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PSY3041 - Psychological Testing, Theories of Ability and Ethics > Week 2 Introduction to Psychological Testing > Flashcards

Week 2 Introduction to Psychological Testing Flashcards

1
Q

why is psychological testing and assessment relevant and beneficial to society?

A

Classification
- categorisation e.g. placement, screening and clarification

Diagnosis and treatment planning
- Determine nature/ source of abnormal behaviour or ability e.g. DSM-5

Self-knowledge

  • increase self-awareness
  • decisions making

Program evaluation
- establish impact of interventions (community and edu. environments)

Research - explore psychological constructs and hypothesis testing

e.g. NAPLAN testing (tests ability but also ranking) and NDIS (screening and funding allocation) + examples of the misuse of psych tests (Buzzfeed)

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2
Q

What are the characteristics of a test?

A
  • standardised procedure (sampling behaviour/ achievement)
  • meaningfully describing outcomes via categories and scales and can be used to make inferences about others
  • norms and standards. reference points
  • made up of items: stimuli or questions
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3
Q

Wha features make a psychological test?

A

we can infer about someone’s psychological functioning and then use the outcomes of that test to infer about their broader functioning.

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4
Q

What are the types of ability psychological tests?

A
  • intelligence tests ( ability and global)
  • aptitude tests (capacity/ potential & specific task or skill)
  • Achievement tests (a higher ed degree, previous learning)
  • Creativity (novel/ original thinking & finding unique solutions)
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5
Q

What are the types of behavioural and personality psychological tests?

A

Personality tests

  • traits/behaviour
  • features of individuality

Interest inventory

  • preferences for activities/ choices
  • determine occupational/ social choices e.g. Holland Code

Behavioural procedures
- describes or counts behaviour

Neuropsychological tests
- cognitive, sensory, perceptual or motor control

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6
Q

Explain the history of psychological testing and how they have developed over time.

A

China (Han Dynasty - 206 B.C.E to 200 C.E)
- test batteries for a range of issues. For jobs within the public office.

Britain (early 19th century)
- class distinctions for social order; inheritance of intelligence associated with social position

France (19th century)
- Meritocracy –> worth is determined by ability/merit.

Alfred Binet –> inferential stats

  • first intelligence test in 1905 (STANDARDISED CONDITIONS & REPRESENTATIVE SAMPLE)
  • 1908 (mental age), 1911( further revision) & 1916 (MA/AA x100 = IQ)
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7
Q

Compare and contrast the use of different types of assessment in the following environments.

A 
Psychiatric hospitals
Medical hospitals
Family/ child guidance centres
School
University
Criminal Courts
Business and Industry
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8
Q

In early 19th century Britain, it was commonly believed that individuals inherited traits such as intelligence due to their social position.

This flawed belief system inspired the rise of two opposing methods. Name and describe these two methods.

A

Experimental: the use of scientific method to quantify psychological phenomena.

Observational: originally hypothesised by Darwin then applied to human behaviour by Sir Francis Galton.

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9
Q

What are the two psychological tests which were developed during WW1?

A
  • efficient group intelligence testing

Army Alpha
- required reading ability

Army Beta
- Intelligence in illiterate adults

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10
Q

What developments in psychological testing occurred in WW2?

A
  • group intelligence testing reaffirmed
  • first time clinical psychologist was the test administrator. shifting away from the traditional therapeutic role of a psychologist.
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11
Q

Describe the the contemporary developments in psychologist testing.

A

Weschler made developments to Binet’s Intelligence test.

-

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12
Q

What is a flaw of Binet’s intelligence test which Weschler compensated for with the development of his test?

A
  • People who were more educated performed better on Binet’s tests
  • Weschler’s test had non-verbal cues and tested multiple facets of IQ which compensated for the limitations of Binet’’s test
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13
Q

Comment on the development of personality testing post WW2

A
  • the rise of the humanistic approach inspired measuring behaviour & traits rather than ability
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14
Q

What were the two types of personality tests which came about post WW2?

A

Structured

  • MMPI
  • Psychometrically sound
  • factor analysis

Projective
- TAT (Thematic apperception test) and Rorschach Ink block test

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15
Q

In relation to the history of psychological testing, explain cases of misuse and bias.

A
  • Eugenics

Galton - improvement of human species through selective parenthood

Goodard -translated the standard-Binet Scale to English in 1908

  • this English version was culturally biased and used to screen immigrants
  • “feebleminded people” should be sterilised/ institutionalised
  • ideas used by Nazi Germany

Jensen - 60’s and 70’s
- Genetic basis for IQ

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16
Q

What are the contemporary issues of psychological testing?

A
  • Language (most are in English) or lost in translation

- Assumed knowledge from different cultures. items need to be culturally relevant in language

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17
Q

How can the contemporary issues of psychological testing be addressed?

A
  • Developing tests which rely on systematic distortion of scores (universal patterns recognisable across cultures)
  • -> called culture fair tests

Decision making in testing:

  • should the test be used in the first place?
  • interpretation of test considering full history of the person e.g. their cultural experiences.
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18
Q

Give an overview of the differences between psychological testing and psychological assessment.

A
  1. Objective
  2. Process
  3. Evaluator Role
  4. Outcome
19
Q

What are the differences between the objective of psychological testing and assessment?

A

The objective in TESTING is to gauge one’s ability and organise them into a score/ category.

whereas in ASSESSMENT the objective to answer the referral question, solve a problem and diagnose. Uses multiple tools of evaluation (more robust).

20
Q

Give an example of the difference between the OBJECTIVE of testing and assessment.

A

Childhood behavioural problems.

testing - measure the child’s behaviour

assessment - produce a diagnosis through:

  • interviews
  • rating behaviours
  • observations
  • measuring cognitive ability
  • examine history and social factors
21
Q

What are the differences between the process of psychological testing and assessment?

A

Testing - administer and score in accordance to specific rules (manual for use)

Assessment - consider the process beyond the score and consider HOW and individual got a score

22
Q

Give an example of the difference between the PROCESS of testing and assessment.

A

Vocational testing

testing - administer and score a measure

Assessment - will select tests with consideration of the individual factors e.g. interviews, observations, history, cognitive ability

23
Q

What are the differences between the ‘role of the evaluator’ in psychological testing and assessment?

A

Testing - evaluator should have no influence (removes bias)

Assessment - key to process. Selection of tools and formulation of conclusions.

24
Q

Give an example of the difference between the ‘role of the evaluator’ in testing and assessment.

A

Clinical testing

Testing - administer a standardised depression inventory

Assessment - generates diagnosis based on e.g. interview, behaviour, history

25
Q

What are the differences between the outcomes in psychological testing and assessment?

A

Testing - the final score(s)

Assessment - the outcome is to answer the referral question

26
Q

Give an example of the difference between the OUTCOME in testing and assessment.

A

Geriatric Testing

Testing - indicates level of functioning e.g. their capacity for memory

Assessment - Decision regarding ability to live independently or requirement of assisted living.

27
Q

What are the 8 steps in the Assessment process in order?

A
  1. Obtain referral information
    - from the referral source
    - from the clients themselves
  2. Conduct a clinical interview
    - background information
    - history
    - MSE (mental status exam)
  3. Psychometric testing
  4. Collect collateral information
    - only when relevant e.g. forensics, working with children
    - after testing so informed consent can be given
  5. Formulation of presenting issues
  6. Formal diagnosis
    - if appropriate
  7. Treatment recommendations and plan
  8. Feedback to the client
28
Q

How many assumptions of Testing and Assessment are there?

A

there are 7 assumptions

29
Q

Outline the assumptions of psychological testing and assessment.

A
  1. Psychological traits and states exist
  2. Psychological traits can be quantified and measured
  3. Test- related behaviour predicts non-test related behaviour (external validity)
  4. Tests and other measurement techniques have strengths and weaknesses
  5. Various sources of error are part of the measurement process
  6. Testing can be conducted in a fair and unbiased manner
  7. Testing/Assessment benefits society (you need a reason to do testing, uphold non-maleficence)
30
Q

What is the difference between psychological trait and state?

A

State - transient way in which individuals differ from each other

Trait - an enduring way in which an individual reacts to their environment/ behaves

e.g. With anxiety, traits anxiety is persistent whereas state anxiety is caused by a stressor

31
Q

Why are testing norms important?

A

.

32
Q

What are the different types of norms used?

A

.

33
Q

What are the different scales of measurement?

A

Nominal - named groups, discrete

Ordinal - named groups in order (S,M,L sizes)
–> Likert scales?

Interval - named groups, in order and equal intervals e.g. IQ, temperature in Celsius
–> Likert scales?

Ratio - Named groups, equal intervals and absolute zero. e.g. height and weight

34
Q

What is a percentile rank?

A

the percentage of scores which fall below a particular score. include:

total cases (N)

number of cases below score of interest (B)

score of interest (K)

Xi =(B/N) x100

35
Q

How are quartiles obtained?

A

Divide frequency distributions into equal fourths

36
Q

How are deciles obtained?

A

Divide frequency distributions into 10 equal groups

37
Q

How is the mean obtained?

A

Sum of all scores, divided by the total number of scores

38
Q

How is the standard deviation obtained?

A

Average deviation around the mean

39
Q

A Z-score has a mean of __ and a standard deviation of __, whereas a T-score has a mean of __ and a standard deviation of __.

A

A Z-score has a mean of [0] and a standard deviation of [1], whereas a T-score has a mean of [50] and a standard deviation of [10].

40
Q

What are norms in psychological testing?

A

Norms are used to give information about a population based on the observations of a standardised sample/ representative sample.

  • when applied to individuals the, they determine their level of a particular variable
  • e.g. Z scores, percentiles, quartiles and means are all norms
41
Q

What are Norm-referenced tests?

A

Representative sample is drawn, tested and then re-tested.

yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured.

e.g. Age-related norms (NAPLAN) or cultural related norms (culture free intelligence tests)

42
Q

What are criterion-referenced tests?

A

Same test for everyone to determine one’s mastery of a specific skill against pre-defined criteria.

e.g. Driving test, End of semester exam at uni

43
Q

What are the issues of norms?

A
  • initial sample must be large enough to be adequately representative
  • need to be updated regularly to accurately reflect the population
  • criterion-referenced tests are sometimes based on arbitrary cut-points

PSY3041 - Psychological Testing, Theories of Ability and Ethics (6 decks)

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