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Advanced Psychological Testing and Assessment (PSY598) > PSY598 > Flashcards

PSY598 Flashcards

Testing and Assessment

1
Q

Psychological Assessment

A

An objective procedure for sampling and quantifying human behaviour describes
how a person thinks, acts and feels

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2
Q

Organisational Testing- Purpose

A

Diagnosis -What to do next
What to focus on – (to use resources time money personnel -wisely)
As a benchmark for a longterm project research
To help Individuals develop and change
To recruit the best possible person for the role

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3
Q

Organisational Testing Methods

A

Benchmark: Quantitative standard
Best Practice: Qualitative standard
HR Audit: cultural functional and effectiveness factors

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4
Q

Organisational Types of Assessment

A 
Observation 
Questionnaires and Surveys
 Interviews Focus groups 
Tests and inventories 
Existing data – turnover absenteeism data safety stats etc
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5
Q

Hollands Theory

A 
People search for environments that will let them use their skills and abilities express their attitudes and values behaviour is determined by an interaction between personality and the characteristics of environment. 
TYPES: Realistic 
Investigative 
Social 
Conventional 
Enterprising 
Artistic
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6
Q

Criticism of Educational Testing

A

Serves to perpetuate SES differences no evaluation of soft skills- teamwork, leadership, emotional IQ- are important (if not more) in determining academic success
UMAT: measures reasoning, and intrapersonal skills but does not better than school grades in predicting outcomes in medical training

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7
Q

Organisational: Selection Tools

A 
Application (resume/ cv) 
Biodata 
Psych Test 
Work Sample 
Interview 
Reference Checking
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8
Q

Steps in a Clinical Interview

A

1 Referral question
2 Case History Data
3 Mental Health Examination
4 Psychological Testing (if needed)

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9
Q

Mental Status Examination

A

an assessment of a patient’s level of cognitive (knowledge-related) ability appearance emotional mood speech and thought patterns at the time of evaluation used in psychiatry neurology gerontology

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10
Q

Components of MSE

A 
Appearance 
Behaviour 
Speech 
Mood 
Affect 
Thought form 
Thought content 
Perceptions 
Cognition 
Insight and Judgement
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11
Q

Assessments Used in Clinical Settings

A

Intelligence: WAIS Personality: MMPI
Psychopathology: Personality Assessment Inventory/ Millon Adolescent Clinical Inventory
Depression and Anxiety: Becks Depression/ Anxiety Index State-Trait Anxiety Index

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12
Q

Hallucination vs. Illusion

A

Hallucination: False sensory perception
Illusion: misinterpretation of actual stimuli

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13
Q

Derealisation vs. Depersonalisation

A

Derealisation: The feeling that ones surroundings are not real
Depersonalisation: a state in which one’s thoughts and feelings seem unreal or not to belong to oneself estranged from the body

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14
Q

Summative Assessment

A

purely evaluative function- (end of year exam)

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15
Q

Formative Assessment

A

an assessment aimed at facilitating and evaluating learning

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16
Q

Educational Aptitude Test & Why?

A

WISC WHY? Giftedness Special needs Admissions

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17
Q

Clinical Interview

A 
technique for collecting info about a client psychoanalytic- detailed exploration of the personal
family history
pyschosocial development 
conflict 
defence 
self 
interpersonal processes
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18
Q

Behavioural Assessment- Methods of Analysis

A

Frequency: # of times behaviour occurs
Duration: time behaviour occurs
Interval: observation time partitioned into small intervals

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19
Q

Behavioural Assessment: The Observed

A

Antecedent
Behaviour (duration frequency intensity)
Consequences (reinforcement: punishment/reward)

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20
Q

Behavioural Assessment: The Observer?

A

Individual
Significant other (parent/teacher/ partner)
Objective observer
Electronic device (video recorder)

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21
Q

Behavioural Assessment

A

Method of data collection (Skinner) observing covert behaviour (direct observation self-report checklists questionnaires checklists and interviews significant-other ratings)

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22
Q

MMPI

A

assesses major patterns of personality and emotional disorders using empirical-keying approach 567 items

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23
Q

Social Cognitive Approach to Personality

A

examines the relationship between peoples behaviour the situations in which these occur and their cognitions about them

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24
Q

Multivariate (trait) Approach to Personality

A

Personality oldest approach- number of dimensions of individual differences that people have in common and that serve to specify the individual’s personality

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25
Q

Personological Approach to Personaity

A

Murray- personality in terms of the psychogenic needs (un/conscious) of the individual and extent to which the environment promoted/inhibited those needs

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26
Q

Interpersonal Approach to Personality

A

proposes that personality exists only in the interaction between people and that the study of interpersonal processes is therefore central to personality assessment

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27
Q

Psychoanalytic Approach to Personality

A

Freud: role on unconscious motivational processes in normal and abnormal personality functioning

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28
Q

Bases for Personality Assessment

A

Theoretical
Empirical
Diagnostic

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29
Q

Paradigms in Personality Assessment

A 
Psychoanalytic 
Interpersonal 
Personological 
Multivariate (trait) 
Empirical 
Social-cognitive 
Positive psychology
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30
Q

Subscales of WAIS

A 
FSIQ: Full Scale IQ- 
Verbal Comprehension 
Perceptual Reasoning 
Working Memory 
Processing Speed
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31
Q

Weschler Definition of Intelligence

A

the aggregate of global capacity of the individual to act purposefully to think rationally and to deal effectively with his environment.

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32
Q

Wechsler Adult Intelligence Scale (WAIS)

A

most widely used individually administered intellectual assessment batteries- (verbal comprehension working memory processing speed visual-spatial abilities fluid reasoning

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33
Q

Triarchic Theory of Intelligence

A

Sternberg

  1. Componential (analytical)
  2. Experiental (creative)
  3. Contextual (practical)
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34
Q

Crystallised Intelligence

A

Accumulated knowledge and skills resulting from educational/life experience (achievement test)

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35
Q

Fluid Intelligence

A

More pure inherited aspects of intelligence used to solve novel problems and situations (aptitude test)

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36
Q

Explicit Theories of Intelligence

A

devised by psychologists and other scientists validated using scientific methods sometimes informed by implicit theories

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37
Q

Implicit Theories of Intelligence

A

generated by individuals and based largely on their observations and opinions of how the world works

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38
Q

Norm Referenced Test

A

Test that uses performance of a representative sample on the test for evaluating performance of the test taker
(percentile ranks)

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39
Q

Criterion Referenced Test

A

Test that uses a predetermined empirical/ absolute standard as an objective reference point
e.g. >50% pass <50% fail

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40
Q

Expectancy Tables

A

method of interpretation that is used when scores on one measure (the predictor; ATAR) are used to predict performance on another measure (the criterion; GPA)
Also used to establish cutoff scores (percentiles z-scores stanine)

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41
Q

Z-score

A

linear transformation M= 0 SD= 1 number of standard deviations one data point is from the mean

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42
Q

Sten Score

A

non-linear standard score with a M= 5.5 SD= 2

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43
Q

Percentiles

A

non-linear transformation expression of the position of a score within a distribution (divide the distribution into 100 parts)
Can be used to ‘normalise’ non-normal distributions of test scores

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44
Q

Non-Linear Transformation

A

A transformation that preserves the order but not the equivalence of distance between the raw scores (percentile) used for norm-referenced test
WHY? raw score distribution are bunched in the middle- little discrimination draws out the differences in the middle but leaves the value at the tails unchanged

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45
Q

Linear Transformation

A

a transformation involving + - ÷ × of a constant to all raw scores- preserves the order and equivalence of distance of the raw scores(z-score) used for norm-referenced test

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46
Q

Standard Score

A

where a score lies in with reference to its mean can be read as a proportion of a standard deviation

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47
Q

Question Formats

A

Dichotomous (yes/no; true/false)
Polychotomous (more than two options- MCQ)
Likert (uni: 1 to 5 /bipolar -5 to 5 )
Q-Sorts (cards to sort into piles- not like me to alot like me) Open-ended
Constructed response

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48
Q

Levels of Measurement

A

Nominal/Categorical: categorise people-(Nationality/ DSM IV)
Ordinal: rank order people- (Pay bands: A B C D)
Interval: distance is meaningful (Likert Scale)
Ratio: Meaningful 0 point (Height)

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49
Q

ICC, Fairness and IRT

A

Construct validity test-retest reliability internal consistency factor loading of items, item correlations, and total score and ICC should be the same across all groups- p value may differ
ANOVA should now show any group x item interactions

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50
Q

Differential Test/ Item Functioning

A

Test/Items may behave differently for different group of respondents

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51
Q

Item Characteristic Curve

A

graph of the probability of answering an item correctly with the level of ability on the construct being measured demonstrating
items difficulty
items discriminatory power
probability of correct answer by guessing
x-axis: total
score y-axis: probability of success on a specific item
IRT: assumes people with high scores have a greater ability than those with low scores

52
Q

Item Response Theory

A

Functional relationship between a response to a single item and the underlying trait,
detects item/test bias- DIF/DTF

53
Q

Classical Test Theory

A

Believes that individuals observed score (on the test)= true score (actual measurement) + error (things that cause things difference)
doesnt not test for biases only reliability

54
Q

Predicted and True Values- Contingency Table

A

Predicted Positive Value: a+b
Predicted Negative Value: c+d
True Positive Value: a+c
True Negative Value: b+d

55
Q

Specificity (Sp)

A

Extent to which test correctly identifies people who do not have the condition of interest (valid negatives: d/b+d)

56
Q

Sensitivity

A

Extent to which test correctly identifies people who have the condition of interest (valid positive: a/a+c)

57
Q

Utility

A

Usefullness of test
As validity of selection tool increases- the mean performance of sample increases
Low selection ratios= largest increase in performance

58
Q

Concurrent Validity

A

Form of predictive validity in which the test and the criterion are administered jointly.

59
Q

Criterion-Related Validity

A

Form of predictive validity in which scores predict/ relate to future performance or test score.

60
Q

Predictive Validity

A

The extent to which a score on a test allows estimates to be made about scores on a criterion external to the test itself (criterion/concurrent validity)

61
Q

Diagnostic Validity

A

Extent to which test correctly classifies people who do and do not have specific disorders (specificity/ sensitivity)

62
Q

Convergent/Divergent Validity

A

Types of construct validity- specifies where correlations should be small and large in terms of psychological constructs (used multitrait multi method matrix)

63
Q

Construct Validity

A

Extent to which scores on a test are related to the underlying construct it is measuring and correlates with appropriate variables (convergent/discriminative)

64
Q

Incremental Validity

A

Extent to which knowledge of a score on a test adds to that obtained by another, pre-existing test score or psychological characteristic

65
Q

Content Validity

A

degree to which the content of a test is representative of the domain it’s supposed to cover, through inspection of the items on the test.

66
Q

Types of Internal Validity

A

Construct Validity (Convergent/Divergent)
Diagnostic Validity (Specificity/Sensitivity)
Predictive- (Concurrent/Criterion)
Instrumental Validity

67
Q

External Validity

A

the extent to which the results of a study can be generalized to other settings (ecological validity), other people (population validity) and over time (historical/temporal validity).

68
Q

Validity

A

Extent to which a test measures what it purports to and to which evidence supports meaning and use of test

69
Q

5 Steps to Validity

A
  1. Careful theory specification
  2. Development of informative hypothesis tests
  3. Use of sound research design
  4. Examination of the degree to which observation confirm hypotheses
  5. Ongoing revision of both theory and measures
70
Q

Test Specification

A

A written statement of the attribute or construct that the test constrcter is seeking to measure and test conditions under which it will be used

71
Q

Construct/Attribute

A

Specific idea or concept about a psychological process/underlying trait that is hypothesised on the basis of a psychological theory and target of a psychological test

72
Q

Empirical Approach

A

Constructing a psychological test that relies on how the items behave when administered (discriminate between no/high scorers) and tool for personality prediction

73
Q

Rational-Empirical Approach

A

constructing a pyschological test that relies on

1) . reasoning from what is known about the construct
2) . collecting and evaluating data about how the test and the items actually behave when administered to a sample

74
Q

Decision Theory

A

approach to predictive validity the likelihood of someone displaying certain characteristic or not (above/below cutting point incremental validity criterion-related validity)

75
Q

Statistics of Regression

A

Predicting one variable from a score on another- incremental validity

76
Q

Standard Error of Estimate

A

Standard deviation of the distribution of the differences between actual and predicted scores

77
Q

Multitrait-Multimethod Matrix

A

the pattern of correlations resulting from testing all possible relationships among two or more methods of assessing two or more constructs

78
Q

Method Variance

A

variability among scores arising because of the method rather than the constructs of interest

79
Q

Measurement Error

A

Standard Deviation: (√ of variance)
Variance: (arithmetic mean of the 2 differences between each value and mean value)
Standard Error of Measurement: (standard deviation of error- tells us how much error is in the score)

80
Q

Factor Analysis

A

Identifies clusters of related items on a test- way to increase reliability

81
Q

Discriminability Item Analysis

A

Examines the relationship between item response (right/wrong) and total score on all other items- way to increase reliability

82
Q

Item Analysis

A

Analyses of an item following its administration and how well item relates to construct measured- way to increase reliability

83
Q

Increase Reliability

A

Increase number of items
Factor and Item analysis
Discriminability Item Analysis

84
Q

Parallel Forms Reliability

A

Extent to which a person obtains a similar score on an equivalent form of the same test

85
Q

Inter-rater Reliability

A

Extent to which different raters agree in their assessment of same sample of test takers

86
Q

Internal Consistency (Cronbach’s Alpha)

A

Examines correlation between pairs of items in every possible combination

87
Q

Types of Reliability

A

Internal Consistency (Cronbachs Alpha)
Inter-rater Reliability
Test-retest Reliability
Parallel Forms Reliability

88
Q

Reliability

A

The consistency stability and accuracy of a test to measure what it purports to in any given circumstance

89
Q

Psychological Testing vs Assessment

A

Testing: the process of administering psychological test and obtaining and interpreting scores (IQ of a child) Assessment: more complex answer to a referral question which may include (but not limited to) psychological testing (why does my child have learning difficulties)

90
Q

Achievement Test

A

A test designed to predict past learning- crystallised intelligence (end of year exam)

91
Q

Aptitude Test

A

A test designed to predict a persons future learning potential-fluid intelligence (GAMSAT)

92
Q

Objective Tests

A

Stimuli is less ambiguous require minimal clinical interference in scoring. Have reliability validity & normative database

93
Q

Projective Tests

A

Use ambiguous stimuli to indirectly uncover unconscious needs (ink blots)

94
Q

Generalisability Theory

A

ideas and procedures based on the idea that consistency of psychological tests depends on specifying the desired range of conditions over which this is to hold

95
Q

Domain-Sampling Method

A

sees the test as a representative sample of the larger domain of possible items that could be included

96
Q

Stratified Sampling

A

non-probability sampling method where the population is divided into strata and participants randomly selected from each stratum

97
Q

Local Norms

A

Derived and developed from and for specific population groups or geographical location- local (as opposed to national norms)

98
Q

Norms

A

Average or expected values unique to specified groups allow interpretation of an individual score by comparison to the score of the relevant group

99
Q

Culture-Fair Test

A

Test designed to minimise distortion of scores resulting from differences in cultural backgrounds of the test-takers

100
Q

Types of Psychological Tests

A 
Projective
Objective
Aptitude 
Achievement 
Personality
101
Q

Defining Characteristics of Psychological Tests

A
  1. To make inferences about an individual in a specific context (sample of behaviour/ sign of disposition)
  2. Objective procedures of administration and scoring (standardised)
  3. Provides an objective reference point (criterion/ norm reference)
  4. Must meet ‘psychometric properties’ criteria (reliable and valid)
102
Q

Test Obsolence

A

A result of continual development of test result: loses its utility because theory or content of items is wrong/no longer appropriate

103
Q

Developmental Norms

A

Norms derived on the basis of any trait, ability, skill, or other characteristic presumed to develop, deteriorate or otherwise be affected by stage of life (chronological age)

104
Q

Convenience Sample

A

is one which is convenient or available for use - not necessarily the most representative of the population being studied

105
Q

Wellbeing at Work

A

Work conditions (rosters)
Impacts (diet/stress)
Employee Assist Programmes
Clinical Incident Management

106
Q

CAPA

A

Computer Assistant Psychological Testing

107
Q

Accommodation

A

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

108
Q

KSAO

A

Knowledge
Skills
Abilities
Other characteristics

109
Q

Base Rate

A

AKA prevalence: Proportion of individuals in the population who show the behaviour of interest in a given psychological testing or assessment
(sum of valid positives and false negatives)

110
Q

Bias

A

Factors inherent in a test which systematically prevents accurate impartial results

111
Q

Fallacy of Bias

A

Egalitarian Fallacy: any mean difference between groups is evidence of test bias
Culture-Bound Fallacy: group differences are due to the culture-bound nature of items
Standardisation Fallacy: test standardised in one population is biased if used on another.

112
Q

Sources of Error

A

Test construction
Test Administration
Scoring & Interpretation

113
Q

Variance

A

squared differences between mean and each score
Total Variance is made up of:
True Variance: from differences assumed to be stable (consistent in retest and parallel forms)
Error Variance: irrelevant random sources (can affect reliability)

114
Q

Variance Goals

A

To maximise the proportion of total variance attributed to True variance, and minimise proportion of error variance

115
Q

Central Tendency

A

Rating error: rater exhibits reluctance to rate at either the positive or negative extremes- ratings are in the middle

116
Q

Confirmatory Factor Analysis

A

Employed when an explicitly hypothesised factor structure is tested for its fit with an observed relationship between variables

117
Q

Exploratory Factor Analysis

A

Employed to estimate and extract factors, and decide how many to retain

118
Q

Factor Loading

A

An outcome of factor analysis, explains correlations between observed variables using a smaller number of factors

119
Q

Selection Ratio

A

Proportion of those ested who can be allocated to the category of showing behaviour of interest (sum of valid positives and false negatives)

120
Q

Instrumental Validity

A

Extent to which the instrument used is correct for that measurement

121
Q

Content Validity Ratio

A

Formular to measure agreement among raters regarding how essential individual item is for inclusion

122
Q

Criterion Contamination

A 
When a criterion measure is influenced by something other than performance related to the construct 
caused by: 
low reliability 
rater bias
cheating
123
Q

Criterion Deficiency

A

Criterion fails to measure important aspects related to the construct

124
Q

Test-retest Reliability

A

The degree to which test results are consistent over time

greater than 6 months

125
Q

Confidence Interval

A

Range/band of test scores that is likley to contain trues scores

Advanced Psychological Testing and Assessment (PSY598) (1 decks)

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