Chapter 5: Testing In Clinical Psychology Flashcards
Resurgence of Tests
Newer and better tests have been designed to address some of the concerns such as unflattering results of research on reliability and validity of many tests, awareness of susceptibility of tests to various biases, recognition that tests may place members of certain minority groups at a disadvantage, fear that the testing process may invade respondents’ privacy, worry that tests are too easily misused and misinterpreted
Test
Systematic procedure for observing and describing a person’s behavior in a standard situation; present a set of planned stimuli and ask the client to respond in some way
How Tests are Distinct from All Other Assessment Techniques
Client’s test responses can be quantitatively compared to statistical norms
Tests can be administered in private
Tests can be administered in groups and individually
Categories Tests are Placed In
Intellectual or Cognitive Abilities
Attitudes, Interests, Preferences, and Values
Personality Characteristics
How are Tests Constructed
Using analytic or empirical approaches, and a sequential system approach which combines the two
Analytic or Rational Approach to Test Development
What are the qualities I want to measure, and how do I define these qualities? They build tests by creating items that answer these questions; Developer creates test materials or items by analyzing the content of a domain and matching qustions that he or she believe (or that a theory says) tap that content
Empirical Approach to Test Development
The tester lets the content choose itself; clinician would amass a large number of self-report test items, performance tasks, inkblots, or other stimuli and then administer all of them to a large group of people who have already been identified; Entire group’s responses would be examined
Factors which affect the developer’s coice between analytic and empirical proceduresq
Cost, convenience, what theory one is evaluatingl time, and resources
Sequential System Approach
Combination of aspects of the analytic and empirical techniques; decision about which items to try is usually made on analytic grounds, some items are from existing tests while others are those the clinician believes ought to be evaluated;
Standardization
Refers to consistency in administration an scoring of a test; also refers to the sample on which the test was originally developed
Standardization Sample
Scores obtained from tis sample become the standard against which subsequenct scores are compared; scores provide the main interpretative framework for all individual scores on the test
Norms
Numbers that come from the standardization sample - means, variances, percentages, etc.
Renorming
Done every decade or so; involves identifying large representative sample of persons willing to take the test; finding examiners to give the test, and report results, then finally, compiling and analyzing all the data
Criterion
Level of proficiency;
Ipsative Measurement
Interpreting test scores not by comparing the test taker to others or to an external criterion but only to himself or herself;
Sources of Distortions in Test Results
Room temperature, time of day, client responding in particular ways to most items, regardless of what the items are; social desirability biases
How to eliminate all extraneous sources of variablitiy in test scores
Develop clear, simple instructions for examiners and testtakers; extensively pilot-testing and studying response tendencies in items; enlisting the participation of outside experts in test bias during test development; and building indicators of response bias or deliberate distortion into the test so that these can be identified if they occur
How Test Administrators can reduce distortion
Clearly explaining thepurposes of the test and answering any questions the client has, thereby enhacing rapport and client motivation
Paying careful attention to the circumstances under which testing takes place so that conditions are esentially the same for each client
Noting and reporting any circumstances in the testing that might compromise the validity of the test results
Cultural Fairness & Bias in Psychological Tests
Will the client be able to understand the test items? WILL she interpret the items in the same way as native English speakers would? To what extent do psychological tests adequately assess psychopathology, personality, intelligence, or other characteristics in diverse populations?
International Test Consortium
Formed to promoted study of cross-cultural applications of tests of these and other efforts related to cross-cultural test used
Ethical Standards in Testing
Testing-related situations requiring ethical decisions relate to principles of confidentiality, privacy, informed consent, and social responsibility
APA Standards for Ethical Use of Testing
Standards for Educational and Psychological Tests (1999)
APA Guidelines for Test taker Qualifications
