Editing Psychometrics (section)

== Standards of quality ==
The considerations of [[validity (statistics)|validity]] and [[Reliability (statistics)|reliability]] typically are viewed as essential elements for determining the [[Quality (business)|quality]] of any test. However, professional and practitioner associations frequently have placed these concerns within broader contexts when developing [[Standards organization|standards]] and making overall judgments about the quality of any test as a whole within a given context. A consideration of concern in many applied research settings is whether or not the metric of a given psychological inventory is meaningful or arbitrary.<ref>[http://psychology.tamu.edu/Faculty/blanton/bj.2006.arbitrary.pdf Blanton, H., & Jaccard, J. (2006). Arbitrary metrics in psychology.] {{webarchive|url=https://web.archive.org/web/20060510182915/http://psychology.tamu.edu/Faculty/blanton/bj.2006.arbitrary.pdf |date=2006-05-10 }} ''American Psychologist, 61''(1), 27–41.</ref>

=== Testing standards ===
In 2014, the American Educational Research Association (AERA), American Psychological Association (APA), and National Council on Measurement in Education (NCME) published a revision of the ''[[Standards for Educational and Psychological Testing]]'',<ref>{{cite web|url=http://www.apa.org/science/standards.html#overview|title=The Standards for Educational and Psychological Testing|website=apa.org}}</ref> which describes standards for test development, evaluation, and use. The ''Standards'' cover essential topics in testing including validity, reliability/errors of measurement, and fairness in testing. The book also establishes standards related to testing operations—including test design and development, scores, scales, norms, score linking, cut scores, test administration, scoring, reporting, score interpretation, test documentation, and rights and responsibilities of test takers and test users. Finally, the ''Standards'' cover topics related to testing applications, including [[Psychological testing|psychological testing and assessment]], workplace testing and [[Professional certification|credentialing]], [[Test (student assessment)|educational testing and assessment]], and testing in [[program evaluation]] and public policy.

=== Evaluation standards ===
In the field of [[evaluation]], and in particular [[educational evaluation]], the [[Joint Committee on Standards for Educational Evaluation]]<ref>{{Cite web|url=http://www.wmich.edu/evalctr/jc/|archiveurl=https://web.archive.org/web/20091015044732/http://www.wmich.edu/evalctr/jc/|url-status=dead|title=Joint Committee on Standards for Educational Evaluation|archive-date=15 October 2009|access-date=28 June 2022}}</ref> has published three sets of standards for evaluations. ''The Personnel Evaluation Standards''<ref>Joint Committee on Standards for Educational Evaluation. (1988). ''[http://www.wmich.edu/evalctr/jc/PERSTNDS-SUM.htm The Personnel Evaluation Standards: How to Assess Systems for Evaluating Educators.] {{webarchive|url=https://web.archive.org/web/20051212001638/http://www.wmich.edu/evalctr/jc/PERSTNDS-SUM.htm |date=2005-12-12 }}'' Newbury Park, CA: Sage Publications.</ref> was published in 1988, ''The Program Evaluation Standards'' (2nd edition)<ref>Joint Committee on Standards for Educational Evaluation. (1994). ''[http://www.wmich.edu/evalctr/jc/PGMSTNDS-SUM.htm The Program Evaluation Standards, 2nd Edition.] {{webarchive|url=https://web.archive.org/web/20060222025348/http://www.wmich.edu/evalctr/jc/PGMSTNDS-SUM.htm |date=2006-02-22 }}'' Newbury Park, CA: Sage Publications.</ref> was published in 1994, and ''The Student Evaluation Standards''<ref>Committee on Standards for Educational Evaluation. (2003). ''[http://www.wmich.edu/evalctr/jc/briefing/ses/ The Student Evaluation Standards: How to Improve Evaluations of Students.] {{webarchive|url=https://web.archive.org/web/20060524144621/http://www.wmich.edu/evalctr/jc/briefing/ses/ |date=2006-05-24 }}'' Newbury Park, CA: Corwin Press.</ref> was published in 2003.

Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing, and improving the identified form of evaluation.<ref>[{{cite journal|url=https://www.academia.edu/2395969 |title=Author guidelines for reporting scale development and validation results in the Journal of the Society for Social Work and Research]|volume=1|issue=2|pages=99–103|author=E. Cabrera-Nguyen|journal=Academia.edu|year=2010}}</ref> Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance.