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assessment report

Administration Practices for Standardized Assessments
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Sasha Zucker With assistance from: Margarita Galindo Elaine Grainger Nancy Severance

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April 2004

Copyright © 2004 by Pearson Education, Inc. or its affiliate(s). All rights reserved. Pearson and the Pearson logo are trademarks of Pearson Education, Inc. or its affiliate(s).

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ASSESSMENT REPORT Administration Practices for Standardized Assessments

Administration Practices for Standardized Assessments
Note: This report is based on “Appropriate Administration Practices with Standardized Tests” published in Testing Information Bulletin No. 3 by Harcourt Brace Educational Measurement, June 1996.

Introduction
Pearson Inc. (Pearson) develops and distributes a variety of assessments for educational and clinical purposes. To meet the goal of producing highly valid, reliable results for test users, each of these products is developed according to strict guidelines. For standardized tests, the way in which the test is administered is equally important. By carefully adhering to administration practices, a test user can contribute to the validity and reliability of each student’s results. Moreover, following appropriate administration practices satisfies widely accepted ethical standards and codes of responsibilities required for test administrators. This report discusses general and documented administration practices for standardized assessments, especially with regard to Pearson’s educational assessment products, such as the Stanford Achievement Test Series, Tenth Edition (Stanford 10).

Assessment Standardization
The way in which an assessment is administered to students is especially important for standardized assessments. During the development process, standardization establishes uniform

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