🪸
THEME 1: Controlling the use of
tests in SA
TO-DO LIST LINKS
insert link(s) of your school
page/lecture videos/helpful videos
etc
PM: Chapter 8
QUESTIONS
CONCISE NOTES
1. LO1: Argue the reasons for the statutory control of tests in SA
a. Protection from psychological harm
Some test content taps into very personal or sensitive information,
which can trigger psychological trauma during assessment.
A trained, caring professional must be present to manage traumatic
reactions as they arise.
Feedback on results must be delivered sensitively and
empoweringly — not in a way that causes emotional harm.
b. Preventing misuse of assessment measures
Assessment measures can be misused, with serious negative
consequences for those assessed.
Restricting use to qualified practitioners ensures results are correctly
interpreted and appropriately applied.
THEME 1: Controlling the use of tests in SA 1
, Practitioners are answerable to a controlling body (HPCSA /
Professional Board for Psychology), creating accountability.
c. Controlling access to test materials
Purchasing is restricted to those authorised to use tests — preventing
unqualified people from gaining access.
Materials must be kept securely; it is unethical to leave tests lying
around.
If the public becomes familiar with test content (e.g. through the
popular press), the measure is invalidated and they may develop
distorted views of psychological assessment.
d. Upholding psychometric standards
Test developers must not prematurely release measures before validity
and reliability are adequately established.
It is unethical to use measures lacking appropriate validity and
reliability data.
The Professional Board sets minimum requirements: scientific
development, cultural relevance, language equivalence, SA norms,
unbiased content, and a full manual.
e. Public protection through the Professional Board
Members of the public can lodge complaints with the Board if
assessment practitioners misuse measures or act unprofessionally.
Practitioners found guilty of misconduct may be fined, suspended, or
struck off the roll.
The Board publishes competency-based training guidelines and
inspects training institutions to ensure compliance.
The Board has adopted the ITC International Guidelines for Test
Use and the Ethical Rules of Conduct under the Health Professions Act
56 of 1974.
f. Statutory basis
Health Professions Act 56 of 1974 + Regulations Defining the Scope
of the Profession of Psychology (R993, 2019) — restrict the use,
development, and control of psychological measures to appropriately
registered psychology professionals. The Psychometrics
THEME 1: Controlling the use of tests in SA 2
, Committee classifies measures as psychological when they assess a
psychological construct per section 2(a)–(f) of the Regulations.
Additional legislation: Employment Equity Act 55 of 1998 · Protection
of Personal Information Act 4 of 2013 · Promotion of Access to
Information Act 2 of 2000
The underlying rationale is that psychological assessment is
inherently sensitive — it accesses personal information, and its
results can shape significant life decisions. Because of this, the
legislature (via the Health Professions Act and related regulations)
has reserved it as a "psychological act" for registered professionals
only. That statutory restriction then flows through into four practical
protections: harm prevention during assessment, accountability for
how results are used, controlled access to test materials, and
enforceable quality standards for the measures themselves. The
Professional Board for Psychology acts as the enforcing body across
all of these.
A useful exam angle: note that classification of a test as
psychological doesn't create new restrictions — the Health
Professions Act already does that. Classification just confirms that a
measure falls within the protected domain.
THEME 1: Controlling the use of tests in SA 3
, 2. LO2: Discuss the fair and ethical use of tests
8.3.1 What constitutes fair and ethical assessment?
ITC 2001 Four defining features
Appropriate, fair, and ethical use of measures and results.
Respecting the needs and rights of all involved in the assessment
process.
Purpose match — assessment must closely align with the decision it
informs.
Contextual awareness — social, cultural, and political factors must
be acknowledged and accounted for.
Competencies: What practitioners need to achieve fair assessment
Psychometric knowledge — understanding of testing theory,
measurement, and assessment practice.
Ethical and professional standards — familiarity with codes
governing practitioner conduct.
Measure-specific skills — knowledge of the specific tools used and
their modes of delivery (including TBA).
Contextual knowledge — how social, cultural, educational, and
technological factors affect scores and how to minimise their
influence.
Interpersonal skills — building rapport, maintaining cooperation,
delivering feedback meaningfully.
Communication skills — clear test instructions, well-written reports,
and interaction with third parties (e.g., selection panels).
8.3.2 Why ethical practice matters — the power imbalance
Core issue: Assessment as a power relationship
THEME 1: Controlling the use of tests in SA 4
THEME 1: Controlling the use of
tests in SA
TO-DO LIST LINKS
insert link(s) of your school
page/lecture videos/helpful videos
etc
PM: Chapter 8
QUESTIONS
CONCISE NOTES
1. LO1: Argue the reasons for the statutory control of tests in SA
a. Protection from psychological harm
Some test content taps into very personal or sensitive information,
which can trigger psychological trauma during assessment.
A trained, caring professional must be present to manage traumatic
reactions as they arise.
Feedback on results must be delivered sensitively and
empoweringly — not in a way that causes emotional harm.
b. Preventing misuse of assessment measures
Assessment measures can be misused, with serious negative
consequences for those assessed.
Restricting use to qualified practitioners ensures results are correctly
interpreted and appropriately applied.
THEME 1: Controlling the use of tests in SA 1
, Practitioners are answerable to a controlling body (HPCSA /
Professional Board for Psychology), creating accountability.
c. Controlling access to test materials
Purchasing is restricted to those authorised to use tests — preventing
unqualified people from gaining access.
Materials must be kept securely; it is unethical to leave tests lying
around.
If the public becomes familiar with test content (e.g. through the
popular press), the measure is invalidated and they may develop
distorted views of psychological assessment.
d. Upholding psychometric standards
Test developers must not prematurely release measures before validity
and reliability are adequately established.
It is unethical to use measures lacking appropriate validity and
reliability data.
The Professional Board sets minimum requirements: scientific
development, cultural relevance, language equivalence, SA norms,
unbiased content, and a full manual.
e. Public protection through the Professional Board
Members of the public can lodge complaints with the Board if
assessment practitioners misuse measures or act unprofessionally.
Practitioners found guilty of misconduct may be fined, suspended, or
struck off the roll.
The Board publishes competency-based training guidelines and
inspects training institutions to ensure compliance.
The Board has adopted the ITC International Guidelines for Test
Use and the Ethical Rules of Conduct under the Health Professions Act
56 of 1974.
f. Statutory basis
Health Professions Act 56 of 1974 + Regulations Defining the Scope
of the Profession of Psychology (R993, 2019) — restrict the use,
development, and control of psychological measures to appropriately
registered psychology professionals. The Psychometrics
THEME 1: Controlling the use of tests in SA 2
, Committee classifies measures as psychological when they assess a
psychological construct per section 2(a)–(f) of the Regulations.
Additional legislation: Employment Equity Act 55 of 1998 · Protection
of Personal Information Act 4 of 2013 · Promotion of Access to
Information Act 2 of 2000
The underlying rationale is that psychological assessment is
inherently sensitive — it accesses personal information, and its
results can shape significant life decisions. Because of this, the
legislature (via the Health Professions Act and related regulations)
has reserved it as a "psychological act" for registered professionals
only. That statutory restriction then flows through into four practical
protections: harm prevention during assessment, accountability for
how results are used, controlled access to test materials, and
enforceable quality standards for the measures themselves. The
Professional Board for Psychology acts as the enforcing body across
all of these.
A useful exam angle: note that classification of a test as
psychological doesn't create new restrictions — the Health
Professions Act already does that. Classification just confirms that a
measure falls within the protected domain.
THEME 1: Controlling the use of tests in SA 3
, 2. LO2: Discuss the fair and ethical use of tests
8.3.1 What constitutes fair and ethical assessment?
ITC 2001 Four defining features
Appropriate, fair, and ethical use of measures and results.
Respecting the needs and rights of all involved in the assessment
process.
Purpose match — assessment must closely align with the decision it
informs.
Contextual awareness — social, cultural, and political factors must
be acknowledged and accounted for.
Competencies: What practitioners need to achieve fair assessment
Psychometric knowledge — understanding of testing theory,
measurement, and assessment practice.
Ethical and professional standards — familiarity with codes
governing practitioner conduct.
Measure-specific skills — knowledge of the specific tools used and
their modes of delivery (including TBA).
Contextual knowledge — how social, cultural, educational, and
technological factors affect scores and how to minimise their
influence.
Interpersonal skills — building rapport, maintaining cooperation,
delivering feedback meaningfully.
Communication skills — clear test instructions, well-written reports,
and interaction with third parties (e.g., selection panels).
8.3.2 Why ethical practice matters — the power imbalance
Core issue: Assessment as a power relationship
THEME 1: Controlling the use of tests in SA 4
