Test User: Occupational, Personality proforma v1.0 May 2014
OCCUPATIONAL TEST USER STANDARDS
GUIDANCE FOR ASSESSORS FOR THE QUALIFICATION TEST USER: OCCUPATIONAL, PERSONALITY
Introduction
This document contains the module sets and individual modules for the British Psychological Society’s Test User; Occupational, Personality
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 Test User; Occupational, Personality 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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Test User: Occupational, Personality proforma v1.0 May 2014
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.
Company/organisation: Click here to enter text.
Contact number: Click here to enter text.
Email: Click here to enter text.
For each module in the Test User; Occupational, Personality 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 Test User; Occupational, Personality 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 Test
User; Occupational, Personality 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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


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.
Test User: Occupational, Personality
Prior registration requirements: Module Set 4A
Overview of role: Test Users
 Are able to make choices between tests and to determine when to use or not use tests.
 Have an understanding of the technical qualities required of tests sufficient for understanding but not for test construction.
 Can work independently as a test user.
 Have the necessary knowledge and skills to interpret specific tests.
Typically Test Users will be working in an HR department, employment agencies or within consultancies offering testing services.
They may be involved in testing for personnel selection, development or career guidance and advice.
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Approximate European Qualification Framework (EQF) Level: 5
Ref#
Title
Category
Specificity
Module Set: 5C
203
Personality
Psychological
Knowledge
Domain specific
204
Personality assessment
Psychological
Knowledge
Domain specific
205
Influences on personality
Psychological
Knowledge
Domain specific
Module Set: 5A
206
The basic principles of scaling and
standardisation
Psychometrics
Generic
207
Basic principles of norm-referenced
interpretation
Psychometrics
Generic
208
Test theory – Classical test theory
and reliability
Psychometrics
Generic
209
Test theory – Item response theory
Psychometrics
Generic
210
Validity and utility: Occupational
Psychometrics
Domain specific
Practitioner Skill
Domain specific
Module Set: 5D
212
Relating assessment to job
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requirements
213
Deciding when psychological tests
should or should not be used as
part of an assessment process
Practitioner Skill
Domain specific
214
Making appropriate use of test
results and providing accurate
written and oral feedback to clients
and candidates
Practitioner Skill
Domain specific
Module Set: 5E
215
Issues associated with
Interpretation
Practitioner Skill
Instrument specific
216
Providing oral feedback
Practitioner Skill
Instrument specific
217
Providing written feedback
Practitioner Skill
Instrument specific
The following tables show the modules and associated competencies for the Test User: Occupational, Personality 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 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
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Test User: Occupational, Personality proforma v1.0 May 2014
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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TEST USER LEVEL PSYCHOLOGICAL KNOWLEDGE
Ref
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LA/B
rev
Module 5.203. Personality
Guidance: Occupational
Reference
Overview of assessment requirements: Test users must demonstrate a breadth of knowledge
covering the major approaches to understanding personality, including the strengths and limitations of
these approaches. Test users should show an understanding of the distinction between type and trait
approaches, assumptions underlying trait-based approaches and how traits are associated with
observed behaviour, and the impact of the big-five model on the conceptualisation of personality.
The test user can:
Describe the key differences between
the psychometric, psychoanalytic,
social-learning, humanistic and
behaviour analytic approaches to
describing and explaining differences
in personality.
203.1
B1.4
B1.5
203.2
B1.5
B1.6
Describe and illustrate the type and
trait based approaches to personality
and explain the limitations of each.
B1.7
Differentiate between trait-based
descriptions and behavioural
descriptions (competencies for
example)
203.3
Can provide and outline the essentials of each
theory, and compare and contrast using the
following: role of the unconscious; whether
developmental or stable; whether empirical or
rational; self view or other's view; whether
genetically or environmentally determined; the
importance of learning.
Demonstrates an understanding of the
distinction between models that regard people
as differing categorically from each other and
those which regard there as being some
underlying continuum. In some instances traits
are interpreted more narrowly as indicative of
biological characteristics, in others they simply
indicate within-person consistencies of
behaviour. An example of each approach
should be given, with test users identifying the
main features and commenting on pros and
cons of each.
Demonstrates a breadth of understanding
about trait-based descriptions that make
assumptions about the presence of underlying
or latent characteristics that explain the
consistencies in behaviour, whereas
competencies do not make this assumption,
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giving examples of both descriptions.
203.4
B2.6
B1.8
Describe the ‘Big Five’ factor model of
personality and explain its importance
Can describe how the Big Five provides an
organising framework for the domain of
personality, as the concept of 'g' does for
ability.
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TEST USER LEVEL PSYCHOLOGICAL KNOWLEDGE
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Module 5.204. Personality
assessment
Guidance: Occupational
Reference
Overview of assessment requirements: This module examines the test user’s ability to demonstrate
a broad understanding of the major issues in personality assessment. Test users must be able to
identify how the major approaches to personality give rise to measurement instruments and processes,
and key measurement distinctions such as formal and informal assessment methods, ipsative and
forced-choice measures and states and traits. Knowledge of issues around validity must be assessed,
including sabotage, distortion and bias, how these can be controlled for both in formal and informal
methods of personality testing.
The test user can:
Demonstrate a range of knowledge in relation to
approaches to personality assessment and
include at least 5 of the following: (a) self-report
procedures (most personality questionnaires);
(b) reports by others, as in 360 degree feedback
where personality rather than competence
assessment is being used; (c) group or
individual situational assessments (observation
while completing a specific task); (d) projective
measures (responses to ambiguous stimuli); (e)
observations of behaviour (noting how a person
interacts with others in a specific situation); (f)
task performance measures (that is, ‘objective’
measures of personality); (g) physiological
(those which capture psychobiological
information); (h) ideographic methods (such as
repertory grids); (i) multi-task assessments
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204.1
B2.1
B2.1
Give an example of the type of
measure obtained from each of the
main approaches to assessing
personality.
Outline the main sources of and
opportunities for ‘sabotage’ or
‘distortion’ in assessment, associated
with each approach.
204.2
B2.2
B2.2
204.3
B2.3
B2.3
Describe how problems of bias can
be controlled and/or limited.
204.4
B2.4
B2.4
204.5
B2.5
B2.5
Explain how problems of bias also
apply to informal methods of
personality assessment (e.g. in
everyday social interaction, in
interviews and so on).
Describe the difference between trait
and state measures.
(assessment centre approaches); (j) socialpsychological approaches (such as attributional
coding).
Demonstrate a breadth of understanding in
relation to the selected approaches described
above.
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For the selected approaches above, show a
breadth of understanding in distinguishing
between factors which affect variability in scores
and factors which affect variability in the
interpretations given to those scores.
Distinguishes between sabotage and distortion.
For the selected approaches above, explain in
general terms how bias in test construction, and
test administration, particularly with regard to
language and ethnic group bias, can be
controlled or limited.
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Demonstrates breadth of knowledge in
identifying sources of bias (subjectivity, halo
effect, stereotypes, etc).
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Demonstrates breadth in appreciating the key
differences between traits and states, namely
that traits are relatively stable and predictable,
whereas states are more transient reflections of
the impact of the current situation on people's
behaviour. Can give example of such a
measure. As examples of state measures one
could include state anger/anxiety; measures of
mood, etc. Can recognise and distinguish
between state and trait attributes in given
situations.
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204.6
B2.7
B2.6
Describe ipsative scaling and forcedchoice item formats.
Explains the self-referencing nature of an
ipsative test and the forced choice nature of the
items, and compares with the normative
approach. Can give one example of each
approach.
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204.7
B2.8
B2.7
Discuss the dangers of reliance on
spurious face validity.
Explains what is meant by face validity of
measures and output, what contributes to it
(such as Barnum statements, candidate’s selfassessment of the validity, literal interpretation
and acceptance of scale labels) and can
suggest what negative effects could follow.
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204.8
B2.9
B2.8
Describe assessment procedures
based on pseudo-scientific bases.
At a broad level can give examples of pseudoscientific assessment procedures which have
high acceptability (‘face validity’), are used in
occupational assessment, or appear convincing
to the lay-person but which have little or no
proven validity, even though they may be
reliable. Illustrate the dangers associated with
their use (e.g. graphology, astrology, magazine
quizzes etc).
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Test User: Occupational, Personality proforma v1.0 May 2014
TEST USER LEVEL PSYCHOLOGICAL KNOWLEDGE
Ref
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LA/B
rev
Module 5.205. Influences
on personality
Guidance: Occupational
Reference
Overview of assessment requirements: Test users must show a breadth of understanding about
how implicit and explicit models of personality differ, and how descriptions of individual differences
may be at the deep and stable or more transient level. Test users much show an appreciation of
different factors that impact on personality development, including genetic and environmental
factors and the interaction between them, and the potential effects of group membership.
205.1
B1.1
B1.1
205.2
B1.2
B1.2
205.3
B1.3
B1.3
The test user can:
Describe the differences between
implicit (personal, or everyday) and
explicit (empirical, psychological)
models of personality and ability.
Describe the differences between
temperament (personality),
motivation (needs, interests and
aspirations) values, attitudes, and
beliefs.
Discuss ways in which genetic and
environmental factors (such as
culture and education) affect
personality.
Demonstrate an appreciation of the difference
between formal models and theories and those
that guide people's everyday interactions with
each other (attributions, social perceptions etc).
The emphasis should be on understanding the
testable and empirical basis of formal models
and approaches.
Demonstrate knowledge of the difference
between those attributes which are stable and
those which are more transient. Can identify
such attributes in literary or textual descriptions
of people.
Demonstrates the ability to give a broad
overview of issues including concepts of stability
in traits over time and development of
personality and ability through interactions of
genotype and environmental factors. Test users
should show a depth of understanding in
distinguishing between factors which affect
variability in scores and factors which affect
variability in the interpretations given to those
scores. Can hypothesise which personality
attributes might be more genetic and those
which might be more the result of environmental
influence, and which are the result of interaction
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between the two. Reference should be made to
twin study findings and/or other heritability
research.
205.4
B1.4
Discuss how race, ethnicity, culture,
age and gender may interact with
personality.
Give examples of each and provides an
extension to the nature-nurture interactions
debate started above, including reference to the
impact of cultural and socialisation processes.
Reference to differences between groups and
the issue of actual trait differences and/or
expressed behaviour differences should be
made.
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TEST USER LEVEL PSYCHOMETRICS
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Module 5.206. The basic
principles of scaling and
standardisation
Guidance: Occupational
Reference
Overview of assessment requirements: Test users must demonstrate knowledge of normal
and non-normal score distributions and how measures of central tendency and spread relate to
different score distributions. Test users should be able to describe the differences between raw
and standardised scores and the implications of different scoring systems when comparing
candidates.
206.1
A2.1
A3.1
The test user can:
Describe the concepts of score
distribution, measures of central
tendency (mean, median, mode) and
spread (range, SD).
Demonstrate understanding through ability to
interpret histograms, bar charts etc. Relate
the mean and SD to positions on the
measurement scale underlying a distribution
of scores.
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A3.2
Describe the relationship between
the mean, median and mode of a
distribution.
Describe how the relative locations of mean,
median and mode vary with the shape of the
distribution and highlight the implications for
distinguishing between normal and nonnormal distributions.
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206.3
A3.3
Describe the differences between
raw-scores and standardised scores.
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206.4
A3.4
Describe the differences between
point scores, banding and ranking of
candidates.
Give illustrative examples of each type of
scale: standardised scores should include Z
scores, T scores and other relevant scoring
systems such as stens and stanines.
At a broad level can demonstrate
understanding of the differences between
point scores, banding and ranking of
candidates and the implications of these for
comparing within and across people.
206.2
A2.4
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TEST USER LEVEL PSYCHOMETRICS
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Module 5.207. Basic
principles of normreferenced interpretation
Guidance: Occupational
Reference
Overview of assessment requirements: This module evaluates a test user’s knowledge of
norm-referenced interpretation of test scores, including how norm-referencing is one of a
number of methods of test score interpretation. Test users should show an understanding of
sampling issues, including the size of the sample and sample representativeness, and how
these relate to the selection of appropriate norm groups and any caveats around interpretation
that need to be made. Recognition of the issues in the use of pooled and separate norms,
especially for selection, should be assessed.
The test user can:
A4.1
Distinguish between normreferenced, and other measures (e.g.
mastery tests, workplace
competence assessment
procedures). Distinguish between
norm-referencing and other methods
of comparison for interpreting an
individual's performance on a test.
A4.2
Describe the relationship between
[modified] the degree of error associated with
the mean of a sample of
observations and the size of the
sample and the relevance of this for
the evaluation of norm tables.
207.1
A1.3
207.2
A2.6
207.3
A2.5
A4.3
207.4
B4.3
B3.3
Describe the ways in which the
means and SD of samples may vary
when they are drawn from the same
population.
Discuss the issues involved in
Show understanding of the difference between Click here to
norm-referencing and referencing to some
enter text.
external criterion or standard. Provide
examples of both; e.g. external criterion might
be mastery tests or workplace competency
assessments.
Demonstrate understanding that the size of
the error of estimation decreases as a function
of the square root of the sample size and that
this calculation provides the basis for the
advice on the recommended size of the
samples on which norm tables are based (e.g.
that a sample size of less than 150 is rated as
inadequate in the EFPA test review criteria)
Describe by example the difference between a
sample and a population and how this can be
reflected in the mean and SD values of each.
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Can distinguish the effects of using: norms
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choosing suitable norm groups or
reference groups for the
interpretation of scale scores.
207.5
A4.4
Demonstrate understanding of the
concept of the representativeness of
the sample that the norm group is
based on and its importance in the
norm-referenced interpretation of test
performance.
207.6
A11.2
Describe the implications of using
separate norms for people belonging
to different groups (e.g. race or
gender).
based on broad based samples versus those
based on narrow ones (small variance); mixed
gender or ethnic group versus single gender
or ethnic group norms; occupationally-related
versus general population norms. Where type
measures are concerned, the user should
understand how to interpret patterns in
relation to distributions of types in various
reference groups.
Recognise the importance of knowing how
samples are selected (representative,
incidental or random procedures) and what
their composition is in terms of variables that
are likely to have a major impact on the
accuracy of the interpretation (e.g. minority
group membership, gender, age and ability
levels).
enter text.
Understands potential direct discrimination
implications of using separate norms in a high
stakes environment.
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TEST USER LEVEL PSYCHOMETRICS
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Module 5.208. Test theory
– Classical test theory and
reliability
Guidance: Occupational
Reference
Overview of assessment requirements: Test users should show an understanding of correlation,
the conditions under which it is maximised and how correlation coefficients are interpreted. They
must recognise the importance of reliability as one of the key characteristics of psychometric tests,
being able to describe classical test theory and the assumptions it is based on, and the main
sources of error in testing. Knowledge of the methods of estimating reliability should be assessed
along with their strengths and limitations, and an understanding of how to interpret reliability figures
and use these to describe test scores with appropriate levels of confidence should be evaluated.
The test user can:
Describe what is meant by
correlation.
208.1
A3.1
A6.1
208.2
A3.4
A5.1
Describe the basic premises of
classical test theory.
A6.2
Describe what is meant by reliability
and why it is important for
measurement.
A6.3
Describe in outline the methods of
estimating reliability and describe
their relative strengths and
weaknesses in terms of the
information they give about the
accuracy and stability of the
measurement provided by a
psychometric instrument.
208.3
208.4
A3.5
Demonstrate understanding by being able to
define the conditions under which the
correlation coefficient is maximised (both
positively and negatively) and is minimised and
be able to interpret at least three bivariate
scattergrams in terms of whether they show
positive or negative, large or small correlations.
Describe the theory that actual measures are
'fallible' scores which contain a ‘true’ score and
a random error.
Demonstrate an understanding of the
importance of accuracy of measurement and
stability of scores and the implications of their
absence.
Summarise the methods used to calculate
internal consistency (alpha), alternate form and
test retest reliability, showing an understanding
of what each type of reliability tells us. Can
understand and explain evaluations of test
reliability from a BPS test review and / or a
publisher’s test manual.
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208.5
A3.6
A6.4
Describe why test scores may be
unreliable.
208.6
A3.7
A6.5
Describe how reliability is affected
by changes in the length of a test.
208.7
A3.9
A6.7
Demonstrate how different levels of
confidence are computed from raw
and standard scores using the
standard error of measurement.
Demonstrate understanding of the different
sources of error: measurement error, scoring
error, situational factors, item sampling, etc.
Demonstrate understanding of the sample
specific nature of reliability estimates and how
they might change with greater or lesser score
variability, homogeneous or heterogeneous
samples, range restriction, poor administration
procedures etc. and the implications of this for
interpreting reliability estimates and SEm, in
particular the relative sample invariance of the
latter.
Understand that shorter tests are likely to
provide less accurate measurement than longer
tests and that arbitrarily changing the length of a
test compromises its accuracy of measurement.
Demonstrate the ability to accurately calculate
confidence bands around test scores and be
able to explain why confidence limits increase
as the level of confidence required increases,
and how this is related to the Standard Error of
Measurement.
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TEST USER LEVEL PSYCHOMETRICS
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Module 5.209. Test theory –
Item response theory
Guidance: Occupational
Reference
Overview of assessment requirements: Through this module test users must demonstrate their
basic understanding of item response theory as a method of item analysis, its applications in test
development and for specific approaches such as adaptive testing.
A5
The test user can:
209.1
A5.2
Describe the basic premises of item
response theory and its application in
the field of work-related testing.
209.2
A5.3
Describe what is meant by a test
information function.
209.3
A5.4
Describe the principle of adaptive
testing
Describe at the level of basic concepts (not at
the formal level of equations) that IRT is based
on modelling the probability of obtaining
particular responses to an individual item as a
function of the level or amount of the trait that is
being measured. That this provides rich
information which can be used in many
applications (e.g. deriving comparable scores
from different test versions, individual scorerelated estimates of measurement error,
adaptive testing and methods of equating tests
between different groups of people).
Describe that the amount of information
obtained from a test varies with the ability level
of the test taker, and that therefore tests need to
be tailored to ability levels if one is to maximise
the gain in information for a wide range of
candidates.
Understand that test items can be selected on
the basis of an estimate of an individual's ability
in an interactive way, so that the test is optimally
tailored to each person who takes it.
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TEST USER LEVEL PSYCHOMETRICS
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Module 5.210. Validity and
utility: Occupational
Guidance: Occupational
Reference
Overview of assessment requirements: Through this module test users should demonstrate a
clear understanding of the key issue of validity, starting with the nature of validity, its relationship with
reliability, the different types of validity evidence that may be obtained and how all validity evidence
contributes towards construct validity. Test users should be familiar with the processes used to
obtain validity evidence and conduct validity studies, including the issues associated with obtaining
accurate data, the use of meta-analysis in the accumulation of evidence and considerations in
generalising from validity research.
210.1
A7.1
210.2
A3.13 A7.3
210.3
A7.2
210.4
A3.16 A7.4
The test user can:
Describe what is meant by validity
and why it is important for
measurement.
Describe and illustrate the distinctions
between face, faith, content,
construct, criterion-related and
consequential validity.
Describe the central importance of
construct validity in establishing the
validity of a test.
Describe the relationship between
reliability and validity.
Explain the need to demonstrate exactly what is
being measured by a test.
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Demonstrate understanding of each term and
their relevance to evaluating information
provided about the technical qualities of a test.
Describe by example implications of different
types of validity for test use. Be able to
understand and explain evaluations of test
validity from a BPS test review and / or a
publisher’s test manual.
Describe how all other forms of validity provide
aspects of construct validation.
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Demonstrate an understanding of the
relationship between reliability and validity at a
broad level; e.g. explain why it is impossible to
have higher validity than reliability and therefore
lower reliability than validity. Appreciate the
importance of validity in determining a test’s
suitability for a specific purpose, and therefore
how this can override other psychometric
concerns such as reliability in certain
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210.5
A7.6
Describe the procedures used to
assess concurrent and predictive
criterion-related validities and explain
the pros and cons of each procedure.
210.6
A7.7
210.7
A7.9
Describe the problems of obtaining
good criterion measures and the
implications of this for criterion-related
validity studies and how the results of
such studies can be interpreted.
Describe in outline the procedures
used in meta-analysis and describe
the key findings from validity
generalisation research.
210.8
A3.14
A4.11
A8.1
Describe what is meant by utility and
why it is important for occupational
selection.
circumstances.
Demonstrate understanding of how concurrent
and predictive criterion-related validity studies
are carried out and how the information obtained
from them can be used to inform test choice in a
specific situation. This understanding should
include the evaluation criteria for predictive and
concurrent validity used in the BPS test review
process and / or a publisher’s test manual.
Demonstrate the ability to evaluate information
that is derived from both procedures to make
sound judgements about the relevance and
utility of a test in a specific situation.
Demonstrate understanding of the types of
criterion measures that are used in occupational
settings, how different types of measures can be
interpreted and give examples of biases that
may affect criterion measures.
At a broad level demonstrate an understanding
of how combining studies controls for sampling
error and provides more robust estimates of
effect sizes. Can describe the main findings of
this research for measures of ability.
Explain the relevance of a cost-benefit approach
to evaluating test use. Describe the way in which
information about a test (especially predictive
validity data) can be used to reduce the risks
associated with personnel decisions. Explain
how validity measures are associated with a
test’s utility.
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Test User: Occupational, Personality proforma v1.0 May 2014
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Module 5.212. Relating
assessment to job
requirements
Guidance: Occupational
Reference
Overview of assessment requirements: Test users should be able to demonstrate an
understanding of job analysis and competency profiling, and how these activities lead to the
development of person specifications and assessment frameworks. A detailed understanding of job
analysis is not expected but test users should have a working knowledge of a range of assessment
techniques, including tests, that can be used as part of an assessment procedure and also an
appreciation of the knowledge required to use tests effectively in development contexts.
The test user can:
Explain the purpose of job analysis
and competency profiling.
212.1
A2.1
212.2
A2.5
Describe how to derive assessable
person attributes from a person
specification.
A2.6
Describe how tests may be used in
different applications or assessment
contexts.
212.3
A1.10
Demonstrate understanding at a broad level of
why job analysis and competency profiling are
used to describe jobs or work roles and how
they are useful.
Demonstrate an understanding of the rationale
for using person specifications to develop
assessment frameworks for effective and fair
assessment. List, for each characteristic of a
person specification, one or more possible
methods of assessment. This should include
specific tests or types of test (e.g. perceptual
accuracy) where appropriate and more general
reference to other assessment methods (e.g.
interview, group exercise, work sample).
Describe how knowledge of occupations and
information on work performance are important
for the proper use of tests in development and
career guidance, including knowledge of career
structures and learning for development,
knowledge of job requirements and
competencies for selection etc.
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Module 5.213. Deciding
when psychological tests
should or should not be used
as part of an assessment
process
Guidance: Occupational
Reference
Overview of assessment requirements: Through this module test users should demonstrate
their practical skills in selecting a test or tests from a selection of specimen sets or reference
materials. Test users should produce evidence of being able to systematically analyse test
materials according to a range of criteria and considerations and evaluate all evidence to reach a
conclusion as to the suitability of a test for a specific purpose. Analysis of tests should include both
technical and practical aspects, and evidence of the test’s compliance with best practice and
relevant legislation should also be considered.
213.1
A4.2
A9.1
213.2
A4.3
A9.2
In relation to the range of instruments
that the test user has competence in,
the test user can:
Identify one or more instruments
potentially suitable for a particular
function.
Identify, for each of the tests under
consideration, information in the test
manual, or elsewhere which relates
to the test’s construction, rationale,
reliability, validity, its norms and any
specific restrictions or limitations on
its areas of use.
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Identify for a particular function suitable
instruments from a range of sources of
information including test publishers’
catalogues, specimen sets, test reviews and
other reference materials - not catalogues
alone.
Identify relevant information on a test’s
technical properties and guidelines for use,
including also where such information is
missing, from a manual and the implications of
this for the test. Demonstrate understanding of
the relevance of information presented on a test
when deciding to use the test. Test users
should be aware that in this situation the ‘test
manual’ includes technical manuals or
information which publishers may only supply
on request. Publishers and authors may
produce ‘slim’ manuals for routine use (user
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213.3
A4.4
213.4
A9.3
Identify relevant practical
considerations.
A10.4.1 Ensure that the tests being used are
suitable for use in the chosen mode
of administration (i.e. open,
controlled, supervised or managed).
213.5
A4.6
A9.4
213.6
A4.7
A9.5
213.7
A4.5
A9.8
Compare information presented
about the test’s validity with relevant
aspects of the assessment
specification and make an
appropriate judgement about their fit.
Make a suitable judgement about the
appropriateness of norms,
benchmarks or reference groups in
terms of representativeness and
sample size.
Examine any restrictions on areas of
use and make an appropriate
judgement as to whether the test
could be used.
manuals) so as not to overload non-expert
users.
Evaluate practical considerations including
ease of administration, time required, special
equipment needed, etc. and their impact on the
test situation and requirements.
Evaluate information on the test to determine
whether the publisher has provided evidence to
support use of the test in different modes or
developed it specifically for use in a particular
mode of administration. Would intended mode
of administration compromise the security of the
test? There is growing use of differing modes of
assessment. Differences between open and
controlled mode are particularly important to
appreciate as the former should not be used for
any form of secure assessment, but may be
used for self-development, or assessment for
guidance.
Compare what the test purports to measure and
the purpose for which it is to be used; e.g.
compare person specification; job description
etc with criteria used in test validation
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Demonstrate by example the range of
applications which would or would not be
supported by the range of test norms available.
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Evaluate test manuals and other materials to
determine any restrictions in test use according
to factors such as educational level, reading
level, age; cultural or ethnic limitations; ability
range, etc.
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213.8
A4.1
A9.7
213.9
A7.2
A13.4
213.10
A9.9
213.11 A4.9
A9.10
Understand the law relating to direct
and indirect discrimination on the
grounds of gender, age, sexual
orientation, religion, community
group or disability.
Ensure that all mandatory
requirements relating to candidate’s
and client’s rights and obligations
under relevant current legislation are
clearly explained to both parties.
Follow best practice in testing in
relation to ensuring fairness of
outcome for members of minority or
potentially disadvantaged groups
Describe best practice regarding
assessment of people with
disabilities including a process for
identifying needs and where
required, ensuring appropriate
adjustments are made to testing
procedures.
Describe both national laws and EU directives
relevant to issues such as recruitment and
selection.
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Legislation for the UK includes the Data
Protection Act 1998, Equality legislation, other
law as well as relevant EU directives.
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At a broad level, need to describe what is good
practice in relation to these and ensure that
general practices in test use are fair to all
groups.
Understand the importance of balancing the
need to maintain test standardisation so as not
to compromise the test’s technical qualities and
providing appropriate accommodations for a
candidate's disability. With reference to
technical recommendations and restrictions
regarding the test (including copyright), the test
user should show how they might decide on the
specific adjustments, including a
recommendation not to use,that could
reasonably be made to a test’s administration to
accommodate any disability encountered. This
should demonstrate appropriate judgement
about when to seek expert advice in making
such decisions.
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Module 5.214. Making
appropriate use and
interpretation of test results
Guidance: Occupational
Reference
Overview of assessment requirements: Test users should demonstrate their practical ability to
interpret test scores, selecting appropriate transformations of raw scores and describing the process
of interpretation in a way that is clear and meaningful. Test scores should be interpreted in light of
information regarding reliability, validity, standard error of measurement and any accommodations to
the test or test session that were made. All information should be presented within the context of
the assessment and in a way that is appropriate for the intended audience.
The test user can:
Make an informed choice about
norms or cut-off scores.
214.1
A6.2
A11.1
214.2
A6.4
A11.3
Represent the candidate's scores
appropriately in terms of its reliability
and comparability to the scores of
others.
214.3
A6.5
A11.4
214.4
A6.6
A11.5
Present norm-based scores within a
context which clearly describes the
range of abilities or other relevant
characteristics of the norm group they
relate to.
Describe the scale scores in terms
which are supported by the construct
validity evidence, which reflect the
confidence limits associated with
Select appropriate norms tables, where
available, and attach suitable cautions to
interpretation of the results; or decide not use
the test where no relevant norms or cut-off
tables are available. Demonstrates
understanding of relevance of sample size,
representativeness etc.
Takes account of measurement error in
interpreting scores: gives due consideration to
the comparability between the candidate and
any reference groups, the standard error of the
group mean and the standard error of
measurement of the candidate’s scores.
Allows the recipient of the interpretation to fully
understand the implications of the score and its
limitations.
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Descriptions should take account of error of
measurement and the prevailing evidence of
validity but be given in terms that are intelligible
to the lay person.
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those scores and which are intelligible
to the client and the candidate.
214.5
A6.8
214.6
A11.8
Make appropriate connections
between performance on a test and
the purpose of the assessment
A11.10 Take into account the impact on
interpretation of any accommodations
for disability.
Demonstrate the ability to relate test scores
back to the assessment specification
requirements in a way that will be intelligible to a
lay person; e.g. relate to person specification in
a selection context.
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Appreciates the potential impact of any
accommodations on test score (e.g. impact on
standard error of measurement) when
interpreting scores.
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TEST USER LEVEL PRACTITIONER SKILLS
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rev
Module 5.215. Issues
associated with
interpretation
Guidance: Occupational
Reference
Overview of assessment requirements: This module assesses test users’ ability to apply their
knowledge of a specific instrument to provide a competent practical interpretation of the scores
derived from it. To do this successfully test users must show an appreciation of the nature of the
instrument, knowledge of the scales / constructs assessed by the instrument and its technical
properties. Test users must demonstrate practical skills in exploring profiles, seeking corroborative
information and information from other sources to provide a balanced interpretation conveyed using
language appropriate for the audience, and provide evidence of their commitment to good practice.
215.1
B5.1
B4.1.
The test user can:
Demonstrate sufficient knowledge of
the instrument to provide competent
interpretation.
Demonstrate skills, knowledge, and good
practice to produce balanced written reports for
at least two assessments in each case for: (a)
the candidate, and (b) the client – where the
assessment is being carried out for a third party.
Reports should be structured and appropriate
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215.2
B4.1
B3.1
Outline in non-technical terms the
rationale underlying the instrument
and the approach adopted.
215.3
B4.4
B3.4
Interpret scale score profiles, where
available, with due regard to the
technical qualities of the instrument.
215.4
B4.6
B3.5
215.5
A6.7
A11.6
Relate the interpretation given to a
score to the information provided
about the instrument, the nature of the
scale and its mode of construction.
Provide interpretations of scale scores
paying due regard to the relationship
and correlations which exist between
scales.
215.6
B4.7
B3.6
215.7
B4.8
B3.7
Corroborate information obtained from
the instrument with information
obtained from other sources.
Make appropriate use of any other
relevant information (such as reports
from other assessments of the
candidate, self-assessments, peerassessments etc) to aid the
interpretation of results.
for the recipient in content, language and tone.
Can explain the instrument to a fellow trained
test user on key elements such as test
classification, author, construction dates,
rationale, approach, significant updates.
Demonstrates an understanding of the effects of
the instrument's technical qualities of reliability
and validity and demonstrates the proper use
of any built in 'validity' checks, lie scales, social
desirability measures etc.
Provides the evidence of using guidance on
interpreting the instrument to provide
meaningful and accurate score descriptions in a
practical demonstration of profile interpretation.
Interpretation needs to take account of the
extent to which different scales are correlated
because of the redundancy introduced by
correlation and the content similarities and
differences between scales in accordance with
the scale or factor structure.
Ensure that information from other sources is
used to corroborate the information from the
profile.
Ensure that all available information is
considered alongside the information from the
profile.
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Module 5.216. Providing
oral feedback
Guidance: Occupational
Reference
Overview of assessment requirements: Through this practical module test users must
demonstrate the ability to provide a competent oral feedback of one or more instruments. This may
be done through a simulation or observation / recording from the workplace. A structured
assessment of test users’ ability to conduct an oral feedback should be made, covering setting of
the context and issues such as confidentiality, description of the test, scales and interpretation
process, exploration of the scores and conclusion. Test users must communicate both strengths
and limitations of the testing process and show sensitivity to test takers. Oral feedback may take
place for a range of contexts including a. Client/organisation oriented: e.g. Selection, Promotion,
Redundancy/Outplacement. b. Candidate oriented: e.g. Individual personal development, Team
development, Career Guidance, Counselling.
216.1
216.2
B4.1.2
B5.2
B4.2
A6.10
A12.1
216.3
A6.10
216.4
A6.11
The test user can:
Demonstrate sufficient knowledge of
the instrument to provide competent
oral feedback.
Provide non-judgmental oral
feedback of results to candidates.
Does the test user provide feedback
of information about results to the
candidate which:
A12.1.1
- is in a form appropriate to
his or her understanding of
the tests and the scales
A12.1.2
- describes the meanings of
scale names in lay terms
which are accurate and
meaningful
Demonstrate sufficient knowledge of the
instrument and skills to provide feedback in
accordance with best practice and the situation,
building rapport with the test taker and adopting
an appropriate style for the situation. Feedback
should be given to at least two candidates.
Demonstrate good practice in the methodical use
of the feedback interview to help confirm /
disconfirm hypotheses generated from the
pattern of individual test results.
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Accurately describes the nature of the instrument
to the test taker, using appropriate language, and
checks understanding.
Uses appropriate descriptions of the scales and
other constructs assessed by the instrument and
communicates these clearly to the test taker,
checking understanding as appropriate.
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216.5
A6.12
216.6
A6.14
216.7
B5.3
A12.1.3
- provides the candidate
with opportunities to ask
questions, clarify points and
comment upon the test and
the administration procedure
and comment on the
perceived accuracy and
fairness or otherwise of the
information obtained from
the test
A12.1.4
- clearly informs the
candidate about how the
information will be presented
(orally or in writing) and to
whom.
B4.3
Provide an indication to the
candidate and to the client (when
there is a third party involved) of the
status and value of the information
obtained and how it relates to other
information about the candidate.
Facilitates a feedback discussion which shows
an appropriate balance of input between the test
user and test taker, encouraging test taker
contributions and inviting questions as
appropriate. Checks understanding of and
comfort with all aspects of the feedback.
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Describes who will receive copies of the test
results / reports, the format of these and how any
test information and reports will be stored.
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Attach any necessary caveats to the profile
generally and any specific test results as
necessary, including that results are fallible and
should be contextualised and linked with other
information so allowing an accurate appreciation
of the validity of the report.
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TEST USER LEVEL PRACTITIONER SKILLS
LA/B
LA/B rev Module 5.217. Providing
Guidance: Occupational
written feedback
Reference
Overview of assessment requirements: Test users must show their practical skills in writing
competent reports based on at least two test profiles, and for two different purposes (e.g. for the
respondent and for a client). Reports must show an understanding of the test, its scales and how
they have been interpreted and be presented in a balanced way that recognises the strengths and
limitations of the test, and be contextualised and written in a way appropriate for the audience.
Test users must also show an understanding of computer-generated reports and issues in their
use.
Does the test user provide written
reports for the client and/or
candidate which:
217.1
A6.15
A12.2.1
217.2
A6.16
A12.2.2
217.3
A6.17
A12.2.3
217.4
A12.2.4
217.5
A12.2.5
- present in lay terms the
rationale and justification for
the use of the test
- describe the meanings of
scale names in lay terms
which are accurate and
meaningful
- explain any use of normed
scores in appropriate terms
- justify any predictions
made about future
performance in relation to
validity information about
the test
- deal sensitively with
scores lying outside the
candidate's expectation and
Test users must produce at least two reports,
based on at least two test profiles, and for two
different purposes (e.g. for the respondent and
for a client). Some or all of the following should
be checked as appropriate for each report.
Describe to the test taker using appropriate
language the reason for using the test.
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Provide summary information about the test and
what it is designed to do, and accurate
descriptions of the scales measured by the test.
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Gives a suitable summary of the normreferencing process in language accessible to a
lay person and put normed scores in context
including relating to the ability range of the norm
group.
Where predictions are made on the basis of
test scores, ensure that these are based on
research or a clear and rational link between
test scores and the area of performance being
predicted.
Write in a sensitive way to ensure that the client
is not adversely affected by the experience of
being tested
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217.6
A6.18
217.7
217.8
217.9
A12.2.6
B4.6
B5.4
provide necessary support
and guidance
- give clear guidance as to
the appropriate weight to be
placed on the findings
B4.4
B4.7
-
critique computer generated
reports to identify where
modifications might be
needed to take account of
feedback and to improve
contextualisation.
Produce written reports which
provide a contextualised and
overall balanced appraisal of the
information available about the
person.
Take responsibility for the final
report, whether written by the test
user or computer generated.
Integrate test data with other information and
make rational judgments about weight of each.
Ensure that neither organisational nor personal
decisions are based solely upon the
interpretation of data.
Follows good practice in the use of computergenerated reports, being able to relate them
back to the original profile and uses information
generated in the feedback interview to modify
the report where necessary.
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Follows good practice by ensuring reports
integrate the information on tests and other
relevant aspects of the person and present this
within the context for which the information is
sought.
Good practice to put appropriate safeguards in
place so that the report is set in context and
kept within the agreed contract of confidentiality.
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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:
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