Educational Measurement: Issues and Practice

An Evaluative Framework for Reviewing Fairness Standards and Practices in Educational Tests

Early View

Abstract One of the substantive changes in the 2014 Standards for Educational and Psychological Testing was the elevation of fairness in testing as a foundational element of practice in addition to validity and reliability. Previous research indicates that testing practices often do not align with professional standards and guidelines. Therefore, to raise awareness of fairness concepts and principles from the 2014 Standards, this study aligned those standards with fairness practices, as documented in test manuals and on websites of 18 intelligence and achievement tests from different test publishers. A content analysis indicated that just under half of the fairness standards are frequently or occasionally practiced and those occurrences differed somewhat across tests but did not differ between intelligence and achievement tests or across publishers. To inform and encourage improvements in the future practice of the fairness standards, an evaluative framework along with example practices and related methodological scholarship is discussed.

Related Topics

Related Publications

Related Content

Site Footer


This website is provided by John Wiley & Sons Limited, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ (Company No: 00641132, VAT No: 376766987)

Published features on are checked for statistical accuracy by a panel from the European Network for Business and Industrial Statistics (ENBIS)   to whom Wiley and express their gratitude. This panel are: Ron Kenett, David Steinberg, Shirley Coleman, Irena Ograjenšek, Fabrizio Ruggeri, Rainer Göb, Philippe Castagliola, Xavier Tort-Martorell, Bart De Ketelaere, Antonio Pievatolo, Martina Vandebroek, Lance Mitchell, Gilbert Saporta, Helmut Waldl and Stelios Psarakis.