psychological assessment review Flashcards
objective of testing
gauge ability or attribute
process of testing
via individual or group
role of evaluator in testing
tester is not the key to the process
skill of evaluator in testing
technician type skills
outcome in testing
test scores/s
objective in assessment
answer referral questions, solve a problem, or arrive at a decision
process of assessment
typically individualized
role of evaluator in assessment
assessor is the key to the process
skill of evaluator in assessment
educated selection of tools, skill in evaluation, thoughtful organization and integration of data
outcome in assessment
many sources of data that will help in answering the referral question
psychological assessment is composed of the following
clinical interview, observations, recorded interviews, standardized psychological tests
a measuring device/procedure
test
device or procedure designed to measure variables
related to psychology
psychological tests
psychological tests almost always involves…
analysis of sample behavior
range of psychological tests
pen and paper to oral responses
subject matter of test
content
form, plan, structure, arrangements and layout of test items
format
types of administration
one on one or by group
process of assigning evaluative codes or statements to
performance on tests, tasks or sample behavior.
scoring
the clinical, educational, vocational, or other
practical inferences given to a particular test
result.
a. norm-referenced
b. criterion referenced
interpretation
validity and reliability pertains to [ ]
psychological soundness
person’s distinguishable, relatively enduring way
of varying from others
traits
also distinguish a person but less enduring
states
construct (informed, sci. concept constructed to describe/explain behavior)
inferred from overt behavior
depends on the situation & context
judged based on reference group
psychological trait
psychological states and traits can be [ ] and [ ]
quantified and measured
test-related behavior can predict [ ]
non-test related behavior
tests and other measurement techniques have [ ] and [ ]
strengths and weaknesses
various sources of [ ] are part of assessment
error
refers to factors other than what a test attempts to
measure will influence test performance
error
- there’s a true score on a test, if not for the
measurement error. - models of measurement must account for the
error.
Classical test theory / True score theory
testing and assessment can be [ ] and
[ ]
fair and unbiased
what makes a good test
psychometric soundness
clear instructions; easy to use
useful: benefits the society
measure what it’s supposed to
validity
consistency of measuring tool
1. precision of measurement
2. extent of error presence
reliability
in psychometric context: “test performance data of a
particular group of test takers that are designed for use as
a reference when evaluating/interpreting individual scores
norms
group of people whose performance on a particular test is
analyzed for reference in evaluating the performance of
individual test takers
normative sample
the process of deriving norms; describe a particular type
of norm derivation
norming
based on race or ethnic background
race norming
descriptive statistics based on a group of test takers in a timeframe rather than norms obtained by formal sampling methods
user norms/program norms
process of administering a test to a representative sample
of test takers for norms establishment
standardization
it has clearly specified procedures for administration and
scoring (including normative data)
standardized
a portion of the universe of people deemed to be representative of the whole population
sample
process of selecting the portion of the universe considered representative of entire population
sampling
- sampling were random
- everyone has the same chance of inclusion
simple
- proportionately represented
- differ with some characteristics
- help prevent sampling bias
stratified
select sample we consider representative
purposive
a. most convenient type of sampling
b. what is ideal” vs. “What is practical”
c. generalization of findings– do with caution
incidental / convenience
how “standard” is a standardized test?
- serve as a basis for comparison
- with manuals
- has procedures for administration, scoring, and interpretation in addition to norms
indicate the average performance of different samples of test-takers who were of various ages at the time the test was administered
age norms
- indicate the average test performance of test-takers in
a given school grade - gauge a student’s performance vs. fellow students
grade norms
derived from a normative sample that was nationally
representative of the population at the time the norming study was conducted
national norms
- measure the characteristic or abilities of people
- “anchors” test scores to other test scores
- uses an equivalency table for scores on two tests for
comparison - uses equipercentile method to know the equivalency of
scores on diff. tests
national anchor norms
result of a normative sample that was segmented by any of the criteria initially used in selecting subjects for the sample
subgroup norms
- developed by test users themselves
- provide normative information with respect to the local population’s performance on some test
local norms
evaluate the test score in relation to other scores on the same test
norm-referenced evaluation
- evaluate the test score on the basis of whether or not
some criterion has been met - “criterion”: standard on which a judgment is based
criterion-referenced evaluation
- a ranking that conveys information about the relative
position of a score within a distribution of scores - percentage of people whose score on a test or
measure falls below a particular raw score
percentile
the raw data from a test’s standardization sample
converted to percentile form
percentile norms
test users must consider these in test administration,
scoring, and interpretation
culture
