Assessment Chapter 3 – Social, Legal, and Ethical Implications of Test

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Lesson 6: Criticisms of Testing and Ethical and Unethical Testing
Learning 1 Practices

At the end of this lesson, students should be able to:

 evaluate situations which show allegations against the use of testing;
Objectives and
 distinguish ethical and unethical testing practices.

This chapter reviews the social, legal, and ethical implications of tests.
In spite of the advantages of testing, still some quarters hurl some
Introduction serious allegations against its use. In this chapter, you will learn about the
different criticism in testing, ethical and unethical testing practices that will be
beneficial in your future work.

Criticisms of Testing
Invasion of Privacy. Whether tests represent an invasion of privacy or
not depends in part on how they are used. For sure, there is no invasion of
Discussion privacy if the subjects were told how the test results will be used and if the
subjects volunteered. When children are involved, the invasion of privacy is
somewhat more complex. Legally, the school’s function is to act as parents,
while the child is at school. In such cases, teachers, as parent substitutes, can
require the students to take tests where the objectives are agreed upon by the
school board. On test administrator rest the responsibility of constructing and
using the test prudently. Anastasi and Urbina (1997) offer of some factors to
consider to observe the right to privacy:

1. Purpose of Testing
2. Relevance of Information
3. Informed Consent
4. Confidentiality

Chase (1976) derived the following implications for teaching from the
1974 Family Educational Rights and Privacy Act (Buckley Amendment):
1. Teachers cannot post the grade of the students.
2. Teachers cannot display the works of their students as an example of
poor or excellent work
3. Teachers are not allowed to let the students grade or correct any other
student’s paper
4. Teachers cannot ask students to raise their hands to determine if they
answered correctly or incorrectly to any item.
5. Teacher cannot distribute test papers in a manner that will permit other
students to observe the scores of others.

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 6. Teachers cannot assume that letter of recommendations requested by
students will be kept confidential.

Creation of Anxiety and Interference in Learning. Although a common

criticism of testing, this is not true in all cases. Feldhusen’s (1964) study, for
instance, revealed that 80% of his respondents stated that tests helped them
learn more. Another study by Fiske (1967) corroborates the findings of
Feldhusen. Rudman (1977) found that teachers and administrators favour
giving out tests, especially achievement tests. How tests affect student was
studied by Kirkland (1971). In his study, the following conclusions regarding
tests were reached based on the relationship between anxiety and learning;
1. A mild degree of anxiety usually facilitates learning, whereas a higher
level of anxiety hinders learning in most cases.
2. The less able student incurs a higher level of anxiety from testing than
capable ones.
3. Being familiar with the type of test to be administered reduces anxiety.
4. Highly anxious students do better than less anxious ones on measuring
rote recall. They perform less well, however, on tests requiring
flexibility in thought.
5. Test anxiety increases with grade levels.
6. Although there appears to be no relationship between sex and anxiety
among elementary school children, junior high school girls indicate that
they experience more anxiety than boys at comparable levels.
Anxiety in testing can be demonstrated in nail biting, pencil tapping, or
squirming. The following suggestions may help motivate students prepare for
and take examinations without creating unnecessary anxiety:
1. Emphasize tests for diagnosis and mastery rather than means of
punishing students who fail to live up to the expectations of teachers or
parents.
2. Avoid a “sudden death examination.” Keep in mind that passing or
failing is a function of one test only.
3. Write personal notes on each examination paper encouraging students
to keep up the good work or exert more effort.
4. Be sure each item has “face validity.” Items measure some important
aspects of life as perceived by the students.
5. Avoid unannounced examinations.
6. Schedule personal conferences with students as often as possible to
reduce anxiety and redirect learning.
7. Emphasizes more on strengths, not on deficiencies.
8. Do not emphasize competitive examinations when some students are
unable to compete.
9. Treat each student’s grades confidentiality.
10. Allow students to choose among activities of equal instructional value.
Permanent Categorization of Students (Tracking). The notion that
measurement instruments are infallible and their performance is fixed and
therefore, unchangeable, has had serious consequences. For instance, teachers
may not give recognition for some changes in performance.
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 Penalizing Bright and Creative Students. One of the most consistent
criticisms of the test is that they are insensitive to typical but defensible
responses. Of course, there are some vague items, but this is an exception rather
than a rule.
Discrimination against Minority Students. Many minority students do
not take tests because they have not learned the skills, knowledge, and attitude
requires to succeed. In this case, it is not reasonable to criticize the tests. Rather,
it is the school which is to be blamed for failing to teach students the needed
skills, knowledge and attitude.
Measurement of Limited and Superficial Aspect of Behavior. A
commonly recurring criticism of test is that they cannot measure important
human traits, such as love or motivation.

Ethical Testing Principles

Tests presume an ethical, responsible attitude on the part of the
examiner and a desire to cooperate on the part of the students. As in all social
interactions, mutual trust and respect must be developed. Relevant to testing
are the following ethical principles:
1. Confidentiality. This regulates or controls legal or lawful access. Who
shall have access to the test results? Several considerations such as the
security of test content, the hazards of misunderstanding results, and
the need of various persons to know the results influence the answer in
particular situations. Individuals have the right to know their test result
and for this purpose, the results must be free of technical labels, readily
understandable and oriented toward immediate testing. In the case of
minors, one must also consider the right of parents or guardians to be
informed about the test results. Third persons are usually not given
access to records unless consent has been given by the owner of the
record. However, confidentiality can be breached in the following
instances:
a. When there is clear, immediate danger to the student and the
teacher informs other professionals or authorities.
b. If the students will benefit by talking to other professionals
concerned with a case
c. If the student gives permission for confidential communications
to be reported to others.

2. Test Security. Test are professional instruments and as such, their

dissemination is restricted to those with the technical competence to
use them properly. No standardized tests should be left unsecured.

3. Test Scores and Interpretations. These should only be available to

individuals who are qualified to use them. Test results should be
interpreted to parents in a manner that will ensure against misuse and
misinterpretations.

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 4. Test Publication. Standardized test should provide a manual or
technical handbook describing how the test can be used most
effectively and who may use it. Advertisements about test results
should be factual and descriptive but not emotional or persuasive.

Ethical Testing Practices

1. It is both ethical and advantageous to inform students in advance that
they are about to take a test and to tell them something about the nature
of the test. They should also be told of the advantages of taking the test
and where the results would be used.
2. Teachers should explain the mechanics of taking a test and practice the
students on how to fill out an answer sheet (i.e., making heavy marks,
and erasing marks completely). It is however essential that the teacher
does not make the question available.
3. It is perfectly proper to try to motivate students do not as well as they
can as long as they are not threatened or made anxious about their
performance.
4. It is essential that all testing materials and results be kept secured
before, during, and after testing.
5. It is ethical to combine classes for testing as long as there are adequate
proctors to safeguard the test and make sure that the students are
following instructions. The ideal ratio is one proctor to a maximum of
30 students.
6. Once an examination has been administered and scored, it is
permissible for the teachers to examine results and determine the areas
of the students’ weaknesses. It is proper to modify the curriculum as a
result of standardized achievement testing only if the teacher can
demonstrate that change conforms to overall school objectives.
Modifying the curriculum solely for the purpose of increasing scores is
unethical.

Unethical Testing Practices

1. To tutor students on the specific subject matter of an expected
examination. This destroys the standardized procedures of test
administration and distorts the meaning provided by the scores. Scores
on standardized tests should only be interpreted when the test are given
exactly the same way they are to the norm or comparison group. It is
unethical for teachers to examine the content of standardized tests to
determine what is to be taught in their classrooms.
2. To use or give a test item from any part of the test in which only a word
phrase has been changed.
3. To construct or use any practice form that is similar to the actual test
items to reflect the situations, options, or conditions of the original
questions.
4. To copy and/or distribute the test before the scheduled date of the test.

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 5. For teachers to use standardized tests or mandated testing programs for
their examinations. Similarly, it is unethical to use standardized tests as
instructional materials.
6. To exclude some students from participating in tests, even though the
teachers expect them to do poorly. Nor it is ethical to exclude the whole
class if they are low achievers
7. To allow students to use false records, identification papers,
unauthorized identification cards, or computer access to official school
documents.
8. To neglect the instruction of one student just to increase the test scores
of the pupils. The goal of education is to maximize the achievement of
each pupil, not the attainment of high-test scores. In like manner, it is
unethical to grant any advantage to one student over another to increase
score in a given test.
9. To alter the directions, time limits, and scoring procedures.
10. To try to improve student performance by developing items parallel to
those on standardized tests.
11. To create anxiety and rivalry about standardized tests among students
and between classes and schools. Examinations are not contests and
should not be treated as such.
12. To accept gratuities, gifts or favour that might impair or appear to
influence professional decisions or actions regarding student testing
and scores.
To disclose information about students obtained in the course of
testing, unless disclosure serves a compelling professional purpose or is
required by the school, is unethical.

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 Exercise 1: Situation Analysis
Directions: Evaluate each testing practice whether it is ethical or unethical.
Mark check ( ̸ ) to the column that corresponds your answer.
Exercise/s
Testing Practices
Situations
Ethical Unethical
1. A departmentalized midterm examination in
Astronomy with 5 sections was administered by a
proctor in an auditorium.

2. As a mechanism to help increase the licensure

passing rate, Teacher Paul copied parallel questions
of the topics from LET review materials.

3. A week prior to first grading examination, Teacher

Sarah prepared her test questions and kept it on her
table.

4. After the first grading examination, Teacher Rod

checked the answer sheets of his students and posted
the scores on facebook.

5. Teacher Vany was assigned as a proctor in an

examination. Before the start of the examination, she
read clearly the instruction/direction of the test.

6. Time allotment for physics examination is two hours.

Five minutes prior to end the period, the students ask
their teacher to extend the examination for 15-20
minutes. And the teacher, who is a soft hearted
person, granted the request of his/her students.
7. One week prior to the final examination, Teacher
Beth conducted a review in her subject. During the
activity, Teacher Beth used/gave questions which
were included in the term exam.

8. Macky is a regional meet qualifier. Prior to the

competition, he was required to attend to series of
trainings. Because of this, his teacher gave him
exemption in the periodical test.

9. Before the start of the examination, Teacher Elise

told her students to do well in the test and emphasize
to them its main purpose.

10. After checking the answer sheets of the students,

Teacher Melai noticed that majority of her students
got low scores. So, she changed the point system of
the test.

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