2019, 1st Edition

Comprehensive Summary Psychological Testing and Assessment

INTRODUCTION TO THEORIES OF PERSONALITY

A. PSYCHOLOGICAL TESTING VS. PSYCHOLOGICAL ASSESSMENT d. Scoring and Interpretation Procedures (Psychological Measurement)
o Score: code or summary statement; reflects the evaluation (outcome)
Psychological Testing vs. Psychological Assessment o Scoring: assigning such evaluative codes or statements to perform on tests, tasks, interviews, or
Test Assessment other behavior sample (process)
Definition  could be self-scored, scored by computer, or require scoring by trained examiners (with or without
Process of measuring psychology-related Gathering and integration of psychology-related test manuals)
variables through the use of devices or data for the purpose of making a psychological o Cut Score/Cutoff Score/Cutoff: cut-off; reference point, usually numerical, derived by judgment,
procedures designed to obtain sample behavior evaluation that is accomplished through the use of
used to divide set of data into 2 or more classifications
tools such as tests, interviews, case studies,
behavioral observation, and specially designed e. Technical Quality/Psychometric Soundness
apparatuses and measurement procedures o Psychometrics: science of psychological measurement; user  psychometrist or psychometrician
Objective 1. Validity: measure what it purports to measure
To obtain some gauge, usually numerical in To answer a referral question, solve a problem, or 2. Reliability: consistency
nature with regard to ability or attribute arrive at a decision 3. Utility: usefulness or practical value
Process 4. Standardization: uniformity of procedures; establishment of norms
May be individual or group in nature Individualized; focuses on how an individual 5. Objectivity: independent of subjective judgment of a particular examiner
processes rather than the result of processing
Role of Evaluator
Purposes of Tests:
The tester is not the key to the process The assessor is the key to the process of
selecting tests and/or other tools as well as  Test Categories: 1.) Classification; 2.) Self-understanding; 3.) Program Evaluation; 4.) Scientific Inquiry
drawing conclusions  Uses: Placement, Rating, Selection, Competency and Proficiency, Experiments, Decision Making,
Skill of Evaluator Diagnosis, Predicting Behavior, Outcome Evaluation
Require technician-like skills Requires an educated selection of tools of
evaluation, skills in evaluation and thoughtful Types of Psychological Tests
organization
 According to Forms
Outcome
1. Intelligence Tests: problems solving skills; generally timed; can be: verbal or nonverbal
Yields a test score or series of test scores Entails a logical problem solving approach
2. Achievement Tests: past learning
B. PSYCHOLOGICAL TESTING 3. Aptitude Tests: potential or future learning
o Interest Tests: preference
Psychological Testing 4. Personality Tests: Emotional, Motivational, Interpersonal, Attitudinal, and Behavioral; Non-
objective; not timed
 Psychological Test: device or procedure designed to measure variables related to psychology—
o Typical Format: Likert Format/Scale
Behavior Sample
5. Performance Tests: non-paper and pencil format; laboratory tasks
o Diagnostic/Predictive Value: depends on the degree to which it serves as an indicator of a
relatively broad and significant area of behavior  According to Administration
o Capacity: potentiality for learning Individual Tests Group Tests
Flexibility
More flexible, can be administered 1 on 1 Can’t be administered in group
Things to consider in Psychological Test:
Nature of Tests
a. Content: subject matter; focus of the particular test; anchored to a particular theoretical orientation Close ended Open ended
b. Format: form, plan, structure, arrangement, and layout of test items; time limit; pencil-and-paper or Competency
computerized; form of the software—PC- or Mac-compatible Simple (read and write; keep accurate Training needed/supervision; licence,
c. Administration Procedures time) graduate studies units
o Individual: skills, tasks, knowledge; may require an active and knowledgeable test administrator; Analysis of Results
demonstration of various kinds of tasks demanded of the assesee Total scores/raw scores Total scores/raw scores; nonverbal
o Group: test administrator may not even be present behavior

Copyright 2019 – Krizza Mae D. Levardo, RPm – All Rights Reserved

 2019, 1st Edition
Comprehensive Summary Psychological Testing and Assessment
References Sources of Information  Take testing conditions into accounts when interpreting test results
1. Test Catalogues: a catalogue distributed by the publisher of the test; contains only a brief description  Test taker’s Orientation
of the test and seldom contain the kind of detailed technical information that a prospective user might o Preschool: friendly, cheerful and relaxed manner
require o Grade 2 to 3: game approach
2. Test Manuals: development of a particular test and technical information relating to it o Older Schoolchild: competitive spirit and desire to do well
3. Reference Volumes: updated periodically, provides detailed information for each test listed, including o School Age: reassurance that no one is expected to finish or get all the correct answer
test publisher, test author, test purpose, intended test population, and test administration time (e.g., o Adult: sell the purpose of the tes
Mental Measurements Yearbook, Test Collection Bibliographies) o Emotionally disturbed, prisoners or juvenile: sensitivity
4. Journal Articles: contain reviews of the test, updated or independent studies of its psychometric 3. Posttest Responsibilities
soundness, or examples of how the instrument was used in either research or an applied context (e.g.,  Safeguarding test protocols
Tests in Microfiche)  Scoring
5. On-line Databases: contains a wealth of resources and news about tests, testing, and assessment  Interpretation
(e.g., Educational Resources Information Center (ERIC), APA-Standard for Educational and  Notetaking of everything that happened – even people present
Psychological Testing)  Conveying test results in a clearly and understandable way
6. Other Sources: school library and scientific papers
Problems in Psychological Testing
Parties involved in Psychological Testing
 misunderstanding about or misuse of psychological tests
1. Test Developer/Test Publishers: creator and/or distributor of tests or other methods of assessments
o people regard test scores as precise
2. Test User: professionals (clinicians, counsellors, experimental psychologists, HR) qualified to use the
 Imprecise measures = may be ineffective
test
 tests may be biased against women and minority groups, dehumanizing, and invasion of personal
Qualifications:
privacy
 Level A: no special qualifications
 Level S: degree in the health care professions; training in the use of tests
Why Control the use of Psychological Tests?
 Level B: 4-yr degree in Counseling, Psychology; completion of course work in psychological testing; 1. to ensure that the test is given by a qualified examiner and that the test scores are properly used
license/certification (use of test) 2. to prevent general familiarity with the test content which would invalidate the test
 Level C: level b qualifications; advanced professional degree
3. Test Taker: anyone who is subject of an assessment or evaluation Psychological Measurement
 Variables in taking a test: test anxiety; understanding of the rationale; capacity and willingness to Psychological Measurement is Less Precise
cooperate; physical pain or emotional distress; physical discomfort; alertness; agreeableness with  psychological tests measures only sample of the property under study; inference
stimulus statements; received prior coaching; portrayal of self in good light; luck  psychological measurement uses a more limited scale
 Examiner Variables: age, sex, ethnicity, professional or socioeconomic status, training and  psychological measurement is affected by extraneous variables
experience, personality characteristic, appearance, examiner’s expectation Psychological Measurement is Less Direct
 Situational Variables: environment, testing situation, stressful events, etc  psychological tests are designed to draw inferences about underlying attributes
4. The Society-at-Large: as society evolves and as the need to measure different psychological variables
 psychological tests are designed to measure constructs
emerges, test developers respond by devising new tests
o hypothetical dimensions or characteristics
5. Others Parties: 1.) Organization; 2.) Companies; 3.) Governmental Agencies; 4.) Schools; 5.) Clinics
o operational definitions

Obligations in Psychological Testing

C. PSYCHOLOGICAL ASSESSMENT
1. Pretest Preparations
 Safe-keeping of tests Process of Assessment
 Training on test administration 1. Referral Question (by a third party)
 Familiarity with tests, materials and procedures 2. Pre-assessment Procedures
 Securing of room/venue and testing conditions/environments 3. Assessment Proper
2. During Testing 4. Selection of Assessment Tools
 Establishing rapport (working relationship between examiner and examinee) 5. Report Writing
 Follow standardized procedures to the most minute detail 6. Feedback
 Record any unusual testing conditions

Copyright 2019 – Krizza Mae D. Levardo, RPm – All Rights Reserved

 2019, 1st Edition
Comprehensive Summary Psychological Testing and Assessment
Approaches to Assessment o Integrative Report: employ previously collected data (e.g. medical)
1. Collaborative Psychological Assessment  Computer Assisted Psychological Assessment (CAPA): assistance computers provide to the
 assessor and assessee works as partners from initial contact to final feedback test user, not the testtaker
 Therapeutic Psychological Assessment: therapeutic self-discovery and new understandings are  Computer Adaptive Testing (CAT): the computer’s ability to tailor the test to the testtaker’s ability
encouraged throughout the assessment process of testtaking pattern
2. Dynamic Assessment 8. Other Tools: 1.) Video; 2.) Biofeedback Equipment (e.g. penile plethysmograph); 3.) Fable
 an interactive approach to psychological assessment that usually follows a model of evaluation  Assessment; 4.) Reenactments; 5.) Use of Social Media
intervention  evaluation
 used in: educational, correctional, corporate, neuropsychological, clinical Settings where Psychological Assessments are Conducted
1. Educational Settings: school; administered early in school life to help identify children who may have
Tools of Psychological Assessment special needs
1. The Test: measuring device or procedure  Tests employed: School Ability Test, achievement test, diagnostic test (identify areas of deficit),
2. The Interview: gathering information through direct communication involving reciprocal exhange information evaluation (nonsystematic assessment that leads to formation of an opinion or attitude)
 in Psychology: more than talking; “what is said and how it is said”; verbal and nonverbal behavior; 2. Clinical Settings: public, private, and military hospitals, inpatient and outpatient clinics, private-practice
body language consulting rooms, schools, and other institutions; used to help screen for or diagnose behavior problems
 Difference of Interview:  Tests employed: intelligence tests, personality tests, neuropsychological tests, or other specialized
o Variables: purpose, length, nature instruments, depending on the presenting or suspected problem area
o Specialty: diagnostic, treatment, selection, or other decisions 3. Counseling Settings: schools, prisons, and government or privately owned institutions; goal is the
 Kinds of Interview: 1.) face to face interview; 2.) telephone interview; 3.) panel interview; 4.) improvement of the assessee in terms of adjustment, productivity, or some related variable
sign language; 5.) electronic interview (online interview/e-mail interview/interviews conducted by  Tests employed: measures of social and academic skills and measures of personality, interest,
means of text messaging) attitudes, and values
3. The Portfolio (Work Sample): samples of one’s ability and accomplishment; files containing one’s 4. Geriatric (oldies): at home, in special housing designed for independent living, in housing designed for
works; can be in film, canvas, paper, etc. assisted living, or in long-term care facilities such as hospitals and hospices; used to evaluate cognitive
4. Case History Data: records, transcripts, and other accounts in written, pictorial or other form that psychological, adaptive, or other functioning
preserve archival information, official and informal accounts, and other relevant data; files or excerpt  Tests employed: quality of life assessment, cognitive decline, dementia, pseudodementia
from files stored in institutions (e.g., letters, correspondences, news clippings, work samples, doodles, 5. Business and Military: companies and military; used for decision making about the careers of
diary) personnel, promotions, transfer, job satisfaction, and eligibility for further training; could also be for
 Case Study/Case History: a report or illustrative account concerning a person or an event that products and brands (engineering psychology, customer satisfaction, marketing and promotions
was compiled on the basis of case history data  Tests employed: achievement, aptitude, interest, motivational, and others
5. Behavioral Observation: monitoring the actions of others or oneself while recording quantitative and/or 6. Government and Organization Credentialing: PRC, PAP, ABPP, ABAP; governmental licensing,
qualitative information regarding the actions; used as a diagnostic aid, for selection purposes certification of general credentialing of professionals
 Naturalistic Observation: observing behavior as it occurs in the natural setting; observe it as it  Tests employed: achievement test, board examination
happens/occurs 7. Academic Research Settings: schools, institutions, universities; assessments necessary for the
6. Role Play Tests: a tool of assessment wherein assessees are directed to act as if they were in a conduct of research
particular situation; “live scenarios” with live actors, or computer-generated simulations  Test employed: tests necessary for a certain research (i.e., questionnaires)
 Role Play: acting an improvised or partially improvised act in a simulated situation 8. Other Settings: 1.) Courts; 2.) Program Evaluation; 3.) Specialty area within psychology (e.g. health
7. Computer as Tools: computers can serve as test administrators (online or off) and as highly efficient psychology)
test scorers
 Local Processing: on-site How Are Assessments Conducted?
 Central Processing: central location  The test administrator (or examiner) must be familiar with the test materials and procedures and must
 Teleprocessing: sent to and returned from this central facility by the means of phonelines have at the test site all the materials needed to properly administer the test.
 Different Kinds of Reporting:  might include a stopwatch, a supply of pencils, and a sufficient number of test protocols.
o Simple Scoring Report: mere listing of score/s  Protocol refers to the form or sheet or booklet on which the testtaker’s responses are entered.
o Extended Scoring Report: includes statistical analyses
o Interpretative Report: inclusion of numerical or narrative interpretative statements Assessment of People with Disabilities: to obtain employment, to earn a professional credential, to be
o Consultative Report: language appropriate for communication between assessment screened for psychopathology, and so forth.
professionals , may provide expert opinion

Copyright 2019 – Krizza Mae D. Levardo, RPm – All Rights Reserved

 2019, 1st Edition
Comprehensive Summary Psychological Testing and Assessment
 Alternate Assessment: evaluative or diagnostic procedure that varies from the usual, customary, or
standardized way a measurement is derived either by virtue of some special accommodation made to
the assessee or by means of alternative methods designed to measure same variable
o Accommodation: 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 (e.g., large
print, audio format, braille)
o Variable to consider in Accommodation:
 the capabilities of the assessee
 the purpose of assessment
 meaning attached to test scores
 capabilities of the assessor

Copyright 2019 – Krizza Mae D. Levardo, RPm – All Rights Reserved