Assistant Test User: Educational Guidance for Assessors Form– April 2015
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 (BPS) Assistant Test User:
Educational 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 Assistant Test User: Educational 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.
Assistant Test User: Educational Guidance for Assessors Form– April 2015
How to use this form
Assessors should use this 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 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 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 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
Assistant Test User: Educational Guidance for Assessors Form– April 2015
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
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.
Assistant Test User: Educational Guidance for Assessors Form– April 2015
Approximate European Qualification Framework (EQF) Level: 4
Assistant Test User: Educational Guidance for Assessors Form– April 2015
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 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 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.
Assistant Test User: Educational Guidance for Assessors Form– April 2015
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.
The test user can:
102.1
1.6
Distinguish between tests of
ability, aptitude and attainment.
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.
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
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Verifier’s Notes
(Assessors,
please leave
this column
blank)
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Assistant Test User: Educational Guidance for Assessors Form– April 2015
102.2
Distinguish between open,
controlled, supervised and
managed modes of test
administration
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.
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.
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.
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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: Educational Guidance for Assessors Form– April 2015
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.
The test user can:
103.1
103.2
Generic
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
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.
Demonstrate by example appropriate briefing and
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
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text
Verifier’s
Notes
(Assessors,
please leave
this blank)
Click here to enter
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enter text
Assistant Test User: Educational Guidance for Assessors Form– April 2015
103.3
5,2; 5.3,
5.21
receive appropriate briefing and
preparation materials a suitable
time prior to the testing session.
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 normally told in advance but older ones
(secondary) are.
text
enter text
When administering supervised
or managed mode assessments:
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.
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- ensure that the location
is suitable for the
duration and type of
assessment, equipment
required and numbers of
candidates
Assistant Test User: Educational Guidance for Assessors Form– April 2015
103.4
5.1
103.5
- ensure all necessary
materials are available in
sufficient quantities and
that materials are in good
condition and equipment
in working order
- ensure that any
necessary test
accommodations for
disabled candidates are
available, well
understood and
appropriately provided
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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103.6
5.4
- brief candidates on the
purpose of the test
session and key rules
and put them at their
ease while maintaining
an appropriate
atmosphere
Apply appropriate rules which might include some
or all of following: not talking to or colluding with
others during the 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.
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103.7
5.9,
5.10
- follow standard test
procedures and
instructions as specified
in the user manual
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
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Assistant Test User: Educational Guidance for Assessors Form– April 2015
to test-specific instructions concerning pacing and
timing. Deal appropriately with any questions
which arise without compromising the purpose of
the test.
103.8
5.26
103.9
6.8,
5.23
103.10 5.5
-
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
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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Assistant Test User: Educational Guidance for Assessors Form– April 2015
103.11 5.12
- check and collect all
relevant materials at the
end of the test session,
and ensure they are
stored securely.
103.12 5.18
Demonstrate accurate use of
different hand-scoring keys and
‘self-scoring’ forms for paper-and
pencil-testing.
103.13 2.7, 2.8
Convert raw scores into
percentile equivalents and
various standard scores.
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.
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.
Demonstrate the accurate application of
commonly used forms keys.
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Demonstrate the ability to accurately convert raw
scores using norm tables. Standardised scores
should include those based on percentiles and zscore 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
Assistant Test User: Educational Guidance for Assessors Form– April 2015
the test according to the instructions laid down in the manual.
In the case of individual testing
the test user can:
105.1
5.24
Establish a satisfactory rapport
with the test taker prior to the
commencement of testing and
maintain this throughout the
session.
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.
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
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
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text
Verifier’s
Notes
(Assessors,
please leave
this blank)
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Assistant Test User: Educational Guidance for Assessors Form– April 2015
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.
Does the test user:
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
Verifier’s Notes
(Assessors,
please leave
this blank)
Assistant Test User: Educational Guidance for Assessors Form– April 2015
106.1
7.1
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.
106.2
7.3,
7.5
Ensure that all test data are stored in
accordance with current legislation, in a
secure place and access is not given to
unauthorised personnel.
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 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.
Ensure appropriate measures and
processes are in place so that all paperbased 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
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