As per the American Psychological Association Ethical Principles and Code of Conduct (2010), psychologists must work to benefit others, safeguard the rights and welfare of others, establish trusting relationships, maintain professionalism, comply with ethical practices, promote honesty, correct any wrongdoings, positively contribute to the field, and treat others with respect and dignity. It is also the responsibility of the psychologist to provide proper training and supervision of their test administrators in order to refrain from misuse of any given test. Proper training includes a master’s degree at an accredited University and classroom experience in test development, standardization, statistics, administration, scoring and interpretation …show more content…
of testing measures, factors that affect test bias, and supervision by a psychologist. Without this training, administration, scoring, and interpretation of testing has an increased chance of errors which greatly impacts the validity of the test for that individual. This leads to potential misclassification and detrimental outcomes for a client (Hall et all, 2005). It is imperative for the testing professional to uphold ethical standards and principles by being educated and knowledgeable in the test administration, offer accommodations to individuals with special needs, have a clear understanding of the client’s needs and use testing batteries accordingly, adequately inform the client of said testing and obtain informed consent.
In addition, the testing professional must protect the privacy of the client, be aware of potential scoring errors, misinterpretations of results, and provide a report of the results to the client in a timely fashion (AERA, APA, & NCME, 2014). Without this, professionals run the risk of test biases and issues with test …show more content…
fairness. Academic achievement and aptitude tests show a trend regarding Asian American students scoring higher than Caucasian Students, who in turn shore higher than Hispanic and African American students. When scores for these groups show this common trend, does that mean the tests are biased? It is possible that it is measuring what it intends to measure and shows a real difference between groups. When a test is showing differential predictive validity, it is showing a bias in predicting outcomes for certain groups; ie. accurate prediction for one group and inaccurate for another (Warne et all, 2014). It is procedurally imperative, and decreases the bias of a testing measure, when the test administrator mirrors the standardization of test in use. If the standardization was completed by masters-level administrators, then the administrator should be at least masters-level (Hall et all, 2005). The issue with this, however, is when it comes to race and ethnic groups. African Americans comprise about 13% of the population in the United States. Most tests were standardized with a population of primarily Caucasian, European American subjects. Tests like the Beck Depression Inventory did not adequately study minority populations at standardization which only increases the possibility of test bias (Sashidharan, Pawlow, & Pettibone, 2012). The Beck Depression Inventory, second edition (BDI-II) showed excellent test-retest and split-half reliability, criterion and construct validity in the standardization of the test, but minorities were not adequately represented in the sample.
A study by Sashidharan, Pawlow, & Pettibone (2012) aimed to investigate the test with relation to African American undergraduate students. The study also noted that the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was lacking in African American men for the standardization sample. The researchers sampled 278 students (70 were men – 35 Caucasian and 35 African American and 208 were women - 104 were Caucasian and 104 were African American). The sample completed the BDI-II and the Center for Epidemiologic Studies Depression Scale (CES-D). The results showed that the relationship between scores on the BDI-II and the CES-D were similar across race. The results showed that the BDI-II proved to be a valid measure of depression in African American college students. Test bias was not found in this study for this testing measure, even though the standardization sample was not representative of minorities in the U.S. This might not be the case for standardized educational
testing. About 75% of high schools require a standardized test to graduate. The highest number of schools who require this type of testing are mostly in the Southern and Western states. These states have higher minority populations, therefore close to 76% of minority students will have to pass an exit exam, as compared to 58% of non-minority students. There are several concerns that have been raised regarding test biases for minority populations because only around 1/5 of high schools are representative to the national distribution of minority groups. Studies have shown that lower income areas are predominately students of minority status, and the resources to prepare students for academic testing is just not provided. In addition, lack of motivation and effort affect the validity of standardized testing in these areas. Minority groups, on average score lower than non-minority groups in standardized school testing causing one to question validity with testing this population (Balfanz, 2009). The solution would be to find a more authentic assessment to “test” students, but due to the weakness in this type of assessment (time, training resources), a limited number schools are jumping on that bandwagon. There are several APA standards that if adhered to, will help professionals to reduce test bias and maintain ethical values. Several APA principles address test bias and fairness, the first being psychologists not engaging in discrimination based on gender, age, race, culture, religion, ethnicity, sexual orientation, disability, or socioeconomic status. Acknowledging one own bias prior to administering testing material will aid in the psychologists’ ability to be more objective. Another principle that pertains to test bias is ensuring valid and reliable assessments are being used; they have been established though standardization and limitations will be lessened. In addition, interpretation of test results must take into consideration more than just the automated interpretation. Abilities, characteristics, situation of the client, cultural differences and primary language must be taken into account to reduce test bias (APA, 2010). With an increase and enhancement in technology, comes greater ability and greater responsibility for psychologists. Technology is now used to administer (online), score (automatic), and interpret tests. While this can free up time for the psychologist, it is important for the psychologist to remain engaged in the process. There are many strengths of technology for a psychologist. One, is that newer technology, such as The Virtual Trainer, allows graduate students to simulate administration of standardized tests to virtual subjects allowing for practice and feedback. It records every action of the administrator, therefore allowing tracking of errors, as well as correct responses (Coffen, 2013). Enhanced technology also allows for greater transparency on behalf of the psychologist and client with increased social media. On the other hand, it could open the door to allow the client a greater opportunity to “friend” their psychologist and see unwanted self-disclosures. This leads into another issue, website advertising. While it may be convenient to advertise on social media and for psychologists to manage websites promoting their practice practice, it could come with complications. Accurately representing ones’ work is imperative and decreases the likelihood of misinterpretation of information on the internet. Another concern is the issue of online storage of information. With technology ever changing and frequently increasing in it’s capabilities, the need for updating electronic storage is ongoing. Although the convenience of having all files in one area, at your fingertips, outweighs the inconvenience of updating. This could, however, create difficulty in the long run if old files are needed, and only saved on the old technology. It is imperative for psychologists to be informed consumers to know the strengths and limitations of any technology tool and abide by APA principles in this area (Nicholson, 2011). Psychologists must abide by the APA Ethical Principles and Code of Conduct (2010) in relation to technology. These principles include standards on test interpretation, test security, and client confidentiality. With more and more tests converted to computer administration comes computer-generated scoring/interpretation. Psychologists are responsible for verifying these interpretations, validating the scoring with additional information gathered, and reviewing norms for the test. Test security is also very important, not only for maintaining confidentiality for client test results, but also the test materials. Neither of these should be available to the general public or given to unqualified test administrators. Client confidentiality is paramount and ensures ethical practice and avoidance of any HIPPA violations. Psychologists must be aware of these principles and incorporate supports that help them adhere to these codes. Conclusion In conclusion, a psychologist must stay abreast of ethical codes and principles of conduct in order to limit errors, test bias, and pitfalls of newer technology. It is of paramount importance that only qualified and trained test administrators have access and administer tests. Not only is there a greater chance of unqualified test administrators to create errors in testing and test bias, but also seasoned psychologists could fall into the pitfalls of deviating from test procedures and standardization. Without continuously examining and engaging in ethical codes and principals, technology could only further hinder psychologists. On the contrary, technology has the ability to aid a psychologist who has clear steps to maintaining success in this area.
The messaging in both the Canadian Health Information Management Association (CHIMA) and Canada’s Health Informatics Association (COACH) Code of Ethics are very similar. They both discuss prioritizing privacy and security, set an expectation of maintaining a professional and collegial work ethic, encourage the continuing of education and building of one's knowledge base and both refer to a focus on the awareness of future developments/advancements within the industry. My initial preference was the CHIMA Code of Ethics as I preferred the phrasing and third person approach, however, upon further review I noticed that CHIMA’s used the word ‘strive’ instead of COACH’s approach of ‘I will’. This to me seems to have less impact then the COACH counterpart.
Which of the six principles in the AICPA Code of Conduct is most related to Article 1.5 of the California Accountancy Act? Explain your conclusion.
The main points of provision five of the ANA code of ethics are as follows: section 5.1, which is moral self-respect, suggests that nurses must care for themselves as much as they care for their patients. Nurses must do their best to maintain professional respect to themselves in regards of their competence and moral character. Section 5.2, which is professional growth and maintenance of competence, suggests that nurses must continue to self and peer evaluate themselves throughout their careers. Nurses must continue to learn current, up to date nursing practices through self, peer, and higher education. Section 5.3, which is wholeness of character, suggests that nurses must develop and take into consideration their own moral perspectives when practicing in their careers. Nurses are encouraged to express their moral viewpoint when it is helpful to the recovery of their patients, but must never express moral beliefs based on social stigmas that could negatively affect patient outcomes.
The first ethical principle is informed consent. This investigation valued informed consent by debriefing the process the participants were going to go through before the testing began, secured with a consent form that included the details of the investigation was signed by the participants. The participants had the option to participate which meant no consequence would apply if they did not participate; this is the second principle of voluntary participation. The participants were also given the freedom to withdraw from the testing at any time, for any reason. This is the third principle of the right to withdraw. This principle enables the participant to be aware that if they are not comfortable at any point of the testing, then they can withdraw from the
The accounting system misallocated motors from the asset manufacturing equipment to inventory. There are issues of honesty, responsibility, and professional ethics.
Since it was designed as a self-report tool that assesses a broad scope of clinical conditions, its reliability and validity can be considered as strong. In its 478 items, the MMPI-A covers the 10 original scales of MPPI, six validity scales, PSY-5 scales, and 15 content component scales. Then there are also three social introversion sub-scales, the 31 Harris Lingoes sub-scales and six supplementary scales. More importantly, studies of the MMPI-A have shown high test and retest consistency through which reliability and validity can be guaranteed (Gass & Odland, 2012). With the exception of the MF scale that is part of the four factor model, the remaining three which are General Maladjustment, Social Introversion and Over-Control, relevantly address the behavioral problems exhibited by Jane. Hence, it is imperative that the racial disparity of the MF scale be considered from a cultural perspective because studies have shown that there is a tendency of non-Whites scoring higher than other races (Gass & Odland, 2014). Ideally, the variations in cultural values must be considered when applying the test on Whites and non-Whites since the differences reflect socio-economic factors rather than racial
The NAEYC Code of Ethical Conduct was developed to uphold the application of core values, ideals, and principles to assist teachers’ decision-making about ethical issues. The Core Values of the NAEYC Code of Ethical Conduct is based on the foundation of the field's commitment to young children. It is noteworthy that all seven of the Code's Core Values directly address our commitment to children:
Abortion has been a political, social, and personal topic for many years now. The woman’s right to choose has become a law that is still debated, argued and fought over, even though it has been passed. This paper will examine a specific example where abortion is encouraged, identify the Christian world views beliefs and resolution as well as the consequences of such, and compare them with another option.
According to research, African American women face tougher hardships when dealing with depression. This is a research proposal examining how African American females rate their levels of depression. The National Institute of Mental Health defined depression as “a mental illness when someone experiences sadness and a lack of interest in everyday social activities.” The DBSA (Depression and Bipolar Support Alliance) stated that at least 14.8 million American adults, or about 6.7 percent of the U.S. population age 18 and older, suffer from some form of depression. Depression is sometimes used to describe those that are sad from time to time with or without “valid” explanation as well as those who often feel lonely or neglected. No matter what
Ethics or rather morals entail mechanisms that defend, systematize as well as recommend conceptions of right or wrong. Many organizations develop ethical codes to ensure employees and employers understand the difference in doing good or bad. In that respect, ethics are an essential aspect of successfully running of any organization or government. Ethics ensure employee’s productivity levels are up to the required standards. It also assists them to know their rights and responsibilities. Additionally, employers, as well as any persons in management, are guided by them to ensure they provide transparent leadership. Ethics also defines how customers should be handled. Ethical codes govern the relationship between customers and an
Kaslow, N. J., Grus, C. L., Campbell, L. F., Fouad, N. A., Hatcher, R. L., & Rodolfa, E. R. (2009). Competency Assessment Toolkit for professional psychology. Training and Education in Professional Psychology, 3(4, Suppl), S27-S45. doi:10.1037/a0015833
The 1999 Standards defines ‘customary responsibilities’ for professional test developers, publishers, sponsors, and users in the evaluation of tests, testing practices and effects of test use (AERA, APA & NCME, 1999, p. 73). It contains a section on fairness in testing and test use. While recognizing the existence of many other alternatives but equally legitimate perspectives on fairness, it approves three prevalent characterizations of test fairness in the field of educational and psychological testing: fairness as lack of bias, fairness as equitable treatment of all examinees in the testing process, and fairness as equity in opportunity to learn the materials covered in an achievement test.
There may be other principles which are not special cases of these, e.g. respecting life.
A test can be defined as a procedure intended to establish the quality, performance, or reliability of something, especially before it is taken into widespread use. As a society, people are tested at every stage in life whether it be a written or a practical exam. Since our first year in an educational institution, we are tested at least once a week for every subject we study. We continue these vital practices of testing all the way through schooling into lifetime careers. Testing is a way for the teacher or other higher position to assess the level of skill and mastery one has over a given material. This task is important to determine if the person is qualified for the next step or a next career. Arguably, the most important careers require
The exam is to make sure that the new recruits are trustworthy and mentally stable or sane. These exams are also taken to prevent a...