ASTM E2849-2013 Standard Practice for Professional Certification Performance Testing《专业认证性能试验的标准实施规程》.pdf

1、Designation: E2849 13Standard Practice forProfessional Certification Performance Testing1This standard is issued under the fixed designation E2849; the number immediately following the designation indicates the year oforiginal adoption or, in the case of revision, the year of last revision. A number

2、 in parentheses indicates the year of last reapproval. Asuperscript epsilon () indicates an editorial change since the last revision or reapproval.1. Scope1.1 This practice covers both the professional certificationperformance test itself and specific aspects of the process thatproduced it.1.2 This

3、practice does not include management systems. Inthis practice, the test itself and its administration, psychometricproperties, and scoring are addressed.1.3 This practice primarily addresses individual profes-sional performance certification examinations, although it maybe used to evaluate exams use

4、d in training, educational, andaptitude contexts. This practice is not intended to addresson-site evaluation of workers by supervisors for competence toperform tasks.1.4 This standard does not purport to address all of thesafety concerns, if any, associated with its use. It is theresponsibility of t

5、he user of this standard to establish appro-priate safety and health practices and determine the applica-bility of regulatory limitations prior to use.2. Terminology2.1 DefinitionsSome of the terms defined in this sectionare unique to the performance testing context. Consequently,terms defined in ot

6、her standards may vary slightly from thosedefined in the following.2.1.1 candidate, nsomeone who is eligible to be evaluatedthrough the use of the performance test; a person who is or willbe taking the test.2.1.2 construct validity, ndegree to which the test evalu-ates an underlying theoretical idea

7、 resulting from the orderlyarrangement of facts.2.1.3 differential system responsiveness, nmeasurable dif-ference in response latency between two systems.2.1.4 examinee, ncandidate in the process of taking a test.2.1.5 gating item, nunit of evaluation that shall be passedto pass a test.2.1.6 inter-r

8、ater reliability, nmeasurement of rater consis-tency with other raters.2.1.6.1 DiscussionSee rater reliability.2.1.7 item, nscored response unit.2.1.7.1 DiscussionSee task.2.1.8 item observer, nhuman or computer element thatobserves and records a candidates performance on a specificitem.2.1.9 on the

9、 job, nanother term for “target context.”2.1.9.1 DiscussionSee target context.2.1.10 performance test, nexamination in which the re-sponse modality mimics or reflects the response modalityrequired in the target context.2.1.11 power test, nexamination in which virtually allcandidates have time to com

10、plete all items.2.1.12 practitioners, npeople who practice the contents ofthe test in the target context.2.1.13 rater reliability, nmeasurement of rater consistencywith a uniform standard.2.1.13.1 DiscussionSee inter-rater reliability.2.1.14 reconfiguration, nmodification of the user interfacefor a

11、process, device, or software application.2.1.14.1 DiscussionReconfiguration ranges from adjust-ing the seat in a crane to importing a set of macros into aprogramming environment.2.1.15 reliability, ndegree to which the test will make thesame prediction with the same examinee on another occasionwith

12、no training occurring during the intervening interval.2.1.16 rubric, nset of rules by which performance will bejudged.2.1.17 speeded test, nexamination that is time-constrainedso that more than 10 % of candidates do not finish all items.2.1.18 target context, nsituation within which a test isdesigne

13、d to predict performance.2.1.19 task, nunit of performance requested for the can-didate to do; a task can be scored as one item; a task may alsobe comprised of multiple components each of which is scoredas an item.1This practice is under the jurisdiction of ASTM Committee E36 on Accredi-tation evalu

14、ation; performance assessment;performance test; performance testing; psychometricsAPPENDIX(Nonmandatory Information)X1. GUIDLINES FOR AN IDEAL STANDARDX1.1 In constructing this practice, we observed the follow-ing guidelines for what comprised an ideal standard:X1.1.1 Standard:X1.1.1.1 An auditor sh

15、all be able to determine unambigu-ously whether a standard is met.X1.1.1.2 A standard shall assure the integrity of the test forall stakeholders.X1.1.1.3 A standard shall balance the candidates right to afair test with the developers need for cost-effective testproduction.X1.2 These standards were w

16、ritten to focus attention onaspects of performance testing that are either overlooked inmost conventional testing standards or are improperly treatedin conventional references for multiple-choice testing.X1.3 Notes Regarding VocabularyX1.3.1 Target Context:X1.3.1.1 The target context is most frequen

17、tly on the job forprofessional certifications. But for educational performancetests, the target context is often the next level of education. Foraptitude testing, the target context may actually be job training.X1.3.1.2 A test is designed to predict performance in aspecific target context, most freq

18、uently defined by the scope ofthe certification.X1.3.1.3 ValidationFinally, interpretation is the key toCronbachs requirements for testing. However, all testing isvalidated for interpretation in a specific context. When thetarget context changes, then the test shall be revalidated forinterpretation

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