Assistant Test User: Educational proforma v0.1 May 2011
EDUCATIONAL TEST USER STANDARDS
GUIDANCE FOR ASSESSORS FOR THE QUALIFICATION –
ASSISTANT TEST USER: EDUCATIONAL
Introduction
This document contains the module sets and individual modules for the British Psychological Society’s Assistant Test User: Educational
qualification in psychological testing. It should be used in conjunction with the Assessors’ Handbook by Chartered Psychologists
applying to the Society to become a Verified Assessor for the Assistant Test User: Educational qualification in psychological testing.
Separate proformas are available for each of the qualifications offered by the Society, and can be downloaded from the Psychological
Testing Centre’s website at www.psychtesting.org.uk.
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Assistant Test User: Educational proforma v0.1 May 2011
How to use this proforma
Assessors should this use proforma 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: Click here to enter text.
Contact number: Click here to enter text.
Company/organisation: Click here to enter text.
Email: Click here to enter text.
For each module in the Assistant Test User: Educational 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 Society’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 proforma 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 Assistant Test User: Educational 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
Assistant Test User: Educational 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
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Assistant Test User: Educational proforma v0.1 May 2011



Title: Module name
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.
Assistant Test User: Educational Test Administration
Prior registration requirements: None
Overview of role: Assistant Test Users:
 Are able to administer and score specific tests under the supervision of a person qualified at Test User level or above.
 Have awareness of broader issues related to testing and test use, of limitations and value of using tests, and know when to
seek more expert help.
 Are not able to make choices about which tests should be used or provide interpretations of test scores beyond those
provided in standard reports.
An Assistant Test User will be an individual who uses specific tests in well-defined and constrained contexts, such as testing groups of
children and / or individuals to understand their strengths and specific learning needs. Choice of tests and details of how they are to be
used and applied is outside the An Assistant Test User’s responsibility.
Approximate European Qualification Framework (EQF) Level: 4
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Assistant Test User: Educational proforma v0.1 May 2011
Ref#
Title
Category
Specificity
Module Set: 4B
102
Introduction to Testing: Educational
Psychological Knowledge
Domain specific
103
Administering tests to one or more candidates, part 1
Practitioner Skill
Domain specific
105
Administering tests to one or more candidates, part 2:
Educational
Practitioner Skill
Domain specific
106
Maintaining security and confidentiality of the test
materials and the test data
Practitioner Skill
Domain specific
The following tables show the modules and associated competencies for the Assistant Test User: Educational qualification in
psychological testing. As part of their submission to the Society 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 CCET reference
 Column 3 contains the text from the revised Level A/B standards (2005).
 Column 4 contains the guidance for Assessors
 Column 5 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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Assistant Test User: Educational proforma v0.1 May 2011
ASSISTANT TEST USER PSYCHOLOGICAL KNOWLEDGE
Ref
CCET
Module 4.102.
Introduction to testing:
Educational
Guidance: Educational
Reference
Overview of assessment requirements: Assessors should have evidence that test users understand the
difference between tests of ability, aptitude and attainment and between formative and summative assessment.
Test users should also be able to demonstrate (giving specific examples) that testing is a subset of the overall
process of assessment and that testing may not always be the most appropriate means of obtaining relevant
data. Test users should appreciate the impact of technology on modes of test administration and be aware of the
benefits and issues associated with each of these.
102.1
1.6
102.2
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The test user can:
Distinguish between tests of ability,
aptitude and attainment.
Distinguish between open,
controlled, supervised and managed
modes of test administration
Can describe in general terms the distinction between tests
which are intended to estimate an underlying cognitive function
and hence predict what someone might be able to learn or do
in the future and those which measure their current level of
knowledge understanding or skill, and can provide examples of
the appropriate use of each.
As defined by the ITC guidelines on CBT and the Internet, open
mode is free access (e.g. on the web); controlled mode
requires the test taker to be identified (e.g. via unique login and
password) often referred to as remote administration;
supervised requires the presence of a test administrator;
managed involves the use of a secure test centre with
appropriately trained staff. In educational settings in the
classroom teachers might be in the room but unable to attend
to each pupil individually, so leaving scope for unauthorised
help being used. It is important to ensure test users recognise
the extent to which pupils’ behaviour is under direct
observation/control during test sessions.
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102.3
1.1
Demonstrate an understanding of
the purpose of testing within the
overall context of assessment.
102.4
1.7
Explain the difference between
formative and summative uses of
tests, giving examples of each type.
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Demonstrate an understanding of how assessment is
undertaken in broad terms, that it involves a process and is not
simply ’client centred’. Also show understanding that
psychometric testing is only a possible part of this process and
show appreciation for its usefulness and limitations.
Demonstrate an understanding of how test results can be used
to inform future intervention and to indicate attainment to date.
Show understanding of how test results can be used for both
purposes in relevant circumstances.
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ASSISTANT TEST USER PRACTITIONER SKILLS
Ref
CCET
Module 4.103.
Administering tests to
one or more candidates,
part 1
Guidance: Educational
Reference
Overview of assessment requirements: This module should be assessed through the practical
administration of tests in a realistic context. When conducted outside of the workplace Assessors should
establish realistic situations so that test users can demonstrate the ability to prepare the test taker, organise the
test setting and materials, and check and take account of any special considerations that might affect the test
taker’s performance. Test users should also demonstrate the practical skills of test scoring, converting raw
scores into standardised scores and making appropriate checks to ensure the accuracy of these.
103.1
103.2
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Generic
The test user can:
Ensure adequate preparation by
studying the relevant sections of the
test user manual and other relevant
documents and becoming familiar
with all relevant materials and
procedures in advance of the
session.
Ensure that all candidates receive
appropriate briefing and preparation
materials a suitable time prior to the
testing session.
The requirement here is for the test user to show in
discussion, writing and practice that they have read and
understand the administration requirements and instructions
of specific tests.
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Demonstrate by example appropriate briefing and
preparation information for relevant tests and contexts. Test
users should demonstrate awareness of the need to provide
sufficient information for candidates with specific disabilities
and to decide whether they may need an accommodation.
Teachers and EPs generally take on the responsibility for
deciding on accommodations for disability, not the pupils.
Advance information is only appropriate for some educational
settings. One needs to refer to the age and ability of the
pupils. For individual testing, parental permission is sought to
test pupils but it is generally up to schools as to whether or
not to inform parents of group testing. Young children are not
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Guidance for Assessors Master Document v0.1
normally told in advance but older ones (secondary) are.
When administering supervised or
managed mode assessments:
103.3
5,2; 5.3,
5.21
- ensure that the location is
suitable for the duration and
type of assessment,
equipment required and
numbers of candidates
103.4
5.1
- ensure all necessary
materials are available in
sufficient quantities and that
materials are in good
condition and equipment in
working order
103.5
103.6
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- ensure that any necessary
test accommodations for
disabled candidates are
available, well understood
and appropriately provided
5.4
- brief candidates on the
purpose of the test session
Supervised and managed modes and those where a test
administrator is present during the test session. Essentially
they require the Assistant Test User to ensure that all the
practical administrative requirements of the test are followed
to ensure that the results when obtained are both reliable and
valid.
Demonstrate the ability to arrange seating and desk space
appropriately for the test whether for individuals or groups.
Inform the candidates of the time and place well in advance
and ensure they are adequately prepared – where relevant –
for what they will be required to do and why. Ensure that
those doing the test are not unduly disturbed or distracted
and that the ambient qualities of the room are appropriate
and suitable.
Ensure, where re-usable materials are being used, that they
are carefully checked for marks or notes which may have
been made by previous candidates. Ensure that any
equipment (e.g. computers) is operating correctly and
sufficient test materials are available for use by the
candidate. Where appropriate, candidates should be given
the opportunity to familiarise themselves with response
mechanisms or other special test equipment.
Implement requirements as arranged by the holder of a Test
User level qualification or other suitably responsible and
qualified test user supervising the session.
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Apply appropriate rules which might include some or all of
following: not talking to or colluding with others during the
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Guidance for Assessors Master Document v0.1
and key rules and put them
at their ease while
maintaining an appropriate
atmosphere
session, not having any recording devices, including mobile
phones - which should be turned off and left with the test
administrator. Heed any advice provided by the test manual
on the content & wording of the briefing.
Provide the candidates with sufficient time to work through
example test items. Make careful checks to ensure proper
use of the answer sheet and response procedures. Explain
any time limits and ensure that during the test candidates
maintain silence to avoid distracting others. Make clear that
once the test or timed subtest has begun no further questions
can be answered. Adhere strictly to test-specific instructions
concerning pacing and timing. Deal appropriately with any
questions which arise without compromising the purpose of
the test.
Ensure that any scoring required during the testing process is
accurate whilst not in any way putting the client off, for
example by showing high level of failure
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Ensure that appropriate invigilation of the test session is
maintained to identify candidates who are confused, not
following test instructions, etc, and avoid issues such as
cheating and recording information about the test. Observe
and record any notable issues to help interpret data when it
comes to report writing or feedback.
Ensure that the candidate’s personal details have been
recorded, together with relevant details of what assessment
instruments were used, what accommodations were made for
any special needs and whether accommodations met their
needs. Record any other relevant information, such as any
particular problems which arose during the session which
might have affected a candidate’s performance.
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103.7
5.9,
5.10
- follow standard test
procedures and instructions
as specified in the user
manual
103.8
5.26
-
103.9
6.8,
5.23
103.10 5.5
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use appropriately
discreet scoring
procedures so that the
test taker does not
become unduly
conscious of failure
- monitor behaviour during
the test to identify any
issues or problems that may
arise
- ensure that all necessary
information has been logged
and recorded including
details of any provisions that
were made for any special
needs
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103.11 5.12
- check and collect all
relevant materials at the end
of the test session, and
ensure they are stored
securely.
Collect all materials when each test is completed, check that
all materials have been recovered and lock test materials
away in a secure place. For paper-and-pencil tests this
includes test questions and answer sheets. For all tests this
should include any notes or records made by the candidate
during the test session. Visually check paper answer sheets
for ambiguous markings which could be obscured by scoring
keys or cause problems with machine scoring systems.
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103.12 5.18
Demonstrate accurate use of
different hand-scoring keys and
‘self-scoring’ forms for paper-and
pencil-testing.
Demonstrate the accurate application of commonly used
forms keys.
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103.13 2.7, 2.8
Convert raw scores into percentile
equivalents and various standard
scores.
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103.14 5.175.20
Make appropriate records of
candidates’ raw scores and score
conversions or check the accuracy
of these records where this is
process is automated.
Demonstrate the ability to accurately convert raw scores
using norm tables. Standardised scores should include those
based on percentiles and z-score conversions (T-scores,
Stens etc).
Score conversions may be checkable but other aspects may
not always be able to be checked. Examples should ensure
the test user can spot obvious errors in scoring.
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ASSISTANT TEST USER PRACTITIONER SKILLS
Ref
CCET
Module 4.105.
Administering tests to one
or more candidates, part 2:
Educational
Guidance: Educational
Reference
Overview of assessment requirements: Evidence for this module should be collected by allowing test users to
demonstrate skills in use of individual tests in an educational setting. Test users should be able to demonstrate
the ability to build rapport with the candidate and administer the test according to the instructions laid down in the
manual.
In the case of individual testing the
test user can:
Establish a satisfactory rapport with
the test taker prior to the
commencement of testing and
maintain this throughout the session.
105.1
5.24
105.2
5.25
Prompt the test taker where
appropriate in accordance with the
test instructions and without
invalidating the test item.
105.3
5.26
Use appropriately discreet scoring
procedures so that the test taker
does not become unduly conscious of
failure.
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The test user should demonstrate that he or she can establish
and maintain a suitable relationship with the candidate such
that the candidate performs to an optimum level of
performance but in so doing so the test user must ensure that
standard instructions are used and that the test remains valid
and reliable
The test user should ensure that where it is appropriate the
candidate’s questions about the test are answered in such a
way as to ensure the test is not invalidated in any way. Where
doubt exists the test user should normally explain that a
question cannot be answered because to do so would
invalidate the test.
Test user to score the test accurately but ensure that the
candidate does not have inappropriate sight of the scoring
and is not unduly discouraged by any wrong answers
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Guidance for Assessors Master Document v0.1
105.4
5.27
Follow discontinuation procedures in
line with the guidelines in the test
manual while ensuring that the test
taker does not become disheartened
through obvious failure.
Demonstrate compliance with test instructions regarding
discontinuation. If judgment is such that a test has to be
curtailed before discontinuation point is reached the test user
must have and demonstrate a suitable rationale for this and
make appropriate reference and attach suitable caution to
results in feedback.
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ASSISTANT TEST USER PRACTITIONER SKILLS
Ref
CCET
Module 4.106. Maintaining
security and confidentiality of
the test materials and the test
data
Guidance: Educational
Reference
Overview of assessment requirements: Assessors should ensure test users demonstrate a clear understanding of
the ethics of testing and that they will act in an ethical manner. Test users should be able to demonstrate their ability
to provide candidates and other stakeholders where appropriate with a clear indication of how test results will be
used and show how they will make suitable arrangements for the storage of test materials and data.
106.1
7.1
106.2
7.3,
7.5
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Does the test user:
Ensure that best practice is followed in
giving clear descriptions to the candidate(s),
or relevant others, prior to the assessment
concerning: how the results are to be used;
who will be given access to them; for how
long they will be retained.
Ensure that all test data are stored in
accordance with current legislation, in a
secure place and access is not given to
unauthorised personnel.
Ensure that candidates receive clear and appropriate
information about use and storage of their test results and
access to them, so that informed consent is obtained –
either in writing or by clicking consent on computer
administration. In some cases consent may be required
from relevant others, such as parents or guardians
Ensure understanding of relevant aspects of Privacy,
Digital Rights Management, EOC Legislation in the country
of use and candidate's rights. Test Users must know how
and where data is stored, if in a digital environment. If Test
Users delegate some part of the process to someone else,
they must be competent to exercise responsibility.
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Guidance for Assessors Master Document v0.1
106.3
7.4
Ensure that all test materials are kept in a
secure place which is not accessible to
people other than authorised test users.
106.4
7.6
Ensure that potential test candidates are not
provided with prior access to test materials
other than those specifically designed to
help candidates prepare for their
assessment.
Ensure appropriate measures and processes are in place
so that all paper-based test materials are stored securely
and access to computer-based tests is restricted to
authorised test users.
Ensure that where available, candidates are given access
to appropriate preparation materials but that security
policies and procedures prevent candidates accessing
actual test materials prior to testing.
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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
Incorporated by Royal Charter. Registered Charity No 229642
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