Appendix C: Testing Code of Ethics For North Carolina Testing Personnel, Teachers, and School Administrators

Introduction

In North Carolina, standardized testing is an integral part of the educational experience of all students. When properly administered and interpreted, test results provide an independent, uniform source of reliable and valid information, which enables:

students to know the extent to which they have mastered expected knowledge and skills and how they compare to others;
parents to know if their children are acquiring the knowledge and skills needed to succeed in a highly competitive job market;
teachers to know if their students have mastered grade-level knowledge and skills in the curriculum and, if not, what weaknesses need to be addressed;
community leaders and lawmakers to know if students in North Carolina schools are improving their performance over time and how the students compare with students from other states or the nation; and
citizens to assess the performance of public schools.

Because standardized tests provide only one valuable piece of information, such information should be used in conjunction with all other available information known about a student to assist in improving student learning. The administration of tests required by applicable statutes and the use of student data for personnel/program decisions shall comply with the Testing Code of Ethics for North Carolina Testing Personnel, Teachers, and School Administrators.

Testing should be conducted in a fair and ethical manner, which includes:

Security

assuring adequate security of the testing materials before, during, and after testing and during scoring
assuring student confidentiality

Preparation

teaching the tested curriculum and test-preparation skills
training staff in appropriate testing practices and procedures
providing an appropriate atmosphere

Administration

developing a local policy for the implementation of fair and ethical testing practices and for resolving questions concerning those practices
assuring that all students who should be tests are tested
utilizing tests which are developmentally appropriate
utilizing tests only for the purposes for which they were designed

Scoring, Analysis and Reporting

interpreting test results to the appropriate audience
providing adequate data analyses to guide curriculum implementation and improvement

The Testing Code of Ethics is a guide to inform and remind those involved in standardized testing of their obligations to uphold the integrity of the North Carolina State Testing and Accountability Programs. This code applies to all individuals involved in the testing process. Professionally responsible practice is conduct that arises from either the professional standards of the field, general ethical principles, or both. The importance of commitment and adherence to this code cannot be overstated when using test data as an element of decision-making.

Test Security

The superintendent (or designee) shall develop appropriate local policies and procedures to ensure maximum test security in coordination with the policies and procedures developed by the test publisher. The principal is responsible for ensuring test security within the school building.

Test materials shall be stored in a secure, locked area and distributed immediately prior to the administration. Before each test administration, materials shall be carefully counted and distributed in an orderly manner. After each test administration, all testing materials shall be collected and counted immediately by the building level test coordinator. Materials shall be returned to a secure, locked area immediately following the test administration.
Only personnel who have a need should have access to test materials. "Access" does not mean school personnel have the right to review tests or analyze test items. "Access" is limited to the actual handling of materials. An example of a need to have access to test materials is for specific test modifications such as "signing the test" for deaf students.
Individuals who have access to secure test materials may not use that privilege for personal gain.
Test materials (both print and electronic versions, e.g., audio, video, and computer) shall not be copies, reproduced, or paraphrased in any way for any reason without the express written permission of the test publisher.
Personnel responsible for the testing program shall be properly instructed in test administration procedures, including administrations requiring procedural modifications. It is critical to follow all directions, as outlined by the test publisher.
Any breach of security, loss of materials, failure to account for materials, or any other deviation form acceptable security procedures shall be reported immediately to the principal, building level test coordinator, school system test coordinator, and the state level test coordinator. The severity of the breach may result in disciplinary action, including, but not limited to, a letter of reprimand, suspension with pay, suspension without pay, or certificate revocation.

Preparation for Testing

The superintendent is responsible for ensuring that the following activities occur throughout the school.

Central Office

School system test coordinators must secure necessary materials.
School system test coordinators must plan and implement training for building level test coordinators, test administrators, and proctors.
School system test coordinators must ensure that each building level test coordinator and test administrator is trained in the implementation of procedural modifications used during test administrations.
School system test coordinators must, in conjunction with the appropriate program administrators, ensure that only appropriate test modifications are used and that proper documentation of the need is present.

Building Level

Principals are responsible for ensuring that the following activities occur within school buildings.

Building level test coordinators must maintain test material security and accountability.
Building level test coordinators will identify and train personnel, proctors, and "backup" personnel for test administrations.
Building level test coordinators and building administrators should encourage a positive atmosphere for testing.

Test Administration

Test administrators must be school personnel who have professional training in education and are knowledgeable concerning the state testing program. Generally, teachers administer tests to their students.

All state tests are developed to assess the Standard Course of Study. A specific curriculum is typically broader than the Standard Course of Study. Instruction should be beyond the Standard Course of Study to meet the needs of the specific students in the class.
Teachers and other staff must be trained for each test they will administer.
Teachers should provide a positive atmosphere for testing by:

encouraging students to do their best;
providing a room that is quiet, comfortable, and has adequate lighting; and
promoting a supportive atmosphere.

4.Teachers should help students to become test-wise by:

helping students become familiar with test formats using appropriate curricular content;
teaching students test-taking strategies and providing appropriate practice sessions; and
helping students learn ways of preparing themselves to take tests.

5.It is appropriate to use approved resource materials such as test questions from test item banks, testlets and linking documents, etc., in instruction and test preparation.

6.Students and parents should be informed of upcoming tests, told what to expect, and made aware of any consequences of testing (e.g., passing the Competency Tests is a graduation requirement). Students with disabilities or students who are limited English proficient should be aware of their rights regarding procedural modification for testing and the consequences for exemption from testing.

Individuals shall be prepared to administer and take tests ethically. Examples of unethical behavior include, but are not limited to, the following:

encouraging students to be absent on the day of testing;
encouraging students not to do their best because of the purpose of the test;
using secure test items (or modified secure test items) for instruction; and
changing student responses at any time.

Administration

Each local school board should establish procedures to ensure proper test administration for all eligible students. Examples of unethical behavior include, but are not limited to, the following:

discouraging student attendance during testing;
interpreting, explaining, or paraphrasing the test directions and/or the test items;
reclassifying students solely for the purpose of avoiding state testing;
not testing all eligible students; and
failing to provide appropriate modifications during testing.

Central Office

The superintendent or designee is responsible for the proper administration of each test, including, but not limited to, the following:

Assuring that each school establishes an appropriate set of procedures which ensures that all test administrations comply with test publisher guidelines.
Informing the local board of education of any breach of ethics.
Informing building level administrators of their responsibilities.

School Building Level

The principal is responsible for the proper administration of each test within the school, including the following:

Assuring that all school personnel know the content of state and local testing policies.
Implementing the school system testing policy and procedures and establishing any necessary school policies and procedures which assure that all eligible students are tested fairly.
Assigning trained proctors appropriately to test administration.
Reporting all testing irregularities to school system test coordinator.

Test Administrators and Proctors

Administering test according to the directions in the administration manual developed by the test publisher. Special care should be taken when test modifications are provided.
. Tests should be administered to all eligible students.
Reporting all testing irregularities to the school building test coordinator (both test administrator and proctor).
Providing an appropriate test-taking climate (both test administrator and proctor).
Proctors assist teachers in ensuring that testing occurs fairly by serving as an additional monitor.

Scoring

The school system test coordinator is responsible for ensuring that each test is scored according to specified procedures and parameters defined for the test by the test publisher in terms of the purpose and format of the test. Examples of unethical behavior include, but are not limited to, the following:

modifying scoring programs, including answer keys, equating files, and lookup tables and
modifying student records solely for the purpose of raising test scores.

Quality control must be maintained during the entire scoring process (handling and editing of documents, scanning answer documents, and producing files). Factors to be addressed include, but are not limited to, accuracy, personal bias, and scoring consistency.
Security of tests and data-files must be maintained at all times and should include, but are not limited to, the following:

protecting the confidentiality of students and teachers at all times (i.e., data transfer, research studies, electronic files, printed materials) and
maintaining appropriate levels of test security regarding answer keys and item-specific scoring rubrics.

Analysis and Reporting of Results

A test score is one piece of information and should be interpreted in light of other scores and indicators. Test data can help to understand better patterns and practices in education. The superintendent is responsible for ensuring that test data is analyzed and reported appropriately and ethically. Examples of unethical behavior include, but are not limited to, the following:

using a single test scores to make individual decisions and
misleading the public concerning the results and interpretations of test data.

Test scores should be released to students, parents, legal guardians, teachers, and the media with appropriate interpretative materials as needed.
Staff development shall be provided that is appropriate and informative in order for personnel to feel competent to respond to questions related to testing, including the tests, scores, scoring procedures, and other interpretative materials.
Items and associated materials on a secure test are not public domain. Item analysis must be limited to items that are within the public domain.
Confidentiality of individual students and teachers should be maintained at all times. The reporting of individual names is not ethical. All research studies should be carefully reviewed for design and consequences.
A greater understanding of test scores used for decision-making may be achieved by appropriate data analysis such as:

disaggregation of data based upon student demographics or school homework policy;
examination of grading practices in relation to test scores; and
examination of growth trends and goal summary reports for state-mandated tests.