ABSTRACT
The previous edition of this chapter (McCallin, 2006) emphasized that administering tests according to procedures and under conditions contemplated by the developer is essential to the valid interpretation and use of test scores. The present chapter continues that line of thinking, with the following revisions:
Updates to reflect the Standards for Educational and Psychological Testing (Standards) (American Educational Research Association [AERA], American Psychological Association & National Council on Measurement in Education, 2014);
A shift in emphasis from paper-based testing (PBT) to computer-based testing (CBT) and additional focus on validity threats to electronically administered tests;
Consideration of the tensions between standardization and offering flexibility in test administration to improve validity;
Attention to the central role that administration practices play in testing and data integrity.
