ITC Guidelines for Translating and Adapting Tests (Second Edition)

The second edition of the International Test Commission Guidelines for Translating and Adapting Tests was prepared between 2005 and 2015 to improve upon the first edition, and to respond to advances in testing technology and practices. The 18 guidelines are organized into six categories to facilitate their use: pre-condition (3), test development (5), confirmation (4), administration (2), scoring and interpretation (2), and documentation (2). For each guideline, an explanation is provided along with suggestions for practice. A checklist is provided to improve the implementation of the guidelines.     

Design and Development of the ITC Guidelines on Computer-Based and Internet-Delivered Testing

This article describes the design and development of the International Test Commission's (ITC, this issue) Guidelines for Computer-Based and Internet-Delivered Testing. It examines some of the reasons why the ITC Council decided to invest in a program of research, consultation, and conferences designed to develop internationally agreed-on guidelines specifically aimed at computer- and Internet-based testing and describes the methodology involved in developing and disseminating the guidelines. Through a process of reviewing relevant literature and organizing conferences and wide consultations, a set of internationally recognized guidelines that highlighted good practice issues in computer/Internet testing were developed. The guidelines will raise awareness among all stakeholders in the testing process of what constitutes good practice in computer/Internet testing and can be used as a benchmark to set local standards and guidelines. Further issues are raised from the research, not least the need to ensure that with advances in technology and science comes the updating of training in tests and testing to keep up with such advances.     

International Guidelines on Computer-Based and Internet-Delivered Testing: A Practitioner's Perspective

This article sets out a practitioner's perspective on the International Test Commission (ITC) guidelines. After setting the scene and describing the testing environment in which the need for the Guidelines on Computer-Based and Internet-Delivered Testing (ITC, 2005) is established, the article goes on to identify specific issues of relevance to the international practitioner. The main contributions made by the guidelines are each addressed in the light of their perceived relevance and utility. In the process, a number of limitations are identified, and suggestions as to how these might be overcome are offered. The article concludes by welcoming the guidelines as offering a constructive and relevant baseline from which to take the testing industry forward in a time of rapid technological change.     

Guidelines Versus Practices in Cross-Lingual Assessment: A Disconcerting Disconnect

The International Test Commission's Guidelines for Translating and Adapting Tests (2010) provide important guidance on developing and evaluating tests for use across languages. These guidelines are widely applauded, but the degree to which they are followed in practice is unknown. The objective of this study was to perform a systematic review of published articles to determine whether the methodologies related to test adaptation and evaluation of cross-lingual measurement bias have improved since the initial publication of the Guidelines. Results demonstrated that although reporting reliability estimates and statistically analyzing construct equivalence improved since publication of the Guidelines, the majority of test development and validation practices in the published literature have not embraced the recommendations put forth by the International Test Commission. Overall, these findings call into question many of the inferences derived from cross-linguistic comparisons and clearly signal a need for better dissemination mechanisms of the Guidelines.     

Recommandations internationales sur les tests informatisés ou les tests distribués par Internet

In recent years, substantial and rapid developments have occurred in the provision of freestanding and computer or Internet-based testing. These developments raise a number of issues in relation to best practices of administration, security of the tests and test results as well as control over the testing process. To answer these issues, the International Test Commission Council developed guidelines specifically aimed at computer/Internet-based testing, which are internationally approved. This article presents the French adaptation of these international guidelines by the French Psychological Society.     

Testing Practices and Attitudes Toward Tests and Testing: An International Survey

On behalf of the International Test Commission and the European Federation of Psychologists' Associations a world-wide survey on the opinions of professional psychologists on testing practices was carried out. The main objective of this study was to collect data for a better understanding of the state of psychological testing worldwide. These data could guide the actions and measures taken by ITC, EFPA, and other stakeholders. A questionnaire was administered to 20,467 professional psychologists from 29 countries. Five scales were constructed relating to: concern over incorrect test use, regulations on tests and testing, internet and computerized testing, appreciation of tests, and knowledge and training relating to test use. Equivalence across countries was evaluated using the alignment method, four scales demonstrated acceptable levels of invariance. Multilevel analysis was used to determine how scores were related to age, gender, and specialization, as well as how scores varied between countries. Although the results show a high appreciation of tests in general, the appreciation of internet and computerized testing is much lower. These scales show low variability over countries, whereas differences between countries on the other reported scales are much greater. This implies the need for some overarching improvements as well as country-specific actions.     

An Investigation of Genetic Counselors’ Testing Recommendations: Pedigree Analysis and the Use of Multiplex Breast Cancer Panel Testing

Genetic testing recommendations for hereditary breast and ovarian cancer involve pedigree analysis and consultation of testing guidelines. The testing landscape for hereditary cancer syndromes is shifting as multiplex panel tests become more widely integrated into clinical practice. The purpose of the current study was to assess how genetic counselors utilize pedigrees to make recommendations for genetic testing, to determine consistency of these recommendations with National Comprehensive Cancer Network (NCCN) Guidelines and to explore current use of multiplex panel testing. Sixty-nine genetic counselors were recruited through the National Society of Genetic Counselors Cancer Special Interest Group’s Discussion Forum. Participation involved pedigree analysis and completion of an online questionnaire assessing testing recommendations and use of multiplex panel testing. Pedigree analysis and test recommendations were scored for consistency with NCCN guidelines. The average score was 12.83/15 indicating strong consistency with NCCN guidelines. Participants were more likely to consider multiplex testing when pedigrees demonstrated highly penetrant dominant inheritance but were not indicative of a particular syndrome. Participant concerns about multiplex panel testing include limited guidelines for both testing eligibility and medical management. This study demonstrates high utilization of pedigree analysis and raises new questions about its use in multiplex genetic testing.     

Déclaration de l’ITC sur l’utilisation des tests et autres instruments de mesure à des fins de recherche scientifique

This document is intended to promote the belief that test use in research should abide by legal and ethical principles as well as best practice standards and that tests should be used by competent professionals who focus attention on the rights of test-takers and other parties involved in the testing process. Issues discussed in this document highlight these considerations.     

ITC Guidelines on Quality Control in Scoring,Test Analysis,and Reporting of Test Scores

The Quality Control (QC) Guidelines are intended to increase the efficiency, precision, and accuracy of the scoring, analysis, and reporting process of testing. The QC Guidelines focus on large-scale testing operations where multiple forms of tests are created for use on set dates. However, they may also be used for a wide variety of other testing situations and assessment techniques and for almost any situation in which assessment occurs. The QC Guidelines are applicable in any form of test administration, including paper and pencil tests and the ever-increasing computerized assessments via the Internet or offline.     

Introduction to the model guidelines for preemployment integrity testing

TheModel Guidelines for Preemployment Integrity Testing Programs are described. These guidelines have implications for both test publishers and test users.Companies may request a copy of the Association of Personnel Test Publisher'sModel Guidelines for Preemployment Integrity Testing Programs by writingModel Guidelines, APTP, 655 Fifteenth Street, N.W., Suite 320, Washington, D.C. 20005.     

Ethical Concerns of Nonclinical Forensic Witnesses and Consultants

Current research suggests that nonclinical forensic psychologists[sup1] are appearing increasingly more often in the legal arena. We argue that many of the ethical dilemmas that face these psychologists differ from those encountered by clinical forensic psychologists. To test the accuracy of this assertion, 37 nonclinical forensic psychologists were surveyed to identify some of the ethical issues and dilemmas they have encountered while engaging in expert testimony or pretrial consulting. Respondents were asked also about how they have resolved these ethical issues and whether they were aware of the "Specialty Guidelines for Forensic Psychologists" (Committee on Ethical Guidelines for Forensic Psychologists, 1991). Results of the survey are discussed in terms of the need for additional regulatory guidelines or professional standards that speak directly to the ethical issues confronting nonclinical, forensic expert witnesses and consultants.     

LEGAL DEVELOPMENTS IN EMPLOYMENT TESTING: Albemarle AND BEYOND

Recent court cases have continued to support the Equal Employment Opportunity Commission's employee selection guidelines. The most unambiguous support came in Albemarle Paper Co. v. Moody , decided by the U. S. Supreme Court in 1975. The Court's 1976 opinion in Washington v. Davis set forth more relaxed statutory standards than those of the EEOC Guidelines, but subsequent lower court decisions have continued to support the EEOC Guidelines, and the new Federal Executive Agency Guidelines have not supplanted them. The EEOC Guidelines provisions upheld in Albemarle are compared with the APA Test Standards and with APA Division 14's Personnel Selection Principles, and implications for employment testing are discussed.     

Obtaining informed consent for HIV antibody testing: the decision making process

All patients referring themselves for HIV antibody testing must receive pre-test counselling and must give their informed consent before testing can proceed. All patients being referred by their doctors for HIV antibody testing must also receive pre-test counselling and must give their informed consent before testing can proceed, except in very unusual circumstances. This paper is written primarily for medical and nursing staff who are considering referring a patient for testing and it is particularly relevant to those staff working in the field of mental health. This paper draws on professional guidelines and suggests that staff use a two-part decision making process. In the first part die referrer decides whether there are substantial clinical grounds for needing the test result immediately. If there are, the referral is made for pre-test counselling and testing, for example at the local Genito-Urinary Medicine (GU) clinic. In the second part experienced AIDS counsellors try to enable the patient to decide whether or not to proceed. If the patient is not able to understand or make a decision the AIDS counsellors, in consultation with other staff, will decide whether to proceed. Whatever the decision, it should be respected by professional staff.     

Use of Educational and Psychological Tests Internationally

Les aspects internationaux du développement et de l'usage des tests sont traités ici, en particulier pour situer les articles de cette édition spéciale. On présente succinctement l'utilisation internationale des tests ainsi que l'histoire, l'impact des conditions externes et internes, les normes et les lignes directrices du développement et de l'usage des tests. On parle aussi des organisations régionales et internationales actives dans le domaine du développement et de l'usage des tests, sans oublier les initiatives de structures comme la Commission Internationale des Tests.
International aspects of test development and use are described, in part, to provide a context for other articles in this special issue. The history of test development and use, external and internal conditions that impact test development and use, test use internationally, together with standards and guidelines for test development and use are summarised. Regional and international organisations providing leadership in test development and use as well as leadership efforts by the International Test Commission and others are discussed.     

THE IMPLICATIONS OF PROFESSIONAL AND LEGAL GUIDELINES FOR COURT DECISIONS INVOLVING CRITERION-RELATED VALIDITY: A REVIEW AND ANALYSIS

Title VII court cases litigated since 1978 were reviewed to assess the implications of the latest professional and legal guidelines for court deliberations regarding the criterion-related validity of paper-and-pencil tests with adverse impact. Major topics important to an understanding of predictor, criterion, procedural, data analysis, and interpretation issues were examined. Among the major findings were the heavy reliance placed on test development procedures and the reluctance of many judges to accept recent research findings, often contained in professional guidelines, which are inconsistent with those in the Uniform Guidelines on Employee Selection Procedures (1978). Suggestions are offered throughout to guide employers who are interested in successfully conducting or defending a criterion-related validation study.     

Guidelines for education and training at the doctoral and postdoctoral levels in consulting psychology/organizational consulting psychology

The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The intent of these guidelines is to improve the quality of teaching and learning in the area of the practice of CP, especially OCP, within the scientific discipline and profession of psychology. Towards these ends, this document is intended as guidance for psychologists who teach or plan curricula for teaching CP/OCP at doctoral or postdoctoral levels of professional education and training in psychology. The guidelines are structured in the form of overarching principles, general competencies, and domain-specific competencies that are ideally obtained by persons receiving training at the doctoral or postdoctoral level in CP/OCP.     

Cognitive Tests,Constructs, and Content Validity: A commentary on Schmidt ()

This commentary discusses a number of issues that build on Schmidt's (International Journal of Selection and Assessment, 20, 1‐13 (2012)) perspective on content validity and cognitive tests. First, it elaborates on the relationship between the treatment of content validity in various professional standards and government guidelines. Second, it offers a differing perspective on the definition of ‘construct’ than that taken by Schmidt. Third, it elaborates on the settings in which content validity can and cannot be used to support the use of a given test in the cognitive ability domain.     

The International Test Commission Guidelines on the Security of Tests,Examinations, and Other Assessments

The amount and severity of security threats have increased considerably over the past two decades, calling into question the validity of assessments administered around the world. These threats have increased for a number of reasons, including the popular use of computerized and online technologies for test administration and the use of almost undetectable technologies for capturing test content and illegally sharing it instantly across borders and cultures. No assessment program, large or small, is immune to this potential damage. The International Test Commission has recognized the critical need for every organization with an important assessment program to be aware of these and be prepared to counter them. It was for this purpose that these guidelines were developed. Knowing the threats and the guidelines will lead to effective measures to protect the program and its assets, maintaining the value of the tests and assessments to the international community. The guidelines listed in this article provide recommendations on planning for better security, maintaining security during the development of tests and while they are administered, and responding well when a security breach occurs. Following these guidelines will create a significant protective barrier between those who willingly commit test fraud and the valuable assets a program has spent time and money to build.     

American college of epidemiology ethics guidelines: Foundations and dissemination

Epidemiology is a core science of public health, focusing on research related to the distribution and determinants of both positive and adverse health states and events and on application of knowledge gained to improve public health. The American College of Epidemiology (ACE) is a professional organization devoted to the professional practice of epidemiology. As part of that commitment, and in response to concerns for more explicit attention to core values and duties of epidemiologists in light of emerging issues and increased scrutiny of epidemiology, the College developed, adopted, and published a set of Ethics Guidelines. The structure of the ACE ethics guidelines is in four parts: (1) a brief statement of core values and duties of epidemiologists, coupled with the virtues important to professional practice; (2) concise statements of key duties and obligations; (3) exposition of the duties and obligations with more applications; and (4) a brief summary and conclusion. The Guidelines have been published on the ACE website and in the official College journal Annals of Epidemiology. The guidelines contain (and maintain) core elements that define the discipline of epidemiology and its fundamental duties, but they are also intended to be dynamic and evolving, responsive to a changing professional and social environment. An earlier version of this paper was presented at the AAAS-Office of Research Integrity (ORI) meeting in Washington DC on the theme: “The Role and Activities of Scientific Societies in Promoting Research Integrity” held on April 10–11, 2000. Affiliations of co-authors: Douglas L. Weed, MD, MPH, PhD is Director of the Cancer Prevention Fellowship Program, Office of Preventive Oncology, National Cancer Institute; Jeffrey P. Kahn, PhD, MPH, is Professor of Medicine and Director of the Center for Bioethics, UMN Twin Cities, Minneapolis; Michael A. Stoto, PhD, is Associate Director for Public Health, RAND Center for Domestic and International Health Security, Arlington, VA.