CEN 3721 FINAL EXAM CERTIFICATION
EVALUATION 2026 QUESTIONS WITH
PRACTICE SOLUTION GRADED A+
◉ What is the difference between confidentiality and anonymity?
Answer: -Confidentiality = information should not be shared with
someone other than the client without the client's permission.
-NOT the same as anonymity: being unknown
◉ Must confidentiality be maintained even if an outside person (e.g.,
a teacher or a manager) has a good reason for wanting access to the
testing information? Under what circumstances could test
information be shared with someone other than the test taker?
Answer: -There are many situations in which it is necessary to share
test results - but the test-taker needs to know who will be given
what information before they are tested (or before the information
is released).
◉ What does a test taker need to know in order to give informed
consent to being tested? Answer: Before they take the test, test
takers must be told:
Why they are being tested.
How the data will be used.
Who will have access to the information.
,◉ What does it mean to use the least stigmatizing label? Why is this
important? Answer:
◉ What does APA say a test user needs to know before they are
qualified to use a test? Answer: Basic psychometrics.
Descriptive statistics
Types of scales and scale scores, using norms
Reliability & measurement error
Validity
How to select appropriate tests.
How to administer tests and interpret the results
.Issues in testing people from diverse backgrounds.
Issues in testing people with disabilities.
◉ What is meant by a test user? Who would this include? Answer:
Anyone
◉ Who is ultimately responsible for ensuring that a test is used in an
ethical way? Answer: Test user
◉ Why is it often necessary to make special accommodations when
testing people with mental or physical challenges?
,Under what circumstances would you make these accommodations?
Answer: you want to test the individual NOT their disability
◉ Give examples of common accommodations for various kinds of
disabilities (see FYI Box 3.3). Answer: Visual impairment:
ex: the room should be free of distractions because the visually
impaired are easily distracted by extraneous events
Hearing impairment:
ex: test taker who has mild hearing impairment should be given the
option of amplifying the test administrator's voice using an
electronic amplification apparatus
Motor impairment:
ex: test administrators should select tests that do not need to be
modified because of the test taker's motor impairment or that
require very little modification ex: intelligence tests using motor
intelligence which shouldn't be used
Cognitive impairment:
ex: test takers with cognitive impairments should be tested using a
structured interview, usually with family members or friends of test
takers present
, ◉ When would it not be a good idea to alter a test to accommodate a
disability? Give examples of situations in which you should not
change the test. Answer: Accommodations vary depending on the
person, the test, the situation, and the disability.
-May be common sense:, e.g. Good lighting and large print for people
with visual impairments.
-Amplification of spoken instructions for people with hearing
impairments.
-Need to be very familiar with the purpose and intended use of the
test. Need to understand the potential impact of any modifications.
-Some tests have been written specifically for people with
disabilities. Can you substitute one of these for another test? Maybe.
Goal: ensure that the test score reflects the person and is not due to
the disability.
Keys: be aware and be informed.
If you don't know, ask!
◉ Can tests be used to diagnose a disability? Describe responsible
and ethical strategies for using tests in diagnosis. Answer: A single
test score should never be used as the sole basis for diagnosing a
disability.
Integrated assessment: combine test information with interviews,
direct observation, and other methods.
Tests can be used to screen for disabilities
EVALUATION 2026 QUESTIONS WITH
PRACTICE SOLUTION GRADED A+
◉ What is the difference between confidentiality and anonymity?
Answer: -Confidentiality = information should not be shared with
someone other than the client without the client's permission.
-NOT the same as anonymity: being unknown
◉ Must confidentiality be maintained even if an outside person (e.g.,
a teacher or a manager) has a good reason for wanting access to the
testing information? Under what circumstances could test
information be shared with someone other than the test taker?
Answer: -There are many situations in which it is necessary to share
test results - but the test-taker needs to know who will be given
what information before they are tested (or before the information
is released).
◉ What does a test taker need to know in order to give informed
consent to being tested? Answer: Before they take the test, test
takers must be told:
Why they are being tested.
How the data will be used.
Who will have access to the information.
,◉ What does it mean to use the least stigmatizing label? Why is this
important? Answer:
◉ What does APA say a test user needs to know before they are
qualified to use a test? Answer: Basic psychometrics.
Descriptive statistics
Types of scales and scale scores, using norms
Reliability & measurement error
Validity
How to select appropriate tests.
How to administer tests and interpret the results
.Issues in testing people from diverse backgrounds.
Issues in testing people with disabilities.
◉ What is meant by a test user? Who would this include? Answer:
Anyone
◉ Who is ultimately responsible for ensuring that a test is used in an
ethical way? Answer: Test user
◉ Why is it often necessary to make special accommodations when
testing people with mental or physical challenges?
,Under what circumstances would you make these accommodations?
Answer: you want to test the individual NOT their disability
◉ Give examples of common accommodations for various kinds of
disabilities (see FYI Box 3.3). Answer: Visual impairment:
ex: the room should be free of distractions because the visually
impaired are easily distracted by extraneous events
Hearing impairment:
ex: test taker who has mild hearing impairment should be given the
option of amplifying the test administrator's voice using an
electronic amplification apparatus
Motor impairment:
ex: test administrators should select tests that do not need to be
modified because of the test taker's motor impairment or that
require very little modification ex: intelligence tests using motor
intelligence which shouldn't be used
Cognitive impairment:
ex: test takers with cognitive impairments should be tested using a
structured interview, usually with family members or friends of test
takers present
, ◉ When would it not be a good idea to alter a test to accommodate a
disability? Give examples of situations in which you should not
change the test. Answer: Accommodations vary depending on the
person, the test, the situation, and the disability.
-May be common sense:, e.g. Good lighting and large print for people
with visual impairments.
-Amplification of spoken instructions for people with hearing
impairments.
-Need to be very familiar with the purpose and intended use of the
test. Need to understand the potential impact of any modifications.
-Some tests have been written specifically for people with
disabilities. Can you substitute one of these for another test? Maybe.
Goal: ensure that the test score reflects the person and is not due to
the disability.
Keys: be aware and be informed.
If you don't know, ask!
◉ Can tests be used to diagnose a disability? Describe responsible
and ethical strategies for using tests in diagnosis. Answer: A single
test score should never be used as the sole basis for diagnosing a
disability.
Integrated assessment: combine test information with interviews,
direct observation, and other methods.
Tests can be used to screen for disabilities
