ACES Flashcards
1
Q
The gathering and integration of psychology-related data for the purpose of making a psychological evaluation that is accomplished through the use of tools such as tests, interviews, case studies, behavioral observation, and specially designed apparatuses and measurement procedures
A
Psychological Assessment
2
Q
the process of measuring psychology-related variables by means of devices or procedures designed to obtain a sample of behavior.
A
Psychological testing
3
Q
the use of evaluative tools to draw conclusions about psychological aspects of a person as they existed at some point in time prior to the assessment.
A
retrospective assessment
4
Q
the use of tools of psychological evaluation to gather data and draw conclusions about a subject who is not in physical proximity to the person or people conducting the evaluation
A
Remote assessment
5
Q
a measuring device or procedure.
A
Test
6
Q
a device or procedure designed to measure variables related to psychology (such as intelligence, personality, aptitude, interests, attitudes, or values).
A
Psychological Test
7
Q
the subject matter
A
Content
8
Q
a code or summary statement, usually but not necessarily numerical in nature, that reflects an evaluation of performance on a test, task, interview, or some other sample of behavior
A
Score
9
Q
the process of assigning such evaluative codes or statements to performance on tests, tasks, interviews, or other behavior samples
A
Scoring
10
Q
a reference point, usually numerical, derived by judgment and used to divide a set of data into two or more classifications.
A
Cut score
11
Q
the science of psychological measurement
A
Psychometrics
12
Q
a method of gathering information through direct communication involving reciprocal exchange
A
Interview
13
Q
more than one interviewer participates in the assessment.
A
Panel interview
14
Q
a multifaceted method for systematically collecting, documenting, and evaluating evidence of a student’s learning, growth, and achievements over time
A
Portfolio
15
Q
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.
A
Case history data
16
Q
a report or illustrative account concerning a person or an event that was compiled on the basis of case history data
A
Case study
17
Q
monitoring the actions of others or oneself by visual or electronic means while recording quantitative and/or qualitative information regarding those actions.
A
Behavioral Observation
18
Q
Sometimes researchers venture outside of the confines of clinics, classrooms, workplaces, and research laboratories in order to observe behavior of humans in a natural setting
A
naturalistic observation
19
Q
Acting an improvised or partially improvised part in a simulated situation.
A
Role play test
20
Q
The acronym CAPA refers to:
A
Computer-Assisted psychological assessment
21
Q
the assistance computers provide to the test user
A
computer-assisted psychological assessment
22
Q
create tests or other methods of assessment. The American Psychological Association (APA)
A
Test Developers
23
Q
Scoring may be done on-site
A
Local processing
24
Q
Scoring conducted at some central location
A
Central processing
25
Any Authorized personal who an administer the Psychological Test
Test user
26
a reconstruction of a deceased individual’s psychological profile on the basis of archival records, artifacts, and interviews previously conducted with the deceased assessee or people who knew him or her.
Psychological Autopsy
27
a tool of assessment used to help narrow down and identify areas of deficit to be targeted for intervention.
Diagnostic test
28
a description or conclusion reached on the basis of evidence and opinion.
Diagnosis
29
Evaluates the accomplishment of individuals or the degree of learning that has taken place.
Achievement test
30
Achievement test, Aptitude test belong to which setting?
Educational settings
31
a typically nonsystematic assessment that leads to the formation of an opinion or attitude.
Informal Evaluation
32
Intelligence tests, personality tests, neuropsychological tests, or other specialized instruments belong to which setting?
Clinical setting
33
many such assessments is the extent to which assessees are enjoying as good a quality of life as possible.
Geriatric setting
34
a loss of cognitive functioning (which may affect memory, thinking, reasoning, psychomotor speed, attention, and related abilities, as well as personality) that occurs as the result of damage to or loss of brain cells
Dementia
35
an evaluative or diagnostic procedure or process that varies from the usual, customary, or standardized way a measurement is derived, either by virtue of some special accommodation made to the assessee or by means of alternative methods designed to measure the same variable(s).
Alternate Assessment
36
Detailed information concerning the development of a particular test and technical information relating to it should be found in the ________, which usually can be purchased from the test publisher.
test Manual
37
Many books written for an audience of assessment professionals are available to supplement, re-organize, or enhance the information typically found in the manual of a very widely used psychological test
professional books
38
It is believed that tests and testing programs first came into being in:
China
39
It is believed that tests and testing programs first came into being in the said country as early as:
2200 B.C.E.
40
aspired to classify people “according to their natural gifts”
Francis Galton
41
The psychologist who is credited with coining the term “mental test”
James Cattell
42
developed the product-moment correlation technique
Karl Pearson
43
Ways to Classify Psychological test
Test-user Qualification
Variable Measured
no. of test used
44
focused on how people were similar.
Wilhelm Wundt
45
the century where it saw the emergence of Intelligence testing as a focus of Psychological Assessment
20th Century
46
The two researchers who advanced theories and methods for measuring personality traits and abilities
Raymond Cattell & L.L. Thurstone
47
a clinical psychologist at Bellevue Hospital in New York City who introduced a test designed to measure adult intelligence.
David Wechsler
48
Th meaning of the Acronym WAIS is:
Wechsler Adult Intelligence Scale
49
a process whereby assessees themselves supply assessment-related information by responding to questions, keeping a diary, or self-monitoring thoughts or behaviors
Self report
50
WISC is an acronym for:
Wechsler Intelligence Scale for Children
51
the means by which information is communicated, is a key yet sometimes overlooked variable in the assessment process
Verbal Communication
52
characterized by value being placed on traits such as self-reliance, autonomy, independence, uniqueness, and competitiveness.
Individualist Culture
53
value is placed on traits such as conformity, cooperation, interdependence, and striving toward group goals.
Collectivist Culture
54
a specific stimulus to which a person responds overtly; this response can be scored or evaluated.
Item
55
Implies uniformity of procedures in administering and scoring the test.
Standarization
56
rules that individuals must obey for the good of the society as a whole—or rules thought to be for the good of society as a whole.
Laws
57
An individual’s test score is interpreted by comparing it with the scores obtained by others on the same test.
Norming
58
can be administered to more than one person at a time by a single examiner.
Group test
59
general potential to solve problems, adapt
to changing circumstances, think abstractly, and profit from experience
Intelligence Test
60
the middle score in a distribution, is another commonly used measure of central tendency.
Mean
61
a raw score that has been converted from one scale to another scale
Standard score
62
a bell-shaped, smooth, mathematically defined curve that is highest at its center.
Normal curve
63
term used for relatively flat Center of the Bell-shaped Curve.
Platykurtic
64
when relatively few of the scores fall at the
high end of the distribution, indicating as the test was difficult.
Positively skewed
65
relatively few of the scores fall at the low end of the distribution, indicating that the test is easy
Negatively skewed
66
the nature and extent to which symmetry is absent.
Skwenes
67
a measure of variability equal to the square root of the average squared deviations about the mean.
Standard deviation
68
the difference between the highest and the lowest scores.
Range
69
an indication of how scores in a distribution are scattered or dispersed.
Variability
70
Happens when there are two scores that occur with the highest frequency (of two).
Bimodal Distribution
71
The most frequently occurring score in a distribution of scores
Mode
72
the middle score in a distribution
Median
73
a straightforward, unmodified accounting of performance that is usually numerical.
Raw score
74
results from the conversion of a raw score into a number indicating how many standard deviation units the raw score is below or above the mean of the distribution.
Z-score
75
mean: 0 SD: 1
Z-score
76
the collective influence of all of the factors on a test score or measurement beyond those specifically measured by the test or measurement.
Errors
77
These scales involve classification or
categorization based on one or more distinguishing characteristics, where all things measured must be placed into mutually exclusive and exhaustive categories.
Nominal Scale
78
a scale with the property of magnitude but not equal intervals or an absolute 0.
Ordinal Scale
79
when a scale has the properties of magnitude and equal intervals but not absolute 0.
Interval Scale
80
specific scores or points within a distribution, it divides the total frequency for a set of observation into hundredths
Percentiles
81
average squared deviation around the mean.
Variance
82
a diagram or chart composed of lines, points, bars, or other symbols that describe and illustrate data.
Graph
83
any distinguishable, relatively enduring way in which one individual varies from another
Trait
84
distinguish one person from another but are relatively less enduring
State
85
an informed, scientific concept developed or constructed to describe or explain behavior
Construct
86
refers to an observable action or the product of an observable action.
Overt
87
assumption that the more the testtaker responds in a particular direction keyed by the test manual as correct or consistent with a particular trait, the higher that testtaker is presumed to be on the targeted ability or trait
Cumulative Scoring
88
Test-Related Behavior Predicts Non Test-Related Behavior
Assumption 3
89
Psychological Traits and States Exist
Assumption 1
90
Test and Other Measurement Techniques have strengths and weaknesses
Assumption 4
91
Each test taker has true score on a test that would be obtained but for the action of measurement error
Classical Test Theory
92
consistency of the instrument or scores obtained by the same person when re-examined with the same test on different occasions, or with different sets of equivalent items
Reliability
93
All of the factors associated with the process of measuring some variable, other than the variable being measured - difference between the observed score and the true score
Measurement Error
94
Source of error in measuring a targeted variable caused by unpredictable fluctuations and inconsistencies of other variables in measurement process
Random Error
95
an estimate of reliability obtained by correlating pairs of scores from the same people on two different administrations of the same test.
Test-Retest Reliability
96
derived from a normative sample that was nationally representative of the population at the time the norming study was conducted.
National Norms
97
a method of evaluation and a way of deriving meaning from test scores by evaluating an individual’s score with reference to a set standard
Criterion-Referenced
98
This model considers the problems created by using a limited number of items to represent a larger and more complicated construct.
Domain Sampling Model
99
an estimate of the extent to which item sampling and other errors have affected test scores on versions of the same test when, for each form of the test, the means and variances of observed test scores are equal
Alternate/ Parallel Forms Reliability
100
allows a test developer or user to estimate internal consistency reliability from a correlation of two halves of a test.
Spearman-Brown Formula
101
it the the mean of all possible split-half correlations, corrected by the Spearman Brown formula
Coefficient Alpha
102
refers to the degree of correlation among all the items on a scale.
Inter-Item Consistency
103
the degree to which a test measures a single factor.
Homogeneity
104
the degree of agreement or consistency between two or more scorers
Inter-scorer Reliability
105
a judgment or estimate of how well a test measures what it purports to measure in a particular context.
Validity
106
a logical result or deduction.
Inferences
107
the process of gathering and evaluating evidence about validity.
Validation
108
a judgment concerning how relevant the test items appear to be.
Face Validity
109
a judgment of how adequately a test samples behavior representative
Content Validity
110
a plan regarding the types of information
to be covered by the items, the number of items tapping each area of coverage, the organization of the items in the test, and so forth
Test Blueprint
111
a judgment of how adequately a test score can be used to infer an individual’s most probable standing on some measure of interest ( the criterion. )
Criterion-related Validity
112
the extent to which a particular trait, behavior,
characteristic, or attribute exists in the population
Base Rate
113
a correlation coefficient that provides a measure of the relationship between test scores and scores on the criterion measure.
Validity Coefficient
114
A miss wherein the test predicted that the test taker did possess the particular characteristic or attribute being measured when in fact the test taker did not.
False Positive
115
the degree to which an additional predictor explains something about the criterion measure that is not explained by predictors already in use.
Incremental Validity
116
a factor inherent in a test that systematically prevents accurate, impartial measurement.
Bias
117
A judgment resulting from the intentional or
unintentional misuse of a rating scale.
Rating Error
118
a procedure that requires the rater to measure individuals against one another instead of against an absolute scale.
Ranking
119
describes the fact that, for some raters, some ratees can do no wrong.
Halo Effect
120
Can tell us something about the practical value of the information derived from scores on the test
Index of Utility
121
The Usefulness or practical value of testing to improve efficiency
Utility
122
Proportion of people that an assessment inaccurately identifies particular trait.
Miss Rate
123
Proportion of people that an assessment tool accurately identifies as possessing a particular trait
Hit rate
124
The method of contrasting groups, entails collection of data of interest from groups known to possess and not to possess a trait or ability of interest
The Known Groups Method
125
Profits, gains, or advantages
Benefits
126
Specific type of miss whereby an assessment tool falsely indicates that the test-taker DOES NOT possess a particular trait
False Negative
127
A correct classification
Hits
128
Method for setting fixed cut scores can be applied to personnel selection tasks as well as to questions regarding the presence or absence of a particular trait
The Angoff Method
129
An incorrect classification
Miss
130
The validity coefficient for the given predictor and criterion
rxy
131
The standard deviation of performance of employees
Sdy
132
Used to calculate the dollar of a utility gain resulting from the use of a particular selection instrument under specified conditions.
BCG formula
133
the mean score on the test for selected applicants
Zm
134
it means the average length of time in the position
T
135
A cost benefit analysis designed to yield information relevant to a decision about the usefulness or practical value of a tool of assessment
Utility analysis
136
The value assigned for the test's validity
Computed validity coefficient
137
An alternative table that is likely to have an average increase in criterion performance.
Naylor-Shine Tables
138
refers to the percentage of people hired under the existing system for a particular position
Base rate
139
Cut scores are typically set based in test takers performance across all the items on the test
IRT-Based Methods
140
Disadvantages, losses, or expenses in both economic and non-economic terms
Costs
141
Converts a scatterplot of test data an ______
Expectancy table
142
Specific type of miss whereby an assessment tool falsely indicates that the test taker possesses a particular trait
False positive
143
refers to an estimate of the benefit
Utility Gain
144
It provides an estimate of the extent to which inclusion of a particular test in the selection system will improve selection
Taylor Russel tables
145
Guides the setting of optimal cutoff scores, considering the seriousness of false positive and false-negative outcomes
Decision Theory
146
Numerical value that reflects the relationship between the number of people to be hired and the number of people available to be hired
Selection Rate
147
It means the number of applicants selected per year
N
148
It entails the arrangement of items in a histogram
Item-Mapping Method
149
Umbrella term covering various possible methods
Family of Techniques
Utility Analysis
150
a relatively large and easily accessible collection of test questions. Instructors who regularly teach a particular course sometimes create their own _______ of questions that they have found to be useful on examinations.
Item bank
151
a type of scale where all raw scores on the test are to be transformed into scores that can range from 1 to 9.
Stanine scale
152
any assessment in which scores are interpreted by comparison with a norm, generally the average score obtained by members of a specified group
Norm Referenced
153
meaning that only one dimension is presumed to underlie the ratings.
Unidimensional
154
- can be defined as a groupingof words, statements, or symbols on which judgments of the strength of a particular trait, attitude, or emotion are indicated by the testtaker.
- can be used to record judgments of oneself, others, experiences, or objects, and they can take several forms.
Rating scale
155
a test item that requires the testtaker to respond to a question by writing a composition, typically one that demonstrates recall of facts, understanding, analysis, and/or interpretation.
Essay
156
multiple-choice item that contains only two possible responses (ex. True/False)
Binary Choice
157
Credited for being at the forefront of efforts to develop methodologically sound scaling methods.
Louis Leon Thurstone / L.L Thurstone
158
refers to the degree, if any, a test item is biased.
Item Fairness
159
a type of scale where more than one dimension is thought to guide the testtaker’s responses.
Multidimensional
160
entails judgments of a stimulus in comparison with every other stimulus on the scale.
Comparative Scaling
161
item that favors one particular group of examinees in relation to another when differences in group ability are controlled
Biased test item
162
be defined as the process of setting rules for assigning numbers in measurement.
- is the process by which a measuring device is designed and calibrated and by which numbers (or other indices)—scale values—are assigned to different amounts of the trait, attribute, or characteristic being measured.
Scalinh
163
is an umbrella term for all that goes into the process of creating a test.
Test development
164
test construction begins
test conceptualization;
165
Are employed to assist in making judgments about which items are good as they are, which items need to be revised, and which items should be discarded.
item analysis
166
designed to facilitate the construction of tests as well as their administration, scoring, and Interpretation.
Writing items for computer administration
167
require testtakers to select a response from a set of alternative responses.
Selected Response Format
168
Item analyses of tests taken under speed conditions.
Speed tests
169
Testtakers are presented with pairs of stimuli (two photographs, two objects, two statements), which they are asked to compare.
Method of Paired Comparison
170
A type of scale where the testtaker’s test performance as a function of grade is of critical interest.
Grade-based Scale
171
Because the final test score is obtained by summing the ratings across all the items
Summative Scale
172
The testtaker is presented with two columns: premises on the left and responses on the right.
Matching item
173
Variables such as the form, plan, structure, arrangement, and layout of individual test items
Item Format
174
Refers to the diminished utility of an assessment tool for distinguishing testtakers at the high end of the ability, trait, or other attribute being measured.
Computerized Adaptive Testing (CAT)
175
require testtakers to supply or to create the correct answer, not merely to select it.
Completion Item
176
Scaling method that yields ordinal-level measures. Items on it range sequentially from weaker to stronger expressions of the attitude, belief, or feeling being measured.
Guttman Scale
177
Once a preliminary form of the test has been developed, it is administered to a representative sample of testtakers under conditions that simulate the conditions that the final version of the test will be administered.
test tryout
178
Refers to the diminished utility of an assessment tool for distinguishing testtakers at the low end of the ability, trait, or other attribute being measured.
Floor Effect
179
refers to action taken to modify a test’s content or format for the purpose of improving the test’s effectiveness as a tool of measurement.
Test revision
180
A stage in the process of test development that entails writing test items (or re-writing or revising existing items), as well as formatting items, setting scoring rules, and otherwise designing and building a test.
test construction
181
Stimuli are placed into one of two or more alternative categories that differ quantitatively with respect to some continuum.
Categorical Scaling
182
an exam from which decisions are made about an individual’s absolute level of accomplishment (i.e., mastery or nonmastery) of the material covered in that exam according to some standard reference point.
Criterion Referenced
183
are relatively easy to construct. Each item presents the testtaker with five alternative responses (sometimes seven), usually on an agree–disagree or approve–disapprove continuum.
Likert Scale
184
Ability of the computer to tailor the content and order of presentation of test items on the basis of responses to previous items
Item Branching
185
they tend not to decline with age and may return to preinjury levels following brain damage.
Maintained abilities
186
What are the three stages of-stratum theory?
General Intelligence
Broad abilities
Narrow Abilities
187
Designed to answer the need for a short instrument to screen intellectual ability in testtakers from 6 to 89 years of age.
Wechsler Abbreviated Scale of Intelligence (WASI)
188
refers to receptivity to information.
attention
189
Intelligence was discussed by its components in terms of reasoning, judgment, memory, and abstraction.
Alfred Binet
190
First published in 1949 and not revised until 1974, contained no minority children in its development.
Wechsler Intelligence Scale for Children (WISC)
191
derives from the work of the Russian neuropsychologist Aleksandr Luria, focuses on the mechanisms by which information is processed—how information is processed, rather than what is processed.
The information-processing view
192
item to be substituted for a regular item under specified conditions (such as the situation in which the examiner failed to properly administer the regular item).
Alternate item
193
refers to strategy development for problem solving.
PASS model (Planning, Attention, Simultaneous, Successive)
194
refers to strategy development for problem solving.
Planning
195
designed to improve the practice of psychological assessment in education by identifying tests from different batteries that could be used to provide a comprehensive assessment of a student’s abilities.
Psychoeducational Assessment
196
three-stratum theory is originally known as
Cattell-Horn-Carroll (CHC)
197
Refers to the complex concept by which heredity and environment are presumed to interact and influence the development of one’s intelligence.
Interactionism
198
They decline with age and tend not to return to preinjury levels following brain damage.
Vulnerable abilities
199
The most advanced adult measure of cognitive ability, it determines a child's intellectual abilities and particular strengths and weaknesses in cognitively understanding his or her world.
Wechsler Adult Intelligence Scale (WAIS)
200
acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal education (vocabulary, for example).
Crystallized Intelligence (symbolized Gc)
201
the ability to understand other people: what motivates them, how they work, how to work cooperatively with them.
Interpersonal Intelligence
202
Designed to measure adult intelligence. The test would subsequently be revised and transformed into the Wechsler Adult Intelligence Scale (WAIS).
Wechsler-Bellevue Intelligence Scale
203
Spearman (1927) formalized these observations into an influential theory of general intelligence that postulated the existence of a general intellectual ability factor (denoted by an italic lowercase g) that is partially tapped by all other mental abilities.
- the variance being accounted for either by specific components (s), or by error components (e) of this general factor.
Two-factor theory of Intelligence
204
Terman’s translation and “extension” of the Binet-Simon test featured newly developed test items, and a new methodological approach that included normative studies.
The Stanford-Binet Intelligence Scales: Fifth Edition (SB5)
205
assessment that employs tests from different test batteries and entails interpretation of data from specified subtests to provide a comprehensive assessment.
cross-battery assessment
206
are nonverbal, relatively culture-free, and independent of specific instruction (such as memory for digits).
Fluid Intelligence (symbolized Gf)
207
A multifaceted capacity that manifests itself in different ways across the life span.
Intelligence
208
Intelligence, a seventh kind of intelligence, is a correlative ability, turned inward. It is a capacity to form an accurate, veridical model of oneself and to be able to use that model to operate effectively in life.
Intrapersonal Intelligence
209
Intelligence may be conceived of as a kind of evolving biological adaptation to the outside world. As cognitive skills are gained, adaptation (at a symbolic level) increases, and mental trial and error replaces physical trial and error.
Jean Piaget
210
He believes that the most intelligent persons were those equipped with the best sensory abilities.
Francis Galton
211
. It provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains, as well as providing a composite score that represents a child's general intellectual ability
Wechsler Preschool and Primary Scale of Intelligence (WPPSI)
212
the focus is squarely on identifying the ability or groups of abilities deemed to constitute intelligence.
Factor-analytic theories
213
the age level at which an individual appears to be functioning intellectually as indicated by the level of items responded to correctly.
Mental Age
214
talented performance
Giftedness
215
refer to the type of information processing employed.
simultaneous and successive
216
is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment.
David Wechsler
217
A work sample; referred to as ________ assessment when used as a tool in an evaluative or diagnostic process.
Portfolio
218
A type of measurement characterized by the use of standardized measurement procedures to derive local norms to be used in the evaluation of student performance on curriculum-based tasks.
Curriculum-Based Measurement (CBM)
219
Defined in different ways by different school districts, but in general a reference to functioning that is deficient and possibly in need of intervention
At risk
220
A score on a rating scale developed by an obstetrical anesthesiologist who saw a need for a simple, rapid method of evaluating newborn infants and determining what immediate action, if any, is necessary.
Apgar number
221
A method of obtaining evaluation-related information about an individual by polling that individual’s friends, classmates, work colleagues, or other peers.
Peer Appraisal
222
As used in the context of RtI, the use of interventions tailored to students’ individual needs that are selected by a multidisciplinary team of school professionals.
Problem-Solving model
223
A general term referring to school-based evaluations that clearly and faithfully reflect what is being taught
Curriculum-Based Assessment (CBA)
224
A multilevel prevention framework applied in educational settings that is designed to maximize student achievement through the use of data that identifies students at risk for poor learning outcomes combined with evidence-based intervention and teaching that is adjusted on the basis of student responsiveness.
Response to Intervention Model (RtI)
225
Also known as performance-based assessment, evaluation on relevant, meaningful tasks that may be conducted to examine learning of academic subject matter but that demonstrates the student’s transfer of that study to real world activities
Authentic Assessment
226
A multidisciplinary approach to evaluation that assimilates input from relevant sources
Integrative Assessment
227
A multistate educational program for kindergarten-through-12th grade education consisting of grade-by-grade objectives for learning (standards), standardized tests to evaluate progress in meeting those objectives, and the means to achieve standardized test data for diagnostic as well as outcome assessment purposes.
Common Core State Standards
228
A graphic representation of peer appraisal data or other interpersonal information.
Sociogram
229
In educational contexts, test or other data used to pinpoint a student’s difficulties for the purpose of remediating them; contrast with evaluative information.
Diagnostic Information
230
Test or other data used to make judgments such as class placement, pass-fail, and admit-reject decisions; contrast with diagnostic information.
Evaluative Information.
231
A packaged kit containing tests that measure educational achievement and abilities related to academic success
Psychoeducational Test Battery
232
The evaluation of one’s work samples
Portfolio Assessment
233
Russian psychologist best known for his sociocultural theory. He believed that social interaction plays a critical role in children's learning—a continuous process that is profoundly influenced by culture
Lev Vygotsky
234
An evaluation of performance tasks according to criteria developed by experts from the domain of study tapped by those tasks.
Performance assessment
235
A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations
Specific Learning Disability (SLD)
236
A group of symptoms which consistently occur together, or a condition characterized by a set of associated symptoms.
Syndrome
237
A group of symptoms which consistently occur together, or a condition characterized by a set of associated symptoms.
Checklist
238
A tool used to make a diagnosis, usually to identify areas of deficit to be targeted for intervention.
Diagnostic Test
239
A tool of assessment designed to evaluate whether an individual has the requisites to begin a program or perform a task; sometimes synonymous with aptitude test.
Readiness test
240
A pretest or routing test, usually for determining the most appropriate level of test.
Locator Test
241
Designed to yield information about the nature and amount of intervention required to enhance a child’s performance
Learning Potential Assessment Device (LPAD)
242
Lev Vygotsky’s concept of the area that exists, in theory, between a testtaker’s ability as measured by a formal test and what might be possible as the result of instruction.
Zone of Proximal Development
243
Assess both academic achievement (what children have learned in school) and cognitive development.
Johnson Woodcock
244
designed for use with test takers from age 2½ through age 12½. Subtests measuring both intelligence and achievement are included.
Kaufman Assessment Battery for Children (K-ABC)
245
The age range for the second edition of the test was extended upward (ages 3 to 18) in order to expand the possibility of making ability/achievement comparisons with the same test through high school.
Kaufman Assessment Battery for Children, Second Edition (KABC-II)
246
A typically nonsystematic, relatively brief, and “off-the-record” assessment leading to the formation of an opinion or attitude, conducted by any person in any way for any reason, in an unofficial context and not subject to the same ethics or standards as evaluation by a professional; contrast with formal evaluation.
Informal Evaluation
247
A practice recommended by the Common Core State Standards, unsupported by the scholarly literature, which entails having students study reading material in the absence of background information and context
Cold reading
248
A system of ordered numerical or verbal descriptors on which judgments about the presence/absence or magnitude of a particular trait, attitude, emotion, or other variable are indicated by raters, judges, examiners, or (when the rating scale reflects self-report) the assessee
Rating scale
249
A test that usually focuses more on informal as opposed to formal learning experiences and is designed to measure both learning and inborn potential for the purpose of making predictions about the test taker’s future performance; also referred to as a prognostic test and, especially with young children, a readiness test.
Aptitude Test
250
Evaluation of accomplishment or the degree of learning that has taken place, usually with regard to an academic area.
Achievement Test
251
is one of the most commonly used psychological tests
Minnesota Multiphasic Personality Inventory
252
the targeted characteristics are typically traits, states, or types
Personality profile
253
P an individual’s unique constellation of psychological traits that is relatively stable over time.
Personality
254
an inferred psychodynamic disposition designed to convey the dynamic quality of id, ego, and superego in perpetual conflict.
- refers to the transitory exhibition of some personality trait.
Personality state
255
refers to an occupation: one who creates personality profiles of crime suspects to assist law enforcement personnel in capturing the profiled suspects
Profiler
256
It is a person’s perception about the source of things that happen to him or her
Locus of Control
257
has great appeal: Any distinguishable, relatively enduring way in which one individual varies from another
Personality traits
258
Originally developed by Stephenson (1953), the _____ is an assessment technique in which the task is to sort a group of statements, usually in perceived rank order ranging from most descriptive to least descriptive.
Q-sort Technique
259
LThe most significant difference between the two tests is the more representative standardization sample (normal control group) used in the norming of the ?
The MMPI-2
260
People who are prone to attribute what happens to them to external factors (such as fate or the actions of others)
External Locus of Control
261
a 338–item self-report test used by clinicians to assist with assessment of adult psychological dysfunction and treatment planning.
The MMPI-2-RF
262
a process wherein information about assessees is supplied by the assessees themselves.
Self - report
263
mellow or laid-back
Type B Personality
264
As attributions made in an effort to identify threads of consistency in behavioral patterns.
Psychological Traits
265
Characterized by efforts to learn how a limited number of personality traits can be applied to all people
Nomothetic Approach
266
The tendency to evaluate every person as average regardless of differences in performance.
Error of Central Tendency
267
less than accurate rating or evaluation by a rater due to that rater's general tendency to be lenient or insufficiently critical
Generosity error
268
refers to the degree to which a person has different self-concepts in different roles
Self-concept differentiation
269
is a 478-item, true–false test designed for use in clinical, counseling, and school settings for the purpose of assessing psychopathology and identifying personal, social, and behavioral problems.
MMPI-A
270
devised by cardiologists Meyer Friedman and Ray Rosenman, characterized by competitiveness, haste, restlessness, impatience, feelings of being time-pressured, and strong needs for achievement and dominance.
Type A Personality
271
contained items designed to elicit self-report of fears, sleep disorders, and other problems deemed symptomatic of a pathological condition referred to then as psychoneuroticism.
Woodworth Psychoneurotic Inventory
272
a narrative description, graph, table, or other representation of the extent to which a person has demonstrated certain targeted characteristics
Profile
273
likely to perceive themselves quite differently in various roles
Highly differentiated
274
defined as one’s attitudes, beliefs, opinions, and related thoughts about oneself
Self - concept
275
People who see themselves as largely responsible for what happens to them
Internal Locus of Control
276
a type of rating error in which a rater consistently gives all employees high ratings, regardless of their actual levels of performance
Leniency error
277
Less than accurate error in evaluation due to the rater's tendency to be overly critical
Severity error
278
Characterized by efforts to learn about each individual’s unique constellation of personality traits, with no attempt to characterize each person according to any particular set of traits
Idiographic Approach
279
a constellation of traits that is similar in pattern to one identified category of personality within a taxonomy of personalities.
Personality Types
280
refers to the interpretation of patterns of scores on a test or test battery
Profile Analysis
281
be defined as the measurement and evaluation of psychological traits, states, values, interests, attitudes, worldview, acculturation, sense of humor, cognitive and behavioral styles, and/or related individual characteristics.
Personality Assessment
282
An instrument, used in the assessment and treatment of male sex offenders, designed to measure changes in penis volume as a function of sexual arousal
penile plethysmograph
283
The observation of a person or persons in an environment designed to increase the assessor’s chance of observing targeted behaviors and interactions
analogue behavioral observation
284
The thesis that an individual supplies structure to unstructured stimuli in a manner consistent with the individual’s own unique pattern of conscious and unconscious needs, fears, desires, impulses, conflicts, and ways of perceiving and responding
projective hypothesis
285
A generic term that refers to psychophysiological assessment techniques designed to gauge, display, and record a continuous monitoring of selected biological processes such as pulse and blood pressure
Biofeedback
286
Research or behavioral intervention that replicates a variable or variables in ways that are similar to or analogous to the real variables the experimenter wishes to study
Analogue study
287
A technique of personality assessment in which some judgment of the assessee’s personality is made on the basis of his or her performance on a task that involves supplying structure to relatively unstructured or incomplete stimuli
projective method
288
A semistructured, individually administered, projective technique of personality assessment that involves the presentation of a list of stimulus words, to each of which an assessee responds verbally or in writing with whatever comes immediately to mind first upon first exposure to the stimulus word
Word Association Tests
289
A type of measure that does not necessarily require the presence or cooperation of respondents, often a telling physical trace or record
Unobtrusive measures
290
An instrument that records changes in the volume of a part of the body arising from variations in blood supply
Plethysmograph
291
the record from a study conducted using a penile plethysmograph with a male testtaker that is indicative of penile tumescense in response to stimuli
phallometric data
292
A procedure that typically involves the performance of a task by the assessee under actual or simulated conditions while allowing for observation and evaluation by an assessor
Situational performance measures
293
The in the moment and in the place evaluation of targeted variables, such as behaviors, cognitions, and emotions, in a natural, naturalistic, or real-life context
ecological momentary assessment (EMA)
294
All the words that make up the part of a sentence completion item, not including the blank space to be completed by the testtaker
Sentence completion stems
295
A general reference to a type of test in which the testtaker’s task is to draw a human figure and/or other figures, and inferences are then made about the testtaker’s ability, personality, and/or neurological intactness on the basis of the figure(s) produced
Figure-drawing tests
296
Techniques for monitoring physiological changes known to be influenced by psychological factors, such as heart rate and blood pressure
Psychophysiological methods
297
A technique of behavioral observation that involves the recording of the frequency and the intensity of a targeted behavior over time
timeline followback (TLFB) methodology
298
A projective tool of assessment that contains a series of incomplete phrases wherein the task of the assessee is to insert a word or words that will make each of the phrases a complete sentence
Sentence completion tests
299
An approach to evaluation based on the analysis of samples of behavior, including the antecedents and consequences of the behavior
behavioral assessment
300
was originally designed as an aid to eliciting fantasy material from patients in psychoanalysis (Morgan & Murray, 1935). The stimulus materials consisted, as they do today, of 31 cards, one of which is blank.
The Thematic Apperception Test (TAT)
301
A type of task that may be used in personality assessment in which an assessee verbalizes the first word that comes to mind in response to a stimulus word; contrast with free association
Word association
302
In clinical psychology, a helping, open-ended interview wherein both parties work together on a common mission of discovery, insight, and enlightenment
Collaborative Interview
303
That branch of psychology that has as its primary focus the prevention, diagnosis, and treatment of abnormal behavior
Clinical Psychology
304
Constructed to aid in differentiating alcoholic from nonalcoholic psychiatric patients.
MacAndrew Alcoholism Scale (MAC-R)
305
An approach to evaluation characterized by the application of empirically demonstrated statistical rules as a determining factor in the assessor’s judgment and actions; contrast with clinical assessment.
Actuarial Assessment
306
A multidisciplinary approach to assessment that includes exploration of relevant biological, psychological, social, cultural, and environmental variables for the purpose of evaluating how such variables may have contributed to the development and maintenance of a presenting problem.
Biopsychosocial Assessment.
307
An archival document describing findings as a result of psychological testing or assessment, Barnum effect in.
Psychological Report.
308
A selection of tests and assessment procedures typically composed of tests designed to measure different variables but having a common objective; for example, an intelligence test, a personality test, and a neuropsychological test might be used to obtain a general psychological profile of an individual.
Test Battery
309
Understanding the charges against one and being able to assist in one’s own defense
Competence to Stand Trial.
310
Also known as the “right or wrong” test of insanity, a (since replaced) standard that hinged on whether an individual knew right from wrong at the time of commission of a crime; contrast with the Durham standard and the ALI standard
M’Naghten Standard
311
The consequence of one’s belief that a vague personality description truly describes oneself when in reality that description may apply to almost anyone; sometimes referred to as the “Aunt Fanny effect” because the same personality might be applied to anyone’s Aunt Fanny.
Barnum Effect.
312
A term sometimes used synonymously with mental suffering, emotional harm, and pain and suffering to convey psychological damage.
Emotional Injury
313
An approach to evaluation that is keenly perceptive about and responsive to issues of acculturation, values, identity, worldview, language, and other culture-related variables as they may affect the evaluation process or the interpretation of resulting data
Culturally Informed Psychological Assessment
314
The level of psychological and physical performance prior to the development of a disorder, an illness, or a disability.
Premorbid Functioning
315
An interview conducted after a hypnotic state has been induced in the interviewee, most typically in an effort to enhance concentration, focus, imagery, and recall.
Hypnotic Interview
316
A psychological assessment of parents or guardians and their parental capacity and/or of children and their parental needs and preferences—usually undertaken for the purpose of assisting a court in making a decision about awarding custody
Custody Evaluation
317
A specialized interview and observation used to screen for intellectual, emotional, and neurological deficits by touching on areas such as the interviewee’s appearance, behavior, memory, affect, mood, judgment, personality, thought content, thought processes, and state of consciousness.
Mental Status Examination
318
A branch of psychology that has to do with the prevention, diagnosis, and treatment of abnormal behavior, with emphasis on “everyday” types of concerns and problems such as those related to marriage, family, academics, and career.
Counseling Psychology
319
A legally mandated obligation—to advise an endangered third party of their peril—which may override patient privilege; therapists and assessors may have a legal duty to warn when a client expresses intent to hurt a third party in any way, ranging from physical violence to disease transmission
Duty to warn
320
A legal term denoting an inability to tell right from wrong, a lack of control, or a state of other mental incompetence or disorder sufficient to prevent that person from standing trial, being judged guilty, or entering into a contract or other legal relationship.
Insanity
321
Recovery from drug addiction that results in a new sense of identity
Reacculturation
322
A tool of assessment in which information is gathered through direct, reciprocal communication assessor’s role
Interview
323
An approach to predicting behavior based on the application of empirically demonstrated statistical rules and probabilities; contrast with clinical prediction and mechanical prediction.
Actuarial Prediction
324
Argues that the clinician should access and validate the patient's problem definition and incorporate it within the clinician's problem definition.
Shifting Cultural Lenses.
325
Lists all the criteria that have to be met in order to diagnose each of the disorders listed.
DSM-5 (Diagnostic and Statistical Manual)
326
An agreement made between a therapist and a client regarding various aspects of the therapeutic process
Therapeutic Contract.
327
A human figure in doll form with accurately represented genitalia, typically used to assist in the evaluation of sexually abused children.
Anatomically Detailed Doll (ADDs)
328
Expressions of understanding, acceptance, empathy, love, advice, guidance, care, concern, or trust from friends, family, community caregivers, or others in one’s social environment.
Social Support.
329
A diagnosis that describes individuals with few inhibitions who may pursue pleasure or money with callous disregard for the welfare of others.
Psychopath
330
A three-part element of the mental status examination consisting of orientation to self (if the interviewee knows who he or she is), place (where the interview is taking place), and time (the date of the interview); interviewees oriented to person, place, and time are said to be “oriented times 3
Orientation
331
A type of hypnotic interview without the hypnotic induction; the interviewee is encouraged to use imagery and focused retrieval to recall information.
Cognitive Interview
332
Referred to by the FBI as “criminal investigative analysis,” a crime-solving process that draws upon psychological and criminological expertise applied to the study of crime-scene evidence.
Profiling
333
Confidence in one’s own ability to accomplish a task
Self-Efficacy
334
A purposely misspelled word but easy-to remember acronym to remind assessors of the following sources of cultural influence: age, disability, religion, ethnicity, social status, sexual orientation, indigenous heritage, national origin, and gender
Addressing
335
In clinical practice, applying a clinician’s own training and clinical experience as a determining factor in clinical judgment and actions; contrast with actuarial prediction and mechanical prediction.
Clinical Prediction
336
Failure on the part of an adult responsible for the care of another to exercise a minimum degree of care in providing food, clothing, shelter, education, medical care, and supervision; contrast with abuse.
Neglect
337
An area of competency that focuses on the ability of an individual to make reasonably sound decisions regarding day-to-day money matters as well as all aspects of their personal finances.
Financial competensy
338
The administration of a group of at least three different types of tests for the purpose of evaluating different spheres of functioning: Usually an intelligence test, a personality test, and a neuropsychological test.
Standard Battery
339
Infliction of or allowing the infliction of physical injury or emotional impairment that is nonaccidental.
- The creation of or allowing the creation of substantial risk of physical injury or emotional impairment that is nonaccidental. -
The committing of or allowing the committing of a sexual offense against a child; contrast with neglect.
Abuse
340
The application of computer algorithms together with statistical rules and probabilities to generate findings and recommendations; contrast with clinical prediction and actuarial prediction.
Mechanical Prediction.
341
The belief that what happens in life is largely out of a person’s control
Fatalism
342
The theory and application of psychological evaluation and management in a legal context.
forensic Psychological Assessment
343
American Law Institute standard of legal insanity, which provides that a person is not responsible for criminal conduct if, at the time of such conduct, the person lacked substantial capacity either to appreciate the criminality of the conduct or to conform the conduct to the requirements of the law; contrast with the Durham standard and the M’Naghten standard
ALI Standard
344
A rating, categorizing, or “pigeonholing” with respect to two or more criteria; contrast with screening, selection, and placement.
Classification
345
A relatively superficial process of evaluation based on certain minimal standards, criteria, or requirements; contrast with selection, classification, and placement
Screening
346
Used to identify aptitudes for occupations, and it is a test just about anyone of working age can take
General Aptitude Test Battery (GATB)
347
An item format characterized by bipolar adjectives separated by a seven-point rating scale on which respondents select one point to indicate their response.
Semantic Differential Technique
348
A process whereby each person evaluated for a position is either accepted or rejected; contrast with screening, classification, and placement.
Selection
349
In workplace settings, a procedure that entails recording employee behavior evaluated as positive or negative by a supervisor or other rater.
Critical Incidents Technique
350
A specific type of miss characterized by a tool of assessment indicating that the testtaker does not possess or exhibit a particular trait, ability, behavior, or attribute when in fact, the testtaker does possess or exhibit this trait, ability, behavior, or attribute.
False Negative
351
A pleasurable or positive emotional state resulting from the appraisal of one’s job or job experience.
Job satisfaction
352
Evaluation of the total person through a series of varied tests and tasks over the course of several sessions so candidates can be evaluated on the basis of data derived from the full range of assessments, considered as a whole.
Organismic Assessment.
353
A screening instrument designed to predict who will and will not be an honest employee.
Integrity test
354
A disposition, transfer, or assignment to a group or category that may be made on the basis of one criterion
Placement
355
An error in measurement characterized by a tool of assessment indicating that the testtaker possesses or exhibits a particular trait, ability, behavior, or attribute when in fact the testtaker does not
False positive
356
Designed to assess children’s interest in various recreational pursuits.
Strong Interest Inventory (SII)
357
A situational assessment procedure wherein an observer/assessor evaluates the performance of assessees in a group situation with regard to variables such as leadership, initiative, and cooperation.
Leaderless Group Technique
358
A procedure entailing the distribution of a predetermined number or percentage of assessees into various categories that describe performance (such as categories ranging from “unsatisfactory” to “superior”).
Forced Distribution Technique
359
An assumption guiding the development of this test was that people exhibit definite preferences in the way that they perceive or become aware of— and judge or arrive at conclusions about—people, events, situations, and ideas
Myers-Briggs Type Indicator (MBTI)
360
A state in which the primary force driving an individual comes from within, such as personal satisfaction with one’s work; contrast with extrinsic motivation.
Intrinsic Motivation
361
A measurement technique used to assess managerial ability and organizational skills that entails a timed simulation of the way a manager or executive deals with an in-basket filled with mail, memos, announcements, and other notices and directives.
In-Basket Technique
362
A state in which the primary force driving an individual comes from external sources (such as a salary or bonus) and external constraints (such as job loss); contrast with intrinsic motivation.
Extrinsic Motivation
363
The strength of an individual’s identification with and involvement in a particular organization
Organizational Commitment
364
In the context of vocational assessment and preemployment counseling, an instrument designed to evaluate testtakers’ likes, dislikes, leisure activities, curiosities, and involvements in various pursuits for the purpose of comparison with groups of members of various occupations and professions
Interest measure
365
A variety of consumer panel in which respondents have agreed to keep diaries of their thoughts and/or behaviors
Diary Panel
366
An adaptation of Lazarus’s multimodal clinical approach for use in qualitative research applications and designed to ensure that the research is comprehensive and systematic from a psychological perspective and is guided by discussion questions based on the seven modalities (or dimensions) named in Lazarus’s model, which are summarized by the acronym BASIC ID (behavior, affect, sensation, imagery, cognition, interpersonal relations, and drugs); Cohen’s adaptation of Lazarus’s work adds an eighth dimension, sociocultural, changing the acronym to BASIC IDS.
Dimensional Qualitative Research
