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Psychological Assessment > Principles of Psychological Testing > Flashcards

Principles of Psychological Testing Flashcards

1
Q

_ involves the use of standardized tools to measure individual differences in behavior in cognition, and personality.

A

Psychological Testing

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2
Q

_ and its tests aim to provide a reliable and valid measure of psychological traits or abilites.

A

Psychological Testing

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3
Q

What are the five core principles of psychological testing?

A

Principle 1: Standardization
Principle 2: Reliability
Principle 3: Validity
Principle 4: Norms
Principle 5: Fairness

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4
Q

In the core principles of psychological testing, _ is ensuring that testing conditions are consistent across all test-takers.

A

Standardization (Principle 1)

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5
Q

In the core principle of psychological testing, _ states that tests should consistently produce the same results under similar conditions.

A

Reliability (Principle 2)

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6
Q

In the core principle of psychological testing, _ tests should accurately measure what it intends to measure.

A

Validity (Principle 3)

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7
Q

In the core principle of psychological testing, _ states that tests should have normative data to interpret individual scores in context.

A

Norms (Principle 4)

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8
Q

In the core principle of psychological testing, _ states that tests should be free from bias and equitable to all individuals.

A

Fairness (Principle 5)

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9
Q

In the importance of psychological testing in human behavior, _ shows that psychological tests help diagnose mental disorders.

A

Assessing Mental Health

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10
Q

In the importance of psychological testing in human behavior, _ shows that IQ tests and neuropsychological assessments aid in evaluating intellectual capacity.

A

Understanding Cognitive Functioning

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11
Q

In the importance of psychological testing in human behavior, _ shows that tests predict future behavior in areas like job performance or educational success.

A

Predicting Behavior

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12
Q

In the importance of psychological testing in human behavior, _ shows that psychological tests re key tools in scientific research to examine theories and hypotheses.

A

Supporting Research

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13
Q

What are the ethical considerations in psychological testing?

A

Confidentiality;
Informed Consent;
Non-Discrimination;
Competence of Test Administrators;
Use of Results

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14
Q

In the ethical considerations in psychological testing, _ is protecting the privacy of test-takers and their results.

A

Confidentiality

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15
Q

In the ethical considerations in psychological testing, _ shows that participants should be aware of the test’s purpose and agree to be tested.

A

Informed Consent

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16
Q

In the ethical considerations in psychological testing, _ is the avoidance of cultural, gender, or socioeconomic biases.

A

Non-discrimination

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17
Q

In the ethical considerations in psychological testing, _ states that tests should only be administered and interpreted by qualified professionals.

A

Competence of Test Administrators

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18
Q

In the ethical considerations in psychological testing, _ states that test results should be used responsibly and not for harmful or unethical purposs.

A

Use of Results

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19
Q

In the misuse and misinterpretation of psychological tests, _ is using test scores as the solve determinant for decisions can be misleading.

A

Over-reliance on Test Scores

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20
Q

In the misuse and misinterpretation of psychological tests, _ states that tests designed for one cultural group may not be valid for another.

A

Cultural Bias

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21
Q

In the misuse and misinterpretation of psychological tests, _ states that if untrained individuals administer or interpret tests, results can be misused.

A

Unqualified Administration

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22
Q

_ is ensuring uniform administration, scoring, and interpretation across test-takers which allows for meaningful comparisons across individuals and groups.

A

Standardization

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23
Q

An example of _ are SAT or ACT exams, where all students take the same test under the same conditions.

A

Standardization

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24
Q

_ is the degree to which a test produces stable and consistent results.

A

Reliability

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25
Q

An example of _ is when a psychological test should yield similar results when retaken after a short period.

A

Reliability

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26
Q

In the types of reliability:
_ is the stability of scores over time.
_ is the agreement between different test administrators.
_ is the consistency of test items with each other.

A

Test-retest Reliability
Inter-rater Reliability
Internal Consistency

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27
Q

_ is the extent to which a test measures what it claims to measure.

A

Validility

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28
Q

An example of _ is when a depression inventory mut accurately identify depression symptoms, not just general distress.

A

Validity

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29
Q

In the types of validity:
_ answers the question: Does the test cover all aspects of the concept?
_ answers the question: Does the test predict outcomes it should theoretically predict?
_ answers the question: Is the test truly measuring the construct it’s supposed to?

A

Content Validity
Criterion-Related Validity
Construct Validity

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30
Q

In the challenges in achieving reliable and valid tests:
_ calls for developing tests that are fair across different cultural groups.
_ calls for adapting tests to modern technologies and societal changes.
_ states that psychological theories evolve, requiring tests to be revised to remain relevant.

A

Cultural Differences
Changing Environments
Evolving Theories

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31
Q

_ refer to the standardized values or benchmarks derived from a representative sample, which allow for the comparison of individual test scores.

A

Norms

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32
Q

_ provide context for interpreting an individual’s test score by comparing it to others within a defined group.

A

Norms

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33
Q

In the types of norms:
_ shows comparisons based on age groups.
_ are used in educational settings for comparison based on academic grade levels.
_ indicates the percentage of scores that fall below a particular score.

A

Age Norms
Grade Norms
Percentile Ranks

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34
Q

_ provide a reference point to interpret an individual’s score within the context of a group.

A

Norms

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35
Q

_ allow for comparisons across different individuals, groups, or populations.

A

Norms

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36
Q

In the cultural, social and demographic factors in norm development:
_ shows that norms must account for differences in culture, language, and socioeconomic background to avoid bias.
_ shows that factors like age, gender, education level, and geographic location can affect that development of norms.
_ shows that social expectations and norms of behavior vary between cultures and influence how test-takers respond.
_ develops norms that are representative and inclusive of diverse populations.

A

Cultural Sensitivity
Demographic Considerations
Social Influences
Challenge

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37
Q

_ influence how individuals interpret test items and how they respond.

A

Cultural norms

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38
Q

_ refers o the consistency of a test in measuring what it is designe to measure.

A

Reliability_

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39
Q

A _ tests yieds similar results under consistent conditions and is essential for ensuring that test results are not due to random factors.

A

Reliability

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40
Q

High _ is necessary for ensuring that test results are stable and dependable.

A

reliability

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41
Q

_ is the degree to which n assessment tool produces stable and consistent results.

A

Reliability

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42
Q

_ is quantified through statistical techniques, most commonly using a correlation coefficient (ranging from 0 to 1, where values closer to 1 indicate higher reliability).

A

Reliability

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43
Q

In the common methods of measurements:
_ measures consistency over time.
_ divides the test into two halves and checks for consistency between them.
_ assesses whether the items on a test are consistent with each other.
_ measures consistency across different raters or observers.

A

Test-Retest Method;
Split-Half Method;
Internal Consistency;
Inter-Rater Reliability

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44
Q

_ refers to how well a test measures what it claims to measure.

A

Validity

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45
Q

_ focuses on consistency while _ focuses on accuracy.

A

Reliability, Validity

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46
Q

In the kinds of reliability, _ shows the consistency of test results over time where the same test is given to the same group of individuals at two different points in time, and the results are compared.

A

Test-retest Reliability

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47
Q

In the kinds of reliability, _ is best used for assessing stable traits, such as intelligence or personality. Example: A personality test administered in January and then again in March should yield similar results if the trait being measured is stable.

A

Test-Retest Reliability

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48
Q

What kind of reliability has this challenge:
Time Between Tests: Too short a gap may result in memory effects, while too long a gap may result in real changes in the construct being measured.

A

Test-Retest Reliability

49
Q

In the kinds of reliability, _ shows that the degree to which different raters or observers give consistent estimates of the same phenomenon and used when human judgement is involved, like scoring open-ended test responses or behavior observations.

A

Inter-Rater Reliability

50
Q

In the kinds of reliability, _is best used for subjective assessments such as clinical diagnoses or behavioral observations. Example: Two psychologists independently diagnosing a patient based on the same clinical interview should arrive at the same diagnosis if inter-rater reliability is high.

A

Inter0reater Reliability

51
Q

In the kinds of reliability, _ measures how well the items on a test measure the same construct or concept here consistency within the test itself is checked, often using Cronbach’s alpha or split-half reliability methods.

A

Internal Consistency Reliability

52
Q

In the kinds of reliability, _is best used for tests measuring a single construct, like depression inventories or personality scales. Example: A 10-item depression inventory should have items that all relate to depression symptoms, and responses to one item should corelate with responses to other items.

A

Internal Consistency Reliability

53
Q

_ is a statistical measure of internal consistency, with values ranging from 0 to 1.

A

Cronbach’s Alpha

54
Q

The Cronbach’s Alpha interpretations states that:
_ or higher is considered acceptable.
_ or higher is preferable for psychological scales.

A

0.7, 0.8

55
Q

In the kinds of reliability, _ states the consistency of results when two different but equivalent forms of the same test are administered where two versions of the test are administered to the same group, and their scores are compared.

A

Parallel Forms Reliability

56
Q

In the kinds of reliability, _ is best used for situations where test-takers cannot be tested on the same version twice due to practice effects. Example: Multiple choice exams that have two versions with different questions but cover the same material.

A

Parallel Forms Reliability

57
Q

In the importance of reliability in high stakes testing:
_: Tests used in hiring, college admissions, or clinical diagnosis must be highly reliable to ensure fairness and acuracy.

A

High-stakes Stuations

58
Q

The challenges in maintaining high reliability:
_ states that longer tests tend to be more reliable but can cause fatigue, affecting performance.
_calls that reliability can vary across different demographic groups, leading to biased outcomes.
_ shows that factors like noise, interruptions, and test administration inconsistencies can reduce reliability.

A

Test Length;
Sample Diversity;
Test Environment

59
Q

Improving Reliability in Psychological Tests:
_ states that one must ensure test-takers understand the test, reducing variability in responses due to misunderstandings.
_ states that we must strictly controlling how tests are administered improves consistency.
_ shows that conduct pilot studies to refine test items and eliminate those that do not contribute to reliability.

A

Clear Instructions;
Standardized Administration;
Pilot Testing:

60
Q

_ is critical in ensuring consistent, dependable results in psychological assessments.

A

Reliability

61
Q

_ refers to the degree to which a test accurately measures what it claims to measure.

A

Validity

62
Q

Without _, a test cannot be trusted to provide meaningful or useful results.

A

validity

63
Q

_ ensures the accuracy of conclusions drawn from the test results, influencing decision-making, diagnosis, and interventions.

A

Validity

64
Q

_ is the most crucial aspect of a test’s quality, determining whether a test measures the intended psychological construct.

A

Validity

65
Q

In the types of Evidence for Validity:
_ comes from evidence from test content.
_ comes from evidence from relationships with other variables.
_ comes from evidence based on internal structure.

A

Content Validity
Criterion-Based Validity
Construct Validity

66
Q

In the types of validity, _ refers to the extent to which a test covers the entire range of the construct it is intended to measure which ensures that the test items represent all aspects of the construct.

A

Content Calidity

67
Q

In the types of validity, _ shows this example: a math test that includes a wide range of math problems, ensuring it covers all the skills being assessed and is particularly relevant in educational testing or job assessments, where specific skills must be measured comprehensively.

A

Content Validity

68
Q

In ensuring content validity:
_: Subject matter experts evaluate the test content to ensure it covers the entire construct.
_: A well-constructed test blueprint ensures that every aspect of the construct is covered proportionally.

A

Expert Review, Clear Test Blueprint

69
Q

In the types of validity, _ refers to how well one measure predicts an outcome based on another, established measure (the criterion).

A

Criterion-related Validity

70
Q

In the types of criterion-related validity:
_ is when the test correlates well with a measure taken at the same time.
_ is when the test predicts future performance or outcomes.

A

Concurrent Validity, Predictive Validity

71
Q

A college entrance exam (SAT) has _ if it successfully predicts students’ college GPA.

A

criterion-related validity

72
Q

For examples of criterion-related validity:
_: A new depression inventory correlates highly with an existing validated inventory.
_: A job aptitude test that accurately predicts future job performance six months after hiring.

A

Concurrent Validity, Predictive Validity

73
Q

In the types of validity, _ refers to how well a test measures the theoretical construct it is intended to measure. it is demonstrated when test results align with theoretical expectations of the construct.

A

Construct Validity

74
Q

In the types of validity, _ shows this example: A new intelligence test should correlate with other intelligence measures and show differences between groups known to differ in intelligence.

A

Construct Validity

75
Q

In the evidences for construct validity:
_ is when a test correlates well with other tests that measure the same construct.
_ is when a test does not correlate with tests measuring different constructs.

A

Convergent Validity, Discriminant Validity

76
Q

In the differences of the validities:
_ focuses on whether the test represents all aspects of the construct.
_ examines how well the test predicts or correlates with an external criterion.
_ looks at whether the test truly measures the theoretical construct it aims to.

A

Content Validity;
Criterion-Related Validity;
Construct Validity

77
Q

_ states that a test can be valid in one situation but not another depending on how it is applied.

A

Contextual Validity

78
Q

In steps to balance reliability and validity:
_: Define the construct you are measuring and ensure items are designed to reflect that construct accurately.
_: Run pilot tests to check both reliability and validity, refining items based on results.
: Regularly update the test based on new research and feedback to maintain both reliability and validity.

A

Clear Test Objectives, Pilot Testing, Continuous Refinement

79
Q

In the strategies for Improving Both Reliability and Validity:
_: Ensure tests are administered the same way every time to reduce variability.
_: Design test items that thoroughly cover the construct while being understandable to the test-taker.
_: Use multiple forms of validity testing to ensure the test measures what it claims across different groups and situations.

A

Standardized Administration;
Clear and Comprehensive Items;
Cross-Validation

80
Q

In item considerations in psychological testing, it has the following key focus areas:

A

Item difficulty, discrimination index, cultural sensitivity and construct accuracy

81
Q

In item considerations in psychological testing, _ refer to the various aspects that need attention when creating items for a psychological test to ensure they are effective and fair.

A

Item considerations

81
Q

In item considerations in psychological testing, properly constructed items contribute to the _, _, and _ of a test.

A

reliability, validity, and fairness

82
Q

In the types of items in psychological testing,
_: Multiple-choice, true/false questions; preferred for ease of scoring.
_: Open-ended or essay-type responses; allow for richer, more detailed responses.
_: Different formats (e.g., Likert scales, binary responses) are chosen based on the construct being measured.

A

Objective Items;
Subjective Items;
Item Formats

83
Q

In item considerations in psychological testing, _ refers to the proportion of test-takers who answer an item correctly. It is typically expressed as a percentage.

A

Item difficulty

84
Q

In item difficulty index, the ideal difficulty level is around _, where _ of test-takers answer correctly, maximizing differentiation.

A

0.5, 50%

85
Q

In balancing item difficulty in test construction:
_ may provide little information about differences between high- and low-performing test-takers.
_ may be discouraging or lead to random guessing.

A

Too easy Items;
Too hard Items items

86
Q

In item considerations in psychological testing, _ measures how well an item differentiates between high and low performers on the overall test.

A

Discrimination Index

87
Q

In the discrimination index, items with _ are better at distinguishing test-takers who have mastered the material from those who have not.

A

high discrimination indices

88
Q

In the discrimination index, the discrimination index should ideally be above _ for good discrimination.

A

0.3

89
Q

In balancing difficulty and discrimination:
Items with _ tend to have the best discrimination power.
Items tha are _ usually have low discrimination.

A

moderate difficulty;
too easy or too difficult

90
Q

In item considerations in psychological testing, _ involves ensuring that test items are free from cultural bias and are relevant across different demographic groups.

A

Cultural Sensitivity

91
Q

In strategies for ensuring cultural sensitivity:
_: Administer tests to diverse populations to check for unintended bias.
_: Use experts from different cultural backgrounds to review test items.
_: Modify or adapt tests to be culturally appropriate for different groups, while ensuring the core construct remains intact.

A

Pilot Testing Across Diverse Groups;
Incorporating Multicultural Experts;
Adapting Tests for Specific Populations

92
Q

In item considerations in psychological testing, a _ is a theoretical psychological concept (e.g., intelligence, anxiety) that a test aims to measure.

A

construct

93
Q

In item considerations in psychological testing, _ of constructs are essential for writing items that accurately assess the trait or ability in question.

A

clear definitions

94
Q

In construct accuracy, _ helps to determine whether test items are effectively measuring the construct.

A

pilot testing

95
Q

In construct validity, _ is a statistical method used to determine whether test items group together in ways that reflect the intended construct.

A

factor analysis

96
Q

In balancing multiple consideration in test construction:
_: Ensure items are clear, understandable, and free from ambiguous wording.
_: Choose the right format (e.g., multiple-choice, Likert scale) based on the construct and the population.
_: Include items that challenge test-takers while effectively distinguishing between high and low performers.

A

Item Clarity,
Item Format
Balancing Difficulty and Discrimination

97
Q

_ is the process of administering and scoring a test in the same way for all test-takers, ensuring consistency.

A

Standardization

98
Q

In the key components of standardization and utility:
_ states that the environment and instructions should remain the same for all.
_ states that the same scoring criteria must be applied uniformly to all test-takers.

A

Uniform Test Conditions
Consistent Scoring

99
Q

The goal of _ is to minimize variability that is not related to the construct being measured, ensuring fair comparisons.

A

Standardization and Utility

100
Q

The process of standardization:
Step 1: Develop a _ for administration.
Step 2: Create a _ that is objective and consistent.
Step 3: Administer the test to a _ to establish norms.
Step 4: Refine the test based on _.
Step 5: Regularly _ to maintain standardization over time.

A

Step 1: Develop a clear set of test instructions and guidelines for administration.
Step 2: Create a scoring system that is objective and consistent.
Step 3: Administer the test to a large, representative sample to establish norms.
Step 4: Refine the test based on data gathered during pilot testing.
Step 5: Regularly review and update the test to maintain standardization over time.

101
Q

Why is standardization crucial for test utility:
_: Without standardization, differences in administration could skew results, making comparisons meaningless.
_: Standardized tests allow results from different groups to be compared, which is essential in clinical, educational, and research settings.
_: The utility of a test depends on its ability to be applied consistently across different populations.

A

Ensures Fairness;
Supports Comparability;
Facilitates Generalization

102
Q

What are the benefits of standardization?

A

Increased Validity and Enhanced Reliability

103
Q

The effect of standardization comparability across populations:
_: Standardization involves creating a normative sample that serves as a benchmark for interpreting individual scores.
_: A properly standardized test allows for comparisons between different groups (e.g., age, gender, education level).

A

Creation of Norms;
Cross-Population Comparison

104
Q

_ are established through the collection of data from a large, representative sample, allowing for meaningful score comparisons.

A

Norms

105
Q

_ refers to the practical value of a test in terms of its effectiveness, cost, ease of use, and relevance to specific goals.

A

Utility

106
Q

_ refers to the challenge presented by a psychological task or test in measuring specific traits, abilities, or behaviors.

A

Psychological Difficulty

107
Q

The key methods for measuring psychological difficulty are:
_: Evaluates an individual’s ability to perform tasks under controlled conditions (e.g., IQ tests, reaction time tasks).
_: Use standardized response formats (e.g., Likert scales) to capture psychological states or traits.
_: Adjusts item difficulty in real-time based on test-taker responses.

A

Performance-Based Testing;
Self-Report Questionnaires;
Computerized Adaptive Testing (CAT)

108
Q

In measuring psychological difficulty, _ involves objective scoring based on an individual’s performance in standardized tasks.

A

Performance-Based Testing

109
Q

In measuring psychological difficulty, _ is where test-takers report on their own experiences, feelings, or behaviors using structured formats.

A

Self-Report Questionnaires

110
Q

In measuring psychological difficulty, _ adjusts the difficulty level of items based on real-time responses to ensure that the test remains appropriately challenging for each individual.

A

Computerized Adaptive Testing (CAT)

111
Q

In fair interpretation in objective psychological testing:
_: Objective tests are often norm-referenced, allowing for comparisons with a standard group, ensuring that difficulty levels are consistent across populations.
_: Consistent test administration and scoring contribute to fairness, as every test-taker is evaluated in the same manner.

A

Norm-Referenced Scoring;
Standardized Procedures

112
Q

_ refers to how challenging a specific test item is for test-takers, while _ refers to the inherent difficulty of measuring a psychological trait, such a creativity or emotional intelligence.

A

Test Item Difficulty; Trait Diffculty

113
Q

_ refers to the regulation of who can administer, interpret, and have access to psychological tests and test data.

A

Psychological Test Control

114
Q

_ happens to prevent misuse and ensure that tests are used in a manner that benefits individuals and society.

A

Psychological Test Control

115
Q

The Ethical Guidelines for Controlling the Use of Psychological Tests are:
_: Ensure that testing benefits the individual and prevents harm.
_: Practitioners must adhere to professional and ethical responsibilities.
_: Fairness in testing practices and access to psychological services.
Respect for People’s Rights and
_: Protect individuals’ privacy, rights, and dignity during testing.

A

Beneficence and Non-Maleficence;
Fidelity and Responsibility;
Justice;
Dignity

116
Q

_ states that preventing the unauthorized distribution or reproduction of test materials is crucial for maintaining the integrity of psychological assessments.

A

Test Security

117
Q

_ states that ensuring that tests are administered in a consistent manner across different settings to maintain validity and reliability.

A

Standardization

118
Q

The future of psychological test control:
Online Psychological Testing: The rise of digital testing platforms increases the need for strict control over who can access and administer tests.
AI in Psychological Testing: AI-driven test scoring systems require rigorous oversight to ensure accuracy and fairness, as biases in programming can lead to discriminatory outcomes.
Data Security in Online Testing: Protecting test-taker data in the digital era is critical, especially with the increasing use of cloud-based platforms for storing psychological test results.

A

SIGE, LEZTER. OKAY, GET IT. OKAY.

Psychological Assessment (5 decks)

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