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ERIC Number: EJ718249
Record Type: Journal
Publication Date: 2005-Mar
Pages: 4
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0731-1745
Code of Fair Testing Practices in Education (Revised)
Educational Measurement: Issues and Practice, v24 n1 p23-26 Mar 2005
A note from the Working Group of the Joint Committee on Testing Practices: The "Code of Fair Testing Practices in Education (Code)" prepared by the Joint Committee on Testing Practices (JCTP) has just been revised for the first time since its initial introduction in 1988. The revision of the Code was inspired primarily by the revision of the "Standards for Educational and Psychological Testing" (AERA, APA, NCME, 1999) and recent changes in testing practices in a variety of professions. The revised Code (JCTP, 2004) has been endorsed by all seven member associations of the Joint Committee, which includes representatives of the National Council on Measurement in Education, as well as the American Counseling Association, American Educational Research Association, American Psychological Association, American Speech-Language-Hearing Association, National Association of School Psychologists, and National Association of Test Directors. The mission of the JCTP is to provide "a means by which professional organizations and test publishers can work together to improve the use of tests in assessment and appraisal." The revised Code is likely to continue having a major impact on the development and use of testing and assessment in education. It is presented in this issue of "Educational Measurement: Issues and Practice" and may be reproduced in whole or in part without fees or permission, provided that any reproduction includes appropriate citation. Additional information about the Code may be obtained from: Joint Committee on Testing Practices, Science Directorate, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A