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Unit 5: Testing and Assessment in Psychology - Coggle Diagram
Unit 5: Testing and Assessment in Psychology
Professional Ethics
Ethics: commonly endorsed values and basis for ethics codes.
Three major sources of ethics codes in the U.S.
Standards for Education and Psychological Testing (AERA, APA, NCME, 1999)
Guidelines for Computer-Based Tests and Interpretations (APA, 1986)
APA Ethical Principles of Psychologists and Code of Conduct (APA, 2010)
Standards for Education and Psychological Testing
Developed to address professional and technical issues in test development and use.
Organized into three sections
Test Construction, Evaluation, and Documentation
Fairness in Testing
Testing Applications
Updated in 1999 to reflect changes in law, diversity, and new testing methods.
Guidelines for Computer-Based Tests and Interpretations
Addressed the rise of CBT and lack of regulation.
Aimed at both test developers and users to ensure quality and proper use.
International guidelines (2005) focus on technological issues, quality, control, and security in CBT.
APA Ethical Standards on Assessments
Bases of Assessments (9.01)
Grounded in scientific and professional knowledge
Ensures public trust and minimizes harm
Scientific and Professional Bases (9.01a-b)
Recommendations and conclusions based on validated and reliable techniques
Sensitive to cultural and linguistic characteristics
Limitations of Assessment Results (9.01b-c)
Limit conclusions when reliability and validity are compromised
Clearly document limitations
Informed Consent in Assessments (9.03a)
Explain nature and purpose, fees, third-party involvement, and confidentiality limits
Consent required except in specific situations (e.g., legal mandates)
Confidentiality and Release of Information (4.05)
Confidentiality maintained unless disclosure is legally mandated or necessary for protection
Specific guidelines for HIPAA and FERPA compliance
Language and Use of Interpretation Services (9.03b-c)
Consent and information provided in the examinee's language
Ensure interpreter competency and confidentiality
Release of Test Data (9.04a-b)
Examinees' right to access test data
Document rationale for withholding data if misuse is likely
Legal considerations for court-ordered releases
Test Construction (9.05)
Incorporate psychometric procedures
Ensure standardization, validity, and reliability
Clear guidelines for scoring and use
Assessment by Unqualified People (9.07)
Only qualified individuals should administer tests
Prevent misdiagnosis and psychological harm
Obsolete Tests and Outdated Test Results (9.08a-b)
Avoid using outdated data or obsolete tests
Explain limitations if outdated information is used
Maintaining Test Security (9.11)
Secure storage of test materials
Comply with copyright laws and protect test validity
Ethical Issues in Psychological Assessment
Client Complexity
Multiple stakeholders (e.g., person evaluated, parents, schools, employers)
Varying rights and expectations
Conflicts of Interest
Competing pressures (e.g., parents vs. school, defendants vs. legal counsel)
Maintain integrity and scientific rigor
Clarify Roles and Obligations
Define and communicate roles
Ensure transparency and unbiased assessments
Informed Consent
Ensure clients understand evaluation process, goals, and costs
Written consent recommended, especially in forensic contexts
Test User Competence
Psychologists must be competent in test administration and interpretation
Psychologists must be competent in test administration and interpretation
Clarifying Evaluation Goals
Psychologists should engage in an interactive process to refine evaluation goals based on assessment science and limitations of technique
Ensure realistic expectations, especially when referrals come from non-psychologists
Selection of Instruments
Base evaluations on techniques with sound psychometric properties and understanding of their limitations
Consider floor and ceiling effects, and choose appropriate measures accordingly
Adequacy of Instruments
Develop, administer, and interpret assessments using evidence-based methods
Justify the appropriateness of assessment techniques and document any adaptations made
Multicultural Considerations
Use assessment instruments with established validity and reliability for diverse populations
Be cautious with interpretations and adaptations, and consider linguistic and cultural factors
Language Barriers
Ensure interpreters are adequately trained and obtain client consent
Discuss limitations of using interpreters and nonverbal assessment methods
Bases for Assessment
Provide opinions only after conducting adequate examinations
Document efforts made in obtaining data, especially in situations where individual examinations are impractical