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Observation of Assessments

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Observation of Standardized Assessments

 

Standardized assessment protocols describe a set of procedures to, among other goals, ensure that a standardized assessment is conducted uniformly with all examinees and to reduce or eliminate distractions and potential influences on their performance (Joint Committee of the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education (2014).
 
The American Association on Intellectual and Developmental Disabilities (AAIDD), the American Psychological Association’s (APA) Committee on Psychological Tests and Assessment (2022), and the National Center on Education Statistics (2013) are united in their judgement that standardized procedures are fundamental to conduct valid, reliable standardized assessments. There is an ample body of research evidence that the presence of observers (including being recorded) shapes and influences behaviors (social facilitation, social conformity, candor) and can affect emotional states (anxiety, stress, arousal) and performance (accuracy, speed, focus).
 
AAIDD does not support the presence of observers* in a standardized assessment as their presence may contribute to results that are not accurate, valid, or reliable; in particular as (a) assessments performed under surveillance are typically inconsistent with assessment tools’ standardization protocols and (b) assessments performed under observation (including being recorded, which are perceived by examinees to be available for observation) may influence an examinee’s stress,  anxiety, focus, candor, or performance.
 
AAIDD will not entertain requests to observe assessments it publishes because it is impossible to guarantee that the presence of observers would not cause the assessment procedure to be non-standardized; distract the assessor or examinee; influence the examinee’s emotional regulation, focus, candor, or performance; or call into question the accuracy, validity, or reliability of the  assessment results.

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*With the notable exception of assessments conducted as part of a recognized training program, in which observation is an essential element of professional training for conducting assessments and appropriate steps are taken and ethical standards upheld to protect the examinee's rights and well-being.

References
 
American Psychological Association Committee on Psychological Tests and Assessment. (2022). Statement on third-party observers in psychological testing and assessment: An updated framework for decision making. American Psychological Association. https://www.apa.org/science/programs/testing/third-party-observers.pdf
 
Joint Committee of the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association.  https://www.testingstandards.net/uploads/7/6/6/4/76643089/standards_2014edition.pdf
 
National Center for Education Statistics. (2013). Testing integrity symposium: Issues and recommendations for best practice. U.S. Department of Education. https://nces.ed.gov/pubs2013/2013454.pdf
 

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