PSYCHOLOGICAL
TESTING {PSY 3223}
- Course
overview
• Main objective
ü Provide introduction to theory and
research relating to psychological testing (PT)
• Coverage
ü Ten modules: Nature of PT, History of
PT, Settings for PT, Application of PT,
Test construction, administration and
interpretation, characteristics of a good test, personality testing, intelligence and
aptitude testing, attitude, values and
interests, challenges of testing.
• Mode of delivery: Lectures,
presentations, Classroom discussions
• Assessment: Assignments, tests, UE.
MODULE 1
- NATURE
OF PSYCHOLOGICAL TESTING
Introduction
• All fields of human endeavour use
testing in some form, and each field has is own set of testing tools and
measuring units. As a student of psychological testing you need a working
familiarity with some of the commonly used testing tools in psychology.
Understanding
Psychological Testing
- To
better understand psychological testing one needs to understand what a
test is. The concept test has been
defined variously by different psychologists.
Ø Anastasi (1988) defines a test as an
objective and standardized measure of a sample of behaviour. This definition is
characterized by three elements that are worth noting, namely objectivity,
standardization and sample of
behaviour
ü Objectivity: Most of the aspects of a
test, such as how the test is scored and how the score is interpreted are not a
function of the subjective decision of a particular examiner but are based on
objective criteria
ü Standardization: No matter who
administers, scores and interpretes the test, there is uniformity of
procedures.
ü A sample of behaviour: A test is not a psychological x-ray nor does it necessarily
reveal hidden conflicts and forbidden wishes; it is a sample of a person’s
behaviour, hopefully a representative sample from which we can draw some
inferences and hypotheses
Ø Kaplan and Saccuzzo (2005) consider a
test as a measurement device or technique used to quantify behaviour or aid in
understanding and prediction of behaviour
- A
test is made up of items (a
specific stimulus) to which a person responds overtly and which is scored
or evaluated
- From
the afore-mentioned definitions of a test we can define a psychological
test as set of items designed to measure characteristics of human beings
that pertain to behaviour
- A
psychological test thus is systematic procedure for obtaining samples of
behaviour relevant to cognitive or affective functioning , and for scoring
and evaluating those samples.
Ø Systematic procedure: Is characterized by planning,
uniformity and thoroughness (i.e. the test must be demonstrably objective and
fair to be of use
Ø Sample of behaviour: Are small subset of a much larger
whole (i.e. sampling is efficient
because time is available is always limited
Ø Relevant to cognitive /affective
functioning or behaviour: The samples are selected for their
empirical or practical psychological significance
Ø Evaluated and scored: some numerical or category system is
applied to test the results according to
the pre-established rules so as avoid questions about what the results of the
test are.
Ø Standards- based empirical data: There has to be a way of applying a
common yardstick or criteria to test the
results. The standards used to evaluate
test results lend the only meaning those results are.
Why are psychological tests described as standardized?
Ø They involve a uniform procedure in all
aspects of the administration, scoring
and interpretation.
ü Naturally, the time and place where a
test is administered as well as the circumstances under which it is
administered and the examiner who administers it affect the test results.
ü However, the purpose of standardizing
test procedures is to make all the variables that are under the control of the
examiner as uniform as possible so that every one who takes the test will be
taking it in the same way.
ü They involve evaluating test results.
The standards are most often norms derived from a group of individuals known as
normative or standardized samples.
Psychological Testing Vs Psychological Assessment
- In
contrast to process of psychological testing which involves the
administering, scoring and interpreting test results, psychological
assessment may be conceived as a problem solving process that can take
many different forms.
- How
psychological assessment proceeds depends on many factors, not the least
of which is the reason for
assessing different tools of evaluation, psychological tests being among
them. Thus, psychological assessment depends on the particular objectives
, people and circumstances involved as
well as
other variables unique to a particular situation.
The differences between psychological test and psychological
assessment
Ø Admittedly, the line btn what
constitutes testing and what constitutes assessment is not always as we might
like it to be. However, it is useful to distinguish the differences between
testing and assessment in terms of objective, process, and outcome of an
evaluation and also in terms of the role of and skill of the evaluator
Ø i. Objective: Typically, the
objective of testing is to obtain some gauge usually numerical in nature with
regard to an ability or attribute. The objective of assessment is typically to
answer a referral question or to arrive at a decision through the use of tools
of evaluation
Ø ii. Process: Testing may be individual or group in
nature. After test administration, the tester will typically add up the number
of correct answers of the number of certain types of responses with little if
any regard for the how or mechanics of such content. Assessment is typically
individualized, focusing on how individual processes rather than simply the
results of the processing.
iii. Role of evaluator: In testing, the
role of evaluator is not key to the process. One tester may be substituted for
another tester without appreciably affecting the results. In assessment, the
evaluator is key to the process of selecting the tests and/or tools of
evaluation as well as in drawing conclusions from the entire evaluation
iv. Skills of evaluation: Testing typically requires
technician-like skills of administering and scoring a test as well as in
interpreting the results. Assessment typically requires an educated selection
of tools of evaluation, and thoughtful organization and integration of data
iv. Outcome: Typically, testing yields a test score or
series of test scores. Assessment typically entails a logical problem solving
approach that brings to bear many sources of data designed to solve a referral
question
Psychological testing VS Psychological
assessment
Several tools are used in
psychological testing:
i. The test: As already
defined a psychological test is a measuring device or procedure designed to
measure variables related to psychology, such as intelligence, personality,
aptitude, interest, attitude and values. Psychological tests almost always
involve analysis of a sample of behaviour which could range from responses to a
pencil-and-paper questionnaire to oral responses to questions, to performance of some tasks.
Psychological
tests may differ with respect to a number of variables such as content, format,
administration procedures, scoring and interpretation procedures and technical
quality.
ii. The interview: In
psychological testing the interview involves more than talking (as in face-to-face
interview). The interviewer is taking note of not only the content of what is
said but also the way it is said. The interviewer takes note of both verbal and
non verbal behaviours, such as interviewees body of language, movement, and
facial expressions in response to the interviewer, the extent of eye contact,
and the apparent willingness to cooperate. The interviewer may also take note
of the way the interviewee is dressed
iii. Portfolio: These are files of work products
that can be retained in form of paper, canvas, film, video, audio or some other
medium. As samples of ones ability and accomplishments, a portfolio can be used
as a tool for evaluation.
iv. Case history data: Refers to records, transcripts and
other accounts in written, pictorial or other form that preserve archival
information, official and informal accounts , and other data and items relevant
to an assessee.
The
may include files or excerpts from files maintained at institutions and
agencies such as schools, hospitals, employers, religious institutions and
criminal justice agencies. Other examples of case history data are letters and written correspondences,
photos and family albums, newspaper and magazine clippings and home video,
novels and audio tapes.
iv. Behavioural observation: is defined as monitoring the actions of others
or oneself by visual or electronic means while recoding quantitative and
qualitative information regarding the actions
v. Role play tests: Is defined as acting an improvised or
partially improvised part in a simulated situation. It is a tool of assessment
wherein assessees are directed to act as if they were in a particular
situation. Assessee may then be evaluated with regard to their expressed
thoughts, behaviours, abilities, and other variables . Role play is useful in
evaluating various skills including grocery shopping skills etc.
vi. Computer as tools: Computers may also be helpful in
measurement of variables that in the past were difficult to quantify.
Specifically, their role as tools for assessment lies in test administration,
scoring and interpretation
Assumptions About Psychological testing
1: Psychological traits and states exist
Ø A trait refers to any
distinguishable, relatively enduring way in which one individual varies from
another”. Thousands of psychological trait terms can be found in the English
language. Among them are psychological traits that relate to intelligence,
specific intellectual abilities, cognitive style, adjustment, interests,
attitudes, sexual orientation and preferences, psychopathology, personality in
general, and specific personality traits.
ii. Psychological traits and states can be quantified and
measured
Ø Having acknowledged that
psychological traits and states do exist, the specific traits and states to be
measured and quantified need to be carefully defined. Test developers and
researchers have many different ways of looking at and defining the same
phenomenon.
iii. Test-related behavior predicts non-test-related behavior
Ø The objective of tests is to provide
some indication of other aspects of the examinee’s behavior.
iv. Tests and other measurement techniques have strengths and
weaknesses
Ø Competent test users understand a
great deal about the tests they use. They under-stand, among other things, how
a test was developed, the circumstances under which it is appropriate to
administer the test, how the test should be administered and to whom, and how
the test results should be interpreted.
v. Various sources of error are part of the assessment
process
vi. Testing and assessment can be conducted in a fair and
unbiased manner
Vii. Testing and Assessment Benefit Society
lecture two
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