Psychological Assessment

Seniors’ In-Service Training

Worksheet #5

Name: Bula, Janella. Tabac, Aices Jannae. Trocio, Rucel Mae

Date: July 29, 2020

KEY TERM EXERCISE:

Key Term Definition
Trait Any distinguishable, relatively enduring
way in which one individual varies from
another
State Also distinguish one person from another
but are less relatively enduring
Construct An informed, scientific concept developed
or constructed to describe or explain
behavior
Overt Behavior An observable action or the product of an
observable action, including test- or
assessment-related responses
Relatively Enduring It is not expected to be manifested in
behavior 100% of the time
Cumulative Scoring A method of scoring whereby points or
scores accumulated on individual items or
subtests are tallied and then, the higher
the total sum, the higher the individual is
presumed to be on the ability, trait, or
other characteristic being measured;
contrast with class scoring and ipsative
scoring
Domain Sampling A sample of behaviors from all possible
behaviors that could be indicative of a
particular construct; (2) a sample of test
items from all possible items that could be
used to measure a particular construct
Classical Test Theory (CTT)/True Each testtaker has a true score on a test
Score Theory that would be obtained but for the action
of measurement error

Key Term Definition

Norm-Referenced Testing and
Assessment
Norms
Normative Sample Group of people whose performance on a
Norming
Race Norming
User Norms
time rather than norms obtained by formal
Standardization
Standardized Test
Standard Error of Measurement
Standard Error of Estimate
Standard Error of the Mean
Standard Error of the Difference
difference between two scores should be
Key Term
Method of evaluation and a way of
deriving meaning from test scores by
evaluating an individual testtaker’s score
and comparing it to scores of a group of
testtakers
The test performance data of a particular
group of testtakers that are designed for
use as a reference when evaluating or
interpreting individual test scores
particular test is analyzed for reference in
evaluating the performance of individual
testtakers
The process of deriving norms
Norming on the basis of race or ethnic
background
Consist of descriptive statistics based on
a group of testtakers in a given period of
sampling methods
Process of administering a test to a
representative sample of testtakers for
the purpose of establishing norms
Tests that have clearly specified
procedures for administration, scoring,
and interpretation in addition to norms
A statistic used to estimate the extent to
which an observed score deviates from a
true score
In regression, an estimate of the degree
of error involved in predicting the value of
one variable from another
A measure of sampling error
A statistic used to estimate how large a
before the difference is considered
statistically significant
Definition
 Sample A portion of the universe of people
deemed to be representative of the whole
population.
Sampling The process of selecting the portion of
the universe deemed to be representative
of the whole population
Stratified sampling Proportionately representing subgroups
within a defined populated in the sample
Random Sampling Ensuring that the proportionate
representation of the sample were
random. Every member of the population
has a chance of being chosen
Purposive sampling Arbitrary selection of some people
because we believe it to be
representative of the population
Incidental/Convenience Sample Convenient or available for use
Age-Equivalent Scores/Age Norms Indicate the average performance of
different samples of testtakers who were
at various ages at the time the test was
administered
Grade Norms Developed by administering the test to
representative samples of children over a
range of consecutive grade levels
Developmental Norms Norms derived on the basis of any trait,
ability, skill, or other characteristic that is
presumed to develop, deteriorate, or
otherwise be affected by chronological
age, school grade, or stage of life
National Norms Norms derived from a standardization
sample that was nationally representative
of the population
National Anchor Norms An equivalency table on two tests

Equipercentile method The equivalency of test scores on

different tests that is calculated with
reference to corresponding percentile
scores
Subgroup Norms Normative sample segmented by any of
the criteria initially used in selecting the
subjecs for the sample
 Local Norms Provide normative information with
respect to the local population’s
performance on some test
Fixed Reference Group Scoring A type of aid in providing a context for
System interpretation where the distribution of
scores on the test from one group of
testtakers is used as the basis for the
calculation of test scores for future
administrations of the test.

Key Term Definition

Criterion A standard on which a judgment or
decision may be based
Content-Referenced Testing and A method of evaluation and a way of
Assessment deriving meaning from test scores by
evaluating an individual’s score with
reference to a set standard

References:

Cohens, R.J. and Swerdlik. M. (2018). Psychological Testing and Assessment (9th ed.). United
States of America: McGraw-Hill Education.
 FAMILIARIZING YOURSELF WITH THE 7 ASSUMPTIONS ABOUT TESTS AND TESTING:

Explain the following assumptions in your own words.

1. Psychological Traits and States Exist

- The assumption recognizes that we have characteristics within ourselves that may either
be present long enough or may manifest within a certain period of time only. By
acknowledging the existence of traits and states we are also able to discover that these
two may be used as a sample of human behavior which can be tested later on

2. Psychological Traits and States Can Be Quantified and Measured

- When these traits and states are acknowledged, they are now able to be measured and
quantified which will also pave the way for these concepts to be defined based on how
these concepts are viewed by observers depending on what lens they are viewing these
concepts from. When these concepts are defined, they can generate tests and scoring
methods along the way.
3. Test-Related Behavior Predicts Non-Test Related Behavior
- The way an individual answers a test may also predict and explain behavior that is not
being measured by the test itself and may lead to other insights of how those individuals
answered the test (e.g. answering the test with specific patterns in it without any
explanation)
4. Tests and Other Measurement Techniques have Strengths and Weaknesses
- This assumption explains that test and measurement methods cannot cover every aspect
of the concept being measured and should always be kept in mind that these methods have
their own limitations. However, these limitations should be compensated in any way as to
not obstruct getting authentic results.
5. Various Sources of Error Are Part of the Assessment Process
- This assumption mainly expresses the idea that error will always be part of the
assessment process as there might be external and internal factors that may affect the
assessment process and should always be accounted for.
6. Testing and Assessment Can be Conducted in a Fair and Unbiased Manner
- The process of testing and assessment must be conducted in a manner that is inclusive
for all as it should not be used to discriminate and harm others. Testing and assessment
should not be gatekept by anyone as everyone has the right to be tested no matter what
their background may be.
7. Testing and Assessment Benefit Society

- The existence of testing and assessment must contribute to the growth and prosperity of
society as these two aim to elevate the quality of life of human beings by researching
about human behavior and further add to the growth and development of research.
 DISTINGUISHING A TRAIT FROM A STATE

Please fill out the table below and give as many examples and characteristics of a state and a
trait. How are they different?

TRAIT STATE

any distinguishable, relatively enduring way in distinguish one person from another but are
which one individual varies from another relatively less enduring

more permanent presence and a stable level duration and intensity of the emotion felt can
of emotion vary due to various factors such as the level
of arousal, frustration level, subjective
perception, the context and etc

present the tendency of an individual to getting anxious at a test or getting angry at

constantly feel, think and behave in a certain someone who wronged you but after the test
way or after the issue has been resolved, anxiety
and anger is no longer present

cover a wide range of possibilities like less stable and changes within a person’s
intelligence, specific intellectual abilities, environment
cognitive style, adjustment, interests,
attitudes, sexual orientation and preferences,
psychopathology, personality in general, and
specific personality traits

can think of other people’s personality as a a person may be frustrated with someone
set of traits who does not agree with them or when there
is a bad situation

does not rely on external influences and is temporary characteristics or qualities caused
independent of the environment no matter by external factors
what
 CHARACTERISTICS OF A GOOD TEST

Describe the characteristics of a good test in terms of its reliability and validity.

Reliability
A test is reliable when it is consistent in its measuring tool. It measures precisely what is
to be measured and the extent of the error is determined. It should yield the same numerical
measurement every time it measures the same thing under the same conditions and will tell how
trustworthy the score results are. When there are three scales namely, Scales A, B, and C, and it
is to be weighed in with a 1 pound gold bar, all scales should reflect a 1 pound weight
consistently. Scale A gives a reading of 1 pound every measurement so it is reliable. Scale B
gives a 1.3 pound reading every time it is measured, it is still consistent because even if it
deviates more or less a .3, it still has consistency in its reading. If scale C, gives a random
measurement everytime, then it is not reliable. It deviates from the true weight of the gold pound
bar in a random fashion.

Validity
A test is considered valid if it measures what it meant to measure. A reaction time test is
valid if it accurately measures reaction time and the intelligence test is valid if it accurately
measures intelligence. A valid test has a specific purpose and may not be valid for different
purposes. Someone’s language proficiency test could not be used to also test their leadership
skills.
 DISTINGUISHING AMONG THE DIFFERENT SAMPLING PROCEDURES:

Identify the sampling procedures used in the illustrations below and indicate whether it’s
probability or non-probability sampling. Explain each one and mention the strengths and
limitations of each type of sampling method.
 DESCRIBING EACH TYPE OF SAMPLING METHOD
Please describe each of the sampling method in the box below.

SAMPLING METHOD Description

Simple Random Sampling reliable method of obtaining information

where every single member of a
population is chosen randomly, merely by
chance
each individual has the same probability
of being chosen to be part of a sample

Probability Sampling

Strengths: widely accepted that since

each member has the same probability of
being selected, there is a reasonable
chance of achieving a representative
sample

Limitations: Small minority groups within

your target group may distort results;
can be impractical because the target
group may be too large to assign
numbers to

Stratified Sampling method in which the researcher divides

the population into smaller groups that
don’t overlap but represent the entire
population;
While sampling, these groups can be
organized and then draw a sample from
each group separately

Probability Sampling

Strengths: avoids the problem of

misrepresentation sometimes caused by
purely random sampling
 Limitations: takes more time and
resources to plan;
care must be taken to ensure each key
characteristic present in the population is
selected across strata, otherwise this will
design a biased sample

Systematic Sampling choose the sample members of a

population at regular intervals;
requires the selection of a starting point
for the sample and sample size that can
be repeated at regular intervals;
predefined range and least time-
consuming

Probability Sampling

Strengths: Assuming the list order has

been randomised, this method offers an
unbiased chance of gaining a
representative sample

Limitations: If the list has been assembled

in any other way, bias may be present.
For example if every fourth person in the
list was male, you would have only males
in your sample

Cluster Sampling method where the researchers divide the

entire population into sections or clusters
that represent a population;
identified and included in a sample based
on demographic parameters like age,
sex, location, etc

Probability Sampling
 Strengths: reduces variability; more
feasible; can be taken from multiple
areas; creates large data samples

Limitations: easier to create biased data;

sampling errors can be a major problem;
many clusters are based on self-
identifying information; every cluster may
have some overlapping data points;
requires size equality

Convenience Sampling method is dependent on the ease of access

to subjects such as surveying customers at
a mall or passers-by on a busy street;
esearchers have nearly no authority to
select the sample elements, and it’s purely
done based on proximity and not
representativeness

Non-probability Sampling

Strengths: resource limitations such as the

initial stages of research or there are time
and cost limitations; useful for pilot studies

Limitations: possible bias in data gathering;

possibility of sampling error; no generalized
results

Voluntary Response Sampling sample consists of people who have

volunteered to be in the study

Non-probability Sampling

Strengths: achieves a large sample size

through reaching a wide audience, for
example with online advertisements

Limitations: Those who respond to the

call for volunteers may all display similar
 characteristics (such as being more
trusting or cooperative than those who did
not apply) thus increasing the chances of
yielding an unrepresentative sample

Purposive Sampling formed by the discretion of the

researcher; purely consider the purpose
of the study, along with the understanding
of the target audience

Non-probability Sampling

Strengths: take advantage of numerous

qualitative research designs; there is still
an opportunity to create generalizations
from the data; can involve multiple
phases; save time and money; can target
niche demographics to obtain specific
data; still possible to achieve a maximum
level of variation in the purposive sample;
allows to look at the averages in the data;
glean information from the various
extremes of population groups; select
everyone in the population for the study

Limitations: extremely prone to

researcher bias; challenging to defend
the representative nature of a sample;
participants can manipulate the data;
ineffective method when applied to large
population groups

sampling method that researchers apply

Snowball Sampling when the subjects are difficult to trace;
can track a few categories to interview
and derive results

Non-probability Sampling

Strengths: implement this sampling

method in situations where the topic is
 highly sensitive and not openly discusses
(i.e HIV Aids)

Limitations: sampling bias and margin of

error; lack of cooperation

CHARACTERISTICS OF CULTURALLY-INFORMED ASSESSMENT

Applying the do’s and don’ts of Culturally Informed Assessment, think of instances that best
violates the guidelines and those that comply with these guidelines. Give those examples in the
table below.

Culturally Informed Assessment Violations Culturally-Informed Assessment

Compliance

a test that measures Christian-only individuals a test conducted in a Muslim community

is given to a Muslim community and does not would not ask if they would ever consider the
regard for the cultural context possibility of eating pork or why there is a
dress code in a specific culture

assume that the test questions ready are before conducting a test, it is best to consult
viable to be administered and does not take with member of the particular communities
into account the members of cultural like the leader or someone who everyone
communities looks up to to ensure the test is appropriate

take a “one size fits all” perspective and the jargons are culture-friendly and does not
generalizing that every culture is equally the in any way offend a culture or that a child in a
same lumad community would not know about the
breakfast dynamic of a caucasian child

does not care if it is appropriate to a particular if administered to children or any groups that
assessee may require a bit of complexity, there should
 be a knowledge in alternative tests that still
and can fulfill the assessment objectives

assumes that a sentence being translated an english original test is equivalently

word per word to another language translated into the language appropriate for
equivalently translates to the original thought the testtakers and that the constructs
of the original question measured are understandable

scoring, interpreting, analyzing, and cultural context is considered when scoring,

explaining the findings in a general manner interpreting and analyzing for its appropriate
and proper explanation of the findings

References:

Chapter 3: Understanding Test Quality-Concepts of Reliability and Validity. (n.d.). Retrieved July 28,
2020, from https://www.hr-guide.com/Testing_and_Assessment/Reliability_and_Validity.htm

Chief, E. (2019, April 02). 18 Advantages and Disadvantages of Purposive Sampling. Retrieved July 28,
2020, from https://connectusfund.org/6-advantages-and-disadvantages-of-purposive-
samplingTypes of Sampling: Sampling Methods with Examples. (2020, June 01). Retrieved July
28, 2020, from https://www.questionpro.com/blog/types-of-sampling-for-social-research/

Gaille, B. (2018, August 24). 14 Cluster Sampling Advantages and Disadvantages. Retrieved July 28,
2020, from https://brandongaille.com/14-cluster-sampling-advantages-and-disadvantages/

Galon, Sharon. (2012). Clarifying States and Traits. Retrieved from:

https://drsharongalor.wordpress.com/2012/07/09/clarifying-states-and-traits/

Miller, B. (2019, December 16). 7 Pros and Cons of Convenience Sampling. Retrieved July 28, 2020,
from https://greengarageblog.org/7-pros-and-cons-of-convenience-sampling

Sampling Techniques: Psychology. (2020, July 28). Retrieved July 28, 2020, from
https://www.tutor2u.net/psychology/reference/sampling-techniques

Snowball Sampling: Definition, Method, Advantages and Disadvantages. (2018, August 27). Retrieved
July 28, 2020, from https://www.questionpro.com/blog/snowball-sampling/