1

Psychological Testing

Introduction

Lecturer: Josie B. Banaglorioso, Ph.D.

2

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

3

Psychological Test

an objective and standardized

measure for sampling behavior/

attribute and describing it with

categories and scores .

Creativity Exercise

How creative are you?

5

Psychological Test

Sampling behavior/attribute: Cognitive, emotional, 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

Psychological Test

Sampling behavior/attribute: Cognitive, emotional, 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?

Testing vs. 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

8

Defining Features of Tests

Standardized procedure

Behavior sample

Scores or categories

Norms or standards

Prediction of non-test behavior

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

11

Uses of Psychological Tests

Classification or Diagnosis

Treatment planning (counseling or educative

interventions)

Self knowledge

Selection

Program evaluation

Research

Certification

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

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, promotion and termination

15

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

16

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.g. hyperactivity, impulsivity, anxiety

Which is more expensive?

What purpose does each serve?

17

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

18

Types of Tests

Sample Attributes

Intelligence tests – individual ability across global areas: verbal, 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

19

Types of Tests

Sample Attributes

Personality – traits, qualities & behavior

Interest inventories – preferences for occupational

choices

Behavior or Reaction – frequency count or type of

behavioral responses; identifying the antecedents and

consequences of behaviors

Neuropsychological tests – determine the extent of

brain functioning across sensory, perceptual, memory and motor

Assessment areas in different

fields of Psychology

Field of Study Areas of Assessment

Clinical Psychology Intelligence, learning disability

Psychopathology

Counseling Psychology Career interests,

Aptitude, Ability

Social Adjustment

Industrial/Organizational Managerial potential, career dev’t

Competencies

School Psychology Maturity and readiness

Ability and academic progress

Differently-abled children

Neuropsychology Brain damage

20

21

Test Users

Parents

Teachers

Counselors

Administrators or Employers

Personnel workers in the industry

Medical Doctors

Lawyers or Legal system

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

24

Standard procedure of administration

and scoring

Using appropriate Norms

Reliability

Variability

How do you ensure objectivity?

25

Uniformity of procedure and

administering, testing conditions and

scoring the test

Establishment of Norms test scores is

interpreted by comparing to scores of

others on the same test

Standardization

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

28

You have to administer it to a large, 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, age equivalents , grade equivalents or standard scores

How are norms established?

Desirable Procedures of

Test Administration

Examiners must be intimately familiar

with the materials and directions

before administering the test e.g.,

extensive practice

Ensure that the room that is quiet, well

illuminated, ventilated and has less

distraction

Be sensitive to the disabilities of the

examinee may distort test results 29

Desirable Procedures of

Test Administration

Observe the correct timing for the timed

tests. This requires foresight in

scheduling.

Read the instructions slowly, clearly

and audible enough to the examinee

Provide adequate writing surface

30

Remember…..

The quality of a test is largely determined by the

representativeness of this sample

Majority of psychological tests are interpreted by

consulting norms, these instruments are called norm-

referenced tests

Norm Referenced tests – performance of each

examinee is interpreted in reference to relevant

standardization sample

31

32

Reasons Why Control the

Use of the Test

To ensure the test is given by a qualified

examiner and scores are properly used.

To prevent general familiarity of the test

content which would invalidate the test

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

Competencies Required

of Test Users

Understanding of basic measurement

concepts: types of validity and reliability

and relationship

Familiarity with basic statistics: central

tendency, variability, standard error of

measurement

Understanding of scoring procedure

34

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

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, context, test results

Writing skills

Experience and comprehension to make

relevant recommendations

36

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

39

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

40

Brass Instruments Era

(Europe 1800)

Gave importance to objective methods and measurable quantities focused on measuring sensory processes for intelligence.

They used brass instruments to measure sensory thresholds and reaction times thinking that it is a measure of intelligence.

Wundt developed the calibrated pendulum; ability to observe and nuance the position of pendulum when the bell sounds determines the speed of thought of the examinee

41

Brass Instruments Era

(Europe 1822-1911)

Galton, 1911, tried to measure intellect by means of reaction time and sensory discrimination tasks;

He is obsessed with measurement . Borrowed the psychophysical instruments of Wudnt. Devised practicable measures of individual differences both the physical and behavioral domains can be measured

Physical : height, weight, head length, arm span, length of middle finger

Behavioral: strength of squeeze, visual acuity, highest audible sound, speed of blow and reaction time speed of blow

Sir Frances Galton

42

Brass Instruments

Era 1860-1944

James Cattell interested in individual differences; invented the term “mental tests” (1890): strength of hand squeeze, rate of hand movement, threshold for touch, weight differentiation, reaction time for sound, time for naming colors, number of letters repeated on one hearing;

Clark Wissler, (1901)student of Cattell, tried to demonstrate that test results from “mental tests” will predict academic performance (basic validation study); very little correlation (0.16); abandon the reaction time and sensory discrimination as measures of intelligence; also turned away from brass instruments as measures.

43

Changing Conceptions of Mental

Retardation in the 1800s

Alfred Binet, early 1900, wants to identify children in the Paris school system who were likely to profit from ordinary instruction; identify children with mental retardation.

J.E.D. Esquirol tried to distinguish mental retardation and mental illness; 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.E.Seguin tried to develop educational programs for MR , what is now called behavior modifcation

44

Changing Conceptions of Mental

Retardation in the 1800s

Alfred Binet Minister of Education in Paris became interested children who can benefit from regular instruction.

Binet and Simon (1905) measured practical judgment as measure of intelligence: judge, understand and reason well

Binet developed a 30 item tool aimed at assessing child’s general ability; that was brief and practical (less than an hour); essential attribute is practical-judgment; arranged by approximate level of difficulty and content; a rough standardization done with 50 normal children

Revised by 1908: 58 item tests; new items where added e.g., reconstructing scrambled sentences, copying a diamond and executing a sequence of 3 commands; and standardized on about 300 normal children between 3 to 13. The concept of mental level - items passed 80-90 % of the 3 year olds were placed in the 3 year level and similarly on up to 13.

45

Changing Conceptions of Mental

Retardation in the 1800s

Binet ‘s 3rd revision 1911: each age level has now five tests; it was also extended to adult range.

Stern, 1914, introduced the IQ, mental age divided the chronological age.

Terman and his associates, 1916, suggested multiplying the IQ with 100 to eliminate the fractions; 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; used labels Moron

46

Invention of Nonverbal

Tests

Came about bec Binet- Simon measures only verbal skills and not appropriate for non-English speaking subjects and for those with speech and hearing impairments. (1913)

Seguin introduce the use of form board

Knox similar to digit symbol

Pintner and Patterson performance test that use puzzles, object assembly tests

47

Group Tests & Classification

of WWI Army Recruits (US)

Pyle (1913) developed a group tests using school children norms, measures memory span, digit symbol, oral word association.

Robert Yerkes, 1917 convinced the US govt to give 1.75 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; verbally loaded e.g. following oral instructions, arithmetical reasoning, practical judgment, antonym- synonym, disarranged sentences, number series, analogy and information.

Army Beta non verbal group tests designed for illiterates and recruits whose 1st language is not English; consists of visual perceptual motor tests, mazes and visualizing the blocks

But tests have little practical impact on the efficiency of the Army. Tens of thousands of recruits received zero for most of the test bec they cant understand the instructions.

48

Group Tests & Its use in

Educational Settings

National Intelligence Test 1920 was given to 7 million

children (roots of Wechsler series, 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.

1930 Machine scoring was introduced

Made use of multiple choice and other objective item

type

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.

Only came about when factor analysis was discovered 1938.

Thurstone came about with 8 primary mental ability factors

Absence of practical application. WWII there was pressing

need to select applicants who are highly qualified to do

specialized tasks like flight engineers, pilots, navigators