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Psychological Assessment > Prelims > Flashcards

Prelims Flashcards

1
Q

Accdg to BROWN: A test is a/an ___________ for measuring a sample of behaviour.

A

systematic procedure

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2
Q

3 Assessment components/3 areas where procedure is systematic

A

content, procedure, scoring

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3
Q

Assessment component: specific behaviour domain to be measured

A

Component

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4
Q

Assessment component: standardized directions for administration

A

Procedure

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5
Q

Assessment component: objective, specifies rules for evaluating responses

A

Scoring

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6
Q

Accdg to ANASTASI: A test is a/an ______________ measure of s sample of behaviour

A

objective and standardized

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7
Q

This is the specific factor/behaviour to be measured

A

sample

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8
Q

depends on the degree to w/c it serves as an INDICATOR of a relatively broad and significant area of behaviour; the temporal estimate of behaviour

A

Diagnostic/Predictive Value

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9
Q

Implies the uniformity of procedure in administering and scoring the test

A

Standardized Measure

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10
Q

The administration, scoring, and interpretation of scores are objective insofar as they are independent of the subjective judgement of the examiner; observes principles of validity and reliability

A

Objectivity of Tests

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11
Q

Classification of Test: has fixed directions; constructed by professional test makers; administered to a representative sample

A

Standardized Test

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12
Q

Classification of Test: I_____ vs G_____

A

Individual, Group

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13
Q

Classification of Test: informally constructed; constructed for a single administration

A

Non-Standardized Test

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14
Q

Classification of Test: Fixed scoring

A

Objective

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15
Q

Classification of Test: Subjective scoring | example?

A

Non-Objective, essays

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16
Q

Classification of Test: performance; diagrams; puzzles | counterpart?

A

Non-Verbal; Verbal

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17
Q

Classification of Test: achievement; aptitutde

A

Cognitive

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18
Q

Classification of Test: assess interest, values, motives, temperamental traits

A

Affective

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19
Q

Type of Test: provides measure for an amount, rate, and level of learning and strength and weaknesses in a particular subject. | M/m?

A

Achievement Test; M

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20
Q

Type of test: measures an individual’s general intelligence; controversial because failures are caused not only by lack of ability but by other factors (such as home conditions, or socio-economic status) and there has been a tendency to link judgments about human worth. Cultural relativity of intelligence has also been overlooked. | M/m?

A

Intelligence Test; M

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21
Q

Type of test: indicative of individual’s potentialities in the future.(the person might not be aware of his potentials, which had been identified through the test and encourage him to develop it.) ; this test predicts an individual’s ability to succeed in a specific academic/ vocational area. | M/m?

A

Aptitude Test; M

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22
Q

Type of test: provides information that can help identify unrecognized interest, verify claimed interest, contrast interest with abilities and achievements and in making career decisions. | M/m?

A

Interest Inventories/Test; M

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23
Q

Type of test: measure character traits or level of adjustments | M/m?

A

Personality Tests

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24
Q

Type of test: determine skills or special abilities that make an individual fit for a job.

A

Trade Tests

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25
Q

Type of Test: uncover and focus attention on weaknesses of individuals for remedial purposes | M/m?

A

Diagnostic Test; m

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26
Q

Type of Test: requires the examinee to exhibit the extent / depth of a person’s understanding or skill M/m?

A

Power Test; m

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27
Q

Type of Test: requires the examinees to complete as many test items as possible; time allotment ganern | M/m?

A

Speed Test; m

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28
Q

According to P.H. Du Bois (_____), 3000 years ago, ______ Empire already have an existing system of civil service examinations.

A

1966; Chinese

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29
Q

Who: Testing was / were used to assess the mastery of physical as well as intellectual skills; gladiators fight lions @ arenas

A

Greeks

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30
Q

Who: their universities relied on formal examinations in awarding degrees and honors; for attaining academic degrees

A

Europeans

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31
Q

Which country/ies: started with the establishment of special institutions for the care of the mentally retarded with admission standards and an objective system of classification and to differentiate insane and the mentally retarded.

A

Europe and US

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32
Q

When: witnessed a strong awakening of interest in the humane treatment of the mentally ill and the insane

A

19th century

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33
Q

Who published a two-volume book of over one hundred pages devoted to mental retardation in _____.

  • pointed out varying degrees of mental retardation form normality to “low-grade” idiocy, to do this, he tried several procedures.
  • concluded that the individual’s use of language provides the most dependable criterion of his or her intellectual level.
A

Jeanne Esquirol; 1838

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34
Q

Who pioneered in the training of the mentally retarded.
- from_________, he experimented for the physiological method of training
- in _____, he established the first school devoted to the education of mentally retarded children
gave sensory discrimination and development of motor control on severely retarded children

A

Seguin; 1866-1907; 1837

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35
Q

What: individuals are required to insert variously shaped blocks into the corresponding recesses as quickly as possible

A

Seguin Form Board

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36
Q

French psychologist who urged that children who failed to respond to normal schooling be examined before dismissal, and if considered educable, be assigned to special classes.

  • he was appointed head of ministerial commission for the study of retarded children.
  • in ____, he criticized most available test series as being too largely sensory and as concentrating unduly in simple, specialized abilities.
  • he proposed a list of tests which covers functions as memory, imagination, attention, comprehension, suggestibility, aesthetic appreciation, and many others. This led to the development of ____________ Scales
A

Alfred Binet; 1895; Binet Intelligence Scale

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37
Q

stimulated by Binet to improve the condition of retarded children.

A

Ministry of Public Instruction

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38
Q

Who & When: established the first psychological laboratory at the University of Leipzig.
- the establishment of the laboratory brought out the need for rigorous control of conditions under which observations were made.

A

Wilhelm Wundt; 1879

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39
Q

an English biologist who was responsible for launching the testing movement.

  • his major interest was in human heredity (the need for measuring the characteristics of related and unrelated persons)
  • set up an anthropometric laboratory (___) at the International Exposition (Here, visitors could be measured in certain physical traits and take test of keenness of vision, hearing, muscular strength, reaction time, and other simple sensorimotor functions).
A

Sir Francis Galton; 1884

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40
Q

He believed that this test could serve as a means of gauging a person’s intellect, and the highest among the intellectually ablest.

A

Sensory Discrimination

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41
Q

an American psychologist who had his doctorate at Leipzig and completed his dissertation on individual differences in reaction time. shared Galton’s view that a measure of intellectual functions could be obtained through tests of sensory discrimination and reaction time.

A

James McKeen Cattell

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42
Q

When: He wrote an article and used the term “mental tests” for the first time in the psychological literature.
The article described a series of tests that were being administered annually to college students in the effort to determine their intellectual level.

A

1890

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43
Q

nterested primarily in the clinical examination of psychiatric patients

  • prepared a series of tests to measure characterization of an individual.
  • The test employed simple arithmetic operations that were designed to measure practice effects, memory, and susceptibility to fatigue and distraction.
A

Kraepelin

44
Q

Who & When: a German psychologist who administered tests of arithmetic computation, memory span, and sentence completion to street children.

A

Ebbinghaus; 1897

45
Q

When: the Minister of Public Instruction appointed Binet to study procedures for the education of retarded children. This led the preparation of the Binet-_____ Scale, in collaboration with _____-.

A

1904; Simon

46
Q

consisted of 30 problems or tests arranged in ascending order of difficulty.

  • the difficulty level was determined empirically by administering the test to 50 normal children aged 3-11 years and some mentally retarded children and adults.
  • this is designed to cover a wide variety of functions, with special emphasis on judgment, comprehension, and reasoning
A

1905 Scale

47
Q

he number of tests was increased; unsatisfactory tests from the former scale were eliminated.
- all tests were grouped into age levels on the basis of the performance of about 300 normal children between ages 3-13 years.

A

1908 Scale

48
Q

When: 3rd revision of the Binet - Simon scale
- only minor revisions and relocations of scientific tests were made, more tests were added at several year levels and was extended to the adult level.

A

1911

49
Q

Who & When: developed the 4th revision of the tests at Stanford University

A

Louis M. Terman (1916)

50
Q

termed by Terman; in this test, the intelligence quotient (IQ), the ration between mental age, and chronological age was first used.

A

Standord-Binet Scale

51
Q

What: - extended the scale downward to the age of 3 months.

- represented one of the earliest efforts to develop pre-school and infant tests of intelligence.

A

Kuhlmann-Binet Revision

52
Q
  • developed to meet a pressing practical need of large number of recruits for the war.
A

Group Testing

53
Q

Who: -headed the committee appointed by the American Psychological Association, which recognizes the need for the rapid classification of the million and a half recruits with respect to general intellectual level.
Note:

A

Robert M. Yerkes

54
Q

Army _____ - designed for general routine testing; or general classification

A

Alpha

55
Q

Army _____ - a non-language scale employed with illiterates and with foreign-born recruits who were unable to take a test in English; this test is given also to some handicapped.

A

Beta

56
Q

Army psychologists drew on all available test materials, especially an unpublished group intelligence test prepared by _________; this posed the introduction of multiple choice and other objective item types of tests.

A

Arthur S. Otis

57
Q

After _____, army tests were released for civilian use. The testing movement underwent a tremendous spurt of growth, large scale testing programs were now being launched with zestful optimism.

A

WWI

58
Q

When: testing boomed based on indiscriminate use of tests

  • the general public became ____ conscious
  • application of group intelligence tests far outran their technical improvement
  • when the test failed to meet unwarranted expectations, skepticism and hostility toward all testing resulted.
A

1920; IQ

59
Q

What: developed particularly for use in vocational counseling and in the selection and classification of industrial and military personnel.
- intelligence tests do not provide more insight into the individual’s psychological make-up since it gives a global score, so results of performance in item clusters should be examined.

A

Special Aptitude Tests

60
Q
  • an English psychologist who investigated on the interrelations of/among scores obtained by many persons on a wide variety of different tests.
A

Charles Spearman

61
Q

What & Who - the data gathered indicated the presence of a number of relatively independent factors or traits. Some of the traits were represented in varying proportions, in the traditional intelligence tests.
- it includes verbal comprehension and numerical reasoning.

A

Factor Analysis (Kelley/Thurstone)

62
Q

What & When - the principal outcome of Factor Analysis

  • these were designed to provide a measure of the individual’s standing in each of a number of traits.
  • provide a suitable instrument for making the kind of intraindividual analysis or differential diagnosis from intelligence tests
  • cover some of traits not ordinarily included in intelligence tests
  • in place of a total score, or IQ, separate scores are obtained in each trait.
A

Multiple Aptitude Batteries (1945)

63
Q

Who - introduced the first standardized test for measuring the outcomes of school instruction

A

Edward Lee Thorndike

64
Q

Type of Test: - used not only for educational purposes but also in the selection of applicants for industrial and government jobs (civil service exams)

A

Achievement Test

65
Q

Type of Test: - measures of characteristics such as emotional states, interpersonal relations, motivation, interests and attitudes.

A

Personality Test

66
Q
  • developed by Woodworth during WWI
  • designed as a rough screening device for identifying ________ who would be disqualified for military service.
  • consisted of a number of questions dealing with common symptoms of ________
A

Personal Data Sheet; seriously disturbed men; psychopathology

67
Q
  • served as a model for most subsequent emotional adjustment inventories (home adjustment, school adjustment, vocational adjustment)
A

Woodworth Personal Data Sheet

68
Q
  • examinees have a task to perform (role playing) whose purpose is disguised
  • stimulates everyday life situations
A

Performance/Situational Test

69
Q
  • clients are given a relatively unstructured task that permits a wide latitude in its solution
  • an individual projects his or her characteristic modes or responses into a task
  • more or less disguised in their purpose
A

Projective Techniques

70
Q
  • specifically directed to testing, concerned with the development, publication and use of psychological assessment techniques
A

Assessment Techniques

71
Q
  • relevant to potential misuses of tests by unqualified users. (Psychologists only provide services and only use techniques for which they are qualified by training and experience)
A

Competence

72
Q

Qualified examiner: - a relatively long period of ________ and ______ is required - for individual intelligence test and personality tests

A

intensive training; supervised experience

73
Q

In administering the test, they are ______ to the many conditions that may affect test performance

A

sensitive

74
Q

They should also be __________ about the science of human behavior to guard against unwarranted inferences in their interpretations of test scores.

A

sufficiently knowledgeable

75
Q

Two key concepts that we have to remember (protection of privacy)

A

relevance; informed consent

76
Q

two criteria for standardized tests to meet

A

validity & reliability

77
Q

-the degree to which a test measures what it is supposed to measure

A

validity

78
Q

Kind of validity: - systematic examination of test content (subject matter) to determine whether it covers a representative sample of the behavior domain to be measured.

A

content validity

79
Q

kind of #78: - determines whether a given population of a behavior or situation is adequately sampled by the measuring instrument (that is if the exam included appropriate topics discussed)

A

sampling validity

80
Q

kind of #78: - the degree to which the test looks valid to the examinees or other people who looks at the test

A

face validity

81
Q

Kind of validity: - indicates the test’s effectiveness in predicting an individual’s behavior in a particular situation. A performance is checked against a criterion or a set of criteria, which are direct and independent measures of that which the test is designed to predict.

A

criterion validity

82
Q

kind of #81: - measures future outcomes

- serves to screen out individuals who are likely to develop disorders in stressful environments

A

predictive validity

83
Q

kind of #81: - measures existing situation or the individual’s current status

A

concurrent validity

84
Q

Kind of validity: - measures a certain “construct” or “trait”

  • the extent to which the test may be said to measure a theoretical construct or trait
  • considered the most important aspect of validity
A

construct validity

85
Q
  • the consistency and stability of scores
  • the accuracy of measurement of a test
  • consistency of scores obtained by the same persons when reexamined with the same test on different occasions, or with different sets of equivalent items, or other variable – examining conditions.
A

reliability

86
Q

Method for estimating reliability: same test is administered twice to the same group of pupils with a given time interval between the two administrations. The resulting scores are correlated, and the correlation coefficient provides a measure of stability (that is, how stable the test results are over a given period of time)

A

test-retest method

87
Q

Method of estimating reliability: - the use of two but equivalent forms of the test
- the two forms are administered to the same group of test takers in close succession, and the results are correlated.

A

equivalent forms / parallel/alternate forms

88
Q

Method of estimating reliability: - the test is administered to a group of test takers in a usual manner and then divided in half for scoring purposes
- two scores are obtained for each person; consistent results are obtained from the two halves of the test.

A

split-half method

89
Q

Method of estimating reliability: - scores are given by different rates that are statistically compared
- commonly employed when instruments used are subjectively scored

A

inter-rater/inter-scorer method

90
Q
  • represents the test performance of the standardization sample;
A

norms

91
Q

2 kinds of norms

A

developmental & within group

92
Q
  • indicates how far along the developmental path one has progressed.
  • test takers’ development is plotted against the developmental path
A

developmental norm

93
Q

dev norm: - items are grouped into year levels
- mental age units do not remain constant, but tend to shrink with age. Since intellectual development progresses more rapidly at earlier ages and gradually decreases as the individual reaches his mature limit, the mental age units shrink with age.

A

mental age

94
Q

dev norm: - found by computing the mean raw score obtained by children in each grade; (thus if the average number of problems solved correctly on a math test by 4th graders is 23, then the raw score 23 corresponds to a grade level of 4.)

A

grade equivalents

95
Q

dev norm: - emphasis is on the sequential patterning of early behavior development
- developmental stages follow a constant order, each presupposing mastery of prerequisite behavior characteristic of earlier stages

A

ordinal scale

96
Q
  • when an individual’s performance is evaluated in terms of the performance of the most nearly compatible standardization group.
A

within group norms

97
Q

Wg norms: - percentage of persons in a standardization sample who fell below a certain score
- derived scores expressed in terms of the percentage of persons

A

percentiles

98
Q

Wg norms: - express the individual’s distance from the mean in terms of the Standard deviation of the individual
stanine – scores are dispersed in a numerical scale from 1-9 “standard nine” developed by the US Air force during WWII.
Sten – scoring of 1 – 10 like the 16 PF

A

standard scores

99
Q

Relativity of Norms: - an IQ, or any other score should always be accompanied by the name of the test which it was obtained

A

interest comparison

100
Q

Relativity of Norms: - refers to the group of people taken from the population
- the sample, which is a representative of the population, usually

A

normative sample

101
Q

Relativity of Norms: - comparability of test scores

- makes use of methods known as method of equipercentile method

A

national anchor norms

102
Q

Relativity of Norms: - norms that are particular to a specific or certain stratum (demographic profile: sex, gender, eco.status)

A

specific norms

103
Q

Relativity of Norms: - serves as a frame-of-reference in determining the scores. Tests under this type of norms have permanent scores.
- compares scores taken recently to the scores taken for the first time

A

fixed-reference group

104
Q

Relativity of Norms: - refers to specified number of skills that a person must master in order to go to a higher level

A

criterion-reference testing

105
Q

These are the specifies skills

A

criterion

106
Q

These are the specified scores

A

norms

Psychological Assessment (1 decks)

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