ain portion of error and this must be taken into account when labels or diagnoses are offered on the basis of test data.
(5) If there are serious implications derived from testing (negative or positive implications), multiple sources of data must be employed.
Given Peterson and Nisenholtz's delineation of the issues, the question can be asked: How can the test administrator practice in such a way that he or she adequately handles the various issues? In this regard, Fischer (1985) offers several interrelated principles as guidelines. These can be summarized as follows:
(1) Collect not only the official test assessments but supplement these with observances of behavior.
(2) Provide context for the measurement. The physical setting, the location, the assessor's relation to the client and what the assessor perceives as the meaning of the situation for the client, these should all be noted and utilized as part of collected data.
(3) Collaborate with other assessors in an effort to better understand.
(4) Since assessment of any type always has an impact on the client in both positive and negative ways, set up procedures designed to move the client th
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