Chapter 1. Psychological Testing and Assessment.
Definition of Tests or assessment
-A measuring device or procedure.
-With a modifier such as “intelligence” test: A measuring device or procedure to measure “intelligence.”
Assessment Methods
1. Test: Administer tests (objective vs. projective tests).
Generally evaluative codes, numeric scores, or statements are assigned to test-taker’s performance on tests.
2. Interview: Asking questions.
3. Portfolio: Work sample
4. Case History Data: Records, transcripts, photos, audiotapes, etc., relevant to an assessee in various situations such as school, hospital, home, etc.
5. Behavioral Observation: Qualitatively and quantitatively monitor and observe target behaviors in various settings and situations.
6. Role Play tests: Let assesses to play some roles in hypothetical settings.
7. Computer-assisted tests:
(a) Automatic tailoring a test’s content and length for each test-taker, (b) CT-scan, (c) Quick scoring, comparison, and creating a large data back, and (d) Economical.
Twelve Assumptions in Psychological Testing and Assessment
1. Psychological traits and states exist.
“A way in which one individual varies from another.”
Both traits and states depend on situations: Traits are relatively enduring whereas states are relatively less enduring.
2. Psychological traits and states can be quantified and measured.
A theoretical construct (intelligence)Operational definition (3.5GPA, critical thinking, mathematical knowledge, vocabulary, etc.)Create questions that tap into these areasAssign numbers in accordance with empirical properties of the construct/objects (Measurement/Scaling).
3. Various methods of measuring aspects of the same thing can be used
-Various methods and tests (i.e., naturalistic observation, interview, etc. as well as MMPI-2 or MCMI-III).
4. Assessment can provide answers to some of life’s most momentous/important questions.
-Such as employment, promotion, admission, placement, firing, etc.
5. Assessment can be phenomena that require further attention or study
-Diagnostic tests for treatment plan, performance tests at school for curriculum development, tests for training.
6. Many sources of data are part of the assessment process
-A test score can be reinforced by other data from other sources (GPA, SAT, community service, essay)
7.Various sources of error are part of the assessment process
-Nothing is perfect. Validity or reliability of a test. Testing settings or contexts. Test-taker’s emotional or physical states. Apply some statistical procedure to get the best estimate of a True Score.
8. Tests and other measurement techniques have strengths and weakness.
-Some tests and assessment methods are good for certain situations, purpose, or settings whereas they are not good for other settings (i.e., MMPI for admission).
9. Test-related behavior predicts non-test-related behavior
-IQ score can predict academic performance.
-Blackening little grids with # 2 pencils on MMPI predicts your relationships with other people.
10. Present-day behavior sampling predicts future behavior
-Your GPA predicts whether or not you graduate.
11. Testing and assessment can be conducted in a fair and unbiased manner.
-Tricky questions.
12. Testing and assessment benefit society.
-Class placements (i.e., children with LD), board exams for doctors, quality control, medications (FDA), etc.
In what types of settings are assessment conducted and why?
1. Educational setting: tests for academic performance, tests for learning disability, tests for appropriate placement, tests for certifying a high school diploma or college degree.
2. Counseling setting: Tests for guidance and assistance.
3. Clinical setting: Tests for diagnosis and treatment.
4. Business Setting: Tests for employment, job performance, promotion, and personnel management.
5. Other Settings: State’s bar examination for lawyers, tests for psychologists and physicians to be Board Certified, tests for the court to determine competency or responsibility, tests for disability or social security benefit.
Evaluating the quality of tests: The criteria for a good test.
1. Clear instruction for administration, scoring, and interpretation.
2. Economical (i.e., time and cost)
3. Reliability:
Consistency of measurement: Yielding the same numerical measurement every time we observe the same thing under the same conditions?
4. Validity: The extent to which tests measure what it is supposed to measure.
5. Adequate norms?
Does a test have a standard with which the results of measurement can be compared?
Does a test yield information on the test-taker’s standing or ranking relative to some comparison group of test-takers? (i.e., larger and more similarbetter)
(a) Norm-referenced tests: They yield information about a test-taker’s relative standing (i.e., SAT or GRE).
(b) Criterion referenced: They yield information about a test-taker’s mastery of a particular skill (i.e., road tests for driving).
Factors affecting test performance:
1. Practice effect
2. Luck
3. Fake-good
4. Fake-bad
5. Test-taker’s emotional distress (i.e., anxiety) or physical pain.
6. Test-taker’s attitude (cooperation, interest or motivation).
7. Test-taker’s alertness or attentiveness.
8. Environmental settings (i.e., dark, noisy).
9. Examiner’s characteristics (i.e., gender, age, ethnicity, present/absent)
10. Rapport was built?