Standardized Test Administration

Abstract

The 1999 Standards for Educational and Psychological Testing adopted by AERA, APA, and NCME requires examiners to make reasonable accommodations for individuals with disabilities when administering psychological tests to such persons. Changes in test administration may be required, but the Standards also require the examiner to provide evidence associated with the validity of test score interpretation in the face of such changes in administration. Departures from standard procedures during test administration may change the meaning of test scores, because scores based on norms derived from standardized procedures may not be appropriate; error terms and rates may also be affected. Several United States Supreme Court decisions also discuss the concept of error and reliability of data as relevant to the admissibility of expert testimony. There is a significant body of literature, but one scattered among many venues and journals, addressing modifications of standardized procedures and their effects on test performance. This paper reviews this extensive literature on the effects of various forms of departure from standardized procedures on test performance and such test score variables as reliability, all areas relevant to neuropsychological practice.

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