain specific
303
Validity issues
Psychometrics
Domain specific
304
Utility issues
Psychometrics
Domain specific
Module Set: 7B
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Specialist in Test Use - Guidance for Assessors Form April 2015
305
Computer-based assessment and
computer-generated reports
Psychological
Knowledge
Domain specific
306
Identifying the assessment needs
Psychological
Knowledge
Domain specific
307
When and how to use tests
Psychological
Knowledge
Domain specific
The following tables show the modules and associated competencies for the Specialist in Test Use: Occupational qualification in psychological
testing. As part of their submission to the BPS for verification, Assessors should complete the ‘Assessor’s reference’ column, identifying where
in their assessment materials each competency is assessed.
The following information is shown in each table:
 Column 1 is competency reference
 Column 2 contains the original Level A/B unit and element references (i.e. pre 2000)
 Column 3 contains the Level A/B unit and element references from the 2005 revised level A/B standards
 Column 4 contains the text from the revised Level A/B standards (2005)
 Column 5 contains the guidance for Assessors
 Column 6 gives space for Assessors to enter a reference to where the competency is covered in their assessment materials
NOTE: The ordering of the modules has no particular significance. It is not related to either importance or the order in which assessment might
be carried out.
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Guidance for Assessors Specialist in Test Use - April 2015
SPECIALIST IN TEST USE LEVEL
SPECIALIST IN TEST USE LEVEL PSYCHOMETRICS
Ref
LA/B
LA/B
rev
Module 7.301: Approaches
to testing and test
construction
Guidance: Occupational
Reference
Overview of assessment requirements: Through this module test users need to show both a
breadth and depth of knowledge related to the psychometric assessment of individual differences,
with a particularly focus on the assessment of personality and related constructs. Test users should
demonstrate an understanding of the different approaches to psychometric assessment, including the
major debates between trait and type, factor analytical and rational approaches to test development,
situationalist theories and show awareness of current debates and developments in the area. They
should also demonstrate their understanding of how models and approaches to individual differences
relate to measurement techniques, including the relative merits and issues with ipsative and
normative measurement and how to evaluate and control for response biases and sabotage.
The test user can:
301.1
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B6.1
B5.1
Provide examples of instruments
related to a range of different
approaches to personality and ability
assessment.
Methods of
Assessment
(Assessors please
indicate your
method of
assessment and
where this is
evidenced in your
portfolio, e.g.
Report 1, p.34,
para 3 -6
Shows depth in the appreciation of the levels
and types of ability and personality tests. Give
examples of instruments based on the following
approaches, recognises the construction and
describes how the instrument and approach are
related: psychometric; psychoanalytic; social-
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text.
Verifier’s
Notes
(Assessor
s, please
leave this
blank)
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to enter
text.
Guidance for Assessors Specialist in Test Use - April 2015
301.2
B6.3
B5.3
Describe the role of personality
theories in the design and
interpretation of occupational interest
inventories.
301.3
B6.4
B5.4
Identify self-report questionnaires
based on each of the following
approaches: type, trait, ideographic.
Describe the advantages and
disadvantages of each one.
301.4
B6.5
B5.5
Describe how deliberate 'sabotage'
and intentional 'distortion' can be
controlled for.
301.5
B6.6
B5.6
Describe the general principles
underlying factor analysis and its
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learning, humanistic and behaviour analytic
approaches to personality. Would expect
projective techniques to be covered here (TAT,
Rorschach, etc) at level of general knowledge
not user expertise. Describes the pros and cons
of each approach with some critical evaluation of
the approach and selected instruments.
Describe one interest inventory and its
underlying theory in depth. Can describe other
methods of construction of interest inventories –
e.g. Holland, Strong etc.
Demonstrates breadth of understanding of the
different approaches. Trait is used broadly to
indicate instruments that assume continuous
measures of characteristics that are normally
distributed in the population. Type instruments
classify people into one of a fixed number of
categories. Ideographic approaches do not
make assumptions about the general nature of
the characteristics that are assessed (e.g.
people have unique construct systems in Kelly's
model). Can identify the pros and cons of each
approach, can identify the approach from
examples and critically evaluate each approach.
Shows breadth of knowledge and good practice.
Describes the differences between sabotage
and distortion, explains the causes. Give
examples of at least three different methods
used to assess or control for these effects and
describe how these are used in practice when
interpreting profiles and giving feedback, with
reference to specific instruments.
Can describe the general principles of factor
analysis in broad, conceptual rather than
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Guidance for Assessors Specialist in Test Use - April 2015
strengths and limitations as the basis
for test construction.
301.6
B6.7
301.7
B5.7
Describe how instruments may be
constructed using factor analysis or
other rational techniques.
B5.8
Describe how type measures are
constructed.
301.8
B6.8
B5.9
Describe the difference between
instruments that assume
independence of traits and those
which assume traits are correlated.
301.9
B6.9
B5.10
Describe the evidence supporting the
‘Big Five’ factor model of personality.
301.1
0
B6.10
B5.11
Describe how profiles produced by
ipsative instruments are affected by
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mathematical terms, identify and describe two
different methods. Show understanding of the
relationship between stability of scales and
sample size, the importance of construct
validation and the fact that stability of factors
depends on sample size.
Give an example of one instrument which uses
scales constructed using factor analysis and one
which uses scales constructed using an
alternative method (e.g. on the basis of item
content and criterion-based construction). Show
an understanding of the relative strengths and
weaknesses of these approaches to instrument
construction.
Outlines classical and modern approaches to
Type based instruments and gives an example
of one instrument based on the model of
psychological type and describe how it was
developed
Give an example of one instrument which is
based on traits which are assumed to be
correlated with each other and one which
assumes the underlying traits are independent.
Understands that each approach can produce
both correlated and uncorrelated factors; e.g.
Eysenck vs Cattell
Shows depth of understanding of the Big Five
model. Can describe the scales and can outline
and evaluate the evidence for the Big Five
model, and can accurately relate scales from
two different tests to the model. Give examples
of scales from different tests which either do or
do not fit the model.
Shows depth in understanding ipsative
measurement. Provide a definition of ipsative
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Guidance for Assessors Specialist in Test Use - April 2015
the number of scales on which they
are based and illustrate with
examples of two different tests.
301.1
1
B6.11
301.1
2
301.1
3
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B6.2
B5.12
Discuss in non-technical terms the
main issues involved in the ‘ipsativenormative’ debate concerning when
ipsative or normative measures
should and should not be used.
B5.13
Demonstrate an awareness of current
issues and debates in the area of
personality assessment.
B5.2
Describe the position taken by
situationalist theories.
measurement. Explain how profiles produced by
ipsative instruments are affected by the number
of scales on which they are based. Give two
examples. This should show an understanding
of how the degrees of freedom for scales to vary
in an ipsative instrument are k-1 (where k=
number of scales), while for normative
instruments they are = k.
This should show depth in understanding the
problem of factoring ipsative measures, practical
advantages of ipsative measures (e.g. control
over response bias and faking good) and issue
of using norms with ipsative measures. Explain
in non technical terms the main issues involved
in the ipsative-normative debate. Can critically
evaluate different scales. Should also address
the use of ipsative vs. normative measures in
selection and for use in development
applications.
For example, debates over such constructs as
emotional intelligence, global equivalence of
personality data, personality vs competence.
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Critically explain the implications of situationalist
theories on the use and construction of
personality measures and on the argument that
generalised ‘stable’ dispositions can account for
behaviour in different settings. Can give an
example of such a theory and a questionnaire
linked to it, can identify traits which are situation
specific. Can explain the interactionist approach
– e.g. Mischel.
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Guidance for Assessors Specialist in Test Use - April 2015
SPECIALIST IN TEST USE LEVEL PSYCHOMETRICS
Ref
LA/B
LA/B
rev
Module 7.302. Reliability
issues
Guidance: Occupational
Reference
Overview of assessment requirements: Test users must show an in-depth understanding of the
key test characteristic of reliability, demonstrating the ability to critically interpret reliability statistics
and an appreciation of the range of factors that may affect different estimates of reliability. They
should also show an appreciation of the advanced applications of reliability in terms of score
differences and the accuracy of composite scores, and how the structure of measurement
instruments affects the interpretation of scale scores.
The test user can:
302.1
B7.1
B6.1
Describe the difference between
dependability, stability and internal
consistency.
302.2
B7.2
B6.2
302.3
B7.4
B6.3
Describe how internal consistency is
affected by the breadth of a
characteristic and explain the relative
advantages and disadvantages of
highly homogeneous versus broad
scales.
Describe the factors which contribute
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Explain the difference between short-term
and long-term retest reliability. That is longterm retest correlations may be low because
the traits are not stable or because the
measure is not dependable over time.
Discuss the need for periodic reassessment
of ability and personality and why
information about it may become ‘outdated’.
Provides the evidence of this understanding
in a practical demonstration of profile
interpretation of scales that vary in breadth
of coverage (e.g. Big Five versus facet
scales).
Distinguish between factors which affect
Methods of
Verifier’s
Assessment
Notes
(Assessors please
(Assessor
indicate your method s, please
of assessment and
leave this
where this is
blank)
evidenced in your
portfolio, e.g. Report
1, p.34, para 3 -6
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Guidance for Assessors Specialist in Test Use - April 2015
to unreliability in personality
assessment.
302.4
A3.1
0
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A6.8
Demonstrate understanding of the
appropriate standard error terms for
sum and difference scores, their likely
reliability in relation to the reliability of
the original scores and their
correlation and the implications of this
for the interpretation of test scores.
variability in scores and factors which affect
variability in the interpretations given to
those scores.
Able to calculate the appropriate standard
error for the difference or sum of two scale
scores and demonstrate understanding of
the relevance of this for the interpretation of
test scores. Be able to explain through
examples when sum and difference scores
might have high and low reliability.
Differentiates appropriately between
comparing scores on the same scale (the
difference between people or differences
over time one person's performance) and
comparing across scales (the difference
between a person's score on two different
scales).
text.
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Guidance for Assessors Specialist in Test Use - April 2015
SPECIALIST IN TEST USE LEVEL PSYCHOMETRICS
Ref
LA/B
LA/B
rev
Module 7.303. Validity issues
Guidance: Occupational
Reference
Overview of assessment requirements: Test users must demonstrate an understanding of the key
issue of validity and its impact on the interpretation of test scores, including evidence of the ability to
critically evaluate studies on construct and criterion validity, recognising conditions under which
findings are robust and those which may lead to the results being questioned. Test users should
show a broad understanding of the use of test data for validity purposes, including issues around
single versus combined scores, liner and non-linear associations and the relative merit of local
validity studies versus generalisation from meta analyses.
The test user can:
303.1
B7.5
B6.4
303.2
B7.6
B6.5
303.3
B4.2
B3.2
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Provide a reasoned consideration of
the evidence for validity associated
with two differently constructed
instruments in relation to their
construct validity.
Discuss criterion-related validity
studies associated with ability,
personality or interest assessment
instruments used in occupational
assessment.
Interpret tables of correlations with
due regard to the numbers of scales
and prior hypotheses.
This should cover all aspects of evidence
relating to construct validity - including criterionrelated evidence and content validity.
Methods of
Assessment
(Assessors
please indicate
your method of
assessment and
where this is
evidenced in your
portfolio, e.g.
Report 1, p.34,
para 3 -6
Click here to enter
text.
Verifier’s
Notes
(Assesso
rs,
please
leave
this
blank)
Click here
to enter
text.
Can demonstrate this with reference to at least
two substantive studies.
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text.
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to enter
text.
Can distinguish between ‘chance’ significance in
tables of correlations produced from an
instrument with a large number of scales and
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Guidance for Assessors Specialist in Test Use - April 2015
303.4
A3.15
A7.8
Describe how measures of criterionrelated validity can be affected by
selection effects and range restriction.
303.5
A3.17
A7.10
Describe the conditions under which
one may use evidence from metaanalyses to support the use of a test
in some new situation.
303.6
B7.7
B6.6
303.7
B7.8
B6.7
Discuss the relative merits of
information obtained about the validity
of a scale from validation against local
criteria and from validity
generalisation meta analysis.
Describe issues associated with the
validation and interpretation of (a)
linear and (b) non-linear relationships
between ability measures and
individual personality scales and
external criteria.
Describe the basic principle of
combining multiple measures to
create a single predictor score.
303.8
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A7.5
those that show evidence of appropriate prior
hypotheses.
Demonstrates understanding at a broad level
that restriction of range in this context relates to
the restriction of scores that occurs as lower
scoring candidates are rejected in the selection
process. Selection effects include the impact of
the self selection of candidates for particular
jobs.
Understanding of the results of validity
generalisation analyses and an understanding of
what credibility intervals mean. Also being aware
of the conditions under which situational
specificity can and cannot be ruled out. This
understanding should be sufficient to interpret
any such information provided in the manual or a
test review to support the use of a test.
Can demonstrate this with reference to at least
one example of each.
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Can demonstrate this with reference to at least
one example of linear and non linear
relationship.
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At a broad level be able to explain how
uncorrelated measures will, together, provide a
better overall prediction than correlated ones,
given similar levels of correlation between each
measure and the criterion. Be familiar with the
concept of multiple regression and know what 'R'
indicates in sufficient detail to be able to
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Guidance for Assessors Specialist in Test Use - April 2015
effectively evaluate technical information about a
test that includes such information.
303.9
B7.9
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B6.8
Describe the differences between
actuarially and clinically derived
composite scores based on weighted
combinations of scales.
For example, adjustment specification
equations; criterion-referenced prediction
equations; and so on. Need to show a clear
appreciation of the difference between those
which are actuarial (based on empirical data)
and those which are clinical (conceptual or
based on judgements about scale contents).
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Guidance for Assessors Specialist in Test Use - April 2015
SPECIALIST IN TEST USE LEVEL PSYCHOMETRICS
Ref
LA/B
LA/B
rev
Module 7.304. Utility issues
Guidance: Occupational
Reference
Overview of assessment requirements: Test users must demonstrate a good knowledge of
utility, how this can be used to show the financial effects of testing and other assessment methods,
and make a clear business case for the systematic approach to selection. Test users must show
knowledge of validity equations and awareness of issues in estimating some of the terms they use
and how various factors affect the likely validity of a selection process.
The test user can:
304.1
A4.10
Methods of
Verifier’
Assessment
s Notes
(Assessors please
(Assess
indicate your method
ors,
of assessment and
please
where this is
leave
evidenced in your
this
portfolio, e.g. Report
blank)
1, p.34, para 3 -6
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here to
text.
enter
text.
A8.3
Describe how one would assess the
utility associated with using
psychological tests as part of some
personnel decision-making process.
Issues around estimation of dollar criterion,
validity of assumptions, type of selection
rule used etc.
304.2
A8.2
Describe the implications of the
relationship between base rate,
selection ratio and validity for the
usefulness of a test.
Show how average quality of selected
applicants depends on all three of these
factors: i.e. that increases in base rate,
increases in validity and decreases in
selection rate all increase quality.
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304.3
A8.4
Make a business case for the relative
values of different validity solutions.
Be able to apply appropriate equations (e.g.
Cronbach-Brogden-Gleser equation) to
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Guidance for Assessors Specialist in Test Use - April 2015
relevant data. Demonstrates application of
general rules of thumb for estimating dollar
criterion values etc.
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304.4
A8.5
Illustrate the economic utility of a
systematic approach to job analysis
and competency profiling prior to
recruitment.
Be able to provide examples in the form of
case studies that illustrate gains in utility
(reduced turnover, increased profit,
increased quality of work etc).
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304.5
A8.6
Describe how systematic validation of
test use may generate value for the
user organisation.
Be able to explain the relationship between
validity and utility and give examples of how
gains in validity might be translated into
gains in utility.
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Guidance for Assessors Specialist in Test Use - April 2015
SPECIALIST IN TEST USE LEVEL PSYCHOLOGICAL KNOWLEDGE
Ref
LA/B
LA/B
rev
Module 7.305. Computerbased assessment and
computer-generated reports
Guidance: Occupational
Reference
Overview of assessment requirements: Test users should show an in depth understanding of how
technological developments have affected testing, both in terms of the delivery and administration of
tests via computers and the internet and in relation to the generation of reports from multi-scale
instruments. Test users should demonstrate their ability to critically analyse computer-generated
reports, including their validity, suitability for specific applications and professional issues in their
use.
The test user can:
305.1
B8.1
305.2
17 | P a g e
B7.1
B7.2
Discuss issues of test equivalence,
reliability and test-taking attitude in
relation to differences between paperand-pencil and computer-based test
administration procedures.
Describe some of the novel ways in
which computer-based assessment
can be carried out.
This should include discussion of the distinction
between supervised and unsupervised
computer-based and internet modes of
administration.
Use of multimedia, realistic task-based
exercises; IRT scaling of graded response items
etc. At least three examples should be provided.
Methods of
Assessment
(Assessors
please indicate
your method of
assessment and
where this is
evidenced in your
portfolio, e.g.
Report 1, p.34,
para 3 -6
Click here to enter
text.
Verifier’s
Notes
(Assesso
rs,
please
leave this
blank)
Click here to enter
text.
Click here
to enter
text.
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to enter
text.
Guidance for Assessors Specialist in Test Use - April 2015
305.3
B8.2
B7.3
Compare the relative advantages and
disadvantages of computer-generated
interpretative reports with those
written by human experts.
In relation to reliability, validity, acceptability,
cost and usability.
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305.4
B8.3
B7.4
Describe in outline the main
techniques used by computer-based
report generators to produce their
reports.
At least three examples should be provided.
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text.
305.5
B8.4
B7.5
Describe how the validity of
computer-generated personality
reports can be formally assessed.
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305.6
B8.5
B7.6
Outline the practical and professional
issues associated with the use of
computer-generated reports.
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B8.3
Discuss how the internet testing has
affected assessment practice.
This should include studies of the validity of the
conclusions made in the report; the ability of
reports to differentiate between people in a
reliable and valid way. Reference can be made
to the BPS/EFPA report review criteria.
Reports should be reviewed for suitability and
accuracy by the test user before being passed
on to any third party. Issues need to be
discussed in relation to reports as (a) an aid for
the test user; (b) a report to the client; and (c) a
report to the test take (candidate).
With reference to at least three of the following
assessment functions: (a) Selection; (b)
Promotion; (c) Redundancy/outplacement; (d)
Individual Personal Development; (e) Team
Development; (f) Career Guidance; (g)
Counselling.
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305.7
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Guidance for Assessors Specialist in Test Use - April 2015
SPECIALIST IN TEST USE LEVEL PSYCHOLOGICAL KNOWLEDGE
Ref
LA/B
LA/B
rev
Module 7.306. Identifying the
assessment needs
Guidance: Occupational
Reference
Overview of assessment requirements: Through this module test users need to show a broad
understanding of the techniques and processes that can be used to identify assessment needs, and
how approaches lead to structured descriptions, specifications and assessment frameworks for
specific roles. Whilst test users do not need to show competence in the use of job analysis and
related methods, they do need sufficient understanding of them to be able to evaluate their outputs
and use them to identify appropriate selection methods.
The test user can:
306.1
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A2.2
Describe the differences between
structured and unstructured methods
of performing job analysis and
competency profiling.
Give examples of each type of approach (for example,
job analysis questionnaires, competency profiling
tools, interviews with job incumbents, etc) and
describe when they might be appropriate.
Methods of
Verifier’s
Assessment
Notes
(Assessors (Assessor
please
s, please
indicate
leave this
your
blank)
method of
assessment
and where
this is
evidenced
in your
portfolio,
e.g. Report
1, p.34,
para 3 -6
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text.
Guidance for Assessors Specialist in Test Use - April 2015
306.2
306.3
A1.8
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A2.3
Describe the practical aspects of
doing job analysis or competency
requirements analysis in an
organisation, and how to deal with
related practical challenges.
A2.4
Describe the relationship between job
analysis, competency profiling or other
procedures for defining assessment
criteria and the production of a person
specification for a job or role.
Include access to job subject matter experts, obtaining
sufficient data etc. and the relevance of these to the
test user. Test users do not need to be able to
demonstrate competence in job analysis techniques,
but do need to know how to evaluate the outcomes of
job analysis and competency profiling.
Demonstrates understanding at a broad level of the
difference between job descriptions and person
specifications and the importance of both in deriving
assessment criteria whose relevance can be justified.
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text.
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Guidance for Assessors Specialist in Test Use - April 2015
SPECIALIST IN TEST USE LEVEL PSYCHOLOGICAL KNOWLEDGE
Ref
LA/B
LA/B
rev
Module 7.307. When and
how to use tests
Guidance: Occupational
Reference
Overview of assessment requirements: Through this module test users should demonstrate their
practical skills in determining the appropriateness of different instruments for use in a range of
situations. Evaluations should show test users’ ability to integrate both technical information about
the test and its construction, including reference to appropriate technical standards, and awareness
of best practice and current legislation in making decisions about the suitability of different tests for
different purposes.
The test user can:
B9.1
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B8.1
Evaluate the applicability and
limitations of two instruments in
relation to each of the range of
assessment functions ((a) Selection,
(b) Promotion, (c)
Redundancy/Outplacement, (d)
Individual personal development, (e)
Team development, (f) Career
Methods of
Verifier’s
Assessment
Notes
(Assessors (Assessor
please
s, please
indicate
leave this
your
blank)
method of
assessment
and where
this is
evidenced
in your
portfolio,
e.g. Report
1, p.34,
para 3 -6
Click here to Click here
to enter
enter text.
text.
Guidance for Assessors Specialist in Test Use - April 2015
Guidance, (g) Counselling). In each
case:
- discuss factors which limit
the practicality and
appropriateness of using
various different types of
instrument (e.g. ipsative, nonipsative; self-report,
behavioural, ability,
personality etc).
- discuss how and why
information about personality
and/or interests should and
should not be used.
307.1
B9.1a
B8.1.
1
307.2
B9.1b
B8.1.
2
B9.2
B8.2
307.3
B9.2a
B8.2.
1
- identify and justify the use of
an ability, personality and/or
interest assessment
instrument
307.4
B9.2b
B8.2.
2
307.5
B9.2c
B8.2.
3
- describe what corroborative
information about ability,
personality and/or interests
could be collected using other
methods
- discuss how current
legislation and guidelines
relating to fairness in the use
of tests relates to the use of
the instrument
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Can identify the limitations of three different types of
instrument.
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text.
Gives examples of best practice use, and illustrates
misuse of personality/interest information.
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text.
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text.
Makes appropriate choice of instrument dependent
on function and context, with accompanying
rationale.
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It is important in order to avoid misinterpreting
method variance (i.e. variance associated with the
type of assessment method used) as trait variance
(i.e. variation in the traits concerned).
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This should include reference to group-based score
differences, differential validity, impact on use of cutscores and cultural or language issues. For the UK,
this includes Equal Opportunities (Sex
Discrimination), Race Relations, Disability
Discrimination and Data Protection Acts, plus other
UK Employment law and EU Directives. Shows an
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With reference to at least three
different assessment functions (as
above), for each one:
Guidance for Assessors Specialist in Test Use - April 2015
307.6
A4.12
A9.11
Make a final selection of test(s) that is
defensible in terms of the available
evidence about the appropriateness
of psychological testing given the
assessment specification.
appreciation of issues in making accommodations to
tests for people with disabilities and the interpretation
of adapted tests.
Demonstrate the ability to make such decisions and
be able to justify them. Include in any justification
and evaluation of the potential value, practicality and
acceptability of tests and alternative methods of
assessment.
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The British Psychological Society’s Psychological Testing Centre, St Andrews House, 48 Princess Road East, Leicester, LE1 7DR Tel: 0116 252 9530
Fax: 0116 227 1314 Email: enquiry@psychtesting.org.uk Web: www.psychtesting.org.uk
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