All the documents presented are free to use and translate but always mention the original source!

The EFPA Test Review Model (TRM)

The BoA has published a Test Review Model which is extensively used as a standard across Europe in evaluating tests.

The (Revised) EFPA Review Model for the Description and Evaluation of Psychological and Educational Tests was approved by the EFPA General Assembly in July 2013.

The official English language version EFPA 2013 TEST REVIEW MODEL Version 4.2.6 can be downloaded HERE

The EFPA Test Review model provides for procedures that employ two reviewers for each test review, with a third person to oversee the review (the ‘Consulting Editor’) – see Introduction for details.

Local arrangements may result in some of these functions being combined.

EFPA recommends that the evaluations in these reviews are directed towards qualified practising test users, though they should also be of interest to academics and specialists in psychometrics and psychological testing.

For details of the Review Procedure and any local modifications to the review content and criteria, consult your local Psychological Association.

The last update of the Test Review Model was finished in 2013. Since then, new topics have come up (e.g. continuous norming, gamification) and should be covered in a revision. The Board considers it necessary to review the present model and implement necessary changes. The following BoA members were nominated at the latest meeting (Vienna 2019)  for a Test review working group: Anders Sjöberg (Chair), Helen Baron, Dušica Boben, Carmen Hagemeister & Mark Schittekatte.

Translations of the Test Review Model

Czech translation of EFPA Test Review criteria 3.42
Hungarian translation of EFPA Test Review criteria 3.42
Lithuanian transaltion of EFPA Test Review criteria 3.42
Russian translation of EFPA Test Review criteria 3.42
Italian translation of EFPA Test Review Criteria 3.42
Belgian (Flemish) translation of EFPA Test Review Criteria 4.26

Test User standard documents

The document “A European Standard for Test Use” provides a general introduction to the EFPA Test User standards and how they can be used to support user qualification in Member Associations.

The European Test User Standards were the outcome of a two-year project undertaken jointly by EFPA and EAWOP during the period 2003 to 2005. While the initial focus was on test use in employment settings, the developers of the standards were tasked with developing a generic model and those who worked on the original standards came from all areas of psychology.

Since the initial development, work has continued to include specifications of standards for test use in the areas of Health & Social Care, and Education as well as in the area of Work. In addition the model has been refined to distinguish three levels of competence.

The standards can be used in a number of ways but are designed to facilitate the development of competence-based qualifications in test use. They are intended to provide a general European level ‘benchmark’ against which national qualification systems can be compared, audited or accredited.

The actual standard is described in the Document titled “EFPA BoA Qualification Specification all levels 10-03-2012”. This gives details of the standards for three different levels of test use and in terms of three different contexts of use: health, work and education.

Accreditation of test user certification

037b-EFPA-TUAC Obtaining EFPA accreditation for national test user certification
036b-EFPA-TUAC Rules governing Certification Procedure v1-0

EFPA has approved procedures for the accreditation of national test user qualifications. Currently these are confined to Levels 1 and 2 of this framework in the context of test use in employment-related settings. The other two documents provide the rules governing the accreditation procedure and the procedure involved in obtaining accreditation. Member Associations interested in this should request further information from the Board of Assessment through the EFPA Head Office.

Assessment Standards

115 - EFPA BoA Qualification specifications (067b) Assessment All Levels 13-07-2013

In 2011 the Standing Committee on Tests and Testing became the Board of Assessment. Since then the Board has produced an updated version of its test user standards intended to cover the broader range of assessment.
The Board agreed a definition of assessment as a “systematic method or procedure for ascertaining the psychological characteristics of an individual or group of individuals, or the performance of an individual or group of individuals”. The Board emphasises that it intends a broad view of ‘psychological characteristics’. Indeed, the term is used to differentiate between physical and psychological characteristics rather than imply any restriction to trait-like attributes. The definition is based on that developed for the ISO 10667 standard on assessment and this makes clear that it covers all types of psychological attribute, assessed at individual as well as aggregate levels (team, organization, network, family, social group etc.). We also envisage this covering the measurement of ‘criteria’ in so far as these are relevant to the “performance of an individual or group of individuals”. The Board realises that future use of the definitions needs to include statements that ‘unpack’ what is meant by ‘psychological characteristics’ and ‘performance’.  

Information on the survey on psychologists' attitudes towards test and testing

The BoA has administered a survey of psychologists since 2000 at 10 year intervals to understand how they can best work to improve standards of practice in assessment.  
In the spring and summer of 2020 a new wave of the survey is going on.
Information on the previous waves you can find via:

Muniz, J., Bartram, D., Evers, A., Boben, D., Matesic, K., Glabeke, K. et al. (2001). Testing Practices in European Countries. European Journal of Psychological Assessment, 17(3), 201–211.

Evers, A., Muniz, J., Bartram, D., Boben, D., Egeland, J., Fernández-Hermida, J. et al. (2010). Attitudes of European psychologists on tests and test use: 2000 to 2009. 7th ITC Conference, Hongkong.

Evers, A., Muniz, J., Bartram, D., Boben, D., Egeland, J., Fernández-Hermida, J. et al. (2012). Testing Practices in the 21st Century. Developments and European Psychologists' Opinions. European Psychologist, 17(4), 300–319.

Evers, A., Muniz, J., Bartram, D., Iliescu, D., Balboni, G., Fine, S. et al. (2012, Juli). Testing practices and attitudes towards tests and testing. 8th Conference of the ITC, Amsterdam.

Evers, A., Muñiz, J., Hagemeister, C., Høtmælingen, A., Lindley, P., Sjöbergr, A. et al. (2013). Assessing the quality of tests: revision of the EFPA review model. Psicothema, 25(3), 283–291.

Evers, A., McCormick, C. M., Hawley, L. R., Muñiz, J., Balboni, G., Bartram, D. et al. (2016). Testing Practices and Attitudes Toward Tests and Testing. An International Survey. International Journal of Testing, 1–33.

Resources for the public e.g. Introduction to Psychological Testing

Introduction to Psychological Testing version Vienna 2019