Psych 3140 Psychological Assessment

Prepared by:
ELIZABETH S. SUBA, Ph.D., RPsy, RPm, RGC
ANGELO R. DULLAS, MA Clinical Psych

Central Luzon State University

Science City of Munoz 3120
Nueva Ecija, Philippines

Instructional Module for the Course

PSYCH 3140 Psychological Assessment

MODULE 1
Topic 1: Basic Concepts in Psychological Testing and Assessment

Overview
In this module, we will provide you with the introduction of what is Psychological
Assessment, the definition, its etiology, and historical perspective. You are expected to
define what is scientific definition of Psychometrics, the Assessment and Testing
process and the history as well as the different perspective regarding the historical
roots of this branch of psychology. The following are the outline of this chapter.

1. Philosophy that Influenced Contemporary Practice

2. Definition of Psychological Testing and Psychological Assessment
3. Historical Perspective on Psychological Testing
4. General Classification of Tests
5. Uses of Psychological Tests
6. Sources of Information about Tests
7. Criteria in Selection of Tests
8. Ethical Implications of Testing

Objectives
Upon the completion of this module, you are expected to:
1. Describe the definition of Psychological Testing and Assessment.
2. Describe the history on how Psychological Testing and Assessment develops.
3. Understand the Limitations and Ethical considerations in Psychological Testing.
 Psych 3140 Psychological Assessment

Explain

Two Prevailing Philosophies of Psychological Assessment That Influenced

Contemporary Practice (As Cited In Suba, 2013)

 PSYCHOMETRIC APPROACH
American in origin
Gives numerical estimates of single aspects of performance
It rests on the belief “If a thing exists, it exists in some amount”. (Thorndike) “If it exist
in some amount, it can be measured” (McCall).
Definite and structured

 IMPRESSIONISTIC APPROACH
German in origin
Leads to a comprehensive, descriptive picture of the individual
It looks for significant cues to understanding an individual’s dynamics by all available
means and integrates them into a total picture
Gives minimal consideration to “how much” of some characteristic is present
It seeks “wholeness” or unity and relies on observation, descriptive data, and self-
report.

Concept of Individual Differences: “No two individuals are exactly alike”

How and why they differ is less clear and is the subject of the study of individual
differences
how they differ - use assessment tools such as tests
why they differ- use more comprehensive procedures and in-depth
analysis.
between individuals or across people.
within the same person, across
time, places, situations, and other dimensions.

Definition of Psychological Assessment and Psychological Testing

Psychological Assessment - gathering and integration of psychology-related data for

the purpose of making psychological evaluation that is accomplished through the use of
tools such as tests, interviews, case studies, behavioral observation, and especially
designed apparatuses and measurement procedures. (Cohen, Swerdlik, &Sturman
2013). Assessment is done in the process of making a Psychological Evaluation which
 Psych 3140 Psychological Assessment

will be used in making important decisions, facilitating clinical diagnosis, and providing
information to clients and others. Output: Psychological Evaluation Report
Similar concepts: Psychological measurement/appraisal
Psychological Testing is the process of measuring psychology-related variables by
means of devices or procedure designed to obtain a sample of behavior. (Cohen,
Swerdlik, &Sturman 2013). Usually through the use of standardized psychological
tests.

Comparison: Assessment vs. Testing (summarized from Groth-Marnat 2009;

Cohen, Swerdlik, &Sturman 2013; Suba 2014)
Psychological Assessment Psychological Testing

Scope Broader, makes use of several Specific to the ability,

methods and tools to gather
information about abilities,
characteristics and behavior patterns
of an individual
Objective To answer referral question, solve a
problem, or arrive at a decision
through the use of various
assessment tools.
Process Typically individual and focuses on
how the examinee processes
(information etc.) and reacts to
situations, conflicts, problems etc.
Methods/Tools Combines several methods such as
testing, interview, behavioral
observation, case history etc.
Objective and projective tests may be
used
Role of The examiner is key to the process of
Examiner selecting assessment tools as well as
drawing conclusions from the entire
evaluation. His subjective judgment is
included.
Skills required Typically requires an educated
selection of tools of evaluation,
advanced skills in evaluation, and
thoughtful organization and
characteristic or trait of an
individual that is to be
measured.
To obtain some measure,
usually numerical in
nature, with regard to the
ability or attribute.
May be individual or group
in nature with little or less
regards with the
mechanics of contents and
processes.
Generally uses
standardized psychological
tests and similar
instruments
The examiner is not key to
the process; one examiner
may be substituted for
another, or the examiner
may not be the scorer;
without appreciably
affecting the evaluation
Typically requires
technician-like skills in
terms of administering and
scoring a test as well as in
 Psych 3140 Psychological Assessment

integration of data. interpreting a test result.

Historical Milestones in Assessment from (Anastasi and Urbina 1997, Aiken,

2000, Erford, 2013, Suba, 2014)
Period Events/Developments
Biblical In ancient times Babylon used crude way
of measuring strength and ability to work
based on number of sacks carried on
shoulder etc.
214-220 BC 1368-1644 A.D, Ancient Chinese established sophisticated
civil service examinations. Oral
examinations were given every 3rd year in
China and their results were used for work
evaluation and promotion decisions. Han
Dynasty - the use of test batteries was
common Ming Dynasty-tests become well
developed, with national, multi-stage
testing that involved local and regional
testing centers equipped with testing
booths. Those who pass national tests are
eligible for public office.
1837 Seguin developed the Seguin Form Board
test and opened school for mentally
retarded children
1838 Esquirol differentiated mental retardation
from mental illness; proposes that mental
retardation has several levels of severity in
his two-volume book.
1869 Francis Galton, of Individual Psychology,
authors Hereditary Genius, sparking study
on individual differences and cognitive
heritability. Also his book “Classification of
Men According to their Natural Gifts” was
published.
1879 Wilhelm Wundt established world’s first
psychological laboratory at the University
of Leipzig in Germany. He was the first to
attempt the systematic measurement of
intelligence but his method were largely
based on physical reaction time and
sensory phenomena.
Sir Francis Galton- launched the testing
movement. He studied human heredity
and applied the theories of Charles Darwin
 Psych 3140 Psychological Assessment

in his study of individual differences

1883 American government established the

American Civil Service Commission,
developed and administered competitive
examinations for governmental jobs.

1888 James McKeenCatell established

assessment laboratory at the University of
Pennsylvania, J. M. Catell coined the term
“Mental Test”
1904 Charles Spearman proposed his two-factor
theory of intelligence (g = general factor,
s = specific factor).
1905 Alfred Binet and Theodore Simon
introduced the first “intelligence tests” to
screen French public school children;
TheBinet-Simon Scale.
1908 Binet- Simon Scale was revised to 59
items and standardization sample was
increased to more than 200. This scale
introduced the concept of “mental age”
1912 William Stern introduced the term “Mental
Quotient”
1912 Emil Kraepelin devised a series of tests for
evaluating emotionally impaired persons
1916 Lewis Terman published the Stanford
Revision and Extension of the Binet-Simon
Intelligence Scale to Stanford-Binet
Intelligence Scale
1914-1916 Arthur Otis developed the first group
intelligence tests based on Terman’s
revision of Binet-Simon Scales, the Otis
Quick Test which later became the Otis
Self-Administering Test (Otis-SAT)
1917 Robert Yerkes and colleagues published
the group tests, designed for the
intellectual assessment and screening of
the U.S. military recruits. Army Alpha –
verbal Army Beta – non-verbal
1919-1931 Woodworth Personal Data Sheet- the first
structured personality test developed
during World War I. Draw-A-Person Test,
Stanford Achievement Test,
1921 Rorschach Inkblot Projective Test was
 Psych 3140 Psychological Assessment

introduced by Hermann Rorschach.

1923 Stanford Achievement Test, the first
standardized achievement test published.
1927 First Edition of Strong Vocational Interest
Blank for Men published
1933 Thurstone introduced multiple factor
analysis. Johnson developed a test scoring
machine.
1935 Henry Murray and Christina Morgan
developed the Thematic Apperception
Test
1936 Jean Piaget published Origins of
Intelligence
1937 Lewis Terman and Maud Merill revised
their earlier work as the Stanford-Binet
Intelligence Scale (L-M version of the
Stanford Binet Intelligence Scale
1938 Lauretta Bender published the Bender
Visual Motor Gestalt Test
1939 David Wechsler introduced the Wechsler-
Bellevue Intelligence Scale. It yielded
several scores: the Verbal IQ, the
Performance IQ, and the Full Scale IQ.

1939 First edition of the Mental Measurement

Yearbook published by Oscar Buros
1940-1943 Hathaway and McKinley published the
Minnesota Multiphasic Personality
Inventory (MMPI)
J.P. Guilford made the 1st serious attempt
to use factor analysis method in
developing structured personality tests.
R.B. Cattellintroduced the Sixteen
Personality Factor Questionnaire (16PF) ,
an example of a test developed using
factor analysis
1949 Wechsler Intelligence Scale for Children
(WISC) published
1963 R.B. Catell introduced theory of
crystallized and fluid intelligence
1966 AERA, APA, and NCME published the
Standards for Educational and
Psychological Testing
1967 Wechsler published the Wechsler
Preschool and Primary Scale of
 Psych 3140 Psychological Assessment

Intelligence (WPPSI)
1980s Introduction of Computer Assisted
Psychological Assessments. Increasing use
of computers in designing, administering,
scoring, analyzing, & interpreting tests.
1981 Wechsler Adult Intelligence Scale-Revised
published
1989 Revision of MMPI, MMPI – II was
published
1980-1990s Development of Item Response Theory
1990s Revisions of tests were published; WISC-II
(1991), Wechsler Individual Achievement
Test (WAIT - 1992), WAIS-II (1997)
2000s to present Revisions of tests were published;
Scholastic Achievement Test (SAT - 2002),
WPPSI-III (2002), WISC-IV (2003),
Stanford-Binet Intelligence Scale-Fifth
Ed.(2003), WAIS-IV (2008), WAIT-II
(2009),
DSM IV was revised DSM-V(2013)

The future of testing may very well depend upon you and people like you. The more
you know about testing, the better you will be able to base your decisions on facts and
to ensure that tests are used for the most beneficial and constructive purposes.
In the Philippine setting, the current trend in testing is towards indigenization, that is,
development of locally-made tests that are attuned to the culture and behavior of the
Filipino.
NATURE AND MEANING OF PSYCHOLOGICAL TEST
Psychological test – a standardized measure of a sample of behavior (Anastasi and
Urbina, 1997) It is a measurement instrument that has three defining characteristics:
(Murphy 1998).

1. a sample of behavior
2. the sample is obtained under standardized conditions
3. There are established rules for scoring or obtaining quantitative information from the
behavior sample.

CLASSIFICATIONS OF TESTS
TWO GENERAL CLASSIFICATIONS of TESTS:
Tests of maximal performance – measures maximum performance or how far an
individual can perform based on his potentials and abilities; (intelligence test, aptitude test,
and achievement test)
 Psych 3140 Psychological Assessment

Tests of typical performance – measures how a person would typically behave perform
in a given situation. (Tests of personality, interests, values, attitudes, and other non-
cognitive aspects of human behavior.)

CLASSIFICATIONS of TESTS ACCORDING TO:

A. BEHAVIOR DOMAIN MEASURED

 Cognitive instruments – assess cognitive abilities, intellectual functioning,

working memory, perceiving, abstract reasoning, logical thinking, remembering and
other mental processes.

 Affective instruments - assess emotional functioning, interests, attitudes,

values, motives, temperaments, and non-cognitive aspects of personality.
 Psychomotor instruments – measure psychomotor and psycho-physiological skills
such as finger dexterity, manual dexterity, psychomotor speed, and the like.

B. FORM

 Paper and Pencil test- items are presented in printed form; examinee uses pen or
pencil in marking answers. The test may be verbal or non-verbal.
 Performance test – examinee answers by manipulating objects such as
assembling blocks, arranging pictures, putting a puzzle together, or constructing
something.

C. ADMINISTRATION PROCEDURE

 Individual tests – one examiner to one examinee; done to gather relevant clinical
information. Usually done for individual intelligence tests such as Stanford Binet
Scales, Wechsler scales and projective personality tests such as Rorschach inkblots,
TAT.
 Group tests – one examiner to 2 or more examinees; convenient and less time-
consuming. It is ideal to have 10-20 examinees per examiner: usually done for
paper and pencil tests or objective tests.
 Self-administered tests – the examinee is left on her/his own after the general
instructions are given.; usually done for tests without time limit.
 Computer-adaptive testing, computer-based administration, or computer
interactive testing. Also designated as adaptive, sequential, item-branched,
individualized, programmed, or response-contingent testing.

D. RESPONSES

 Verbal tests- the items or questions are presented in words. Instruments that
require verbal skills can be problematic for individuals who are not familiar with the
language used.
 Psych 3140 Psychological Assessment

 Non-verbal or non-language tests – items are presented in figures, designs,

pictures with minimal verbal instructions.

E. SCORING PROCEDURE

 Objectively-scored tests have predetermined methods for scoring the

instrument; commonly used for objective, paper and pencil tests.

 Subjectively-scored instruments require that the examiner or clinician make

professional judgment in scoring the assessment. Usually done for projective tests.

F. STANDARDIZATION

 Standardized tests – constructed by professional test developers, administered to

a representative sample of the population, has fixed directions for administering and
scoring the instrument and it has been developed in accordance with professional
standards.
 Non-standardized instruments did not undergo procedures of standardization
and may not provide the systematic measure of behavior that standardized tests
provide. Examples: Teacher-made tests and other scales

G. LEVELS (based on qualifications of test user)

 Level A – requires minimum qualifications, graduates of Bachelor’s degree in
Psychology. Licensure as Psychometrician. Objective tests are classified under this
level.

 Level B – requires adequate experience and training in assessment, at least

masteral degree in Psychology, licensure as Psychologist, membership in
professional organization. Individual intelligence tests and sophisticated personality
tests such as MMPI are classified under this level.

 Level C – requires most stringent qualifications, adequate experience and training in

assessment, doctoral degree, and licensure in Psychology. Projective tests are
classified under this level.

H. TIME ELEMENT

 Speed Tests
 Power Tests
 Test without time limits

I. FUNCTION OR PURPOSE

 Intelligence or Mental Ability Test

 Psych 3140 Psychological Assessment

 Aptitude Test

 Achievement Test

 Interest Inventory or Career Tests

 Personality Test

USES OF TESTS IN VARIOUS SETTINGS

Traditionally, assessment tools such as tests are used to measure:
 differences between individuals
 differences between groups of individuals
 Differences between the reaction of the same individual on different times, places,
or situations.

Also used in making judgments, predictions, and decisions

EDUCATIONAL SETTING
1. school readiness and school admission
2. classroom selection or classification of students with reference to their ability to profit
from different types of school instruction.
3. identification of exceptionality
4. diagnosis of academic failures and learning disabilities
5. educational planning and career counseling
6. evaluation of student competencies
7. evaluation of teacher competencies
8. evaluation of instructional programs

Outcome evaluation – tests also can be used to make decision by evaluating an

outcome, such as the value of a program, a product, or a course of action.

BUSINESS/INDUSTRIAL SETTING

1. Selection of New Employees

• Hiring
• Classification/Job assignment/Placement

2. Evaluation of Current Employees

• Job transfer, training, promotion, or termination

• Evaluation of programs and products
• Assessment of consumer behavior

COUNSELING AND CLINICAL SETTING -to enhance self-understanding and personal

development; involves all aspects of a person’s life.
 Psych 3140 Psychological Assessment

• Identification of intellectual deficiencies, personal strengths and weaknesses

• Psycho-diagnosis/ differential diagnosis of psychopathology
• Clinical assessment of emotional/behavioral disorders
• Marital and family assessment and therapy
• Health and Environmental Assessment
• Forensic and Legal Context (Nullity of Marriage, Legal Adoption, Custody)

Psycho diagnosis - Schools use tests to identify potential learning problems and suggest
areas of strength useful in planning remediation. Clinicians use tests to identify areas of
pathology or adjustment problems and to plan treatment approaches.

RESEARCH AND OTHERS

• Data gathering/theory verification
• Test development
• Multicultural Assessment

SOURCES OF INFORMATION ABOUT TESTS

a. Test catalogues- these catalogues are distributed by the publisher of the test/s.
information about a certain test can be acquired thru phone call, e-mail, or note.
b. Test manuals- this is where a detailed information regarding how a certain test was
developed, information such as the psychometric properties and its own test limitations.
However, test publisher most often requires a documentation of professional training
before requesting or purchasing the manual for security purposes.
c. Professional books- these are books that are dedicated to a particular test to help
and assist students and professionals in terms of assessment with a handful of insights
and knowledge by a more experienced practitioners and test users.
d. Reference volumes- the most widely used “one-stop shop” for a large number of
test-related information is the Buros Center for Testing who publishes the Mental
Measurement Yearbook by Oscar Buros and is updated every three years. The same
center also publishes Test in Print which offers detailed information regarding a specific
test (publisher, test author, test purpose, test population, and test administration).
e. Journal articles- it can also be a source of information on test which include
reviews of the test in terms of its psychometrics soundness, and how it was on research
studies or applied in a context.
f. Online databases- the following are examples of the most widely used bibliographic
databases:
Education Resources Information Center (ERIC) www.eric.ed.gov
APA managed databases- PsycINFO, PsycARTICLES for more information on any of
these databases, visit APA’s website at www.apa.org
 Psych 3140 Psychological Assessment

CHARACTERISTICS OF A GOOD TEST and CRITERIA IN SELECTION OF TESTS

A good test is designed carefully and evaluated empirically to ensure that it generates
accurate, useful information.

DESIGN PROPERTIES
PROPERTY 1. A good test has a clearly defined purpose. To define the purpose
of a test, the developer must answer three questions:
1. What is the test supposed to measure?
When designing a test, you begin by selecting a domain and then proceed to
specify the kinds of knowledge, skills, behavior, and attitudes that comprise the
domain.

2. Who will take the test?

The audience may dictate practical concerns such as whether the questions should be
presented orally or in writing or whether the answers should be in pictures or in words.
3. How will the test scores be used?
The third question deals with the appropriateness of different types of test items and
test scores. Different types of items and scores are used for these different types of
comparisons.

PROPERTY 2. A good test has a specific and standard content. The content is
specific to the domain the test is designed to cover. The content is also standard,
meaning that all test takers are tested on the same attributes or knowledge.

PROPERTY 3. A good test has a set of standard administration procedures.

Standard conditions are necessary to minimize the effects of irrelevant variables, factors
other than the test taker’s knowledge, skills, and characteristics.

PROPERTY 4. A good test has a standard scoring procedure.

PSYCHOMETRIC PROPERTIES

PROPERTY 1. Reliability
Refers to the consistency of scores obtained by the same person when retested
with the same test or with an equivalent form of the test on different occasions.
PROPERTY 2. Validity
Refers to the degree to which a test measures what it is supposed to measure.
PROPERTY 3. Good Item Statistics
 Psych 3140 Psychological Assessment

Item Analysis- process of statistically reexamining the qualities of each item of

the test.
It includes Item Difficulty Index and Discrimination Index.

LIMITATIONS OF PSYCHOLOGICAL TESTS – LESS PRECISE AND LESS DIRECT

Why is Psychological Measurement Less Precise?
psychological tests measure only a sample of the behavior or property under
study.

ous variables.

Why is Psychological measurement Less Direct?

attributes or characteristics.

dimensions on which individuals differ. Because psychological constructs are

really theoretical abstraction, they cannot be measured directly. Instead, we
must infer their presence for measurements of specific behaviors.
Despite the limitations, Murphy and Davidshofer (1998) firmly affirmed the use of
test as he espoused: “although psychological tests are far from perfect, they represent
the best, fairest, and most accurate technology available for making many important
decisions about individuals”.

ETHICAL IMPLICATIONS OF TESTING

See reading material PAP Code of Ethics (Page 17-19, letters A to J)
 Psych 3140 Psychological Assessment

References
Anastasi, Anne and Urbina, Susana (1997).Psychological Testing. 7th edition, New York:
McMillan Publishing.

Aiken, Lewis R. (2000) Psychological Testing and Assessment. Boston: Allyn and Bacon
Inc.

Cohen, Ronald Jay &Swerdlik, Mark E. (2010). Psychological Testing and

Assessment.New York: McGraw-Hill Companies, Inc.

Cohen, Ronald Jay &Swerdlik, Mark E. (2018). Psychological Testing and Assessment.9th
Edition, New York: McGraw-Hill Companies, Inc.

Cronbach, Lee J. 1984. Essentials of Psychological Testing.4 th edition. Harper and

Row Publishers. New York.

Del Pilar, Gregorio H. (2015) Scale Construction: Principles and Procedures, Workshop
powerpoint presentation. AASP-PAP, 2015, Cebu City

Drummond, Robert J. (2000). Appraisal Procedure for Counselors and Helping

Professional. 4th edition, New Jersey: Prentice Hall.

Friedenberg, Lisa (1995). Psychological Testing: Design, Analysis and Use.Boston.Allyn

and Bacon Inc.
Groth-Marnat, Gary (2009) Handbook of Psychological Assessment 5th edition.John
Wiley and Sons Inc.

Kaplan, Robert M. And Sacuzzon, Dennis P. (1997) Psychological Testing: Principles and
Application and Issues. 4th edition, California: Brooks/Cole Publishing Company.

Kellermen, Henry and Burry, Anthony (1991) Handbook of Psychological Testing.2nd

edition, Boston:Allyn and Bacon Inc.

Murphy, Kevin R. and Davidsholer, Charles O. (1998) Psychological Testing: Principles

and Application. New Jersey: Prentice Hall Inc.

Newmark, Charles S. (1985) Major Psychological Assessment Instruments. Boston: Allyn

and Bacon.
 Psych 3140 Psychological Assessment

Orense, Charity and Jason Parena (2014) Lecture in Psychological Assessment, Review
Manual in RGC Licensure Examination, Assumption College, Makati.

Suba, Elizabeth S. (2014) Lecture (powerpoint) in Psych 140 Psychological Assessment,

CLSU, Nueva Ecija.

Suba, Elizabeth S. (2013) Lecture (powerpoint) in GU 722 Psychological Assessment,

CLSU, Nueva Ecija

Suba, Elizabeth S. (2005) Lecture notes in Assessment Tools in Counseling.DLSU.

(unpublished).

Walsh, w. Bruce and Bets, Nancy E. (1995) Test Assessment. New Jersey: Prentice Hall
Inc.

Morrison, J. (2014). DSM-5 Made Easy. The Clinician’s Guide to Diagnosis.The Guilford
Press. New York.

Nolen-Hoeksema, S. (2014). Abnormal Psychology (6th Ed.). Mcgraw-Hill. New York,

NY.
Sarason, I.G. &Sarason, B.R. (2005). Abnormal Psychology.The Problem of Maladaptive
Behavior (11th Edition). Pearson Prentice Hall. New Jersey.

Others:
Manual of psychological tests
Psychological Resources Center – test brochures and test descriptions.
www.AssessmentPsychology.com
Microsoft Word - Ethical Guidelines- Final _as 9 August_.doc (pap.ph)