PSYCH311 - PSYCHOLOGICAL ASSESSMENT 1

Chapter 1: Introduction to Psychological Assessment

OUTLINE
I. TESTING AND ASSESSMENT 5. Clinical Process of
DEFINED Assessment
A. Testing and Assessment 6. Referral
7. The Process of Assessment
II. THE TOOLS OF B. The Interview
PSYCHOLOGICAL ASSESSMENT C. Other Tools of Psychological
A. The Test Assessment
1. Psychological Test 1. The Portfolio
2. Types of Tests 2. Case History Data
3. Uses of Psychological Test 3. Behavioral Observation
4. Psychological Assessment 4. Role-Play Tests
D. Computers as Tools
III. WHO, WHAT, WHY, HOW, AND
WHERE?
A. Who Are the Parties?
B. In What Types of Settings
C. How Are Assessments
Conducted?
1. Assessment of People
with Disabilities
D. Where to Go for Information
on Tests

I. TESTING AND ASSESSMENT one tester may be substituted evaluation as well as in

● Testing: The process of measuring for another tester without drawing conclusions from the
psychology-related variables by means of devices or appreciably affecting the entire evaluation.
evaluation.
procedures designed to obtain a sample of behavior.
● Assessment: The gathering and integration of Skill of Evaluator
psychology-related data for the purpose of making a Assessment typically requires
Testing typically requires an educated selection of tools
psychological evaluation through tools such as tests, technician-like skills in terms of evaluation, skill in
interviews, case studies, behavioral observation, and of administering and scoring a evaluation, and thoughtful
other methods. test as well as in organization and integration of
interpreting a test result. data.

Testing Assessment Outcome

Typically, assessment entails a
Objective Typically, testing yields a test logical problem-solving
Typically, to answer a referral score or series of test scores. approach that brings to bear
Typically, to obtain some question, solve a problem, or many sources of data designed
gauge, usually numerical in arrive at a decision through to shed light on a referral
nature, with regard to an ability the use of tools of evaluation. question.
or attribute.

Process A. Testing and Assessment

Testing may be individual or
group in nature. After test
administration, the tester will
typically add up “the number of
correct answers or the number
of certain types of responses...
with little if any regard for the
how or mechanics of such
content” (Maloney & Ward,
1976, p. 39).
Role of Evaluator
The tester is not key to the
process; practically speaking,
➔ Collaborative Psychological Assessment: The
Assessment is typically assessor and assessee work as partners.
individualized. In contrast to
testing, assessment more
➔ Therapeutic Psychological Assessment:
typically focuses on how an
individual processes rather Therapeutic self-discovery is encouraged through the
than simply the results of that assessment process.
processing.
➔ Dynamic Assessment
◆ Dynamic assessment is typically
employed in educational settings
but also may be used in corporate,
The assessor is key to the neuropsychological, clinical, and
process of selecting tests
and/or other tools of other settings

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 II. THE TOOLS OF PSYCHOLOGICAL
ASSESSMENT
What is a test?
➢ A measurement device or technique used to
quantify behavior or aid in the understanding and
prediction of Behavior
➢ When the word test is prefaced with a modifier, it
refers to a device or procedure designed to measure
a variable related to that modifier.
➢ In a like manner, a psychological test refers to a
device or procedure designed to measure variables
related to psychology.
A. The Test
➔ A psychological test is a device or procedure
designed to measure variables related to
psychology (e.g., intelligence, attitudes, personality,
interests, etc.).
➔ Psychological tests vary by content, format,
administration, scoring, interpretation, and
technical quality
1. Psychological Tests
● Content: The subject matter of the test. Content
depends on the theoretical orientation of test
developers and the unique way in which they define
the construct of interest.
● Format: The form, plan, structure, layout of test
items, and other considerations (e.g., time limits).
● Administration: Tests may require certain tasks to be
performed, trained observation of performance, or
little involvement by the test administrators (e.g.,
self-report questionnaires).
● Scoring and Interpretation: Scoring of tests may be
simple, such as summing responses to items, or may
require more elaborate procedures.
○ Some tests results can be interpreted easily, or
interpreted by computer, whereas other tests
require expertise for proper interpretation.
● Cut Score: A reference point, usually numerical,
used to divide data into two or more classifications
(e.g., pass or fail).
● Technical Quality or Psychometric Soundness:
Psychometrics is the science of psychological
measurement. The psychometric soundness of a test
depends on how consistently and accurately the test
measures what it purports to measure.
○ Test users are sometimes referred to as
psychometrists or psychometricians.
2. Type of Tests
1. Individual test vs Group test
2. Achievement test: refers to previous learning
3. Aptitude test: the potential for learning or
acquiring a specific skill
4. Intelligence tests: refers to a person’s general
potential to solve problems, adapt to changing
circumstances, think abstractly and benefit from
experience.
5. Personality tests: the tendency of a person to show
a particular behavior in a given situation
❖ Structured personality tests: the subject has to
choose between 2 or more alternative
responses
❖ Projective personality tests: the stimulus or the
required response are ambiguous.
3. Use of Tests
● Assessment Needs in Education
○ Intelligence testing
○ Classification of students as to their ability to
profit from instruction
○ Identification of fast or slow learners
○ Educational and occupational counseling
● Assessment Needs in Industry
○ Selection and classification of industrial
personnel Individual counseling
○ Research and data gathering
4. Psychological Assessment
● The process psychologists use to collect and
evaluate information in order to make diagnoses,
plan treatment, and predict behavior
● Involves an evaluation of an individual’s strengths
and weaknesses, a conceptualization of the problem
at hand (with etiological factors), and some
prescription for alleviating the problem that leads
us to a better understanding of the client
● May include clinical interviews, reviewing past
records, observing behavior, and administering
psychological tests
○ Measure cognitive, behavioral, personality,
family, biological factors
● Psychological testing involves specific assessment
techniques utilizing reliable and valid testing
instruments that enable the psychologist to compare
individual scores with the scores obtained from
normative samples
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● Assessing an individual’s psychological makeup in
a course of a few meetings is a formidable
undertaking
● Challenge: hone the ability to access, identify,
describe, and meaningfully integrate an individual’s
mind and emotions
5. Psychological Assessment
6. The Referral
● Where the assessment process begins
● Begins with a referral question and a good
understanding of what is being sought
○ Do clinicians have a choice to decline or
change the nature of a referral?
6. The Process of Assessment
● Referral for assessment; teacher, school
psychologist, counselor, judge, clinician, corporate
human resource specialist.
● Use of tests and other tools
● Report writing
B. The Interview
● The interview is a method of gathering information
through direct communication involving reciprocal
exchange
● Interviews vary as to their purpose, length, and
nature
● The quality of information obtained in an interview
often depends on the skills of the interviewer (e.g.
their pacing, rapport, and their ability to convey
genuineness, empathy, and humor)
C. Other Tools of Psychological Assessment
● The Portfolio: A file containing the products of
one’s work. May serve as a sample of one’s abilities
and accomplishments
● Case History Data: Information preserved in
records, transcripts, or other forms.
● Behavioral Observation: Monitoring the actions
of people through visual or electronic means
● Role-Play Tests: Assessees are directed to act as if
they were in a particular situation. Useful in
evaluating various skills.
● Computers as Tools: Computers can assist in test
administration, scoring, and interpretation.
D. Computers as Tools Contd.
● Scoring may be done on-site (local processing) or at
a central location (central processing).
● Reports may come in the form of a simple scoring
report, extended scoring report, interpretive report,
consultative report, or integrative report.
● Computer Assisted Psychological Assessment
(CAPA) and Computer Adaptive Testing (CAT) have
allowed for tailor-made tests with built-in scoring
and interpretive capabilities.
● Assessment is increasingly conducted via the
internet.
● Advantages of Internet Testing
○ Greater access to potential test-users
○ Scoring and interpretation tend to be quicker
○ Costs tend to be lower
○ Facilitates testing otherwise isolated
populations and people with disabilities
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III. WHO, WHAT, WHY, HOW, AND WHERE?
➢ Who Are the Parties?
➢ The test developer – tests are created for research
studies, publication (as commercially available
instruments), or as modifications of existing tests.
➢ The Standards for Educational and Psychological
Testing covers issues related to test construction
and evaluation, test administration and use, special
applications of tests and considerations for
linguistic minorities.
A. Who are the Parties?
● The test user – Tests are used by a wide range of
professionals
○ The Standards contains guidelines for who
should be administering psychological tests,
but many countries have no ethical or legal
guidelines for test use
● The test-taker – Anyone who is the subject of an
assessment or evaluation is a test-taker.
○ Test-takers may differ on a number of
variables at the time of testing (e.g. test
anxiety, emotional distress, physical
discomfort, alertness, etc.)
● Society at large – Test developers create tests to
meet the needs of an evolving society.
○ Laws and court decisions may play a major
role in test development, administration, and
interpretation.
● Other parties - Organizations, companies, and
governmental agencies sponsor the development of
tests.
● Companies may offer test scoring and interpretation
● Researchers may review tests and evaluate their
psychometric soundness
B. In What Type of Setting?
● Educational settings:
➔ Students typically undergo school ability tests
and achievement tests.
➔ Diagnostic tests may be used to identify areas
for educational intervention.
➔ Educators may also make informal evaluations
of their students
● Clinical settings:
➔ Includes hospitals, inpatient and outpatient
clinics, private-practice consulting rooms,
schools, and other institutions.
➔ Assessment tools are used to help screen for or
diagnose behavior problems.
● Counseling settings:
➔ Includes schools, prisons, and governmental or
privately owned institutions.
➔ The goal of assessments in this setting is
improvements in adjustment, productivity, or
related variable.
● Geriatric settings:
➔ Assessment primarily evaluates cognitive,
psychological, adaptive, or other functioning. At
issue is quality of life.
● Business and military settings:
➔ Decisions regarding careers of personnel are
made with a variety of achievement, aptitude,
interest, motivational, and other tests.
● Government and organizational credentialing:
➔ Includes governmental licensing, certification,
or general credentialing of professionals (e.g.
attorneys, physicians, and psychologists)
C. How are Assessments Conducted
● There are many different methods used.
● Ethical testers have responsibilities before, during,
and after testing.
● Obligations include:
➔ familiarity with test materials and procedures
➔ ensuring that the room in which the test will be
conducted is suitable and conducive to the
testing
➔ It is important to establish rapport during test
administration. Rapport can be defined as a
working relationship between the examiner and
the examinee.
1. Assessment of People with Disabilities
● The law mandates “alternate assessment” – The
definition of this is up to states or school districts
○ Accommodations need to be made – the
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
D. Where to Go for Information on Tests
● Test catalogues – Catalogues distributed by
publishers of tests. Usually brief, and un-critical,
descriptions of tests.
● Test manuals – Detailed information concerning the
development of a particular test and technical
information.
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● Reference volumes – reference volumes like the
Mental Measurements Yearbook or Tests in Print
provide detailed information on many tests.
● Journal articles – contain reviews of a test, updated
or independent studies of its psychometric
soundness, or examples of how the instrument was
used in either research or an applied context.
● Online databases – Educational Resources
Information Center (ERIC) contains a wealth of
resources and news about tests, testing, and
assessment. There are abstracts of articles, original
articles, and links to other useful websites.
● The American Psychological Association (APA) –
has a number of databases including PsycINFO,
ClinPSYC, PsycARTICLES, and PsycSCAN.
● Other sources – Directory of Unpublished
Experimental Mental Measures and Tests in
Microfiche. Also, university libraries provide access
to online databases such as PsycINFO and full-text
articles.