PSY631 Highlighted Handouts

Table of Contents

Lesson 1 1 – 3 Lesson 2 Historical Background of Psychological Testing (I) 4 – 6 Lesson 3 Historical Background of Psychological Testing (II) 7 – 11 Lesson 4 Types of Tests and Their Significance 12 – 16 Lesson 5 The Testing Process: Test Administration and Test Taking 16 – 19 Lesson 6 Test Norms: Interpreting Test Results 20 – 22 Lesson 7 Types of Norms 23 – 27 Lesson 8 Test Norms and Related Concepts 28 – 30 Lesson 9 Domain Referenced Test Interpretation 31 – 34 Lesson 10 Test Construction 35 – 38 Lesson 11 Item Writing 39 – 42 Lesson 12 Item Writing: Guidelines For Item Writing 43 – 45 Lesson 13 Reliability 46 – 49 Lesson 14 Types of Reliability 50 – 53 Lesson 15 Reliability in Specific Conditions and Allied Issues 54 – 56 Lesson 16 Validity 57 – 59 Lesson 17 Criterion Validity 60 – 62 Lesson 18 Construct Validity 63 – 64 Lesson 19 Decision Theory 65 – 67 Lesson 20 Threats to Validity and Related Issues 68 – 70 Lesson 21 Item Analysis (I) 71 – 73 Lesson 22 Item Analysis (II) Lesson 23 Item Analysis (III) 75 – 78 Lesson 24 Assessment of Intellectual and Cognitive Abilities 79 – 82 Lesson 25 Measurement of Intelligence 83 – 87 Lesson 26 Intelligence Tests 88 – 90 Lesson 27 Piagetian Approach: Measurement of Cognitive Development 91 – 95 Lesson 28 Individual Tests of Ability for Specific Purposes 96 – 98 Lesson 29 Group Testing 99 – 100 Lesson 30 Specific Purposes Tests 101 – 103 Lesson 31 Tests for Special Populations 104 – 106 Lesson 32 Personality Testing 107 – 108 Lesson 33 Objective / Structured Tests of Personality 109 – 111 Lesson 34 Projective Personality Tests 112 – 114 Lesson 35 Personality: Measurement of Interests and Attitudes 115 – 118

Lesson 36 Measurement of Attitudes, Opinions, Locus of Control, Health and Selfefficacy 119 – 121

Lesson 37 Alternate Approaches to Personality Assessment 122 – 124 Lesson 38 Testing and Assessment in Health Psychology 125 – 127 Lesson 39 Measuring Personal Characteristics for Job Placement Lesson 40 Achievement and Educational Tests 129 – 131 Lesson 41 Multicultural Testing 132 – 134 Lesson 42 Adaptive Testing and Other Issues 135 – 136 Lesson 43 Social and Ethical Considerations in Testing 137 – 139 Lesson 44 Assessment and Psychological Testing in Clinical & Counseling Settings 140 – 141 Lesson 45 Overview of the Course 142 –145

Lesson 01

Psychological Tests: Why Do We Need Them?

“Psychology is the scientific study of behavior and mental processes …. Human or Animal” (Feldman) There are three important terms used in this definition…..scientific study, behavior, and mental processes. Behavior and mental processes constitute the content or subject matter of psychology, whereas scientific study refers to the methodology used by psychologists. Scientific method ensures that the results or conclusions of an investigation are objective and consistent. For this purpose psychologists use carefully designed tools of data collection. Psychological tests are one of those tools.

In some of our lectures in the foundation course, we had discussed that the main and important goals of psychology, or in other words of understanding human behavior and mental processes, are;

1. To understand the nature and mechanisms of behavior and mental processes

2. To develop an understanding of the relationship between behavior and mental processes

3. To apply this understanding to real life situations and, on the basis of this understanding, predict for the future

4. To employ the scientific approach for developing this understanding

We also studied that the main goals of psychology can be categorized as: Observation, Description,

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Psychological tests help and assist psychologists in attaining all of these goals.

After doing a degree course in psychology one may join a variety of work settings, the most common being: Education/teaching Research Hospitals/clinics Recruiting/screening agencies Specialized professional settings e.g. armed forces, social welfare etc. In all of the above mentioned professional settings, some form of testing and assessment is used; for measuring achievement, for data collection, for assessment of personality, intellect, or pathology, for selecting the most suitable candidates for a position, or short listing students for admissions on the basis of aptitude.

Course Description: Psychological Testing and Measurement:

The course will encompass basic concepts of psychological measurement. The main focus of the course will be on introducing essential terminology, theories, concepts, types of psychological tests, measurement procedures, socio-cultural variables affecting measurement, and modern trends. Practical application of knowledge, besides developing a knowhow of theoretical constructs, will be encouraged.

Course Objectives:

As suggested by HEC, the objectives of this course will be: To introduce the students to the basic theoretical psychometric concepts and use of psychological tests. An understanding of the basic principles of psychological measurement and the techniques of test construction, administration, and validation. Test rationale, construction, characteristics and the use of evaluation is emphasized. To understand statistical concepts, including scales of measurement, used in psychological measurement. To understand reliability, validity, and Understanding, Explanation, Prediction, and Control of human behavior and mental processe To understand social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations. An understanding of the techniques of test construction, administration, and validation. Test rationale, construction, characteristics and the use of evaluation are emphasized. To understand social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations.

Difference between Testing and Assessment

What is a Test?

“A test is a measurement device or technique used to quantify behavior or aid in the understanding and prediction of behavior” (Kaplan, & Saccuzzo, 2001) Assessment includes more than just tests. A typical assessment plan may include a test or a battery of tests, interview, behavioral observation, and case history data. In many cases even more sources of information regarding a person’s behavior and mental processes are also used e.g. portfolios containing samples of a person’s (mostly a student or a job candidate) skill or work such as photographs, drawings, stories, or essays.

Remember!!!

A test is just one tool. In order to make more precise and accurate predictions one should supplement tests with other sources of data as well, e.g., observation, case history etc.

mental processes. There can always be some chance of error; and we should be able to gauge the amount of error. Tests present a picture of only those characteristics or variables that have been covered in the content of the test. They do not capture behavior in entirety.  The precision of test results or conclusion depends , to a great extent, on the subjects’ state of mind and attitude toward the test as well as the testing process.

Types of Tests:

There are a large number of varieties of tests available for a wide range of purposes. Tests can be categorized on the basis of: The purpose or the type of behavior/characteristics to be measured: personality, aptitude, intelligence, achievement etc. The administration procedure: individual versus group tests Speed versus ability tests Aptitude tests, achievement tests, or intelligence tests Ability versus personality tests Structured/objective tests versus projective tests Original versus translated and adapted tests Translated tests

Essential Characteristics of Psychological Tests:

A good psychological test should have these qualities: Validity: A test should measure what it is intended to measure.  Reliability: A test should give consistent results. It should give same or similar results every time it is administered to the same subjects in same conditions. Norm development and standardization

Ethics in Psychological Testing:

Just like in psychological research and psychotherapy, we have to keep in mind the ethical standards while using psychological tests for assessing people’s behavior, personality, or other characteristics. Confidentiality, respect for the client/subject’s privacy, and use of test results only according to their will and ethicality. The testing processes, interpretation, or reporting should in no way harm the subject. e of behavior and/or Psychological tests do not, and they cannot, always present a 100% accurate pictur