W1 - intro to psych assessment Flashcards
Common uses of psychological testing
- diagnostic clarification
- intelligence testing
- psychoeducational (ADHD, learning disabilities, autism, mental retardation)
- career and vocational planning
- court orders
- medical evaluation (bariatric surgery, post trauma functioning, suicide risk)
Testing v Assessment
The objective of testing is typically to obtain some gauge, usually numerical in nature, with regard to an ability or attribute.
The objective of assessment is typically to answer a referral question, solve a problem or arrive at a decision through the tools of evaluation. Involves integration of various tools (e.g., test results, interview)
Testing
The process of measuring psychology-related variables by means of devices or procedures designed to obtain a sample of behaviour.
Assessment
The gathering and integration of psychology-related data for the purpose of making a psychological evaluation through tools such as tests, interviews, case studies, behavioural observation, and other methods
What is a psychological test
A psychological test is a device or procedure designed to measure variables related to psychology (e.g. intelligence, attitudes, personality, interests, etc.).
Psychological tests vary by content, format, administration, scoring, interpretation, and technical quality
Test settings
Educational: Achievement, Intellectual
Clinical: Diagnostic, Behavioural challenges
Counselling: Adjustment, productivity
Geriatric: Cognitive, psychological, adaptive, QoL, competency
Business and Military: Achievement, aptitude, motivation, etc., Inform hiring, deployment, promotions, transfer, eligibility for training etc.
Government & organisational credentialing: Licensing e.g., PsyBA National Psychology Test
Types of tests
- Interviews
- Written questions/statements (e.g. questionnaires)
- Portfolios/work samples
- Case History Data/Case Study
- Behavioural Observations
- Role-Play Tests
- Videos of behaviour
- Simulations
- Computers as tools
Self report measures
Self-report
- test of typical behaviour
- personality, attitudes, interest, motivation
- there is no ‘RIGHT’ answer
Pro : people are the best judge of their behaviour
Con: some people lack insight, not understand the question, or may be dishonest (social desirability bias)
Performance measures
Performance
- test of limits/the best you can do
- ability or aptitude
I.e - can they perform a particular task, answer a question correctly or are suitable for a job
Generally people are motivated to perform at their best, but high-stakes testing introduces test-anxiety, and stereotype threat
Individual v Group administration
- Generally tests are individually administered
- Some cognitive ability tests are also designed for group administration (e.g. Raven’s Progressive Matrices)
- Tradeoff: time costs versus accuracy gained by individual observation
Speed based tests
Speed:
- time limited, not expected to finish, focus on performance
- Mathematics and Reading Fluency in achievement tests (e.g., WIAT)
- Block Design in Wechsler Intelligence Scales
- > calculate scores with and without time bonus points for added interpretation
Power based tests
Power:
- not time limited, can finish, focus on how much you know/can do
- Psychology exams
- Verbal subtests on Wechsler scales
- > E.g., Similarities “How are milk and water the same?”
- > Working with incarcerated youth and controlling for verbal scores?
Format of measures
- Most personality and attitude measures employ a variation on the Likert scale
- Participants select a response from a range of options, then these are converted into a numerical score and summed/averaged.
- usually on a scale of 5 in response to a list of statements
- ex. “on the whole, I am satisfied with myself”
Administration of tests
- Paper-and-Pencil vs. Computerised Administration
- Increasing test adaptation for computerised administration
- > E.g., Wechsler scales designed for paper-and-pencil administration, Now available for administration on tablets via Pearson Q-interactives
Increased move to computerised adaptive test (CAT) format
- Items completed by any given test taker are individualised (adapted) based on running calculation of their ability/level
Scoring and interpretation
Norm vs. Criterion referenced
Normed: comparison to average performance of normative or standardisation sample
“Bill performed better than 65% of same-age peers would be expected to”
- Most big commercial psychological tests are norm-referenced
Criterion referenced: comparison to objective criterion
“Mary met the criteria for being promoted”
- e.g., Driving Test, Citizenship Test, University grading
Test quality
- Consider issues of reliability, validity, and comprehensiveness
- Scale development paper is an initial start
- Manual will usually provide further evidence of these details
- But manual information may be dated, selective, or biased
- Ideally look at peer-reviewed journal articles that report information on test w/different samples (e.g. correlates w/similar measures, predicts future outcomes, etc.)
Test competency
Competency in psychological assessment and testing requires knowledge of
- Test construction/ scale development (assignment!)
- Test bias, reliability and validity (psychometric soundness)
- Relevant major psychological theories/constructs
- Measurement and scoring issues
- Ethical and legal issues around test administration
Test-taker rights:
- Competent assessment
- Assessment using most appropriate, sound tools
- Informed consent (purpose, time, location/use of results)
- Treated in fair, impartial, courteous manner
- Be informed of test results
- Privacy
- Have findings held confidential
- Least stigmatizing label (e.g., feeble minded, moron)
Risks of incompetency
- Inappropriate diagnosis
- Personal distress
- Inadequate or inappropriate treatment/intervention
- Poorly informed educational, career, or life decisions
- Legal risks
- Invalidation of diagnostic tools (e.g., test-retest period, security breaches)
Principles relating to publication, distribution, and use of psychological tests (APS)
Members (incl. students) must not:
- publish/divulge test contents to mass media or public display
- ignore restriction on distribution of tests set by test suppliers
- act as agent to obtain tests for untrained others
- let tests fall into the hands of the general public/unqualified users
- allow students to use tests unsupervised
- allow students to retain tests
- provide test answers to the general public
- attempt to affect performance on any individual being assessed
Testing responsibilities and students
When using “test materials for teaching or demonstration purposes, students or trainees are made aware of the full, delegated responsibilities they take on, particularly in relation to the non-disclosure of secure test materials and the confidentiality of results”
Can test-takers provide true, informed consent?
Consider various tests/assessments we encounter throughout the lifespan.
- Developmental ability to understand
- Language
- Mental capacity
Are we (or are parents) able to provide truly informed consent for:
- Diagnostic educational assessments?
- Assessments used in the workplace ?
- Neurological assessments (e.g. dementia)?
This is why informed consent is so important. Understanding what the test measures, what it will be used for, whether and how it is appropriate for use, whom will have access to information in the future.
Publisher restrictions
Depending on the nature (content) and usage (educational assessment, clinical diagnosis), test publishers will restrict access to certain psychological tests
Example, Pearson Australia User Level
C – Registered Psychologist (A, B, C, T, or HR)
S – Speech Pathologist (A, B, S, T, or HR)
B – Allied Health or Special Education Professional (A, B, T, or HR)
M – Medical Practitioner (A or M)
HR – Human Resources Professional (A or HR)
P – Exercise Physiologist or Podiatrist (A or P)
T – Teacher/Social Worker/Nurse/Early Childhood Professional (A or T)
A – All. No qualifications necessary (A only)
