How do you take neurodivergent people into account when you test?

Master International's tests are developed for organisational purposes, so Master International does not build in a clinical or diagnostic dimension of neurodivergence. This sits outside the tools' intended use, and outside Master International's expertise as a test developer.

Fairness in Master International's test design

Master International's item-writing follows established fairness principles, following, for example, EFPA/ITC test standards, and is designed to avoid unnecessary complexity or time pressure in for example perosnlaity test that could disadvantage a candidate for reasons unrelated to what the assessment is measuring.

Why Master International does not offer a fixed checklist

Neurodivergence spans ADHD, autism, dyslexia, dyspraxia, etc, and even within any one of these, presentation varies enormously from person to person. This is exactly why Master International does not offer a generic recommendation or a fixed checklist tied to neurodivergent test takers. What helps one candidate with ADHD may not help another, and a one-size-fits-all approach risks missing the person in front of you.

Accommodating a known condition

Where a candidate has a known condition, this should be taken into account. Master International advises going through an individual evaluation together with the candidate on how best to accommodate the condition when taking tests. A few principles are worth following:

• Focus on function, not condition. For example, whether they concentrate better with fewer distractions or more time, or whether they normally use any support, such as assistive software, note-taking help, or instructions provided in advance, that they would like available for the assessment.
• Discuss the purpose of the test. Be clear in the dialogue with the candidate what the purpose of the test is. This can help facilitate you dialogue with the candidate. Both which tests you are using, personality and/or cognitive tests, and how they are used in your recruitment flow.
• Keep it candidate-led and voluntary. Ask what would help them do their best, rather than asking about a diagnose. And be very open to offering an alternative way of evaluation in the recruitment flow.

Offer this conversation consistently to every candidate, rather than singling anyone out. It normalises the offer, reduces the risk of differential treatment, and tends to surface more genuine disclosure. And if at all in doubt, that the test result will be effected negatively by a condition, then the safer choice is to opt out on tests with that candidate. This should not effect your evaluation of the candidate, but have in mind, that this candidate must be evaluated differently but on same terms. 

Finally, whatever a candidate shares, only record what is relevant and needed to arrange the accommodation itself.