Module 5

The
Psychological
assessment
process

Presented by
Alamis - Amoloria - Datul - Nalangan - Penit - Sola
 the assessment process

Communicate
Reasons Select the Conduct Administer Score & Integrate
tools of findings in a
for assessment to
Intake the Interpret the all test Psychological
referral be used Interview Tests Test results results Evaluation
Report
 the assessment process
1 Reasons for Referral

from a source such as a teacher, school psychologist,

counselor, judge, clinician, or corporate human resources
Referral for Assessment specialist.
from a source Typically one or more referral questions are put to the
assessor about the assessee.

The assessor may meet with the assessee or others

before the formal assessment in order to clarify
aspects of the reason for referral
 the assessment process

2The assessor prepares for the assessment by if the assessment occurs in a

corporate or military setting and
selecting the tools of assessment to be used the referral question concerns
the assessee’s leadership ability
Typically, the assessor’s own past experience, education, and training play a key
role in the specific tests or other tools to be employed in the assessment.
In almost every assessment situation, the tool selection process may be informed
by some research in preparation for the assessment.

3After the selection of the instruments or procedures to

be employed, the formal assessment will begin.
 the assessment process

4Administer the Tests

-Build rapport
-Make sure the client understand the instructions
-Speak clearly when dictating test item
-Give short breaks in between tests or subtests
-Take note of significant behavioral observations
 the assessment process

4Administer the Tests

Behavioral Observations
- Attitude towards testing/ examiner
- Verbal and non-verbal behavior
- Attention and Concentration
- Other significant observation (sensory / motor
disturbances etc.)
 the assessment process

5Score and Interpretation of test results

• Make sure all items are completely administered

• Exercise caution in scoring and interpreting test results
• If you’re not sure, you can always refer back to the test
manual
 the assessment process

6Integrate all test results

• After Step 5, the findings should be integrated together to
write the results (together with the information from interviews,
observations, etc.)
• Consistent observations from different sources/ findings that
manifest across several tests are deemed as reliable.
 the assessment process

7Communicate Findings in a Psychological

Evaluation Report
• Identifying data and reason for referral
• Family and personal history
• Behavior observations
• Tests administered and results (intellectual, socio-emotional, adaptive
functioning)
• Summary and recommendations
• Set feedback sessions with parent/counselor/ person referred
 the assessment process

Different assessors may approach the assessment task in different ways.

Some assessors approach the assessment with minimal input from
assessees themselves. Other assessors view the process of assessment as
more of a collaboration between the assessor and the assessee.
 Different assessment
approaches

Collaborative Psychological Assessment

the assessor and assessee may work as “partners” from initial contact through final
feedback
one of its variety includes an element of therapy as part of the process.

Therapeutic Psychological Assessment

in this approach, therapeutic self-discovery and new understandings are
encouraged throughout the assessment process.
 Different assessment
approaches

Dynamic Assessment
an approach that seems to have picked up momentum in recent years, most
notably in educational settings
generally, it refers to an interactive approach to psychological assessment that
usually follows a model of (1) evaluation, (2) intervention of some sort, and (3)
evaluation.
most typically employed in educational settings, although it may be employed in
correctional, corporate, neuropsychological, clinical, and most any other setting
as well.
 Tools of psychological
assessment

Test it refers to a device or procedure designed to measure a variable related to that

modifier.

a device or procedure designed to measure variables related to

Psychological Test psychology (such as intelligence, personality, aptitude,
interests, attitudes, or values).

Psychological tests and other tools of assessment may differ with respect to a number of
variables, such as content, format, administration procedures, scoring and interpretation
procedures, and technical quality.
 Tools of psychological
assessment

- content (subject matter) - varies with the focus of the particular test.

- format - pertains to the form, plan, structure, arrangement, and layout of test items
and related considerations such as time limits. It is also used to refer to the form in
which a test is administered

-Tests differ in their administration procedures. It may involve a demonstration of

various kinds of tasks demanded of the assessee, as well as trained observation of an
assessee’s performance
 Tools of psychological
assessment

Scoring is the process of assigning such evaluative codes or statements to performance

on tests, tasks, interviews, or other behavior samples.

cut score (also referred to as a cutoff score or simply a cutoff) is a reference point,
usually numerical, derived by judgment and used to divide a set of data into two or
more classifications.
PRINCIPLES in
EFFECTIVE
INTERVIEWING
 Interview techniques

Social facilitation we tend to act like the models around us.

Judgmental or evaluative statements are particularly likely to inhibit the

interviewee.

Avoid probing statements these demand more information than the interviewee
wishes to provide voluntarily.

Verbatim playback the interviewer simply repeats the interviewee’s last

response.
 Interview techniques
Paraphrasing and restatement responses are also interchangeable with the
interviewee’s response.

Summarizing and clarification statements go just beyond the interviewee’s

response.

Empathy or understanding response this response communicates that the

interviewer understands how the interviewee feels.

Establish a positive atmosphere interviewers begin with an open

ended question followed by understanding statements that capture the
meaning and feeling of the interviewee’s communication.
 Measuring
understanding
It culminated in a 5-point scoring system that has since been revised. Each
level in this system represents a degree of empathy.

• Level-one responses. Level-one responses bear little or no relationship to

the interviewee’s response.
• Level-two responses. The level-two response communicates a superficial
awareness of the meaning of a statement.
Level three responses is the minimum level of responding that can help the
interviewee.
Level-four and level-five responses not only provide accurate empathy but also go
beyond the statement given.
 Measuring
understanding
Active listening is the foundation of good
interviewing skills for many different types of interviews.
A confrontation is a statement that points out a discrepancy or
inconsistency.
Complete case history—that is, a biographical sketch—
one often needs to ask specific questions.
Obtaining a case history, the interviewer often takes a
developmental approach, examining an individual’s entire life,
beginning with infancy or the point at which the given type of history
is first relevant.
 Measuring
understanding

An important tool in psychiatric and neurological

examinations, the mental status examination is used
primarily to diagnose psychosis, brain damage, and other
major mental health problems.
SOURCES OF ERROR IN THE
INTERVIEW

Halo Effect

General Standoutishness

Crossethnic, Cross-cultural, and Cross-

class interviewing.
 Non-Test Instruments Adjunct
To Psychological Testing

Behavioral Observation

Rating Scale
What’s in a test
manual
 Test Development
All tests are not created equal. The creation of a good test is not a matter of chance.
It is the product of the thoughtful and sound application of established principles of
test development. In this context, test development is an umbrella term for all that
goes into the process of creating a test

The process of developing a test occurs in five stages:

1. test conceptualization
2. test construction
3. test tryout
4. item analysis
5. test revision
 Psychometric Soundness

Reliability
Ensuring the accuracy of measurements requires attention to the measuring tools'
consistency. This involves assessing the precision of the test and the level of error
present in the measurement.

Validity
For a test to be effective, it must be valid. A test is valid if it accurately measures
what it's supposed to measure, producing meaningful and relevant results that
can inform decision-making.
 Directions for Administration
Directions for administration in psychological assessment typically refer to the
specific instructions given to the examiner or administrator regarding how to
conduct the assessment, interact with the individual being assessed, and ensure
standardized procedures are followed.

Standardized Instruction
Scripted Language
Procedural Guidelines
 Scoring and Interpretation Guide
Interpretation of test scores depends upon all the steps that came before it. That is,
the test construction process must have produced a valid test if the interpretation is
to be valid; the test must have been administered and scored with a minimum of
error during those processes.
____________________________________________________________________________

Always refer to the specific test manual or guidelines for the assessment you are
administering, as different tests may have unique requirements and procedures.
Additionally, adherence to ethical standards and cultural sensitivity is crucial
throughout the administration process.
 Norms ____________________
Norm in the singular is used in the scholarly literature to refer to behavior that is
usual, average, normal, standard, expected, or typical. Reference to a particular
variety of norm may be specified by means of modifiers such as age, as in the term
age norm. Norms is the plural form of norm, as in the term gender norms. In a
psychometric context, norms are the test performance data of a particular group of
test takers that are designed for use as a reference when evaluating or interpreting
individual test scores.
____________________
Normative Sample
group of people whose performance on a particular test is analyzed for
reference in evaluating the performance of individual testtakers
 to Develo
ling p No Sampling
mp rm
a
S

s
The process of conducting a test
among a representative sample of
test takers to establish norms is
formally known as test
administration. This is a vital aspect
of the testing process, as it provides
a benchmark for evaluating the
performance of individual test takers
and helps in determining their
scores.
The process of selecting a sample that
is deemed to be representative of the
entire population. It involves careful
consideration of various factors such
as the size of the population, the
level of diversity, and the research
objectives. This process requires
thorough detail and a sound
understanding of statistical principles
to ensure that the sample accurately
reflects the characteristics of the
population under study.
 Principles in
test
administration
 BEFORE THE TEST ADMINISTRATION

Ethical guidelines dictate that when test users have discretion with regard to
the tests administered, they should select and use only the test or tests that
are most appropriate for the individual being tested.
The test should be stored in a way that reasonably ensures that its specific
contents will not be made known to the testtaker in advance.
The test user before the test’s administration is to ensure that a prepared and
suitably trained person administers the test properly.
The test administrator (or examiner) must be familiar with the test materials
and procedures and must have at the test site all the materials needed to
properly administer the test.
 BEFORE THE TEST ADMINISTRATION

Protocol - typically refers to the form or sheet or booklet on which a

testtaker’s responses are entered. The term may also be used to refer to a
description of a set of test- or assessment-related procedures, as in the
sentence “The examiner dutifully followed the complete protocol for the
stress interview.”
Test users have the responsibility of ensuring that the room in which the test
will be conducted is suitable and conducive to the testing.
BEFORE THE TEST ADMINISTRATION
 DURING THE TEST ADMINISTRATION

In one-on-one or small-group testing, rapport between the examiner and the

examinee can be critically important.
Rapport may be defined as a working relationship between the examiner and
the examinee.
It is important that attempts to establish rapport with the testtaker not
compromise any rules of the test administration instructions.
 after THE TEST ADMINISTRATION

Obligations range from safeguarding the test protocols to conveying the test
results in a clearly understandable fashion.
If third parties were present during testing or if anything else that might be
considered out of the ordinary happened during testing, it is the test user’s
responsibility to make a note of such events on the report of the testing.
Test scorers have obligations as well.
 CONDITIONS OF TESTING

a) Physical Condition
This is the physical condition where the test is given may affect test scores.
If the ventilation and lighting are poor, the subject will be handicapped.
Appropriate seating and space for test takers
No food and drinks allowed
Post a sign to alert passers by that testing is in progress.
b.) Condition of the person
• The state of the person affects the results.. If the test is given whenhe is fatigued,
when his mind is concerned with other problems, or when he is emotionally
disturbed, results will not be a fair sample of his behavior.
 CONDITIONS OF TESTING

b.) Condition of the person

•The examiner should establish rapport with the examinees to reduce test anxiety.
•The examinees beforehand should be aware of their responsibilities and requirements needed in
taking the psychological test

c) Test Condition
• The testing condition can often be improved by spacing the tests to avoid cumulative fatigue.
• The needed testing materials should be prepared in advance to avoid waste of time.
• Test questionnaires, answer sheets and other testing materials needed must always be in good
condition so as not to hinder good performance.
• Standard answer sheet should be utilized to facilitate test scoring.
 POINTERS IN THE ADMINISTRATION OF
PSYCHOLOGICAL TESTS

• Individual Testing
A. Test administration must be intimately familiar with the test materials and directions before
administration of the test. In a well-prepared test, the test administrator should have memorized
the key elements of verbal instructions and ready to handle the unexpected.

B. Test administrator should be sensitive to the examinee’s disability. A person with disability may
require a specialized test for valid assessment test scoring.

•Group Testing
• Setting correct timing of test that requires time limit
•Giving clear instructions
•Providing conducive physical conditions—free from noise; pleasant and well-lighted and
ventilated environment and comfortable chairs and tables
•No giving of supplementary advice during the test proper
 TEST ADMINISTRATION IN THE DIGITAL
AGE
••Gregory (2000) claims that computers are now used widely in psychological
testing. He further stated that computers are used to:
1. Design individualized test based upon real time feedback during testing
2. Interpret test results according to complex decision rules
3. Write lengthy and detailed narrative reports
4. Present test stimuli in an engaging and realistic video
formats by means of multimedia
 HOW DOES COMPUTER-ASSISTED TEST
ADMINISTRATION WORK?

• The examinee reads the directions in the computer screen and encourages
pressing any key
• The computer then instruct the examinee to answer a series of test
questions by pressing designated numerical keys.
• After finishing all questions in the test, the computer then checks, scores and
computes the raw scores, and make an appropriate statistical transformation
• Then the computer will generate the comprehensive psychological report that
provides information regarding the test results and summarizes the personality
dimensions of the examinee. The printed copy of the psychological report is
submitted to the requesting person for further evaluation
 ADVANTAGES AND DISADVANTAGES OF
COMPUTER- ASSISTED COMMUNICATION

• Advantages (Kaplan, 2001) • Disadvantages (Matarrazzo,1990)

1. Excellent standardization
2. Individually tailored
sequential administration
3. Precision of time response
4. Release of human testers
for other duties
5. Patience
6. Control of bias
1. Computerized psychological
testing is a poor substitute for
psychological assessments
2. Computerized narrative reports
are rarely validated prior to use
3. Computerized clinical
psychological interpretations
are assigned
 Computer-Based Test
Administration (CBTA)

This testing medium provides advantages that derive from

the uniform presentation of test materials, the precision in
timing, recording, and scoring responses, and the use of
adaptive testing possible by the IRT methodology.
 The Q-interactiveTM System of
Testing

• The Q-interactive platform consists of two components.

1. One is a system for setting up and managing client records and
batteries of Tests.
2. Q-interactive App: an application that allows individual test
administration using two digital tablets—one for the examiner and
one for the test taker—connected via Bluetooth.
The END