Welcome to Unit 2 Ethics in Testing

Welcome to Unit 2

Ethics in Testing

EDS 596

Assessment Techniques in Counseling

Obligatory Warning

• This presentation contains graphic portrayals of ethical behavior. Viewer discretion is advised.

• No animals were harmed during the production of this presentation.

Learning Objectives: by the end of the presentation you should be able to:

•Define the phrase “Code of Ethics”

•Identify the purpose of a code of ethics.

•Determine if the actions taken by an individual were consistent with ethical practices in testing…..

Learning Objectives: by the end of the presentation you should be able to:

•Define the phrase “Code of Ethics”

•Identify the purpose of a code of ethics.

•Determine if the actions taken by an individual were consistent with ethical practices in testing…..

A short

lessonin

history

CODE OF ETHICS:

definition

A code of ethics is a mutually adopted statement of expected professional conduct.

CODE OF ETHICS:

definition


Fall of Rome

CODE OF ETHICS:

definition


Irish Monks

CODE OF ETHICS:

definition


Craft

Guilds

CODE OF ETHICS:

definition


CODE OF ETHICS:

Purpose

A code of ethics has only one purpose:

To protect those whom you serve.

Those who come to you expecting to be treated with dignity, respect, skill and compassion.

Ethics in Testing

The following material was extracted from the Code of Ethics of the American

Counseling Association and the Turkish Psychological Counseling Association.

• The member must provide specific orientation or information to the examinee(s) prior to and following the test administration so that the results may be placed in proper perspective with other factors…..

Essentials of Testing Ethics

Informed consent

a. Counselors inform clients about test, the purpose of testing, and how it will be used. They recognize the effects of age, culture, disability, gender, ethnic group, religion and SES on test interpretation.

Essentials of Testing Ethics Informed consent

•The member must select the most valid, reliable, and appropriate test for a given situation.


Competence

b. Counselors carefully consider the validity, reliability, and appropriateness of instruments when selecting test for use in a given situation. (TPCA)


Competence

•When making statements to the public about tests, the member must give accurate information and avoid false or misleading claims, particularly with regard to such terms as IQ or grade equivalent scores.


Competence

c. Counselors are careful to give correct information about tests and their results to clients and public.


Competence

•The member must realize that different tests demand different levels of competence for administration, scoring and interpretation. The member must utilize only those instruments for which he or she is qualified.


Limits of Competence

d. If a counselor uses different instruments they prepare themselves about these instruments’ administration, scoring and interpretation.


Limits of Competence

•In situations utilizing computerized assessment, the member must insure that the computer hardware and software are functioning properly…..


Competence

n. Counselors are responsible for ensuring that administration programs function properly to provide clients with accurate results when a computer is used for test administration.


Competence

•Tests must be administered precisely according to standardization procedures. Deviations from standardized procedures must be reported…..


Invalidation of testing

e. During administration of a standardized instrument, counselor needs to provide appropriate conditions.



•The member must insure proper and appropriate test security for all test materials at all times…..



g. Counselors need to provide test security.



•The purpose of testing and the explicit use of the results must be made known to an examinee prior to testing…..


Informed consent

a. Counselors inform clients about test, the purpose of testing, and how it will be used. They recognize the effects of age, culture, disability, gender, ethnic group, religion and SES on test interpretation.


Informed consent

•The client’s welfare and explicit prior understanding must be the criteria for determining the recipients of test results.


Privacy

i. Interpretation is made according to client’s situation or needs.


Privacy

•Any member responsible for making decisions based upon test data must be competent in and have understanding of educational and psychological measurement, validation criteria, and test research……


Competence

j. If a counselor needs to make a decision after test, s/he has to have sufficient knowledge and understanding about psychometrics.


Competence

•The member must exercise caution in interpreting the results of experimental or research instruments lacking sufficient technical support….


Competence

k. If an instrument does not have enough psychometric information then counselors have to be more careful with its use and interpretation.


Competence

•The member must use extreme caution in evaluating the performance of minority group members not fully represented in normative samples….


Competence

•When computer based test interpretations are developed the member must insure the validity of such interpretations is established prior to distribution….


Competence

•The member must realize that test results become obsolete and avoid or prevent the use of obsolete test results…..


Competence

l. Counselors do not utilize old test results in making decisions.


Competence

•The member must guard against the appropriation, reproduction, or modification of published tests or parts thereof without the permission of the author…..


m. Counselors do not appropriate, reproduce, or modify published tests or parts thereof without acknowledgment and permission from publisher.


•Treat your client (student) with respect and do no harm. Don’t lie, cheat, or steal….respect privacy…if you borrow something…return it….better than you got it.

There are three foundation stones upon which ethical behavior in

testing is built. #1 is

•Don’t invalidate the test. Test security, test standardization, don’t do anything that makes the test result useless.



•Get and stay competent. Know what you’re doing….stay within the boundaries of your training and competence!



• A school counselor routinely requires all clients to complete a symptom checklist before she will conduct an intake interview with them.

Do you think the following is ethical or unethical….and why?

• A colleague has noticed that one of your clients is a former student and she asks you to discuss the student’s recent test performance. Your colleague appears to be sincerely concerned about her former student. You agree.


•You decide to give every client who comes for counseling a short personality survey so that you can have enough subjects for your dissertation.


•After beginning a paper and pencil, group administered test of intelligence some of your students complain that they are having difficulty understanding the questions. You agree to read the questions but to not offer any other help.


•In the evening you discuss the test performance of three of your more troublesome clients with your spouse or significant other (SO).


The End

EDS 596

Measurement Techniques in Counseling

Welcome to Unit 2 Ethics in Testing

Documents

Transcript of Welcome to Unit 2 Ethics in Testing