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Psychological Assessment > Introduction > Flashcards

Introduction Flashcards

1
Q

Measurement in Psychology

A

Developing adequate measures is essential for the advancement of psychology as a science. Without the ability to adequately measure intended constructs, it is difficult for scientists to conduct experiments, form theories, or improve interventions.

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2
Q

Why is there a need for measurement in psychology?

A
  • To Quantify Behavior
  • To determine frequencies, norms, etc.
  • To know how and when?
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3
Q

How do you quantify behavior?

A
  • Experimental (i.e., measuring reaction time)
  • Measuring loneliness, happiness, anxiety,
    depression… etc.
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4
Q

Inventory and Scales

A

indicates
measurement of variables.

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5
Q

Assessment

A

procedure to gather information
about people, consists of more than just testing

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6
Q

Factors of Tests

A

– Use of specific or systematic procedures
– Scoring of responses
– Sample of behavior

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7
Q

Test

A

type of assessment that uses specific procedures to obtain information and convert that information to a number or
scores.

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8
Q

Use of Specific or Systematic
Procedures

A

● Selecting a set of items or test
questions.
● Specifying conditions under
which the test is administered.
● Developing a system of scoring
and interpreting responses.

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9
Q

Scoring of Responses

A

Objective and Subjective Scoring

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10
Q

Objective Scoring

A

Responses are converted to
numbers by comparing them
to a list of possible answers.

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11
Q

Example of Objective Scoring

A
  • Scaling
  • Likert
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12
Q

Subjective Scoring

A

Answers are evaluated relative
to a set of scoringprocedures

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13
Q

Example of Subjective Scoring

A
  • Interpretations
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14
Q

Sample of Behavior

A

Finite number of questions; sample of characteristics

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15
Q

Testing

A

the term used to refer to the process that covers the administration of a test to the interpretation of a test score.

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16
Q

Psychological Testing

A

The process of measuring psychology-related variables through the use of devices or procedures designed to obtain a sample of behavior.

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17
Q

Psychological Assessment

A

The collection and integration of psychology- related data for the use in a psychological evaluation that is accomplished through the use of tools such as tests, interviews, case studies, behavioral observations, and specially designed apparatuses and measurement procedure.

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18
Q

Objective of Psychological Testing

A

Typically, to obtain more gauge, usually numerical in nature, with regard to an ability or attribute.

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19
Q

Objective of Psychological Assessment

A

Typically, to answer a referral question, solve a problem, or arrive at a decision through the use of tools of evaluation.

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20
Q

Process of Psychological Testing

A

May be individual in nature.

After test administration, the tester will typically add up “the number of correct answers or the number of certain types of responses… with little, if any, regard for the how or mechanics of such content” (Maloney & Ward, 1976)

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21
Q

Process of Psychological Assessment

A

Typically individualized.

More typically focused on how an individual processes rather than simply the results of that processing.

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22
Q

Role of Evaluator in Psychological Testing

A

The tester is not a key to the process; practically speaking, one tester may be substituted for another tester without appreciably affecting the evaluation.

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23
Q

Role of Evaluator in Psychological Assessment

A

The assessor is the key to the process of selecting tests and/ or other tools of evaluation as well as in drawing conclusions from the entire evaluation.

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24
Q

Skill of Evaluator in Psychological Testing

A

Typically requires technician-skills in terms of administering and scoring a test as well as in interpreting a test result.

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25
Q

Skill of Evaluator in Psychological Assessment

A

Typically requires an educated selection of tools of evaluation, skill in evaluation, and thoughtful organization and integration of data.

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26
Q

Outcome of Psychological Testing

A

Typically, testing yields a test score or series of test scores.

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27
Q

Outcome of Psychological Assessment

A

Typically, assessment entails a logical problem-solving approach that brings to bear many sources of data designed to shed light on a referral question.

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28
Q

Process of Assesment

A

Referral for Assessment - Preparation of the Assessor - Formal Assessment - Assessment Report

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29
Q

Referral for Assessment

A
  • Teacher, Judge, Clinician, Parent, HR, GC, Social Worker
  • Referral Question
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30
Q

Preparation of the Assessor

A
  • Meeting with the assessee or others
  • Selecting appropriate tools
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31
Q

Formal Assessment

A
  • Testing
  • Interview (patient and sources)
  • Case History
  • Others
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32
Q

Assessment Report

A

Psychological Report Writing

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33
Q

Approaches to Assessment

A
  • Collaborative
  • Dynamic
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34
Q

Collaborative Psychological Assessment

A
  • The assessor and assessee works as partners from initial contact to final feedback.
  • May include therapy as part of the process:
    Therapeutic Psychological Assessment
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35
Q

Therapeutic Psychological Assessment

A

therapeutic self-discovery and new understandings are encouraged throughout the assessment process

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36
Q

Dynamic Assessment

A

An interactive approach to psychological assessment that usually follows a model of:
* Evaluation
* Intervention of some sort
* Evaluation

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37
Q

Dynamic Assessment is used in:

A
  • Educational
  • Correctional
  • Corporate
  • Neuropsychological
  • Clinical
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38
Q

Tools for Psychological Assessment

A
  • Test
  • interview
  • Portfolio
  • Case History Data
  • Behavioral Observation
  • Role Play Tests
  • Use of Computers
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39
Q

Test

A

measuring device or procedure

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40
Q

Modifiers of Tests

A

Medical and Psychological Tests

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41
Q

Medical Tests

A
  • Samples of Blood
  • Samples of Tissue
  • Samples of Fluids
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42
Q

Psychological Tests

A

device or procedure designed to measure psychological variables.
* Samples of Behavior
* Oral, Written,
Performance
* Elicited by a test
stimulus or
naturally occurring

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43
Q

Psychological Test: Differences

A
  • Content
  • Format
  • Administration Procedures
  • Scoring and Interpretation Procedures
  • Technical Quality
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44
Q

Content

A
  • Subject matter
  • ”Focus”
  • The case of the same purpose but differing in content:
  • Personality Tests
  • Different theoretical orientation
  • Different operant differences
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45
Q

Format

A
  • Form, plan, structure, arrangement, and layout of test items.
  • Time limit.
  • Form on which the test is administered.
  • Pencil-and-paper, computerized
  • Procedures in obtaining samples of behavior.
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46
Q

Administration Procedures

A

Individual
* Skills
* Tasks
* Knowledge
- TONI-3
* Group Administration

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47
Q

Scoring and Interpretation Procedures

A
  • Score
  • Code or summary statement
  • Reflects the evaluation
  • Scoring
  • Process of assigning such evaluative codes or statements to performance on tests, tasks, interviews, or other behavior samples.
  • Types of Scores
  • Based from summing up or use of elaborate procedures.
  • Cut Score
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48
Q

Cut Score

A

reference point, usually numerical, derived by judgment and used to divide a set of data into two or more classifications.

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49
Q

Technical Quality

A

Psychometric Soundness
* Psychometrics
* Validity
* Reliability
* Utility

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50
Q

Psychometrics

A

Science of Psychological Measurement.

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51
Q

Interview

A

“face-to-face talk”; method of gathering information through direct communication involving reciprocal exchange.

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52
Q

Interview in Psychology

A
  • More than talking
  • ”What is said and how it is said”
  • Verbal and Non-verbal behavior
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53
Q

Body Language

A
  • Eye movement/ contact
  • Facial expression
  • Gestures
  • Dress/ Attire, Hygiene
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54
Q

Other forms of interview

A
  • Telephone Interview
  • Panel Interview
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55
Q

Portfolio

A

files containing one’s works

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56
Q

Examples of Portfolio

A
  • Can be in film, canvas, paper, etc.
  • Sample of one’s ability.
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57
Q

Case History Data

A

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.

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58
Q

Examples of Case History Data

A
  • Files or excerpts from files stored in institutions.
  • Letters, correspondences, new clippings, work samples, doodles, diary
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59
Q

Behavioral Observation

A

monitoring the actions of others or oneself by visual or electronic means while recording quantitative and/ or qualitative information regarding the actions.

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60
Q

Behavioral Observation is used as

A

a diagnostic aid, for selection purposes

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61
Q

Type of Behavioral Observation

A

Naturalistic and Controlled

62
Q

Naturalistic Observation

A

observing the behavior as it occurs in the natural setting. Observe it as it happens/ occurs.

63
Q

Controlled Observation

A

controlled laboratory setting, environment is designed and manipulated

64
Q

Role Play Tests

A

acting an improvised or partially improvised part in a simulated situation.
A tool of assessment wherei assessees are directed to act as if they were in a particular situation.

65
Q

Use of Computers

A

Social media activities, posts, timelines, etc.

66
Q

Other Tools

A
  • Fable assessment
  • Videos
  • Reenactments
  • Use of Social Media
  • Biofeedback
67
Q

Parties Involved in Psychological Testing

A
  • Test Developer
  • Test User
  • Test Taker
68
Q

Test Develoier

A
  • Test publishers
  • Create and distribute instruments
    (i.e., Pearson)
69
Q

Test Users

A
  • Professionals (i.e. clinicians, counselors, experimental, psychologists, HR).
  • Qualification
70
Q

Test User Levels

A
  1. Level A
  2. Level S
  3. Level B
  4. Level C
71
Q

Level A Test User

A

no special qualifications.

72
Q

Level S Test User

A
  • Degree in the Health care Professions
  • Training in the Use of Tests
73
Q

Level B Test User

A
  • 4 year degree in Counseling Psychology
  • Completion of coursework in psychological testing
  • License/ certification (use of tests)
74
Q

Level C Test User

A
  • Level B qualification
  • Advanced professional degree
75
Q

Test Taker

A
  • Anyone who is the subject of an assessment or an evaluation.
  • Psychological autopsy.
  • Test takers differ in a continuum.
76
Q

Factors(?) of Test Takers

A

Test anxiety: significance and reliability of results

Extent to which they understand and agree with the rationale for the
assessment

*Capacity and willingness to cooperate with the examiner or to
comprehend written test instructions

Amount of physical pain or emotional distress they are experiencing

Amount of physical discomfort brought on by not having had enough
to eat, having had too much to eat, or other physical conditions

77
Q

More Test Taker Factors (?)

A

Extent to which they are alert and wide awake

Extent to which they are predisposed to agreeing or disagreeing when
presented with stimulus statements

Extent to which they have received prior coaching

*Importance they may attribute to portraying themselves in a good (or bad)
light

Extent to which they are ”lucky” and can “beat” the odds on a multiple-choice
achievement test

78
Q

The Society-At-Large

A
  • Society’s demand for “some way of organizing or systematizing the many-faceted complexity of individual differences”.
  • As society changes, new tests are developed.
  • Laws and legislations on testing.
  • Court decisions.
79
Q

The Society-At-Large (Other)

A
  • Companies
  • Organizations
  • Governmental agencies
  • Schools
  • Clinics
80
Q

Test Categories

A
  • Classification
  • Self-understanding
  • Program Evaluation
  • Scientific Inquiry
81
Q

Uses

A
  • Placement
  • Rating
  • Selection
  • Competency and Proficiency
  • Experiments
  • Decision-making
  • Diagnosis
  • Predicting Behavior
  • Outcome Evaluation
82
Q

Settings

A
  • Educational
  • Clinical Setting
  • Counseling Setting
  • Geriatric Setting
  • Business and Military Setting
  • Governmental and Organization Credentialing
83
Q

Educational Setting

A
  • School Ability Tests
  • Achievement Tests
  • Diagnostic Tests
  • Informal Evaluation
84
Q

Clinical Setting

A
  • Public, private, and military hospitals
  • Inpatient and outpatient clinics
  • Private-practice consulting rooms
  • Schools
  • Other institutions
  • Diagnosis
  • Intelligence tests, personality tests, neuropsychological tests, or other specialized instruments, depending on the presenting or suspected problem area.
85
Q

Counseling Setting

A
  • Schools, prisons, and government or privately owned institutions.
  • Improvement of the assessee in terms of adjustment, productivity, or some related variable.
  • Measures of social and academic skills and measures of personality, interest, attitudes, and values.
86
Q

Geriatric Setting

A
  • Cognitive, psychological, adaptive, or other functioning.
  • Quality of Life Assessment
87
Q

Business and Military Setting

A
  • Careers: hiring, promotions, transfer, job satisfaction, and eligibility for further training.
  • Engineering Psychology
  • Customer Satisfaction
  • Marketing and Promotions
88
Q

Governmental and Organization Credentialing

A
  • Licensing, certification, credentialing
  • PRC — Board of Psychology
  • PAP
89
Q

Additional on Psychological Testing

A
  • part of the assessment; process.
  • laboratory (tests) literal
  • test used to quantify a particular behavior.
  • for group or individual.
  • Testing is not always necessary
90
Q

Additional on Psychological Assessment

A
  • interpretation/ results
  • diagnosis —> assessment for one individual only
  • gathering of information
91
Q

Battery of Test

A
  • IQ, Personality, Emotional, Projective Test
    Scoring Responses: yes or no
  • Use of specific or systematic procedures
  • bawat procedures ay may interpretation:
    > .70
    < .98
92
Q

A necessary combination of tests

A

IQ, Personality, Emotional, Projective Test

93
Q

Administration

A

this happens when the client takes a test.

94
Q

Series of Validation & Test Reliability

A

From multiple statements, it will narrow down; standardized.

95
Q

Samples of Behavior

A
  • tests to determine the level of specific behavior.
  • Finite number of questions (limited numbers)
  • More test items, much better
96
Q

More test items, much better

A

Because some would still be removed during validation and revisions

97
Q

In an interview…

A
  • Affect is equal to emotions.
  • Affect is non-congruent or aligned to the statement.
  • Body language is:
  • 30% verbal
  • 70% non-verbal
  • Needs to have a reciprocal exchange.
98
Q

In case histry data…

A

One must look for a case history or a previous case that can be compared to the case of the present client.

99
Q

Conducting Assessments

A
  • Tests Standards
  • Responsible test users have obligations
    before, during, and after a test or any
    measurement procedure is administered
100
Q

Pre-test Preparation

A
  • Safe-keeping of tests
  • Training on test administration
  • Familiarity with the
  • tests and materials
  • Room/Venue
101
Q

Test and Materials

A
  • Stopwatch
  • Supply of Pencils
  • Test Protocols
102
Q

Room/Venue

A
  • Temperature
  • Lighting
  • Noise
  • People
103
Q

During the Testing

A
  • Establishing Rapport
  • a working relationship between the examiner and the examinee
104
Q

Rapport

A

a close and harmonious relationship in which the people or groups concerned are “in sync” with each other, understand each other’s feelings or ideas, and communicate smoothly.

105
Q

Post-test Responsibilites

A
  • Safeguarding Tests Protocols
  • Scoring
  • Interpretation
  • Note-taking of everything that
    happened – even people present
  • Conveying tests results in a clearly
    understandable way
106
Q

Assessment of People with Disabilities – Alternate Assessment

A

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).

107
Q

Consider in Alternate Assessment

A
  • Accommodation (adapt, adjust, or make suitable” of the assessee
108
Q

Accommodation

A

may be defined as the adaptation of a
test, procedure, or situation, or the substitution of one test for another, to make the assessment more suitable for an assessee with exceptional needs

109
Q

Example of Alternate Assessment

A
  • Large Print, Audio Format, Braille,
110
Q

Sources of Information

A
  • TEST CATALOGUES
  • TEST MANUALS
  • REFERENCE VOLUMES
  • JOURNAL ARTICLES
  • ON-LINE DATABASES
  • LIBRARY
111
Q

Properties/Characteristics of a Good Psychological Test

A
  • Design Properties
  • Psychometric Properties
112
Q

Design Properties

A

1: A good test has a
clearly defined purpose.

2: A good test has a
specific and standard content.

3: A good test has a set
of administration Procedures.

4: A good test has a
standard scoring procedure.

113
Q

Psychometric Properties

A

1: A good test is
reliable.

2: A good test is valid.

3: A good test contains
items with good item statistics.

114
Q

Characteristics of a Good Psychological Test

A
  • Objective
  • Standardized
  • Reliable
  • Valid
  • Good Predictive Value
115
Q

Objective

A

Freedom from the subjective influence of the examiner

116
Q

Standardized

A

Uniformity in the administration and interpretation of results

117
Q

Reliable

A

Consistency of the scores

118
Q

Valid

A

Concerns with what the test measures and how well it does

119
Q

Measuring Psychological Charateristics

A
  • Psychological Measurement is Less Precise
  • Psychological Measurement is Less Direct
120
Q

Psychological Measurement is Less Precise

A

– Psychological tests measures only a sample of the property under study; inference
– Psychological Measurement uses a more
limited scale
– Psychological Measurement is affected by
extraneous variables

121
Q

Psychological Measurement is Less Direct

A

– Psychological Tests are designed to draw
inferences about underlying attributes or
characteristics
– Psychological Tests are designed to measure constructs
* Hypothetical dimensions or characteristics
* Operational Definitions

122
Q

Problems

A
  • Misunderstanding about or misuse of
    psychological tests
    – People regard test scores as precise
  • Imprecise measures = ineffective?
  • Tests are biased against women and minority groups, dehumanizing, and invasion of personal privacy
123
Q

China – 2200 BC

A
  • Selection of who would obtain government jobs
  • Content changed over time: cultural
    expectations, values of the ruling dynasty\
  • Proficiency in endeavors such as music, archery, horsemanship, writing, and arithmetic
  • Agriculture, geography,revenue, civil law, and military strategy
  • Knowledge and skill with respect to the rites and ceremonies of public and social life
124
Q

Passing the Exams Meant:

A

– Garb
– Exemption from taxes
– Exemption from torture
during interrogation

125
Q

Greco-Roman Writings

A

– Categorizing people with
personality types

126
Q

Categorizations

A

typically included reference to an
overabundance or deficiency in
some bodily fluid (such as blood
or phlegm) as a factor believed to
influence personality

127
Q

Middle Ages:

A

Who is in league with the
devil?

128
Q

Renaissance Period –
Christian von Wolff (18th C.)

A

psychology as a science and
psychological measurement as
a specialty within that science

129
Q

1859

A

On the Origin of Species by
Means of Natural Selection
(Charles Darwin)
* Scientific interest on individual
differences

130
Q

Francis Galton

A
  • Research on heredity
  • Classify people accdg. to natural
    gifts
  • Ascertain the derivation from an
    average
131
Q

Galton – London, 1884: Anthropometric Laboratory

A
  • Measurement of people accd to height (standing and sitting), arm span, weight, breathing capacity, strength of pull, strength of squeeze, swiftness of blow, keenness of sight, memory of form, discrimination of color, steadiness of hands
  • Urged schools to do anthropometric records on the students
132
Q

Wilhelm Max Wundt (19th Century)

A

– Experimental psychology laboratory in Leipzig, Germany
– Human abilities: reaction time, perception,
attention
– How were people similar
– Standardization: control of extraneous variables

133
Q

Cattell

A

– 1890: “mental test”
– Founding of the Psychological Corporation in 1921

134
Q

Students of Wundt

A
  • Charles Spearman
  • Victor Henri
  • Emil Kraeplin
  • E.B. Titchner
  • G. Stanley Hall
  • Lightner Witmer
135
Q

Charles Spearman

A

test reliability, factor analysis

136
Q

Victor Henri

A

worked with Alfred Binet on papers suggesting how mental tests could be used to measure higher mental processes

137
Q

Emil Kraeplin

A

association technique as formal test

138
Q

Lightner Witmer

A

little-known founder of clinical psychology, successor of Cattell

139
Q

1895: Binet and Henri

A

published several articles in which they argued for the measurement of abilities such as memory and social comprehension

140
Q

1905: Binet and Theodore Simon

A

published a 30-item “measuring scale of
intelligence” designed to help identify mentally
retarded Paris schoolchildren

141
Q

1939: David Wechsler

A

– Test designed to measure adult intelligence
– Intelligence was “the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment”
– Wechsler-Bellevue Intelligence Scale -Wechsler Adult Intelligence Scale (WAIS)

142
Q

BinetBinet

A

– Group intelligence testing
* US: Military’s need to conduct an efficient way of screening World War I recruits
– Stanford-Binet Intelligence Test

143
Q

Late 1930’s:

A

4000 psychological tests in print

144
Q

Clinical psychology

A

mental testing

145
Q

World War I:

A

intelligence testing and testing on adjustment

146
Q

Committee on Emotional Fitness

A

– Robert S. Woodworth
– Paper-and-pencil psychiatric interviews
– “Personal Data Sheet’

147
Q

Robert Woodworth

A

Civilian personality test: Woodworth Psychoneurotic Inventory

148
Q

Civilian personality test: Woodworth Psychoneurotic Inventory

A

Self-Report test of personality

149
Q

Self-Report tests: prone to manipulation

A

– Development of projective tests
* Ex. Rorschach Inkblot Test by Hermann
Rorschach

150
Q

Late 1930s

A

– Henry A. Murray, Christiana D. Morgan et al (Harvard Psychological Clinic)
* Pictures/photos as projective
stimuli
* Story
* Analyzing the needs and
motivations

Psychological Assessment (4 decks)

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