Test User Levels

1. Test User Levels Implications for Practice

2. Who are Level C assessors? • The term ‘Level C assessor appears specific to NZ • My attention was first drawn to Level C assessors in literature for NZQA, when they were discussing assessments for SAC assessments • Level C assessors purchase their tests in New Zealand from NZCER

3. A Bit of History • SPELD assessors in the 1990’s were using WISC III assessments • Over time this changed to Stanford Binet • More recently they have been utilising the Woodcock Johnson III • Most SPELD assessors are now Level C assessors as opposed to Registered Psychologists

4. A Bit of History cont. • Level C assessors also conduct assessments to enable students to enter the ‘One Day School’ • Level C assessors are widely utilised in completing assessments for NZQA • There are RTLB who are Level C assessors

5. Why do we need Level C assessors? • There are not sufficient registered psychologists working in the field, especially in smaller cities and rural areas, to complete the assessments required • If Level C assessors were not completing the assessments there would be difficulty in some students accessing SAC, SPELD or the Gifted Education programmes

6. What are NZCER’s test user qualifications? • A minimum requirement for Level C registration with NZCER is to have completed third year psychology papers in psychometric theory and personality theory, in conjunction with a relevant degree in the field in which the assessor is going to practice. These papers need to be full papers on the topic rather than partial coverage as part of another topic.

7. What are NZCER’s test user qualifications? (2) • NZCER provides a list of papers as a guide as to who is able to qualify as ‘Level C’ • Registration is granted on an individual basis and is dependent upon academic qualifications and experience • Completion of the papers contained in the list does not guarantee that registration will be granted

8. What are NZCER’s test user qualifications? (3) Tertiary Institution Psychometric Theory Personality Theory Open Polytechnic of NZ 73325 Psychological 73326 Personality and Assessment Individual Differences Massey University 175.306 Assessment of 175.302 Abnormal and Individual Differences Therapeutic Psychology Massey University (Ed Psych) 256.754 Assessment in 249.744 Understanding Educational Psychology Learners with (Postgraduate) Behaviour Difficulties (Postgraduate) Waikato University PSYC337 Psychological PSYC338 Abnormal Measurement Psychology University of Auckland PSYCH747 Psychological PSYCH207 Theories of Assessment (Postgraduate) Personality and Development University of Canterbury PSYC642 Psychometric PSYC335 Abnormal Assessment Methods Psychology

9. What happens with other test distributors? • The following slides explore what a range of overseas cognitive test publishers expect • Riverside Publishing • Psychological Assessments (AU) • Pearson Psychcorp (AU) • Psychcorp Pearson (USA)

10. Riverside PublishingRegistration Level ‘High’ • Master’s degree and/or doctorate in education, psychology, or related field • Graduate level course in one or more of the following to include ethical administration, scoring, and interpretation: • Intelligence/cognitive assessment • Neuropsychology Assessment • Or, Licensure or Certification to practice in your state in a field related to the purchase (School Psychologist, Clinical Psychologist, etc).

11. Riverside Publishing -Information Specific to WJIII COG • The examiner qualifications for the WJ III COG have been informed by the joint Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME], 1999).

12. Riverside Publishing -Information Specific to WJIII COG (2) • Any person administering the WJ III COG needs thorough knowledge of the exact administration and scoring procedures and an understanding of the importance of adhering to these standardised procedures.

13. Riverside Publishing -Information Specific to WJIII COG (3) • Competent interpretation of the WJ III COG requires a higher degree of knowledge and experience than is required for administering and scoring the test • Graduate-level training in cognitive ability assessment and a background in diagnostic decision-making are requisite • Only trained and knowledgeable professionals who are sensitive to the conditions that may compromise, or even invalidate, standardised test results should make interpretations and decisions.

14. Riverside Publishing -Information Specific to WJIII COG (4) • The level of formal education necessary to interpret the WJ III COG is typically documented by successful completion of an applicable graduate-level program of study that includes, at a minimum, a practicum-type course covering administration and interpretation of tests of cognitive abilities

15. Riverside Publishing -Information Specific to WJIII COG (5) • In addition, many qualified examiners possess state, provincial, or professional certification, registration, or licensure in a field or profession that includes, as part of its formal training and code of ethics, the responsibility for rendering cognitive ability, learning disability, or information processing assessment and interpretation services

16. Riverside Publishing -Information Specific to SB5 • Many of the most important ethical considerations include user qualifications and recognising professional limitations • The American Psychological Association (Turner et al., 2001), in cooperation with national and international professional associations, has adopted Guidelines on Test User Qualifications (APA, 2000). • A brief summary of the guidelines follows.

17. Riverside Publishing -Information Specific to SB5 (2) • The phrase ‘test user qualifications’ refers to ‘the combination of knowledge, skills, abilities, training, experience, and, where appropriate, practice credentials that the APA (2000) considers desirable for the responsible use of psychological tests’

18. Riverside Publishing -Information Specific to SB5 (3) • Test users can include at least two broad groups: (1) individuals with sufficient training to administer and score psychological tests accurately and reliably with supervision, and (2) individuals who interpret and report results of psychological tests. • The latter group should have a greater level of training and supervised experience.

19. Psychological Assessments Australia – ‘Level A’ • To qualify at this level, assessors must be Registered Psychologists with post-graduate training in Psychology. • Registered Psychologists without post-graduate training can qualify if they produce evidence of attendance at suitable training programmes in specific test administration and interpretation.  

20. Pearson Psychcorp (AU)‘Level C’ • Registered Psychologist

21. Psychcorp Pearson USA‘Qual C’ • Tests with a C qualification require a high level of expertise in test interpretation, and can be purchased by individuals with: • Licensure or certification to practice in their state in a field related to the purchase. • A doctorate degree in psychology, education, or closely related field with formal training in the ethical administration, scoring, and interpretation of clinical assessments related to the intended use of the assessment.

22. Problem Identification • Understanding of the wider community about the tests, their purpose and the cost of assessments • Understanding of the wider community about the term psychologist • Interpretation of assessments • Recognition when there are wider needs to be addressed

23. Some practical examples • Student in rural South Auckland – dyslexic or just slow? • Student in another rural South Auckland area – reassessment for SAC • Student assessed for Gifted Education – can you do an assessment and report that will be useful to the school? • RTLB seeking supervision

24. So what can we do about this?

25. So what can we do about this? • Need to a advertise in the wider community what it is that a psychologist can offer that a level C assessor may not • Need to be more rigorous in assessing the training/qualfication backgrounds of people who wish to register as ‘Level C’ assessors • Need for Level C assessors to have access to regular supervision, in the same way that psychologists do

26. So what can we do about this? • Need for Level C assessors to be able to make their assessment reports more accessible to schools and families • Need for Level C assessors to be able to refer on for further assessment when this is indicated (e.g. where there may be mental health issues, intellectual disability etc.)