Psychological Testing

Introduction
Lecturer: Josie B. Banaglorioso, Ph.D.

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Introduction
 Name
 History of formal assessment course
 Current occupation and office
 Experience in testing: years, type, task
(administration, scoring, interpretation, report
writing, feedback)
 Mobile and email address
 Expectations
 Types of tests and population of interest
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Psychological Test
an objective and standardized
measure for sampling behavior/
attribute and describing it with
categories and scores .

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Creativity Exercise
How creative are you?

emotional.Psychological Test  Sampling behavior/attribute: Cognitive. personality and behavioral factors  Each attribute tries to empirically demonstrate correspondence with the performance in the test and other situations  Diagnosis of the present condition to predict performance in the future and in other situations  Difference between Testing and Assessment? 5 .

personality and behavioral factors  Each attribute tries to empirically demonstrate correspondence with the performance in the test and other situations  Diagnosis of the present condition to predict performance in the future and in other situations  Difference between Testing and Assessment? 6 . emotional.Psychological Test  Sampling behavior/attribute: Cognitive.

Assessment  Assessment  More comprehensive  Entire process of compiling information about a person and using it to make an inference about characteristics and to predict behavior  Involve observations. interviews and tests  Examiner combines data from different sources  Testing  Only one source of information used in the assessment process 7 .Testing vs.

Defining Features of Tests      Standardized procedure Behavior sample Scores or categories Norms or standards Prediction of non-test behavior 8 .

Test Toolkit usually includes  Manual  Test booklet or materials (for performance tests)  Answer sheet  Scoring template  Profile sheet 9 .

Elements we usually find in a test manual  What and how attribute is measured  The standardized condition it was obtained  The validity and reliability measures  Established rules for scoring. obtaining quantitative/qualitative information of the attribute 10 .

Uses of Psychological Tests  Classification or Diagnosis  Treatment planning (counseling or educative interventions)  Self knowledge  Selection  Program evaluation  Research  Certification 11 .

Available Tools Children  Children’s Apperception Test  House Tree Person  Kinetic Family Drawing  Child Symptom Inventory  MMTIC  OLSAT Adolescent LD  Youth Self Report Form (add CBC and TRF)  Learning Disability Diagnostic Index  Child Behavior Checklist and Teacher Report Form  16 PF  BarOn EQ 12 .

Available Tools 16 years old up       Neo Pi-R MBTI Jackson Inventory Multiple Aptitude Battery Filipino Values Scale Holland Occupational Theme  Vocational Preference Index  Basic Personality Inventory  Firo B  Strengths Finder  Oasis Aptitude and Interest  OLSAT G 13 .

promotion and termination 14 .Some Application of Psychological Tests  Classification and diagnose children’s ability and determine the type of school instruction or intervention needed  Guide HS and college students in their educational and occupational decisions  Select applicants for professional schools  Select and classify industrial personnel during hiring. job assignment transfer.

Application of Psychological Tests  Determine the emotional well being and effective interpersonal relationship  Assess person with severe emotional disorder and behavioral problems  Effectiveness of different procedures and outcomes of psychotherapy  Teacher made tests or achievement tests 15 .

impulsivity.g.Types of Tests Broad Distinction  Group Tests  Testing large group of people at the same time  Largely paper and pencil  Individual Tests  Administered one on one  Opportunity to gauge motivation relevant behavior or responses e. hyperactivity. anxiety Which is more expensive? What purpose does each serve? 16 .

Types of Tests Sources  Test of performance – subject performs a task  Behavioral Observations of the subject in a given context  Self Reports subject describes his/her experience 17 .

perceptual reasoning to assess potential for scholastic work  Aptitude Tests – specific skill or task  Achievement – degree of learning or accomplishment of task  Creativity – novel or original thinking or unusual solutions 18 .Types of Tests Sample Attributes  Intelligence tests – individual ability across global areas: verbal.

memory and motor 19 . qualities & behavior  Interest inventories – preferences for occupational choices  Behavior or Reaction – frequency count or type of behavioral responses. perceptual.Types of Tests Sample Attributes  Personality – traits. identifying the antecedents and consequences of behaviors  Neuropsychological tests – determine the extent of brain functioning across sensory.

career dev’t Competencies School Psychology Maturity and readiness Ability and academic progress Differently-abled children Neuropsychology Brain damage 20 . Aptitude. learning disability Psychopathology Counseling Psychology Career interests. Ability Social Adjustment Industrial/Organizational Managerial potential.Assessment areas in different fields of Psychology Field of Study Areas of Assessment Clinical Psychology Intelligence.

Test Users        Parents Teachers Counselors Administrators or Employers Personnel workers in the industry Medical Doctors Lawyers or Legal system 21 .

Characteristics of a Good Test Practical Attributes      Economy Ease of administration Ease of scoring Appropriate level of difficulty Sufficient information for the psychologist/counselor to interpret results 22 .

Characteristics of a Good Test Technical Attributes     Validity Reliability Appropriate norms Standard procedure of administration and scoring 23 .

How do you ensure objectivity?  Standard procedure of administration and scoring  Using appropriate Norms  Reliability  Variability 24 .

testing conditions and scoring the test  Establishment of Norms test scores is interpreted by comparing to scores of others on the same test 25 .Standardization  Uniformity of procedure and administering.

Challenges  Poorly trained and unprepared examiner  Unclear directions or stimulus materials  Examiner improvises instruction or the stimulus  Facial expression and spontaneous comments of the examiner 26 .

Norms  Summary of test results for a large and representative group of subjects  An examinee’s test score is usually interpreted by comparing it with the scores obtained by others on the same test which you call the Norms 27 .

age equivalents . grade equivalents or standard scores 28 . representative sample of the type of persons it was designed  The group is called the standardization sample or norm group  Determine the average performance and differences of scores from each other and published these derived scores known as norms  Norms come in percentile ranks.How are norms established?  You have to administer it to a large.

extensive practice  Ensure that the room that is quiet. well illuminated.g.. ventilated and has less distraction  Be sensitive to the disabilities of the examinee may distort test results 29 .Desirable Procedures of Test Administration  Examiners must be intimately familiar with the materials and directions before administering the test e.

Desirable Procedures of Test Administration  Observe the correct timing for the timed tests.  Read the instructions slowly. clearly and audible enough to the examinee  Provide adequate writing surface 30 . This requires foresight in scheduling.

.  The quality of a test is largely determined by the representativeness of this sample  Majority of psychological tests are interpreted by consulting norms.Remember…. these instruments are called normreferenced tests  Norm Referenced tests – performance of each examinee is interpreted in reference to relevant standardization sample 31 .

 To prevent general familiarity of the test content which would invalidate the test 32 .Reasons Why Control the Use of the Test  To ensure the test is given by a qualified examiner and scores are properly used.

Competencies Required of Test Users  Knowledge on major tests in the field  Knowledge on sources of test information  Awareness on the current issues and trends in testing  Fluency in reading. evaluating and understanding test manuals  Experience in administering test materials (individual or group) 33 .

standard error of measurement  Understanding of scoring procedure 34 . variability.Competencies Required of Test Users  Understanding of basic measurement concepts: types of validity and reliability and relationship  Familiarity with basic statistics: central tendency.

Competencies Required of Test Users  Adequate strategies to prepare clients for testing  Skill in reading verbal and nonverbal cues expressed by the client  Proficiency in explaining test results accurately in a language they understand  Experience and Strategies for presenting results to varied groups 35 .

test results  Writing skills  Experience and comprehension to make 36 relevant recommendations . context.Competencies Required of Test Users  Familiarity with test interpretation forms or computerized report forms  Awareness of the legal. professional and ethical guidelines related to testing  Ability to integrate and synthesize the problem.

Remember…..  Psychological test is not an exhaustive measurement of all possible behaviors that could be used in measuring a particular attribute 37 .

History of Psychological Testing 38 .

Rudimentary Forms in China 2200 BC (1370)  Chinese emperor had his officials examined to every third year to determine fitness for office. comprehensive civil service exam  Determine their proficiency in the Confucian classics by composing essays and poem  Beauty of penmanship weighed heavily predictor of suitability for civil service exam (clear and accurate communication)  7% who passed moved to the district examination  10% who passed moved to Peking for the final round  3% selected to become Mandarins and eligible for public office  Abolished 1906 39 .

 Wundt developed the calibrated pendulum.  They used brass instruments to measure sensory thresholds and reaction times thinking that it is a measure of intelligence.Brass Instruments Era (Europe 1800)  Gave importance to objective methods and measurable quantities focused on measuring sensory processes for intelligence. ability to observe and nuance the position of pendulum when the bell sounds determines the speed of thought of the examinee 40 .

head length. Devised practicable measures of individual differences both the physical and behavioral domains can be measured  Physical : height. weight. speed of blow and reaction time speed of blow Sir Frances Galton 41 .Brass Instruments Era (Europe 1822-1911)  Galton. arm span. highest audible sound. Borrowed the psychophysical instruments of Wudnt. visual acuity. 1911.  He is obsessed with measurement . length of middle finger  Behavioral: strength of squeeze. tried to measure intellect by means of reaction time and sensory discrimination tasks.

number of letters repeated on one hearing. time for naming colors. rate of hand movement. weight differentiation. (1901)student of Cattell. invented the term “mental tests” (1890): strength of hand squeeze. reaction time for sound.16).  Clark Wissler. very little correlation (0.Brass Instruments Era 1860-1944  James Cattell interested in individual differences. tried to demonstrate that test results from “mental tests” will predict academic performance (basic validation study). abandon the reaction time and sensory discrimination as measures of intelligence. also turned away from brass instruments as measures. threshold for touch. 42 .

E.E. what is now called behavior modifcation 43 .Seguin tried to develop educational programs for MR .D.Changing Conceptions of Mental Retardation in the 1800s  Alfred Binet. early 1900. Esquirol tried to distinguish mental retardation and mental illness.  J. wants to identify children in the Paris school system who were likely to profit from ordinary instruction. identify children with mental retardation. gave emphasis on language skills in diagnosing mental retardation (using short phrases. monosyllables and cries more often) Verbal ability plays an important concept of intelligence  O.

understand and reason well  Binet developed a 30 item tool aimed at assessing child’s general ability. The concept of mental level . that was brief and practical (less than an hour).. and standardized on about 300 normal children between 3 to 13. new items where added e.items passed 80-90 % of the 3 year olds were 44 placed in the 3 year level and similarly on up to 13.  Binet and Simon (1905) measured practical judgment as measure of intelligence: judge. reconstructing scrambled sentences. arranged by approximate level of difficulty and content. essential attribute is practical-judgment. a rough standardization done with 50 normal children  Revised by 1908: 58 item tests. copying a diamond and executing a sequence of 3 commands.g. .Changing Conceptions of Mental Retardation in the 1800s  Alfred Binet Minister of Education in Paris became interested children who can benefit from regular instruction.

1914. suggested multiplying the IQ with 100 to eliminate the fractions.Changing Conceptions of Mental Retardation in the 1800s  Binet ‘s 3rd revision 1911: each age level has now five tests. mental age divided the chronological age. 1916. used labels Moron 45 . introduced the IQ. 1st person to use IQ. revised the Binet-Simon scales and published the Stanford Binet.  Abuse of the use of IQ tests among immigrants Goddard 1917.  Terman and his associates. it was also extended to adult range.  Stern.

Simon measures only verbal skills and not appropriate for nonEnglish speaking subjects and for those with speech and hearing impairments.Invention of Nonverbal Tests  Came about bec Binet. object assembly tests 46 . (1913)  Seguin introduce the use of form board  Knox similar to digit symbol  Pintner and Patterson performance test that use puzzles.

synonym. measures memory span. following oral instructions. number series. 1917 convinced the US govt to give 1. digit symbol. disarranged sentences. mazes and visualizing the blocks  But tests have little practical impact on the efficiency of the 47 Army. consists of visual perceptual motor tests.Group Tests & Classification of WWI Army Recruits (US)  Pyle (1913) developed a group tests using school children norms. antonym. oral word association.g. practical judgment. analogy and information. Tens of thousands of recruits received zero for most of the test bec they cant understand the instructions. verbally loaded e.  Army Beta non verbal group tests designed for illiterates and recruits whose 1st language is not English. arithmetical reasoning.75 million army recruits intelligence tests for purposes of classification and assignment: Army Alpha and Army Beta  Army Alpha was based on the unpublished work of Otis. .  Robert Yerkes.

 1930 Machine scoring was introduced  Made use of multiple choice and other objective item type 48 . SAT & GRE)  College Entrance Examination Board was developed to do same testing for US colleges. These tests latter evolved to Scholastic Aptitude Test now known as Scholastic Assessment Test.Group Tests & Its use in Educational Settings  National Intelligence Test 1920 was given to 7 million children (roots of Wechsler series.

navigators 49 .Development of Aptitude Tests  What is the difference between IQ and Aptitude Test?  Development lagged behind that of intelligence tests because 1930-38  Statistical problem (new technique was needed to distinguish which aptitude is primary and which is different from the other. pilots. WWII there was pressing need to select applicants who are highly qualified to do specialized tasks like flight engineers. Thurstone came about with 8 primary mental ability factors  Absence of practical application. Only came about when factor analysis was discovered 1938.