ISO 10667-1:2020 アセスメントサービスの提供—仕事や組織の設定で人々をアセスメントするための手順と方法—パート1：クライアントの要件 | ページ 6

3.1

agreement

specification of the terms and conditions of the engagement between the client (3.6) and the service provider (3.25)

3.2

assessment

systematic method and procedure for ascertaining or measuring work-related knowledge, skills, abilities or other characteristics of an individual or group of individuals, or the performance of an individual or group of individuals

Note 1 to entry: An assessment has outcomes and consequences that can be appraised and used to evaluate its utility. Forms of assessment can include, but are not limited to, structured application forms; biographical data inventories; tests of general and specific abilities; self-report inventories and other instruments relating to competencies, personality, motivation, attitudes, values, beliefs and interests; structured interviews; individual problem-solving tasks; group exercises; simulations and work samples; group and organizational level measures; employee surveys; multi-rater feedback; and performance evaluations (e.g. assessor interpretations, supervisor performance ratings).

Note 2 to entry: Assessment tools, approaches and solutions are promoted and marketed under other labels when in fact they are assessments that relate to people decisions such as screening, pre-screening, search and evaluation of personal/social media data, resume parsing, natural language processing, voice and video analysis, algorithm-based decisions or artificial intelligence technology. In order to provide clients with suitable information on any type of instrument, regardless of the traditional definitions or the marketing label, any tool that is used, marketed or promoted for direct or indirect assessment purposes is covered by the ISO 10667 series.

3.3

assessment administrator

person or organization having operational responsibility for the administration of assessments (3.2)

Note 1 to entry: Tasks of the assessment administrator include, but are not limited to, face-to-face test administration; setting up online assessments; remote monitoring; management of activities within an assessment centre; and other administrative tasks. In some countries, assessment administrators are referred to as “test proctors”, “test assistants” or “monitors”. An assessment administrator can be an employee of the service provider or the client, or a third party contracted for the purposes of the assessment.

3.4

assessment participant

individual being assessed, whether for personal purposes or for an organization, either individually or as part of a group

3.5

assessor

person or organization responsible for evaluating and interpreting an assessment participant’s (3.4) performance on the assessment (3.2) tasks and providing appropriate reporting and feedback (3.15) to assessment participants and the client (3.6)

Note 1 to entry: An assessor is competent to make decisions about the use and interpretation of assessment procedures. In relation to psychological testing, in some countries they are referred to as “test users” to distinguish them from “test proctors”, “test administrators” or “monitors”. An assessor can be an employee of the service provider or the client, or a third party contracted by either for the purposes of the assessment.

3.6

client

individual or organization who arranges with a service provider (3.25) to deliver the assessment (3.2) and related components of the assessment service provision

Note 1 to entry: Sometimes the assessment participant is also the client. In this document, when the client is the individual being assessed, that person is referred to as the assessment participant.

3.7

competence

<assessment> possession of adequate knowledge and skills by education or training to use, interpret and deliver assessments (3.2) to a level of performance defined by professional guidelines

Note 1 to entry: In the ISO 10667 series, competence refers to the assessor as well as to all those working under the assessor’s supervision, where appropriate, and not to the assessment participant.

Note 2 to entry: Competence does not necessarily imply eligibility to practice in all countries.

3.8

credential

licence, registration, certification or diploma that indicates a level of competence for specific practice

3.9

criteria

work-related measures or outcomes that are used to judge the meaningfulness, predictive value or utility (3.27) of the assessment (3.2) results

3.10

data controller

person or organization who determines the purposes for which and the manner in which any personal data (3.18) are to be collected, processed and stored

3.11

data processor

person [other than an employee of the data controller (3.10) ] or organization that collects, processes and stores personal data (3.18) on behalf of the data controller

3.12

end user

person or organization that uses the assessment (3.2) results to guide a decision or further action

Note 1 to entry: This might be the client or an intermediary person in the assessment process, such as a line manager. In other instances, the end user might be the assessment participant.

3.13

fairness

principle that every assessment participant (3.4) should be assessed using procedures that are equitable and as far as possible free from systematic bias

3.14

evidence-based

based on a systematic review of available research, data, theory and other evidence which supports the quality and relevance of the outcome of the action or decision in a particular context for a particular use

Note 1 to entry: See Annex B for notes on principles of evidence-based approach to assessment.

3.15

feedback

information provided to the assessment participant (3.4) about his or her assessment (3.2) results

Note 1 to entry: Feedback may be provided in different forms, formats and channels, including, but not limited to, oral or written.

3.16

informed consent

process of providing information regarding the assessment (3.2) itself, its purpose and its possible consequences for each intended use and in order to obtain agreement (3.1) from the assessment participant (3.4) to participate in the assessment process and to collect, process and use the participant’s personal data (3.18)

Note 1 to entry: Pursuant to applicable laws, regulations or corporate policies, assessment participants may withdraw from an assessment after having provided consent, but doing so might result in consequences that should have been explained to the assessment participant at the time of first soliciting consent.

Note 2 to entry: In some circumstances consent is implicit rather than explicit. For example, consent is implied in compliance with the process, or where an alternative basis has been identified and noted for collecting, processing and using the participant’s personal data (e.g. a contract between the client and the participant or the processor and the participant).

3.17

norm

information, based on the scores obtained from a sample (often referred to as a norm group) of some well-defined population of people (often referred to as the norm population), which enables raw scores, such as the number of questions correct or the sum of the ratings given to items on a scale, to be converted into percentile or standard scores (i.e. scores which relate the scores to the distribution of scores in the norm population)

Note 1 to entry: Typical percentile scores include grades based on the top 10 % of a population, the next 20 %, the mid 40 %, the next 20 % and the bottom 10 %, respectively; or deciles, which represent 10 % bands of the reference population. Typical standard scores include z-scores (with a mean of zero and standard deviation of one); STENS (mean 5,5, standard deviation 2); and T scores (mean 50 and standard deviation 10).

3.18

personal data

data, including personal information, that are identifiable as relating to a particular assessment participant (3.4)

Note 1 to entry: Personal data does not include data obtained from the assessment participant that are anonymous or that have been subsequently rendered anonymous. Jurisdictions may specify criteria for anonymization.

Note 2 to entry: Jurisdictions specify criteria for which assessment data are classified as personal data.

3.19

post-assessment review

procedure designed to evaluate whether and to what extent the assessment (3.2) met its objectives, including the requirements set out in the written record between the client (3.6) and the service provider (3.25) , together with identification of opportunities for improving future assessments

3.20

professionalism

acting in a manner consistent with conduct and practices, including, where applicable, a code of ethics, adopted by or associated with the assessment (3.2) profession, requiring systematic knowledge and proficiency, and being aware of one’s limitations and not acting outside one’s area of competence (3.7)

3.21

reliability

amount of systematic variance free from measurement error within the test scores, ratings or both

Note 1 to entry: Based on the reliability a band of error within which an assessment result should be interpreted can be specified.

Note 2 to entry: Different reliability coefficients (e.g. test-retest reliability, Cronbach alpha, McDonald’s omega) can be used to estimate reliability. Such coefficients can be obtained by examining the consistency of measures produced by assessment participants or assessors within administrations of assessment methods, or over repeated administrations.

3.22

report

written document that describes an interpretation of the assessment (3.2) result for an individual or group for each intended use

3.23

requirements analysis

systematic process to understand in sufficient detail the assessment (3.2) need and the organisational context fit in order to specify appropriate assessment (3.2) methods

Note 1 to entry: A job analysis or a job task analysis may be part of the requirements analysis.

Note 2 to entry: For an individual assessment for selection purposes such a process would provide information on the relevance and appropriate level of requirements, such as knowledge, skills, abilities, interests, personality traits, behavioural styles and motives.

Note 3 to entry: Existing competency models can be used as a source of information for the requirements analysis as long as they were developed in a systematic approach.

3.24

security

limiting and controlling access to assessment (3.2) materials, scores, reports (3.22) and other confidential or personal data (3.18) to ensure that they are not made available inappropriately

Note 1 to entry: Security includes, but is not limited to, preventing materials from becoming available in ways that would enable an assessment participant to gain an unfair advantage over other assessment participants or would reduce the future value of the assessment materials, and protecting an assessment participant’s assessment results from unauthorized use or release.

3.25

service provider

<assessment> person or organization that provides assessment (3.2) services to the client (3.6) , whether that person or organization is internal or external to the client

Note 1 to entry: The service provider might also employ or contract with others for assessment design and development, for assessor training or for assessment delivery and administration.

3.26

standardized

<assessment> extent to which assessment (3.2) procedures are based upon the application of rules and specifications, including all administrative guidance from the assessment developer, in order to maintain a uniform, constant assessment administration environment, and scoring and interpreting results of assessments so that the assessment conditions or environments are comparable for all assessment participants (3.4) taking the same assessment

3.27

utility

value to the client (3.6) of an assessment (3.2) , taking into account the costs and benefits associated with the assessment

Note 1 to entry: This takes into account factors such as cost per administration, time required per administration, scoring, profiling, report writing, skills required of the assessor and ease of providing assessment participant feedback.

Note 2 to entry: Non-monetary factors can also be important in determining the value of the assessment to the client.

3.28

validity

degree to which the interpretation and use of assessment (3.2) scores are consistent with the proposed purposes of the assessment and are supported by accumulated evidence and theory

Note 1 to entry: The strategy for accumulating evidence of validity is aligned with the type of assessment and the purpose for which it is being used.