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The psychometric models on which testing has traditionally been based make standardized tests
particularly vulnerable to misinterpretation. Experts agree on a number of guiding principles that
apply to any setting in which tests or assessments are used in decision processes. Perhaps the
most important of these is that no single procedure should be the sole basis for decisions, or, put
positively, important educational decisions should be grounded in multiple sources of
information. These might include individual assessments of various sorts, standardized tests,
observation, investigation of social and cultural background, and interviews. A corollary of this
statement is that no test score should be looked on as infallible or immutable. Beyond these
principles that apply generally to educational testing and assessment, there are important
considerations that become particularly salient in the assessment of young children. The
evolution of views on the optimum conditions for assessment provides a good example. The
traditional psychometric concerns with standardization have in the past been applied to
assessments of young children. Individual or group tests were administered under controlled
circumstances in highly structured environments that were as similar to one another as possible.
But dissatisfaction among many early childhood professionals concerning the conventional
model of norm-referenced assessment has in recent years brought a shift in emphasis toward
conducting assessments in settings that are comfortable, familiar, nonthreatening, and of interest
to the child. There is evidence that such settings better enable young children to show what they
know, what they can do, and what they are experiencing. Many of the reasons that can be
advanced to support this approach to assessment environments (among them the motivation to
design assessments that have greater ecological validity) could also pertain to assessment of
older children and adults. But there are also developmental and cultural characteristics of young
children that can be attended to more effectively in more flexible settings than is possible in most
standardized testing environments. Examiner-examinee rapport, for example, is much trickier
with very young children simply because of their very limited experience; race, gender,
culture—even size—can significantly influence the child’s ability to focus and attend. The
motivation, state of arousal, and disposition of the very young child are likely to be much more
variable than is the case for older test takers, who have more developed self-regulation abilities.
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The very young are by definition less familiar with the whole notion of and materials used for
assessment, so that creating a more flexible and responsive environment that promotes the
physical and emotional comfort of the child is likely to produce a more accurate picture of the
child’s knowledge, skills, achievement, or personality.
Step 1. Deconstruct the standards.
First, identify the standards that will be addressed in a given unit of study. Then deconstruct each
standard. Deconstructing a standard involves breaking the standard into numerous learning
targets and then aligning each of the learning targets to varying levels of achievement. In their
book, An Introduction to Student-Involved Assessment for Learning, Rick Stiggins and Jan
Chappuis cite four levels of achievement:
1. Knowledge—focusing on knowing and understanding, such as vocabulary, syntactic
structures, numbers, and numeration systems.
2. Reasoning—Using knowledge and understandings to solve problems and interpret
information.
3. Performance skills—processing; turning knowledge into action.
4. Products—creating "tangible products" that represent the application of the content—for
example, a science fair project or a creative writing piece.
Step 2: Align items and levels of thinking.
When the specific learning targets have been derived from the standard, consider the assessment
you will use to determine if students have learned the material. This assessment may be a
traditional paper-pencil test with multiple-choice questions, matching, and short-answer items, or
perhaps a performance-based assessment such as a project or lab. Regardless, the assessment
must align with the learning targets derived from the standard. Additionally, the items within the
test (or the expectations within a project) must cover a variety of critical-thinking levels. A chart
or table works well to track the alignment between learning targets and items and to examine the
distribution of critical-thinking items.
Step 3: Create valid and reliable assessments.
Before actually implementing assessments, ensure that the assessment items are valid and
reliable.
Validity relates to the interpretation of results. Can a teacher make accurate assessments about a
student's knowledge and skills based on the student's outcomes on any particular assessment? If
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the assessment tool is measuring what it is supposed to be measuring, it's much easier for the
teacher to recognize the knowledge and skills of each student.
Reliability focuses on consistency in a student's results. If the assessment tool is reliable, the
student should score the same regardless of the day the assessment is given, the time of day, or
who is grading it. If an assessment is valid, it will be reliable. However, just because an
assessment is reliable does not mean it is valid. To promote both validity and reliability in an
assessment, use specific guidelines for each traditional assessment item (e.g., multiple-choice,
matching).

Matching Items

Directions refer to specific headings Right column “answers” listed in alphabetical/

and address “extra response.” numerical order.

Specify point value for each response. Right column contains one more item than left.

Only one accurate response to the The elements in each column are homogeneous.
question.

Items clearly indicate the desired Each column has at least 7 elements, and neither
response. has more than 10 elements.

Answers are placed on specified Item strongly aligns with learning target(s).
location (no lines).

Column headings are specific and No writing/grammar/spelling errors.

descriptive.

Fill-in-the-Blank Items

Point value is specified for each blank. Missing information is limited to 1–2 words.

Item clearly indicates the desired Item strongly aligns with learning target(s).
response.

There is only one accurate response to No writing/grammar/spelling errors.

the question.
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Multiple-Choice Questions

Point value is specified for each Options do not include “all of the above” and
response. “none of the above.”

Stem is written in the form of a All answer options are of similar length.
question.

Question clearly indicates the desired Item strongly aligns with learning target(s).
response.

There is only one accurate response to No writing/grammar/spelling errors.

the question.

Four plausible options are provided.

Short-Answer Questions

Point value is specified for each There are multiple correct responses.
response.

Application and higher-order questions Item strongly aligns with learning target(s).
are included.

Question clearly indicates the desired No writing/grammar/spelling errors.

response.

Item asks for 3–5 distinct elements

only.

Essay Questions

Essay question is clear and includes No lists of factual pieces of information.

multiple components.

Rubric is used and point value is Item strongly aligns with learning target(s).
specified for each component.

Focuses on higher-order critical No writing/grammar/spelling errors.

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thinking.

No “right” answer; multiple possible

responses.

Step 4: Take items to the next level with rigor and relevance.
Teachers are asked to increase the rigor of their assessments but are not always given useful
ways of doing so. A good place to start is with items you already have. Here are some
fundamental components of rigor and relevance and ways to increase both in classroom
assessments.
With rigorous assessments, the goal should be for the student to move up Bloom's Taxonomy
ladder. That entails adding reflective components and encouraging critical and creative thought.
With increased rigor, students:
 Think accurately and with clarity.
 Identify and consider multiple meanings.
 Engage in disciplined inquiry and thought.
 Work outside the norm.
 Transfer knowledge to various situations.
 Adjust approach when thrown a curve ball.
 Tolerate uncertainty and persevere.
Ensuring relevance means students can make a connection to their lives. The assessments are
interdisciplinary, contextual, and authentic. Examples include authentic problem-solving tasks,
simulations, and service-learning projects.
You can see the difference between low rigor/relevance and more rigor/relevance in these
examples:
 Low rigor/relevance: What are the factors of production? What is consumption?
 More rigor/relevance: Create a flow chart or diagram that shows the factors of production
and your role as a consumer.
Step 5: Make assessment part of planning … not an afterthought.
To assess effectively, it is important to think about assessments prior to creating lesson plans.
For the summative, end-of-unit assessments, consider what you want your students to know and
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be able to do, then plan lessons with this knowledge and these skills in mind. By doing so, you
can ensure you are engaging students in learning activities that lead them to success on the
summative assessments. Deconstructing standards and drafting assessment items facilitates this
outcome.
Fast, Fun, Functional
In addition to summative assessments, it's important to formatively assess students within
instructional units so they don't get lost along the way. The formative assessments serve as a
guide to ensure you are meeting students' needs and students are attaining the knowledge and
skills being taught.
Quizzes are, of course, a great way to achieve this, but there are other effective ways to
formatively assess student learning. Here are our top fast, fun, and functional formative (F4)
assessments:
1. Bell ringer: Ask a question at the beginning of class; ask the same question at end of class to
determine student learning.
2. Partner interviews: Students interview each other and record responses. The teacher
provides one question and each student creates the others.
3. Exit slips: Mix it up. Students can post sticky notes on the door as they leave the room.
Ensure higher-level items are included as appropriate.
4. Journal of learning: Once a week, students write their key understandings of the content.
There's potential for critical and creative thinking.
5. Electronic response systems: Track individual student responses using programs like Google
forms, clickers, and KahootIt.
6. Seven-word summary: Students summarize the lesson in seven words. This allows the
teacher to gauge students' understanding of key concepts.
7. Students as teachers: Provide students with the work of a previous (anonymous) student and
have them grade or evaluate the work for understanding of the concept.
Gaining Clarity
For assessments to be effective for both teachers and students, it is imperative to use a
backwards-design approach by determining the assessment tools and items prior to developing
lesson plans. Once you start to plan your lessons for a unit of study, it's appropriate to refer to the
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assessment plan and make changes as necessary in order to ensure proper alignment between the
instruction and the assessment.
Using the item-writing checklists will help ensure the assessments you create are reliable and
valid, which means you will have a more accurate picture of what your students know and are
able to do with respect to the content taught.
While it is easy to think about assessments at the end of a unit of study, teachers really need to
think about how to embed formative assessments along the way. Quality formative assessments
allow teachers to better remediate and enrich when needed; this means the students will also do
better on the end-of-unit summative assessments.

In this sense, cultural, social, and community environments must also be considered as human
or ergonomic factors relevant to the adoption and successful use of home care technologies.
Consider one model of technology adoption that has been applied to the use of consumer health
information technology, the patient technology acceptance model. In this approach, key
determinants of acceptance of Internet monitoring of health status among patients with cardiac
disease included perceived usefulness of the technology (performance expectancy), perceived
ease of use (effort expectancy), and the perceived sense that others would use such a technology
in similar circumstances (subjective norm). Each of these determinants has a cultural, social, or
community component. Perceived usefulness depends in part on contact with providers, which is
affected by features of a patient’s community. Perceived ease of use depends on social support
from families, whether families will help maintain technologies, and how receptive they are to
instruction from home health care providers. Finally, subjective norms involve social influence
and clearly depend on the kinds of social contact families have, where they live, and how insular
they are in culture or language.
The significance of this dimension of home care should not be underrated. One middle-aged
African American caregiver followed in our research had adapted her home to accommodate
advanced dementia care of her mother. The hospital bed was centrally placed in the living room.
She had attached a crib mobile to the bed and replaced its objects with photographs of family
members and other keepsakes important to her mother. A commode was placed near the bed, and
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she herself slept in an adjacent room to monitor her mother at night. The bookcases and closet
served as storage spaces for medical supplies and adult diapers. Guests who visited had to pass
by the elder as they entered the house and were expected to engage her in conversation. The
caregiver said her mother was “the best looking and best cared-for person with Alzheimer’s
disease in Philadelphia.” Not every family is willing or able to make these accommodations, as
in the case of another caregiver in this case series, who removed a similarly impaired
person from her home because of strain with her husband and fear of the effect of such care on
her children.
This kind of variation suggests a need to consider the full spectrum of social-ecological factors
in home care. The social-ecological approach considers the interplay among individual factors,
social relationships, and community environments. Visually, it can be imagined as a series of
concentric circles, with the individual in the smallest circle at the center. Progressively
expanding circles radiate outward that first include social relationships and then community
environments. Beyond the community sphere is a larger circle encompassing public policies and
laws that regulate provision of home care. The value of this approach is its ability to show how
actions in one domain depend on, or may influence, actions in another domain; thus, changes in
the individual domain may depend on changes in family or social relationships. More
particularly, how families think about the meaning of a home or household may affect decisions
to bring certain medical technologies or services into the home. How families think about these
issues will depend on cultural factors (shared ideas about what’s appropriate in a household or
living space) and social norms, such as community accommodation of home care.
Culture affects the day-to-day organization of care. Consider the idea of partnership between
families and nurses sought by home health care agencies. Agencies rightly recognize that optimal
self-management of disease and a person’s return to function depend on a reasonable division of
labor, shared information, and the willingness of family caregivers to learn rehabilitation and
nursing protocols, medication administration, the use of assistive technologies, and the like. But
a family’s involvement may depend on how they define this partnership and, in particular,
whether or not the home health care provider is considered part of the family. Similar effects of
culture may be evident in the willingness of families to accept telehealth technology, express
their degree of burden or need for help, or seek hospice care at the end of life.
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By culture anthropologists refer to shared beliefs, knowledge, feelings, and objects that have a
“directive force” or motivational quality. Culture leads people to categorize and assign meanings,
expect certain behaviors, and act in particular ways. A simple example can be seen in ideas about
gender and height. Americans for the most part prefer that husbands be taller than wives. People
notice when this expectation is violated. Some may even make this a consideration in the choice
of a spouse. This gendered approach to height may reflect other asymmetries between men and
women, such as disparities in wages. While the strength of this cultural expectation may be
waning (and may vary across groups defined by socioeconomic status), it gives a feel for the
subtle but powerful influence of culture.
How do people identify these cultural expectations, and how might they be relevant for
decisions about home care? One productive approach is
to elicit concepts using techniques from cognitive anthropology. Essentially, this approach
extends investigation of folk taxonomies (e.g., colors, plants, pottery, kinship, emotions), the
stock-in-trade of cognitive anthropology, into broader domains. Early on, in such an
investigation I conducted for caregiver tasks, I determined that caregivers distinguished among
emotional, cognitive, and physical disability support. More recently, the same technique has been
used to elicit expectations regarding more abstract cultural domains, such as what makes success
in life, leisure activity, social support, and family relationships. For the latter, Dressler and
colleagues asked a sample of Brazilians to list the goods or possessions people need to lead a
good life, or the activities people typically engage in during their free time, or who they typically
turn to for different kinds of support and subjected these lists to formal analysis designed to
examine the degree of consensus across respondents. As evidence of shared culture, they found a
single shared “cultural answer key,” along with individual variation. Notably, people whose lists
or ratings were not consonant with the dominant cultural pattern were more likely to have poorer
mental and physical health and even higher blood pressure. Ethnic and cultural groups differ in
their commitment to family care. African Americans are more likely than whites to endorse the
primacy of family care and accordingly are less likely to make use of formal long-term care,
including respite, home care, adult day programs, skilled nursing facilities, and hospice.
Similarly, Latinos delay institutionalization relative to whites; a higher cultural value assigned to
family care leads to more positive views of family caregiving, which in turn leads to a negative
evaluation of skilled nursing facilities as an option for dementia or end-of-life care.
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Differences in commitment to family care are based on cultural norms of filial piety or
obligation. The concept of xiao, or filial piety, is a well-developed element in Chinese culture.
However, it is strongly gendered, so that the burden of such care falls on adult daughters or
daughters-in-law, not sons. Caregiving in American families shows a more variegated pattern,
both in underlying concepts and in the division of labor (although caregiving remains mostly
women’s work). Norms of filial obligation are heavily influenced by education, with greater
acceptability and use of skilled nursing home care evident among more highly educated people.
As minorities advance through the educational and occupational ladders, these differences in
recourse to skilled care may lessen.
Little information is available for differences among cultural groups in receptivity to home
adaptation. Given differences in recourse to institutional placement, as described earlier, cultures
with a strong bias toward home care may be more receptive to adaptation of homes to
accommodate medical technologies. However, these households may face other social or
community constraints that make it difficult to deliver such technologies.
The cultural and lifestyle information about a country can be broken down into several areas of
research: 1. Material culture This includes the technological goods used by the majority of the
population, personal transport (including car ownership) and the availability of resources such as
electricity, natural gas, telephone, Internet and wireless communication.
2. Cultural preferences Each international market will have varying preferences for products,
foods, product/food quality levels, and even brands. The meaning of shapes, colours and iconic
features can also have different cultural significance. These cultural differences must be taken
into account to determine whether products are suitable for a market or whether they can be
adapted for greater business success. For example, Fanta soda is orange flavoured for the North
American market. However, the Coca-Cola company, which produces Fanta, has adapted the
flavouring for certain markets to take cultural taste preferences into account. Fanta is peach
flavoured in Botswana, tastes of passion fruit in France and is flavoured to taste like flowers in
Japan.
3. Languages The languages spoken and used in a country have an impact on marketing, brand
names, the collection of information through surveys and interviews, advertising and the conduct
of business relationships. Languages might vary between regions of a country, and some
countries have more than one official language. For example, Canada has two official languages,
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and a third or fourth is spoken in several areas of the country. Switzerland has four main
languages, and Kenya has 22. The number of languages spoken in a country usually gives a very
clear indication of the level of diversity in culture and attitudes. However, even countries where
only one language is spoken can have regions of wide cultural diversity.
4. Education The typical level of completed education in a region can indicate the quality of a
potential work force and the status of consumers.
5. Religion is a major cultural influences that can affect many aspects of life, including the role
of women in society, rules about food and beverage consumption, clothing habits and holiday
activities.
6. Ethics and values these can have an impact on international business, especially when
conducted from within another country. However, it is important for researchers to remember
that the same ethics and values are not held by everyone in a target market. They are always
dependent on status, region, ethnicity and religion.

Prior to an exam, most students experience some degree of anxiety. Feelings of nervousness
before a exam is to be expected. It is the body’s normal biological and psychological response to
stress. However, for some students, anxiety can impact their ability to concentrate and perform
successfully on exams. When this occurs, it is important to engage in behaviors and activities
that will reduce or eliminate feelings of anxiety and enhance performance on an exam.
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The following are strategies to help you reduce exam anxiety:
 Preparation. Part of preparation is developing good study habits. Preparing in advance for
exams will prove beneficial in reducing anxiety. Do not memorize your material, instead
study to learn the material thoroughly. Organize your notes so that time allotted for
studying is not squandered on organizing your notes. Identify your learning style and
incorporate study strategies that support your learning style.
 Time Management. A successful student has learned how to effectively manage time.
Creating flexible schedules, to-do lists, rewards for completing tasks, scheduling personal
time, and avoiding external stressors can help with reducing anxiety.
 Reflect on past successes. Reflecting on past achievements can help build confidence and
serve as a reminder that success is not out of reach. If you were successful once on a
exam, you can be successful again. Reflecting on the behaviors and strategies that
influenced your success on a previous exam can help you identify long term strategies for
future success.
 Develop a routine. Establishing a pre-exam routine can be useful in reducing exam
anxiety. You must learn what works for you to reduce anxiety and make it part of your
pre-exam routine.
 Embrace behavioral relaxation techniques. Integrating relaxation techniques into your
pre-exam routine can help you relax before and during the exam. Deep breathing
exercises, meditation, and yoga are relaxation techniques to counteract feelings of anxiety
and bring the mind and body back into equilibrium.
 Maintain a realistic viewpoint. Although successful performance on a exam is a realistic
goal, it is important to avoid attaching your self-worth to exam outcomes. After a exam,
review the information and identify areas of weakness and opportunities to improve.
Develop and practice strategies that will improve exam performance.
 Remain focused. It is important to avoid becoming distracted by your surroundings or
focusing on the time that has been allotted for the exam. Read each question thoroughly,
remain calm and confident. If needed, engage in a relaxation technique to maintain focus
and reduce anxiety.
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 Rest. Preparing for a exam can be a daunting task, but developing good study habits can
alleviate stress that is commonly experienced the night before an exam. Use the night
before an exam for a quick review and plan to get a good night’s rest.
 Maintain a healthy diet. It has been proven that a healthy diet can relieve stress. Eating
fruits and vegetables before an exam can reduce stress. Incorporating foods high in
protein can increase mental alertness. Avoid processed foods and foods high in sugar.
These types of foods can exacerbate feelings of anxiety.
 Expect some anxiety. Some anxiety is normal and can be used to stimulate performance.
Anxiety is the body’s natural reaction to stressors. However, it is important to understand
the difference between normal anxiety and anxiety disorder. If feelings of anxiety begin
to interrupt your life and impede your ability to successfully perform on an exam, seek
assistance to help you manage anxiety and take control of your life.

It is important to understand student acceptance of computer-based testing because the test-

taking experience is substantially different from paper-based exams. In paper-based exams with
multiple-choice questions, several questions are usually presented per page, and students have
the complete exam at their disposal throughout the time allotted to complete the exam. Common
test-taking strategies for multiple-choice exams include making notes, marking key words in
specific questions, and eliminating answer categories. In computer-based multiple-choice exams
however, standard software may not offer these functionalities. For an example where these
functionalities were included see McNulty et al. A study by Hochlehnert et al. in the German
higher education context showed that only 37% of students voluntarily chose to take a high-
stakes exam via the computer, and that test-taking strategies were a reason why students opted
for the paper-based exam. Deutsch et al. showed that the attitudes of medical students in
Germany became more positive towards computer-based assessment after taking a practice
exam. The context in which students take a mock-exam however, is very different to the actual
environment of a formal high-stakes exam. Therefore it is important to investigate both the test-
taking experience and student acceptance of computer-based exams in a high-stakes exam.
Uses and Applications of Psychological Tests in Different Settings of Pakistan
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Psychological Test
“Psychological Test is an objective and standardized measure of sample of behavior”
Psychology test and methods have proved useful in solving some concrete problems whereas
basic researchers test theories about mind and behavior, applied Psychologists are motivated by a
desire to solve practical human problems. Psychology helps the human in many different fields
Applications of Psychological Test
· Interviewing Techniques.
· Testing in Education: Tests of Ability in Education and Special Education.
· Theories of Intelligence and the Binet Scales.
· The Wechsler Intelligence Scales: WAIS-IV, WISC-IV, and WPPSI-III.
· Testing in Industrial and Business Settings
· Standardized Tests in Education, Civil Service, and the Military
· Testing in Health Psychology and Health Care
· Applications in Clinical and Counseling Settings
· Computers and Basic Psychological Science in Testing
· Projective Personality Tests
· Intelligence Test
· Cognitive Test
Testing in education
Tests of Ability in Education, Tests of Performance, intelligence tests etc are used in educational
setting of Pakistan.
Psychological tests specially those of general intelligence and of specific aptitude have very
extensive use in educational classification, selection and planning.
National Testing Service - Pakistan (NTS) is an organization in Pakistan that administers
academic performance evaluation tests. It is similar to Educational Testing Service (ETS) in
the United States. NTS offers two main types of tests, the National Aptitude Test (NAT)[1] and
the Graduate Assessment Test (GAT). NAT is aimed at students seeking admission to colleges
and universities. GAT is aimed at graduates seeking admission to postgraduate education. NTS
exams are also used to determine qualifications of students seeking advanced study abroad.
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More tests used in Pakistani education settings are Developmental assessments, Screening test,
individual intelligence test, Individual academic achievement tests, Adaptive behavior scales,
curriculum- based assessment and End of Grade, end of course and alternate assessment
Psychological test in Military
A closely relate application of psychological testing is to be found in the selection and
classification of military personnel.
Inter services Selection Board (ISSB)
Aim of Inter Services Selection Board is to select potential officers for the defense forces of
Pakistan who have the requisite capabilities to successfully complete their course of training at
the military academies and also possess physical, mental, social and dynamic qualities to make
successful leaders during peace and war.Inter Services Selection Board caters for selection of
candidates for training as potential officers for all the three services of Pakistan. Services
Headquarters, however, plan the total number of candidates to be tested/inducted in various
courses as per their overall requirement/schedule. The selection technique followed by the ISSB
is three dimensional. All candidates appearing before the ISSB are to take three different types of
tests, i.e. psych tests (intelligence, mechanical aptitude test and personality tests), GTO tests and
Interview. The Psychologist Officers, Group Testing Officers and the Deputy Presidents, who
are specialists in their respective fields, administer these tests in order to determine who
possesses the potential for leading the military outfits in peace and war.
Psychological tests in Industries
Industrial and organizational Psychology Also known as I/O Psychology work, Work
Psychology or Personnel Psychology is the scientific study of employees, workplaces and
organizations. There are a variety of selection tests. They range from unstructured interviews to
structured personality tests. The main goal of these tests is to predict job performance. Each test
has its own relative strengths and weaknesses in this regard. Commonly employed selection
tests used in Pakistan are job interview, Personality testing, Mental ability tests and tests of
Mental illness.
Applications in Clinical and Counseling Settings.
Health Psychology is concerned with understanding how biological, Psychological,
environmental and cultural factors are involved in psychical Health and the prevention of illness.
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Health psychologist work alongside other professionals in clinical settings, work on behavior
change In public health promotion.
In many ways the intelligence test is the foundation for differential diagnosis to the psychologist.
The intelligence test measures major mental abilities that may be affected by the presence of an
organic disease or injury, thought disorder.Myre-Briggs type indicator (MBTI) is a personality
test that measures the psychological preferences of different people and help their strength and
limitations, interest and satisfaction to make right choices. MBTI used in Pakistan’s clinical
setting.
Two main types of tests are used in counseling and Guidance “Dimensions of Temperament
Scale (DTS) and Family Environment Scale (FES)
Psychological tests in politics And Law
Political Psychology is an interdisciplinary academic field dedicated to the relationship between
Psychology and Political science, with a focus on the role of human thought, emotion and
behavior in politics. It analyze political science as related to entities such as voters, law makers,
local and national Governments and administrations, international organizations , political parties
and associations.Psychology in Law is also called Legal Psychology. Legal Psychology involves
empirical, Psychological research of the law, Legal Institutions and people who come in to
contact with the Law. Legal Psychologist typically takes basic, social and cognitive principles
and apply them to issues in the legal system such as eye witness memory, Jury Decision-making,
investigation and interviewing. Psychological tests are used in courts in jury selection, consulting
with lawyers, police department ( Application of Psychological test in Politics and Law is not yet
implemented in Pakistan)
Together legal Psychology and Forensic Psychology form the field more generally recognized as
“Psychology and Law. A Forensic psychologist work with all types of court cases including
civil matters not involving a criminal psychologist use to evaluate the criminal.
Psychological tests in Sports
Sport Psychology is an interdisciplinary science that draws on knowledge from the field of
kinesiology and Psychology. It involves the study of how Psychological factors affect
performance and how participation in support and exercise affect Psychological and Physical
factors. In addition to instructions and training of Psychological skills for performance
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improvement, applied support Psychology may include work with athletes, coaches and parents
regarding injury, rehabilitation, Communication, team builder and career and transitions.
Personality Tests such as Myres Briggs type indicator, insight or lumina spark are the personality
measures that most often get used in PCB Team. Performing tests are used to measure level of
skills such as Sport confidence inventory and athlete coping skill inventory, test of Performace
Strategies used to get an understanding of current level for psychological Skills of Players.
Psychological test in Traffic
Traffic Psychology is a Young, Expanding and Wide field in Psychology. Whereas Traffic
Psychology is primarily related to the study of the behavior of road users and the Psychological
Processes underlying that behavior as well as to the relationship between behavior and accidents
and transportation Psychology, sometimes referred to as mobility Psychology, Focuses on
mobility issues, individual and social factors in the movement of people and goods, and travel
demand management (TDM) (Application of Psychological test in Traffic setting of Pakistan is
not yet implemented in Pakistan).

References:
1. Ashton, M. C., (2017). Individual Differences and Personality (3rd ed.). Amsterdam:
Elsevier.
2. ^ International Personality Item Pool. [2] Accessed July 14, 2020
3. ^ John D., Wasserman (2003). "Nonverbal Assessment of Personality and
Psychopathology". In McCallum, Steve R. (ed.). Handbook of Nonverbal Assessment.
New York: Kluwer Academic / Plenum Publishers. ISBN 978-0-306-47715-7.
Retrieved 20 November 2010.
4. ^ Murray, Henry A. (1943). Thematic Apperception Test manual. Cambridge, MA:
Harvard University Press. OCLC 223083.