Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
OCCUPATIONAL TEST USER STANDARDS
GUIDANCE FOR ASSESSORS FOR THE QUALIFICATION –
TEST USER: OCCUPATIONAL, ABILITY
Introduction
This document contains the module sets and individual modules for the British Psychological Society’s (BPS) Test User: Ability, 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 Test User: Ability, 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
1
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
Assessors should this use form to help them develop their assessment materials and as part of their submission of materials for verification
purposes. They should also complete their details in the spaces below:
Assessor’s details
Name: Click here to enter text.
Company/organisation: Click here to enter text.
For each module in the Test User: Ability, 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 Test User: Ability, 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 Test
User: Ability, 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
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015

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, Ability
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.
Approximate European Qualification Framework (EQF) Level: 5
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
Ref#
Title
Category
Specificity
Psychological
Knowledge
Domain specific
Module Set: 5B
201
Ability and aptitude: Occupational
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
Module Set: 5D
212
Relating assessment to job requirements
Practitioner Skill
Domain specific
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
Practitioner Skill
Domain specific
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
feedback to clients and candidates
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, Ability 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.
5
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
TEST USER LEVEL PSYCHOLOGICAL KNOWLEDGE
Ref
LA/B
LA/B
rev
Module 5.201. Ability and
aptitude: Occupational
Guidance: Occupational
Reference
Overview of assessment requirements: Test users should demonstrate knowledge of the
major theories of intelligence, research on the structure of intelligence and alternatives to testing.
They should be able to describe how factors such as the influence of the environment and group
membership may affect test scores, and the potential impact of such differences on decisions
made on the basis of test scores.
The test user can:
201.1
A1.1
Describe the major theories of
intelligence, differences between
them and issues relating to them.
201.2
A1.5
Describe how race, ethnicity,
culture, gender, age, and disability
may interact with ability.
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
Can demonstrate understanding of the concept Click here to enter
of intelligence by providing a definition that
text.
includes the notion of the ability to learn and
that distinguishes between single construct
and multiple construct views of intelligence.
Can relate the aetiology and consistency of
intelligence to measurement issues and can
describe the relationship between intelligence
and occupational learning and performance at
a broad level.
At a broad level can describe how group
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differences in measured ability may reflect real text.
differences or be the result of test bias and can
also show how these differences might come
about. Can give examples of how the disability
that a person has may affect the assessment
6
Verifier’s Notes
(Assessors,
please leave this
blank)
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text.
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text.
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
of their ability.
201.3
A11.9
Considers issues (e.g. potential for
adverse impact) which may arise
where there are group differences in
test scores.
201.4
A1.4
A1.6
Describe tests that involve worksamples and how they are used.
201.5
A1.6
A1.4
201.6
A1.7
A1.8
Describe the distinction between
measures of general and specific
ability.
Describe how measurement of
ability is more or less influenced by
environmental factors.
Describe the relationship between group score
differences, selection ratio, validity and
adverse impact. Understand that lower cutscores have less adverse impact, other things
being equal, and that adverse impact is a
function of how a test is used not of the test
alone.
Demonstrate a broad understanding of the
rationale for work sample tests and how they
are used in relation to performance (worksimulations) and potential (e.g. trainability
tests).
Give illustrative examples of tests on the
continuum from specific to general ability.
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At a general level describe genetic vs
environmental factors that might influence test
performance and describe the implications of
these for long-term vs short-term stability of
test scores.
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
TEST USER LEVEL PSYCHOMETRICS
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LA/B
rev
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.
The test user can:
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)
Click here to
enter text.
206.1
A2.1
A3.1
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.
206.2
A2.4
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 non-normal
distributions.
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enter text.
A3.3
Describe the differences between rawscores and standardised scores.
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.
8
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206.3
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
206.4
A3.4
Describe the differences between
point scores, banding and ranking of
candidates.
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.
9
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
TEST USER LEVEL PSYCHOMETRICS
Ref
LA/B
LA/B rev
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:
207.1
A1.3
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.
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
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.
10
Verifier’s Notes
(Assessors,
please leave
this blank)
Click here to
enter text.
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
207.2
A2.6
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.
207.3
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
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).
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
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).
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Understands potential direct discrimination
implications of using separate norms in a high
stakes environment.
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enter text.
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enter text.
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
TEST USER LEVEL PSYCHOMETRICS
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LA/B
LA/B rev
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:
208.1
A3.1
A6.1
Describe what is meant by
correlation.
208.2
A3.4
A5.1
Describe the basic premises of
classical test theory.
A6.2
Describe what is meant by reliability
208.3
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
scatter grams 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
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Verifier’s Notes
(Assessors,
please leave this
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
Click here to enter
text.
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text.
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text.
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text.
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
and why it is important for
measurement.
208.4
A3.5
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.
Describe why test scores may be
unreliable.
208.5
A3.6
A6.4
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.
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.
text.
text.
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text.
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: Occupational, Ability – Guidance for Assessors Form - April 2015
TEST USER LEVEL PSYCHOMETRICS
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rev
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.
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.
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
Click here to enter
obtained from a test varies with the ability level
text.
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.
14
Verifier’s Notes
(Assessors,
please leave this
blank)
Click here to enter
text.
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text.
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
209.3
A5.4
Describe the principle of adaptive
testing
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.
15
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
TEST USER LEVEL PSYCHOMETRICS
Ref
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LA/B
rev
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.
The test user can:
210.1
A7.1
210.2
A3.13 A7.3
210.3
A7.2
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
Explain the need to demonstrate exactly what is
being measured by a test.
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.
16
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)
Click here to enter
text.
Click here to enter
text.
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text.
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text.
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
validity of a test.
210.4
A3.16 A7.4
Describe the relationship between
reliability and validity.
210.5
A3.14
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.
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
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.
17
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
210.8
A4.11
A8.1
Describe what is meant by utility and
why it is important for occupational
selection.
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.
18
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
TEST USER LEVEL PRACTITIONER SKILLS
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LA/B
LA/B
rev
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:
212.1
A2.1
Explain the purpose of job analysis
and competency profiling.
212.2
A2.5
Describe how to derive assessable
person attributes from a person
specification.
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.
19
Verifier’s Notes
(Assessors,
please leave this
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
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
interview, group exercise, work sample).
212.3
A1.10
A2.6
Describe how tests may be used in
different applications or assessment
contexts.
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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TEST USER LEVEL PRACTITIONER SKILLS
Ref
LA/B
LA/B
rev
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.
In relation to the range of instruments
that the test user has competence in,
the test user can:
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
20
Verifier’s Notes
(Assessors,
please leave this
blank)
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
213.1
A4.2
A9.1
Identify one or more instruments
potentially suitable for a particular
function.
213.2
A4.3
A9.2
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.
213.3
A4.4
A9.3
Identify relevant practical
considerations.
213.4
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).
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
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.
21
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
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.
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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A9.8
Examine any restrictions on areas of
use and make an appropriate
judgement as to whether the test
could be used.
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A4.1
A9.7
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A7.2
A13.4
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.
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.
Describe both national laws and EU directives
relevant to issues such as recruitment and
selection.
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
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213.5
A4.6
A9.4
213.6
A4.7
A9.5
213.7
A4.5
213.8
213.9
213.10
A9.9
213.11 A4.9
A9.10
22
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
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.
TEST USER LEVEL PRACTITIONER SKILLS
Ref
LA/B
LA/B
rev
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:
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
23
Verifier’s Notes
(Assessors,
please leave this
blank)
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
214.1
A6.2
A11.1
Make an informed choice about
norms or cut-off scores.
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
214.5
A6.8
A11.8
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
those scores and which are intelligible
to the client and the candidate.
Make appropriate connections
between performance on a test and
the purpose of the assessment
214.6
A11.10 Take into account the impact on
interpretation of any accommodations
for disability.
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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text.
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: Occupational, Ability – Guidance for Assessors Form - April 2015
TEST USER LEVEL PRACTITIONER SKILLS
Ref
LA/B
LA/B
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.
The test user can:
215.1
B5.1
B4.1.
Demonstrate sufficient knowledge of
the instrument to provide competent
interpretation.
215.2
B4.1
B3.1
Outline in non-technical terms the
rationale underlying the instrument
and the approach adopted.
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
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.
25
Verifier’s Notes
(Assessors,
please leave this
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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text.
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text.
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
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.
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.
26
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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
TEST USER LEVEL PRACTITIONER SKILLS
Ref
LA/B
LA/B
rev
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.
The test user can:
216.1
216.2
B4.1.2
B5.2
B4.2
Demonstrate sufficient knowledge of Demonstrate sufficient knowledge of the
the instrument to provide competent instrument and skills to provide feedback in
oral feedback.
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.
Provide non-judgmental oral
Demonstrate good practice in the methodical
feedback of results to candidates.
use of the feedback interview to help confirm /
disconfirm hypotheses generated from the
pattern of individual test results.
27
Verifier’s Notes
(Assessors,
please leave this
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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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
A6.10
A12.1
216.3
A6.10
A12.1.1
216.4
A6.11
A12.1.2
216.5
A6.12
A12.1.3
216.6
A6.14
A12.1.4
216.7
B5.3
B4.3
Does the test user provide feedback
of information about results to the
candidate which:
- is in a form appropriate to
his or her understanding of
the tests and the scales
- describes the meanings of
scale names in lay terms
which are accurate and
meaningful
- 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
- clearly informs the
candidate about how the
information will be presented
(orally or in writing) and to
whom.
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.
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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.
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: Occupational, Ability – Guidance for Assessors Form - April 2015
Ref
TEST USER LEVEL PRACTITIONER SKILLS
LA/B
LA/B rev Module 5.217. Providing
Guidance: Occupational
Reference
written feedback
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
- 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
Verifier’s Notes
(Assessors,
please leave this
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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text.
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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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text.
Gives a suitable summary of the normreferencing process in language accessible to a
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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.
29
Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
217.4
A12.2.4
217.5
A12.2.5
217.6
A6.18
217.7
217.8
217.9
A12.2.6
B4.6
B5.4
- 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
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.
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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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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Test User: Occupational, Ability – Guidance for Assessors Form - April 2015
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: [email protected] Web: www.psychtesting.org.uk
Incorporated by Royal Charter. Registered Charity No 229642
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