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Psych Assessment and Measurement > Test 1 > Flashcards

Test 1 Flashcards

1
Q

What is the main difference between a Psychometrist and a Registered Counsellor?

A
  • scope of practice
  • types of tests they’re allowed to use
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2
Q

Name two scales that Registered counsellors are not allowed to use

A

JSAIS
SSAIS

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3
Q

You cannot run the same psychometric test on in individual twice within ….. months?

Why not?

A

12
Familiarity with the test could skew the results

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4
Q

One of the reasons that unethical administration of tests (non-standardized conditions etc) is an ethical issue is because….

A

One has to wait 12 months to re-administer the test if initial results are invalid

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5
Q

SA has language exemptions for ….. but not for …..

A

Foreigners but not for SA citizens
(But RCs can make language concession recommendations post-testing)

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6
Q

Definition of psychometrics

A

the scientific way in which
psychological measures are developed and the
measurement standards that these must meet (eg rel/val)

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7
Q

Definition of psychological assessement

A

the gathering of infor through the use of tests and other sources - all info is then integrated

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8
Q

“Testing” is….?

A

a key element of a much BROADER evaluative approach

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9
Q

One needs to tweak ….. of and …. from tests based on the ….

A

interpretation
recommendation
context

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10
Q

Name the 7 characteristics of assessment measures

A
  • Systematic methods of scoring
  • Standardized conditions
  • Different procedures for different indis/aims
  • Different domains
  • Procedures re interpreting data (norms etc)
  • Valid and reliable tests needed
  • Context NB

Some STudents DeePly DepenD on PVC pipes

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11
Q

Name 4 ways in which measures vary

A

scoring
norms
intended purpose
whether time limits are imposed

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12
Q

In addition to the quantitative data drawn from a test,….. is imporant too and will influence interpretation and recommendations

A

qualitative observations (facial exps, body language etc)

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13
Q

Complete assessments should assess individuals across multiple …. (5 marks)

A
  • domains (physical, emotional, social etc)
  • occasions (time of day, monday vs friday etc)
  • measures (verbal ability, comprehension, MCQ etc)
  • sources (teacher, coach, parent…) - need written consent
  • settings (school, home, sports field

DOMSS

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14
Q

In choosing a battery, one must take into account what 4 elements?

A
  1. age (of client)
  2. ability (of client)
  3. capacity (of client)
  4. purpose (of test)
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15
Q

What has been the greatest contribution to psychology being accepted as a science?

A

The use of scientific methods to create measures

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16
Q

Psychometrics were first used in SA for ….

And in what ways does this still happen?

A

White job reservation and white superiority motivation.

Now, psychometric tests are used in job applications - but these tests are still not fully normed to black SA populace and thus can be seen as reserving jobs for whites even still

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17
Q

Early psychometric measures in SA were only normed for which race group? (but were applied to all race groups)

A

Whites

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18
Q

How does the 1998 Employment Equity Act offers protection for employees against psychometric discrimination? (3 points)

A
  • test must be valid and reliable
  • test must be applied to all employees
  • test cannot be biased against an employee or group
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19
Q

Provide 5 points in support of psychological assessment having a role to play in democratic SA

A
  1. tests are objective in nature (unlike interviews)
  2. tests provide structure to obtains baseline info
  3. tests allow for evaluation of programs and interventions (training, rehab, therapy)
  4. tests aid decision making
  5. tests can predict varsity and job performance

*IF TESTS ARE CULTURALLY APPROPRIATE AND PSYCHMETRICALLY SOUND

Baseline/Objective/ Prediction/Evaluation/Decisions

BOPED

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20
Q

What is the value of ASSESSMENT over TESTING?

A

Assessment gathers clinical and statistical data from multiple sources and methods, it integrates this with acknowledgment of the context of the client

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21
Q

What are the two methods of adapting measures?

A
  1. Test translation - direct conversion to a local language
  2. Test adaptation - making a test more applicable to a specific context
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22
Q

List 3 reasons why cross-cultural adaptation of measures is necessary

A
  1. improve fairness (assess individuals in first language etc)
  2. to reduce costs and save time - avoid having to develop a whole new test
  3. to allow for comparative studies (across different languages, cultural groups etc)
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23
Q

List 3 challenges to test translation/adaption

A
  • culturally bound concepts
  • idiomatic expression un-translatable
  • difference in terms and expression within subgroups of one language
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24
Q

What are 3 important considerations in test adaption

A
  1. Administration - test administrator must also be familiar with culture/language/dialect for communication and validity to not be compromised
  2. Item format - not all test-takers familiar with al formats (essay vs MCQ vs clay construction)
  3. Time limits - different cultural concepts of speed and intelligence
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25
Q

For cross-cultural comparisons, measures must be equivalent across groups. What is equivalence in this case?

A

Individuals with a similar standing on a construct but from different groups should score similarly on he different versions of a test

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26
Q

To ensure test equivalence, tests should be adapted using which two approaches?

A

Judgmental approach - judges with experience and expertise (eg linguists)

Statistical approach - characteristics of the participants

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27
Q

We need to know the Reliablity and the Validity of test because….

A

we need to know if we can trust the results, if they mean something

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28
Q

Measurement is the process of….?

A

assigning numbers to objects according to clearly specified rules

29
Q

Describe the difference between a raw score and norm

A

Raw score - converted to a normal
score through statistical
transformation – e.g standard bell shaped distribution

Norm = A measure against which an
individual’s raw score is evaluated
so that the individual’s position
relative to the normative sample
can be determined

30
Q

Psychometric measures can be …..- reference or …..-referenced

A

Criterion - attainment of particular skill or content

Norm - performance interpreted with reference to a relevant sample or norm group

31
Q

True or false: You will have both a raw score and a norm score for both norm-reference and criterion-referenced tests

A

True

32
Q

List 4 types of commonly used norm scores

A

Developmental scale
Percentiles
Standard scores
Deviation IQ scales

33
Q

Give the means, ranges and standard deviations of Standard scores, McCall’s T-scores, Stanine scales, Sten scales and Deviation IQ scales

A

Standard scores: mean = 0, std dev = 1, range = -3 - +3

McCall’s T-score: mean = 50, std dev = 10

Stanine scale: mean = 5, SD = 1.96, range = 1-9

Sten scale: mean = 5.5, SD = 2, range = 1-10

Deviation IQ: mean = 100, SD of 15

34
Q

Give 5 advantages of Stanine/Sten scales

A
  1. Scale units are equal
  2. Reflect position in relation to normative sample
  3. Rank order is evident
  4. Comparable across groups
  5. Allow statistical manipulation
35
Q

Reliability is the …

A

Consistency of a measurement

36
Q

The Observed score (X) = …..

A

the true score (T) plus the error (E)

37
Q

Give the minimum reliability coefficients of tests for individuals, groups and aptitude tests

A

Indi - 0.85
Groups - 0.65
Aptitude - 0.9

38
Q

List 6 types of reliability tests

A

Test-retest

Alternate forms

Split-half

Inter-item consistency

Inter-scorer

Intra-scorer

TASIII

39
Q

Error that affects reliability comes from which two sources

A

Respondent error
Administrative error (try to control via manuals)

40
Q

Give 5 types of respondents error in psychometric testing

A
  1. Non-response/self-selecting bias
  2. Measure is time-limited
  3. Variability in individual scores
  4. Ability levels
  5. Response bias (8 types)
41
Q

Lift 4 types of administrative error

A
  1. Instructions
  2. Assessment conditions
  3. Interpretations of instructions
  4. Scorings or rating
42
Q

List 4 types of response bias

A
  • extremity bias
  • centrality/neutrality bias
  • soc des bias
  • purposive falsification
43
Q

Validity is all about….

A

accuracy of measurement

44
Q

List 3 broad types of validity

A
  1. Content-description
  2. Construct-description
  3. Criterion-prediction
45
Q

What are the 2 types of content-description validity?

A
  1. Face validity - does it appear to measure what it claims to
  2. Content validity - whether content of test covers a representative sample of the measured construct
46
Q

List and explain 2 types of construct-identification validity

A
  1. Factorial validity - statistically analyze the relationships between variables
  2. Correlation with other tests - convergent and divergent validity
47
Q

List and briefly explain the two types of criterion-prediction validity

A

Crit-PV - the correlation between a predictor and a variable

Concurrent - accuracy of test is IDing current skill/characteristic

Predictive - accuracy of test to predict future behaviour

48
Q

List 3 examples of where criterion-prediction measures are commonly used

A
  • academic achievement
  • job performance
  • psychiatric diagnoses
49
Q

What is criterion contamination? Give some examples

A

The effect that extraneous variables or other factors have
on a criterion so that the criterion is no longer a valid measure
 Anxiety levels
 Understanding or language ability

50
Q

One measure of validity is the predictive validity coefficient. What is this?

A

The correlation coefficient between the predictor variable(s) and criterion variable

51
Q

List 4 factors that affect the validity coefficient

A
  1. Reliability
  2. Differential impact subgroups
  3. criterion contamination
  4. moderator variable (SES, gender, age)
52
Q

No validity without

A

reliability. It is a necessary (but
not sufficient) precondition for
validity

53
Q

List some reasons as to why the use of assessment measures should be controlled (4 points)

A
  • to ensure its administered correctly
  • to ensure the results are interpreted/used correctly
  • ensures rel/val of assessment measures
  • purchasing of material restricted to only those who are qualified (prevent gen pop becoming too familiar with test and invalidating it)
54
Q

The Health Professions Act of 1974 restricts us of psych assessment measures to….

A

the appropriate psychology professionals

this includes aptitude, personality, psychopathology, intellectual/cog ability test etc

55
Q

List 5 categories of psych professionals

A
  • Psychologists (various kinds)
  • RCs
  • Psychometrists
  • Psycho-technicians (phased out)
  • Forensic and Neuro Psychologists (awaiting official registration)
56
Q

Although RCs can run psychometric tests, this is only for screening, they cannot ….

A

Diagnose

57
Q

Psychologists can administer, score, interpret and report on which types of measures?

A

The ones in which they have been trained

Eg
Clinical = psych distress and psychopathology
Counselling = developmental and well-being problems

58
Q

RCs can administer, score, interpret and report on which types of measures?

A

The ones in which they have received training

59
Q

Who decides on issues surrounding measures such as the nature of one, who may use it etc

A

The Psychometrics Committee of the
Professional Board of Psychology:

60
Q

List the 4 roles of the Professional Board for Psychology/HPCSA

A
  • protect the public
  • be accessible to public should there be complaints etc
  • ensure training and professional guidelines
  • establish standards for assessment practitioners
61
Q

List 8 Fair/Ethical assessment practices for practitioners

A
  1. Adequate knowledge of psychometrics/testing
  2. Familiarity with good standards of practice
  3. Adequate knowledge and skill of specific measures
  4. Contextual knowledge (how factors affect testing)
  5. Appropriate interpersonal skills
  6. Able to provide meaningful/understandable feedback
  7. Oral/written comm skills to give clear instructions/reports
  8. Interact with others over the outcomes of the assessment

Knowledge/standards/skill/contextual knowledge/interpersonal/feedback/comm/outcomes

KISS CCOF

62
Q

List some of the responsibilities of the test administrator

A
  • Informing test-taker of their rights
  • maintaining confidentiality
  • scoring properly
  • obtaining consent
  • using info in a fair and unbiased manner
  • using correct norms
  • securely store matrial
  • only use measures one have been trained in
63
Q

List some of the rights of the test taker

A
  • being informed of their rights
  • be assessed by a properly trained professional
  • withhold consent to be tested
  • know who will have access to report/results
64
Q

List some responsibilities of the test taker

A
  • treat practitioner with respect
  • inform practitioner is anything interferes with the assessment
65
Q

What is the goal of psychometric testing in SA in the future?

A

Using both indigenous, African-centered measures AND Westerns oriented measures that are adapted for SA

66
Q

To conceptualize constructs in Psych measures, we need both a ….. and a …. approach

A

Etic - universal constructs
Emic - culture-specific, indigenous constructs

67
Q

Give some examples of African-centered item content (3 points)

A
  • 3D familiar objects rather than 2D pictures
  • wet clay as alternative to pencil and paper tasks
  • incorporating oral traditions into assessments
68
Q

In what ways could psychometric training be improved?

A

Training errs on the quantitative aspects (easier to train)

But the art of assessment lies in the integration of all assessment info. Lecturers should be familiar with the SCIENCE (theory/quants) and the ART of assessment

69
Q
A

Psych Assessment and Measurement (6 decks)

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