Construindo escalas de autorrelato: o que fazer? / Developing self-report scales: what to do? / Construcción de escalas de autoinforme: ¿qué hacer?

Escalas de autorrelato são comuns no cotidiano de pesquisadores, porém detalhes, que às vezes parecem de pouca importância, acabam sendo desconsiderados. Autorrelato são caracterizados pela pessoa de interesse ser a própria fonte de informação do pesquisador, assim a forma em que as possibilidades de resposta são apresentadas é de suma importância. Os formatos de resposta mais comuns são tipo Likert e as escolhas forçadas que vem ganhando popularidade nos últimos anos. Neste artigo são apresentados os elementos necessários que devem ser observados quando se constrói ou se escolhe escalas que possuam esses dois formatos de resposta. São discutidos também a quantidade de itens ou blocos necessários, as opções de resposta, polaridade dos itens, sistema de correção, bem como ao final são indicadas boas práticas na construção de itens para ambos os formatos. Dessa forma, pretende-se contribuir para a Psicologia, em especial a área de construção de instrumentos de autorrelato.(AU)

Self-report scales are common in the daily lives of researchers, however, details, which sometimes seem of little importance, can end up being disregarded. Self-reports are characterized by the person of interest being the researcher's own source of information, therefore the way in which the response possibilities are presented is of paramount importance. The most common response formats are Likert type and forced choice, which have been gaining popularity in recent years. This article presents the elements that must be observed when developing or choosing scales that have these two response formats. Also discussed are the number of items or blocks needed, the answer options, item polarity, the correction system, and good practices in the construction of items for both formats. The intention is to contribute to Psychology, especially the area of construction of self-report instruments.(AU)

Las escalas de autoinforme son habituales en el día a día de los investigadores, pero los detalles, que a veces parecen de poca importancia, acaban siendo desestimados. Los autoinformes se caracterizan porque la persona de interés es la propia fuente de información del investigador, por lo que la forma en que se presentan las posibilidades de respuesta es de suma importancia. Los formatos de respuesta más comunes son tipo Likert y las elecciones forzadas, que han ido ganando popularidad en los últimos años. Este artículo presenta los elementos necesarios que se deben observar al momento de construir o elegir escalas que tengan estos dos formatos de respuesta. También se discute la cantidad de ítems o bloques necesarios, las opciones de respuesta, la polaridad de los ítems, el sistema de corrección, así como las buenas prácticas en la construcción de ítems para ambos formatos. De esta forma, se pretende contribuir a la Psicología, especialmente al área de construcción de instrumentos de autoinforme.(AU)

Validation of an online version of the trier social stress test in adult men and women.

The Trier Social Stress Test (TSST) is a reliable and efficient protocol to induce acute psychosocial stress in the laboratory. If circumstances do not allow in-person assessments, an online version of the TSST could create more flexible research opportunities. To date, studies have confirmed subjective and autonomic stress responses to online TSST protocols. In this preregistered study (https://osf.io/u57aj), we focused on the effect of a TSST online for adults (TSST-OA) on cortisol and alpha amylase levels, and pleasure and arousal ratings. As cortisol stress reactivity is mediated by sex, we further compared men and women. We hypothesized significant increases in cortisol, alpha amylase and arousal, and a decrease in pleasure in response to the TSST-OA. Also, we expected stronger cortisol responses in males as compared with females, as in the laboratory TSST. N = 48 adults (56% female, meanage=23.02 years, SD=3.19) participated in the study. Saliva sampling devices were sent to participants' home before testing sessions, during which the experimenter, a mixed-sex panel, and the participant joined a video call. Participants underwent the TSST-OA and overall provided five saliva samples for cortisol and alpha amylase detection. Pleasure and arousal ratings and psychometric questionnaires were also completed online. As hypothesized, the TSST-OA significantly increased cortisol, alpha amylase, and arousal levels, while it decreased pleasure. Moreover, cortisol responses were significantly stronger in males as compared to females. 64% of subjects were classified as responders (cortisol rise>1.5nmol/l). The TSST-OA successfully induced psychophysiological stress in adults. Our protocol offers new possibilities to study stress outside of the laboratory.

Measurement properties of the Brazilian versions of Fear-Avoidance Beliefs Questionnaire and Tampa Scale of Kinesiophobia in individuals with shoulder pain.

PURPOSE: To verify the measurement properties of the Brazilian versions of Fear-avoidance Beliefs Questionnaire (FABQ) and Tampa Scale of Kinesiophobia (TSK) in individuals with shoulder pain. METHODS: Individuals with shoulder pain (>18 years) were included in this study. Structural validity was verified by exploratory factor analysis, which was used to identify dimensionality of the FABQ and TSK. Test-retest reliability was assessed with intraclass correlation coefficient(3,1) and internal consistency with Cronbach's alpha. Floor or ceiling effects were also investigated. Responsiveness was verified by effect sizes and area under the receiver operating characteristic curve (AUC). RESULTS: Exploratory factor analysis identified two and one factor in the FABQ and TSK, respectively. FABQ and TSK presented moderate to good reliability and adequate internal consistency (Cronbach's alpha > 0.70). The floor effect was present in one factor of the FABQ. The FABQ and TSK showed small to moderate effect sizes and did not show adequate AUC. CONCLUSION: FABQ and TSK are multidimensional and unidimensional instruments, respectively. Those instruments presented moderate to good reliability and the responsiveness was considered to be suboptimal in individuals with shoulder pain.

Adaptation of the Beliefs about Well-Being Scale to the Spanish population / Adaptación de la Escala de Creencias sobre el Bienestar a la población española

The study of happiness and well-being is receiving increased attention in different fields. Recent research into well-being has focused on delving deeper into the individual's conception about the experience of well-being. McMahan and Estes (2011a) created a scale that assesses lay conceptions of well-being based on four dimensions: the experience of pleasure, avoidance of negative experience, self-development and contribution to others. The goal of this study was to adapt this scale, the Beliefs about Well-Being Scale (BWBS), to the Spanish population. The sample consisted of 1,024 participants from the general population ranging in age interval from 17 to 87 years old. The confirmatory factorial analysis results in a structure of four dimensions, similar to the original scale, although in the adaptation of the scale the items decrease from 16 to 12. The results of the reliability analysis reveal indexes similar to those of the original scale. These results confirm the validity of Beliefs about Well-Being Scale with general population in a cultural context different from the original study. This will allow cross-cultural studies to analyze the influence of culture in the perception of well-being

El estudio de la felicidad y el bienestar está recibiendo cada vez más atención en diferentes campos. Las investigaciones recientes sobre el bienestar se han centrado en profundizar en la concepción del individuo sobre la experiencia del bienestar. McMahan y Estes (2011a) crearon una escala que evalúa las concepciones legas del bienestar en base a cuatro dimensiones: la experiencia de placer, la evitación de la experiencia negativa, el autodesarrollo y la contribución a los demás. El objetivo de este estudio fue adaptar esta escala, Beliefs about Well-Being Scale (BWBS), a la población española. La muestra estuvo formada por 1.024 participantes de la población general con un intervalo de edad entre 17 y 87 años. El análisis factorial confirmatorio da como resultado una estructura de cuatro dimensiones, similar a la escala original, aunque en la adaptación de la escala los ítems disminuyen de 16 a 12. Los resultados del análisis de fiabilidad revelan índices similares a los de la escala original. Estos resultados confirman la validez de la Escala de Creencias sobre el Bienestar con población general en un contexto cultural diferente al del estudio original. Esto permitirá realizar estudios transculturales para analizar la influencia de la cultura en la percepción del bienestar

Por que regulamentar o uso e acesso aos Testes Psicológicos? / Why regulate the use of and access to Psychological Tests? / ¿Por qué regular el uso y el acceso a las pruebas psicológicas?

A regulamentação da avaliação psicológica, e mais especificamente dos testes psicológicos, é motivo de preocupação e debate no cenário nacional há várias décadas. O objetivo deste artigo foi ponderar e problematizar sobre a possível ausência de regulamentação no que diz respeito ao uso e comercialização dos testes psicológicos e suas consequências para os indivíduos, sociedade e resultado da avaliação psicológica. Para isso o artigo traz um breve histórico da avaliação psicológica no Brasil, perpassando pela construção e estruturação do sistema de avaliação de testes psicológicos (Satepsi), o julgamento da Ação Direta de Inconstitucionalidade (ADI) 3481 pelo Supremo Tribunal Federal, e ponderando acerca da necessidade, razoabilidade e adequação da regulamentação do uso e acesso aos testes psicológicos. Os autores concluem que a restrição de acesso aos testes psicológicos não possui potencial lesivo para os indivíduos, sociedade ou instrumento psicológico, mas seu acesso ou comercialização indiscriminada sim. (AU)

The regulation of psychological assessments, and more specifically of psychological tests, has been a matter of concern and debate in the national context for several decades. The aim of this article was to consider and discuss the possible lack of regulation regarding the use and commercialization of psychological tests and the consequences for individuals, society and the results of the psychological assessment. For this, the article provides a brief history of psychological assessment in Brazil, passing through the construction and structuring of the psychological test assessment system (Satepsi), the judgment of the Direct Action of Unconstitutionality (ADI) 3481 by the Supreme Court, and considering the need, reasonableness and adequacy of regulation of the use of and access to psychological tests. The authors conclude that the restriction of access to psychological tests is not potentially harmful for individuals, society or psychological instrument, however, open access or indiscriminate commercialization could be. (AU)

La regulación de la evaluación psicológica y, más específicamente, de los tests psicológicos, ha sido un tema de preocupación y debate en el escenario nacional durante varias décadas. El objetivo de este artículo fue considerar y discutir la posible falta de regulación sobre el uso y comercialización de tests psicológicos y sus consecuencias para los individuos, la sociedad y resultado de la evaluación psicológica. Para ello, el artículo brinda una breve historia de la evaluación psicológica en Brasil, pasando por la construcción y estructuración del sistema de evaluación de tests psicológicos (Satepsi), la sentencia de Acción Directa de Inconstitucionalidad (ADI) 3481 del Supremo Tribunal Federal, y ​​considerando la necesidad, razonabilidad y adecuación de la regulación del uso y acceso a los tests psicológicos. Los autores concluyen que la restricción del acceso a los tests psicológicos no tiene potencial dañoso para los individuos, la sociedad o el instrumento psicológico, pero sí su acceso o comercialización indiscriminada. (AU)

Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA).

Math anxiety (MA) affects students of all age groups. Because of its effects on children's academic development, the need to recognize its early manifestations has been highlighted. We designed a European-Spanish version of the Scale for Early Mathematics Anxiety (SEMA; Wu et al. (2012)), and assessed its psychometric properties in a sample of children aged 7 to 12 years. The participants (967 typically developing children) were elementary school students recruited from ten schools. Children reported their general and math anxiety levels in an individual session and performed nonverbal IQ and math abilities subtests in a group session. Teachers reported the final math grades. The psychometric indices obtained, and the resulting factor structure revealed that the European-Spanish version of the SEMA developed in this study is a reliable and valid measure to evaluate MA in children from 3rd to 6th grade. Moreover, we explored gender differences, that resulted in small effect sizes, which disappeared when controlling for trait anxiety. Differences across grades were found for both global MA and the numerical processing anxiety factor but not for the situational and performance anxiety factor. Finally, MA was negatively associated with students' math achievement, although the strength of the associations varied with the MA measure selected, the kind of math achievement analyzed, and the school stage considered. Our findings highlight the relevance of MA in elementary school and highlight the need for an early identification of students at risk of suffering MA to palliate the negative consequences of MA in children's cognitive and academic development.

Detecting joint attention events in mother-infant dyads: Sharing looks cannot be reliably identified by naïve third-party observers.

Joint attention, or sharing attention with another individual about an object or event, is a critical behaviour that emerges in pre-linguistic infants and predicts later language abilities. Given its importance, it is perhaps surprising that there is no consensus on how to measure joint attention in prelinguistic infants. A rigorous definition proposed by Siposova & Carpenter (2019) requires the infant and partner to gaze alternate between an object and each other (coordination of attention) and exchange communicative signals (explicit acknowledgement of jointly sharing attention). However, Hobson and Hobson (2007) proposed that the quality of gaze between individuals is, in itself, a sufficient communicative signal that demonstrates sharing of attention. They proposed that observers can reliably distinguish "sharing", "checking", and "orienting" looks, but the empirical basis for this claim is limited as their study focussed on two raters examining looks from 11-year-old children. Here, we analysed categorisations made by 32 naïve raters of 60 infant looks to their mothers, to examine whether they could be reliably distinguished according to Hobson and Hobson's definitions. Raters had overall low agreement and only in 3 out of 26 cases did a significant majority of the raters agree with the judgement of the mother who had received the look. For the looks that raters did agree on at above chance levels, look duration and the overall communication rate of the mother were identified as cues that raters may have relied upon. In our experiment, naïve third party observers could not reliably determine the type of look infants gave to their mothers, which indicates that subjective judgements of types of look should not be used to identify mutual awareness of sharing attention in infants. Instead, we advocate the use of objective behaviour measurement to infer that interactants know they are 'jointly' attending to an object or event, and believe this will be a crucial step in understanding the ontogenetic and evolutionary origins of joint attention.

[Brief visuospatial memory test-revised (BVMT-R): normalization and standardization for Spanish population]. / Test breve de memoria visuoespacial-revisado: normalización y estandarización de la prueba en población española.

INTRODUCTION: The brief visuospatial memory test-revised (BVMT-R) assesses visuospatial learning and memory in adults. It has equivalent forms that allow reassessing patients. AIM: To obtain normative and standardized data for the BVMT-R taking into account the sociodemographic characteristics of the Spanish population. SUBJECTS AND METHODS: The present study is part of the Normacog Project. Nine hundred three participants (18 to 93 years old) were assessed using the BVMT-R (form 1). The effect of age, level of education and gender was analyzed on the BVMT-R, and percentiles and scalar scores adjusted by age and level of education were created. RESULTS: A significant effect of age and educational level on the analyzed variables was observed (trial 1; total recall; trial 4; discrimination index), explaining from 12% to 40% of the variance. The older and less educated participants obtained lower performance in all the analyzed variables of the BVMT-R. Gender had not a significant effect in the analyzed variables. CONCLUSION: The study provides standardized and normalized data for the BVMT-R taking into account the Spanish sociodemographic characteristics. The results confirm the in?uence of age and level of education in the performance of the test, so normative data are provided to correct the BVMT-R taking into account these characteristics.

TITLE: Test breve de memoria visuoespacial-revisado: normalización y estandarización de la prueba en población española.Introducción. El test breve de memoria visuoespacial-revisado (BVMT-R) evalúa el aprendizaje y la memoria visuoespacial en población adulta. Este test cuenta con versiones paralelas que permiten su readministración. Objetivo. Obtener datos normativos y estandarizados para el BVMT-R adecuados a las características sociodemográficas de la población española. Sujetos y métodos. El estudio se enmarca dentro del proyecto Normacog. Se evaluó a 903 participantes (rango de edad: 18-93 años) con el BVMT-R (versión 1). Se analizaron el efecto de la edad, el nivel educativo y el sexo sobre el BVMT-R, y se crearon los percentiles y las puntuaciones escalares ajustadas por edad y nivel educativo. Resultados. Se observó un efecto significativo de la edad y el nivel educativo sobre todas las variables analizadas (ensayo 1, recuerdo total, ensayo 4 e índice de discriminación), que explica entre el 12 y el 40% de la varianza. Los participantes más mayores y con menor nivel educativo obtuvieron un menor rendimiento en el BVMT-R. El sexo no presentó un efecto significativo en las variables analizadas. Conclusión. Este estudio aporta baremos estandarizados y normalizados para el BVMT-R, teniendo en cuenta las características sociodemográficas de la población española. Los resultados confirman la influencia de la edad y la educación en el rendimiento del test, por lo que aportamos datos que permiten corregir el BVMT-R teniendo en cuenta dichas características.

The predictive utility of word familiarity for online engagements and funding.

Metacognitive frameworks such as processing fluency often suggest people respond more favorably to simple and common language versus complex and technical language. It is easier for people to process information that is simple and nontechnical compared to complex information, therefore leading to more engagement with targets. In two studies covering 12 field samples (total n = 1,064,533), we establish and replicate this simpler-is-better phenomenon by demonstrating people engage more with nontechnical language when giving their time and attention (e.g., simple online language tends to receive more social engagements). However, people respond to complex language when giving their money (e.g., complex language within charitable giving campaigns and grant abstracts tend to receive more money). This evidence suggests people engage with the heuristic of complex language differently depending on a time or money target. These results underscore language as a lens into social and psychological processes and computational methods to measure text patterns at scale.

Creating an antiracist psychology by addressing professional complicity in psychological assessment.

The acceptance of racist practices in psychological assessment, like the use of racist stimuli in testing material, has gone unchallenged for far too long. Such practices are emblematic of the entrenched systems of structural racism and pernicious presence of anti-Black oppression within psychology and beyond. This article brings into focus one glaring example: the inclusion of a noose as an item in one of the most widely used standardized tests in neuropsychology-the Boston Naming Test. The deeply offensive nature of this item has gone publicly unaddressed in the psychological literature for decades despite over 27,000 published articles with this test as a primary keyword. Herein, we review the history of the racialized weaponization of the noose in the United States; the potential psychological harm and test performance degradation imposed by including racist stimuli in assessment materials; and the ethical and cultural competency implications of exposing examinees to racist stimuli during psychological assessments. Finally, we call out the professional complicity underlying this item's persistence in psychology, urging psychologists, test publishers, and members of editorial boards to put an end to the complicit support and take clear corrective action in response to this offense. We also charge our colleagues and community to critically review other psychological assessment measures, language, and procedures in their respective subdisciplines to make the changes that will align professional practice with the antiracist values required to undo the effects of structural racism in psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The psychometric measures to assess aggressive dimension following traumatic brain injury: A review.

BACKGROUND: higher level of aggression and antisocial behavior are frequent following head trauma, due to specific brain alterations. Many tests are used to assess this aspect. A descriptive review was conducted on the main tests used to detect the appearance of aggressive dimensions following traumatic brain injury. REVIEW SUMMARY: we searched on PubMed and Web of Science databases and screening references of included studies and review articles for additional citations. From initial 723 publications, only 7 met our search criteria. Findings showed that various psychometric tools are used to assess aggressiveness and its subdomains, following head trauma. CONCLUSIONS: further investigation are necessary to clarify whether these tools ensure a reliable diagnosis in order to make an early intervention and reduce violent behavior and its development.

Study of item text in the Chinese Symptom Checklist-90.

ABSTRACT: Symptom Checklist-90 (SCL-90) is the popular and widely used instrument, whether in mental health screening, psychological consultation, or the diagnosis and estimate of mental illness. In 1984, it was translated from theEnglish version into Chinese and then SCL-90 has been widely used in China. It is a pity that the item text of Chinese version has not been revised since the birth of it until today. We analyzed the Chinese version of the 90-item text from 3 new perspectives: translation, semantic, and cross-cultural, and thought that 18 items should be revised. This study' results have taken one step forward on the basis of previous studies, which will play an important role in improving the quality of Chinese version SCL-90 and improving the mental health level of Chinese people.

Posthypnotic Amnesia in Hypnotizability Assessment: Validation of a New Scoring System for the Hypnotic Induction Profile.

The Hypnotic Induction Profile (HIP) is a standardized assessment of hypnotizability featuring a validated 0-10 scoring system, that does not factor in posthypnotic amnesia. Using confirmatory factor analyses (CFA), we compared the 10-point scoring system with a new 12-point system that includes the posthypnotic amnesia item in independent samples of individuals with fibromyalgia (n = 98) and healthy adults (n = 97). Additionally, we explored associations of the two scoring systems with measures of hypnotic phenomena. CFA results indicate that the 12-point scoring system is a good fit for the 1-factor model of hypnotizability. Posthypnotic amnesia loaded highly on the model in the fibromyalgia sample, and moderately on the model in healthy adults. Furthermore, the 12-point scoring system correlated significantly with measures of hypnotic phenomena. We conclude that the 12-point scoring system is psychometrically equivalent yet conceptually more comprehensive than the 10-point scoring system.

Testing Hypnotizability by Phone: Development and Validation of the Remote Hypnotic Induction Profile (rHIP).

Standard hypnotizability scales require physical contact or direct observation by tester and participant. The authors addressed this limitation by developing and testing the remote Hypnotic Induction Profile (rHIP), a hypnotizability test derived from the Hypnotic Induction Profile that is completed by telephone. To assess the validity of the rHIP, 56 volunteers naïve to hypnotizability testing completed both the HIP and the rHIP, with order of testing randomized. Results indicate a strong correlation between HIP and rHIP scores, r s =.71(0.53-0.84), p <.0001, and good concordance, difference =.03(-0.53, 0.59), p =.91, independent of testing order. The rHIP had few complications. Possible advantages of using the rHIP include improving patient expectancy prior to scheduling a hypnosis session, increasing access to hypnotizability testing for remote interventions, and obviating resource-intensive in-person hypnotizability screening for trials that exclude subjects with certain scores.

Test-Retest Reliability of the Stanford Hypnotic Susceptibility Scale, Form C and the Elkins Hypnotizability Scale.

This project aimed to assess the consistency of hypnotizability over repeated assessments when measured by the Stanford Hypnotic Susceptibility Scale: Form C (SHSS:C), and the Elkins Hypnotizability Scale (EHS) and to contrast score distribution and pleasantness of these scales. University students were administered either the SHSS:C or the EHS twice with a one-week delay by separate experimenters. Test-retest reliability of the EHS and the SHSS:C was r s =.82 (.71-.92) and r s =.66, 95% (.47-.86), respectively (Spearman's correlation). Hypnotizability was comparable at test and retest in the EHS group, SHSS:C scores decreased by the retest. We found that the SHSS:C produced higher scores than the EHS, and the pleasantness of the 2 scales was comparable. Overall, our results supported the reliability of the EHS, while SHSS:C scores were more inconsistent between the 2 assessments. More research is warranted.

German Norms of the Harvard Group Scale of Hypnotic Susceptibility, Form A (HGSHS:A) and Proposal of a 5-Item Short-Version (HGSHS-5:G).

The Harvard Group Scale of Hypnotic Susceptibility, Form A (HGSHS:A), is commonly used to test hypnotizability. There is still some controversy about what exactly hypnotizability is and whether and how it can be measured, especially by the HGSHS:A. Furthermore, a wider clinical use is limited, requiring a testing time of more than 1 hour. We analyzed the German HGSHS:A version for its factorial structure, item contribution, and item difficulty based on test data from six studies, including 1276 persons, to propose a shorter version of the HGSHS:A. We hereby present a 5-item version of the HGSHS:A (HGSHS-5:G), consisting of the challenge items, that was compared with an 11-item version (highly variable posthypnotic amnesia omitted). Age- and gender-specific norms was generated. The HGSHS-5: G showed high validity, reliability, and classification agreement. It reduces test time to 30 minutes thus facilitating wider use of hypnotizability testing.

Attitudes and experiences of health professionals towards clinical evaluations of torture and ill-treatment.

Torture and ill-treatment are crimes practiced systematically in many countries around the world. Little is known about the attitudes and experiences of health professionals who evaluate the victims of these crimes. This study was conducted to assess the attitudes and experiences of health professionals who conduct clinical evaluations of alleged torture and ill-treatment and identify common needs and challenges. Two surveys were administered to health professionals who attended a series of Istanbul Protocol (IP) trainings in various countries of Central Asia, Middle East/North Africa and Latin-America. The findings indicate that participants documented a significant number of torture and ill-treatment cases during a three-year period preceding the survey and that they were interested in conducting evaluations in accordance with the IP, but expressed concern about the impact of such evaluations on their workload and the effects of secondary trauma. Participants indicated support for a wide range of professional development and self-regulatory measures. The study also indicates the need for additional training and other measures to ensure effective documentation practices as 13% of participants failed to understand one of the most basic IP concepts - that the absence of physical and/or psychological evidence does not rule out the possibility that torture and/or ill-treatment occurred.

Aplicación Remota De Test: Riesgos Y Recomendaciones / The Remote Application Of Tests: Risks And Recommendations

La necesidad de continuar ofreciendo servicios profesionales de evaluación en situaciones de pandemia ha favorecido la aplicación remota de test diseñados para un uso presencial. Esta práctica de tele-evaluación modifica las condiciones en las que el test fue construido, estandarizado y validado, y por consiguiente conviene que vaya acompañada de un análisis de sus potenciales riesgos. En este trabajo se describen las amenazas asociadas con el uso remoto de test, y se apuntan algunas recomendaciones para mitigarlas. Cuando un profesional opte por la aplicación remota de test que han sido construidos para ser utilizados en modo presencial, conviene que sea consciente de los riesgos y beneficios asociados a esta práctica, y una vez evaluados estos, actúe en consecuencia. (AU)

The need to continue to offer professional assessment services in pandemic situations has given rise to the remote use of tests designed for face-to-face administration. This practice of tele-assessment modifies the original conditions in which the test wasconstructed, standardized and validated, and therefore should be accompanied by an analysis of the potential risks. Thispaper describes the threats associated with remote test use, and suggests several recommendations to mitigate them. When considering the remote administration of tests that have been constructed to be used in person, the professional should beaware of the risks and benefits associated with this practice, and once these have been evaluated, he or she should act accordingly. (AU)