The American Educational Research Association (AERA) seeks to promote educational guidelines and practices that reliable scientific research has shown to be helpful, and put a stop to those found to have negative effects. AERA disputes statements on its research-based position on educational matters of public concern. AERA has stated a contemporary problem, which is the increasing use of high-stakes test as instruments of educational procedure. The statement on high-stakes testing is grounded on the 1999 Standards for Educational and Psychological Testing (Position Statement, 2000). The standards are supported and authorized by the AERA composed with the American Psychological Association (APA) and the National Council on Measurement in Education
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Every high-stakes achievement testing program in education should encounter all of the conditions stated by AERA. When comparing the statements related to education of the Standards for Educational and Psychological Tests with the sections of the ethics codes of APA and ACA; diversity issues come about. The codes of ethics encourages mental health professionals to be aware of the ways in which gender, age, race, ethnicity, national origin, religion, sexual orientation, disability, language or socioeconomic status can affect the proper supervision or understanding of assessment tools (APA standard 9.06) (Welfel, 2015). The ACA Code links both to the ethics of choosing tests for populations that are diverse and to their suitable supervision and understanding in Section E.8 (Appendix A). Statements that compare to these sections in AERA include the appropriate attention to language differences among examinees. They state that if students lack the mastery of the language in which a test is given, then that test becomes a part of a test of language proficiency. Exceptional accommodations for English language learners may be essential to gain valid and effective scores (Position Statement, …show more content…
When a professional engages in diagnosis, they must be careful to act competently, without discriminating. They should give clients clear information about the significance and implications of the diagnosis. Furthermore, they should fully recognize the weaknesses and strengths of recent diagnostic systems and the impression of such identifiers on clients. In regards to psychological or educational tests, I have learned and realized that experts should have widespread expertise and training in order to use the results in appropriate methods with that specific individual. Additionally, as I mentioned before, experts should retain the knowledge and skill to distinguish between invalid and valid results and to take diversity issues into account. I also understand the importance of not influencing clients who are unqualified for the activity to participate in it, nor should experts practice with invalid or outdated test results in their domain. Another important aspect I have learned that has made me become more cognizant is, not only am I bound to protect the rights of the clients, but I am required to protect the rights of the test developers. As a counselor, I have the responsibility to honor the rights of the test developers
Every high-stakes achievement testing program in education should encounter all of the conditions stated by AERA. When comparing the statements related to education of the Standards for Educational and Psychological Tests with the sections of the ethics codes of APA and ACA; diversity issues come about. The codes of ethics encourages mental health professionals to be aware of the ways in which gender, age, race, ethnicity, national origin, religion, sexual orientation, disability, language or socioeconomic status can affect the proper supervision or understanding of assessment tools (APA standard 9.06) (Welfel, 2015). The ACA Code links both to the ethics of choosing tests for populations that are diverse and to their suitable supervision and understanding in Section E.8 (Appendix A). Statements that compare to these sections in AERA include the appropriate attention to language differences among examinees. They state that if students lack the mastery of the language in which a test is given, then that test becomes a part of a test of language proficiency. Exceptional accommodations for English language learners may be essential to gain valid and effective scores (Position Statement, …show more content…
When a professional engages in diagnosis, they must be careful to act competently, without discriminating. They should give clients clear information about the significance and implications of the diagnosis. Furthermore, they should fully recognize the weaknesses and strengths of recent diagnostic systems and the impression of such identifiers on clients. In regards to psychological or educational tests, I have learned and realized that experts should have widespread expertise and training in order to use the results in appropriate methods with that specific individual. Additionally, as I mentioned before, experts should retain the knowledge and skill to distinguish between invalid and valid results and to take diversity issues into account. I also understand the importance of not influencing clients who are unqualified for the activity to participate in it, nor should experts practice with invalid or outdated test results in their domain. Another important aspect I have learned that has made me become more cognizant is, not only am I bound to protect the rights of the clients, but I am required to protect the rights of the test developers. As a counselor, I have the responsibility to honor the rights of the test developers