Assistant Test User Occupational – Guidance for Assessor Form – April 2015
OCCUPATIONAL TEST USER STANDARDS
GUIDANCE FOR ASSESSORS FOR THE QUALIFICATION:
ASSISTANT TEST USER: OCCUPATIONAL
Introduction
This document contains the module sets and individual modules for the British Psychological Society’s (BPS) Assistant Test User:
Occupational qualification in psychological testing. It should be used in conjunction with the Assessors’ Handbook by Chartered
Psychologists applying to the BPS to become a Verified Assessor for the Assistant Test User: Occupational qualification in
psychological testing. Separate forms are available for each of the qualifications offered by the BPS, and can be downloaded from
the Psychological Testing Centre’s website at www.psychtesting.org.uk.
How to use this form
Assessors should this use form to help them develop their assessment materials and as part of their submission of materials for verification
purposes. They should also complete their details in the spaces below:
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
Assessor’s details
Name: Click here to enter text.
Company/organisation: Click here to enter text.
For each module in the Assistant Test User: Occupational qualification in psychological testing, a description is given which provides an
overview of the module contents and the most appropriate strategies for assessment. This is followed by descriptions of the competencies that
test users must demonstrate in order to be affirmed as competent on the module. Alongside each competency there is detailed guidance for
Assessors. This guidance is a development of the previous guidance for Assessors at Level A and Level B, and has had extensive input from
Verifiers and members of the Psychological Testing Centre and Committee on Test Standards. As such, it draws on almost 20 years
experience of assessing test users for the BPS’s qualifications whilst also benefitting from an extensive update and review to reflect recent
developments and current practice in psychometric testing.
Alongside the guidance for assessors is a column headed ‘Reference’. For each of the competencies, Assessors must provide a reference to
where in their assessment materials each specific competency is assessed. When requested by your Verifiers, this completed form should be
sent to them along with your assessment materials and model answers. Further details of the verification process are given in the Assessors’
Handbook.
Details of the modules in the Assistant Test User: Occupational qualification in psychological testing
The table below outlines the module sets and individual modules in which test users must demonstrate competence for the award of the
Assistant Test User: Occupational qualification in psychological testing. Modules are grouped into ‘module sets’ for the purpose of registration
and pricing of the qualifications. In practice this means that test users cannot register separate modules but only module sets, though in some
cases a module set may only contain one module.
The columns in the table below are as follows:




Ref#: Unique module number
Title: Module name
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.
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
o
o
o
Generic: The module is only required once for a qualification, regardless of domain
Domain Specific: The module would have to be re-assessed for different domain-related qualifications (e.g. Educational /
Occupational)
Instrument specific: The module would have to be re-assessed for different instruments or instrument categories within domains.
Assistant Test User: Occupational
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 routine
recruitment and selection procedures or standardised assessment for staff development programmes and who operates within
organisational policies and directives on testing and test use. Choice of tests and details of how they are to be used and applied
is outside the Assistant Test User’s responsibility.
Approximate European Qualification Framework (EQF) Level: 4
Ref#
Title
Category
Specificity
Psychological
Knowledge
Domain
specific
Module Set: 4A
101
Introduction to Testing: Occupational
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
103
Administering tests to one or more
candidates, part 1
Practitioner Skill
Domain
specific
104
Administering tests to one or more
candidates, part 2: Occupational
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: Occupational qualification in psychological
testing. As part of their submission to the BPS for verification, Assessors should complete the ‘Assessor’s reference’ column, identifying where
in their assessment materials each competency is assessed.
The following information is shown in each table:
 Column 1 is competency reference
 Column 2 contains the original Level A/B unit and element references (i.e. pre 2000)
 Column 3 contains the Level A/B unit and element references from the 2005 revised level A/B standards
 Column 4 contains the text from the revised Level A/B standards (2005)
 Column 5 contains the guidance for Assessors
 Column 6 gives space for Assessors to enter a reference to where the competency is covered in their assessment materials
NOTE: The ordering of the modules has no particular significance. It is not related to either importance or the order in which assessment might
be carried out.
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
ASSISTANT TEST USER PSYCHOLOGICAL KNOWLEDGE
Ref
LA/B LA/B rev
Module 4.101.
Introduction to
Testing:
Occupational
Guidance:
Occupational
Reference
Overview of assessment requirements: Assessors should have evidence that test users show
knowledge of the difference between the main types of tests (maximum and typical performance) and
related assessments used in occupational assessment, and are able to distinguish between the different
types of maximum performance test. Test users should appreciate the impact of technology on modes of
test administration and be able to describe the benefits and issues associated with each of these.
The test user can:
101.1
101.2
A1.2
A1.3
Distinguish between
tests of ability, aptitude
and attainment.
A10.1
Distinguish between
open, controlled,
supervised and managed
Describe in general terms the
distinction between tests which
describe what someone is
currently capable of doing, those
that are intended to predict what
someone will be able to learn or
do in the future and those which
measure their current level of
knowledge understanding or skill.
Test users should provide
examples of the appropriate use
of each type of test.
Explain the four modes of testing
as defined by the ITC guidelines
on CBT and the Internet: open
5
Verifier’s Notes
(Assessors, please
leave this column
blank)
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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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
modes of test
administration.
101.3
A10.2
Describe the main issues
associated with
administering different
types of tests in each
mode.
101.4
A10.4.4
Describe the potential
problems of collusion in
remote assessment (i.e.
in open or controlled
mode).
A1.2
Describe the distinction
between tests assessing
‘maximum’ performance
and those assessing
‘typical’ performance.
101.5
A1.1
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 mode
requires the presence of a test
administrator; managed mode
involves the use of a secure test
centre with appropriately trained
staff.
Describe and evaluate the
potential benefits and problems
with the different modes of
administration, including issues of
cost, accessibility, candidate
authentication and collusion. Test
users should also be able to
differentiate between issues of
control associated with ability
tests (timing, item security etc)
and self-report inventories.
Describe methods for checking
candidate behaviour remotely
(e.g. forensic data analysis) and
tactics for follow-up supervised
assessment where candidate
short-listing is concerned.
Distinguish between tests with
right-wrong answers (ability,
aptitude, attainment measures)
and those which ask people to
rate or select options (self- and
other-report measures like
personality, attitude, interests, 360
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
degree, climate measures and
organisational surveys),
identifying the key characteristics
of each and naming examples of
the main types of test.
101.6
A1.5
A1.7
Describe the range of
tests used in work and
organizational
psychology.
Identify and distinguish between
the main types of test used in
work and organisational
assessment settings (e.g. work
sample, ability, interests,
personality and performance
tests).
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
ASSISTANT TEST USER PRACTITIONER SKILLS
Ref
LA/B
LA/B
rev
Module 4.103.
Administering tests
to one or more
candidates, part 1
Guidance:
Occupational
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
New
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.
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.
8
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 Occupational – Guidance for Assessor Form – April 2015
103.2
103.3
A10.3
Ensure that all candidates
receive appropriate briefing
and preparation materials a
suitable time prior to the
testing session.
A5.1
A10.5
When administering
supervised or managed
mode assessments:
A5.1
A10.5.1
- ensure that the
location is suitable
for the duration and
type of assessment,
equipment required
and numbers of
candidates
Demonstrate by example
appropriate briefing and
preparation information for
at least two different tests
and contexts. Test users
should demonstrate
awareness of the need to
provide sufficient
information for candidates
with specific disabilities to
decide whether they may
need to request an
accommodation.
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 a suitable venue
for the test session, with
due regard for the number
of candidates and time
needed for testing. Arrange
seating and desk space
appropriately for the test
whether for individuals or
groups. Inform the
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
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.
103.4
103.5
A5.3
A10.5.2
- ensure all
necessary materials
are available in
sufficient quantities
and that materials
are in good condition
and equipment in
working order
A10.5.3
- 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
and adjustments as
arranged by the holder of a
Test User level qualification
or other responsible test
user supervising the
session.
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
103.6
A5.5
A10.5.4
- brief candidates
on the purpose of
the test session and
key rules and put
them at their ease
while maintaining an
appropriate
atmosphere
103.7
A5.12 A10.5.6
- follow standard
test procedures and
instructions as
specified in the user
manual
Deliver an appropriate
informal briefing on the
purpose of the test session
and put candidates at their
ease. Include appropriate
rules which might be 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. 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
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
arise without compromising
the purpose of the test.
103.8
-
103.9
A10.5.7
103.10 A5.6
A10.5.8
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
n/a for Assistant Test
User: Occupational
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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
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
103.11 A5.15 A10.5.9
103.12 A5.21 A10.6
- check and collect
all relevant materials
at the end of the test
session, and ensure
they are stored
securely.
Demonstrate accurate use
of different hand-scoring
keys and ‘self-scoring’ forms
for paper-and pencil-testing.
accommodations met their
needs, using an
appropriate method such
as a test log. Record any
other relevant information,
such as any particular
problems during the
session which might have
affected a candidate’s
performance.
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 paperand-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 scoring keys
or the use of self-scoring
answer sheets to
accurately produce raw
scores for the test.
13
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Assistant Test User Occupational – Guidance for Assessor Form – April 2015
103.13 A2.11 A4.5
Convert raw scores into
percentile equivalents and
various standard scores.
103.14
Make appropriate records of
candidates’ raw scores and
score conversions or check
the accuracy of these
records where this is
process is automated.
A10.7
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 Occupational – Guidance for Assessor Form – April 2015
ASSISTANT TEST USER PRACTITIONER SKILLS
Ref
LA/B
LA/B
rev
Module 4.104.
Administering tests to one
or more candidates, part
2: Occupational
Guidance: Occupational
Reference
Overview of assessment requirements: Evidence for this module should be collected by allowing test users
to demonstrate skills in appropriately preparing candidates for completing a test under controlled mode,
including providing all necessary information in a suitable format to gain ‘buy-in’ and establish an ‘honesty
contract’.
The test user can:
104.1
104.2
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
A10.4
When administering controlled mode Controlled mode is where the candidate is not Click here to
assessments:
under direct supervision, but they have been
enter text
provided with a unique (generally one-time)
login, or provided with test materials to
complete in their own time.
A10.4.2
- ensure that candidates are Present candidates with a clear explanation
Click here to
sent the necessary
about the purpose of the assessment, how
enter text
information and log in details the data will be treated, privacy and
in good time
confidentiality, and what provisions are
available for letting the test user know if
internet access is a problem for the
candidate.
A10.4.3
- ensure that candidates
Brief candidate in a way that establishes an
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understand what is required
appropriate honesty contract with them in
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Verifier’s Notes
(Assessors,
please leave
this blank)
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enter text
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enter text
Assistant Test User Occupational – Guidance for Assessor Form – April 2015
of them and what will be
happen after completion of
the assessment and that
they have a means of raising
queries.
selection situations and explains that scores
obtained in unsupervised situations may be
checked later in the process.
ASSISTANT TEST USER PRACTITIONER SKILLS
Ref
LA/B
LA/B
rev
Module 4.106. Maintaining
security and confidentiality
of the test materials and
the test data
Guidance: Occupational
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:
106.1
A7.1
A13.1
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
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, verbally or by clicking
consent on computer administration.
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Methods of
Assessment
(Assessors
please indicate
your method of
assessment and
where this is
evidenced in
your portfolio,
e.g. Report 1,
p.34, para 3 -6
Click here to
enter text
Verifier’s Notes
(Assessors,
please leave
this blank)
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enter text
Assistant Test User Occupational – Guidance for Assessor Form – April 2015
long they will be retained.
106.2
A7.3
A13.2
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
A7.4
A13.3
Ensure that all test materials are kept
in a secure place which is not
accessible to people other than
authorised test users.
106.4
A7.5
A13.5
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 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 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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