Assessment for Education intervention and reassessment occurs as

necessary
The Role of Testing and Assessment in Education
• The model is multilevel because there are at
• To ensure that knowledge being shared by the
least three levels of intervention (or teaching)
teacher has indeed been received and learned by
the student. • 1st level: classroom environment
• To pinpoint possible areas of learning difficulty. • 2nd level: small group of learners who have
failed to make adequate progress in the
• To know the extent to which their students—or
classroom segregated for special teaching
prospective students –are prepared to learn more
advanced material. “Readiness” or “aptitude” • 3rd level: individual instruction for students who
failed the 2nd level
• Testing is required by law
Dynamic Assessment
Response to Intervention
• Dynamic assessment encompasses an approach
• Background to exploring learning potential that is based on a
• In 1970s, the federal mandate to identify and test-intervention-retest model
assist children with learning problems defined a
• Budoff: differences between deficits identified
learning disability as a “severe discrepancy
by standardized tests that seemed to be due to
between achievement and intellectual ability.”
differences in education vs mental deficiency.
• As defined in 2007 by Public Law 108-147, a He did this by determining whether training
specific learning disability is “a disorder in one could improve test performance.
or more of the basic psychological processes
• Feuerstein: focused on the extent to which
involved in understanding or in using language,
teaching of principles and strategies(mediated
spoken or written, which disorder may manifest
learning) modified cognition.
itself in the calculations”
• Vygotsky: introduced the concept of a zone of
• Also as reauthorized in 2004 and enacted into
proximal development or the distance between
law in 2006, the Individuals with Disabilities
the actual developmental level as determined by
Education Act (IDEA) no longer mandated that
individual problem solving and the level of
state-adopted criteria for defining SLD be made
potential development as determined by
on the basis of a severe discrepancy between individual problem solving.
intellectual ability and achievement. Rather it
required states to allow “the use of a process • The zone referred to is in essence the area
based on the child’s response to specific and between a testtaker’s ability as measured by a
research-based intervention.” formal test and what might be possible as the
result of instruction, “guidance” or related
• Response to intervention model intervention.
• As a multilevel prevention framework applied in Educational Assessment Methods
educational settings that is designed to maximize
student achievement through the use of data that ACHIEVEMENT TESTS
identifies students at risk for poor learning
• Achievement Tests- are tests designed to
outcomes combined with evidence based
intervention and teaching that is adjusted on the measure accomplishment.
basis of student’s responsiveness • Measures of General Achievement
• Simpler model: (a) teachers provide evidence- • Measures of Achievement in Specific
based instruction (b) student learning of that Subject Areas
instruction is regularly evaluated (c)
intervention, if required occur in some form of
appropriate adjustment in the intervention (d)
reevaluating of learning takes place (e)
Measures of General Achievement
• Wide Range Achievement Test-4 (Wilkinson
and Robertson, 2006)
• It measures reading, spelling, arithmetic and
reading comprehension
• Sequential Tests of Educational Progress
(STEP).
• Used in Kindergarten through Grade 12.
• It includes achievement subtests in reading,
vocabulary, mathematics, writing skills, study
skills, science, social studies, as well as behavior
inventory, educational environment
questionnaire and activities inventory.
• SRA California Achievement Test
• Wechsler Individual Achievement Test 3
edition (WIAT III) (Psychological
Corporation, 2009)
• Designed for use in the schools as well as
clinical and research settings.
• The batteries contain 16 subtests but not every
subtest will be administered to the every
testtaker
• The Proficiency Examination Program (PEP)
• Designed to assess achievement and skills
learned outside the classroom
• Adult Basic Learning Examination (ABLE)
• A test intended for use with examinees age 17
years or older who have not completed 8 years
of formalized schooling. The test is designed to
assess achievement in areas of vocabulary,
reading, spelling, arithmetic
• Two types of Achievement test items:
• Fact based items. Draws primarily on rote
memory
• Example:
• What are tests that measure past learning?
rd
a.) Aptitude test c.) Achievement test
b.) Psychological Tests d.) Test
• Conceptual items. Apply relevant facts.
• Example:
• Which of the following testtakers would likely
be a candidate for the CLEP

Measures of Achievement in Specific Subject Areas
• Teacher made tests are most common measures
of achievement test in Specific Subject Areas
• Elementary School: Acquisition of basic skills
such as reading, writing and arithmetic is
emphasized
• Secondary School: Cooperative Achievement
Test. Consists of separate achievement test in
areas in English, mathematics, literature, social
studies, science and foreign languages
• College Level: Final comprehensive
examination.
• Tests of English proficiency or English as a
secondary language
• The College Level Examination Program
(CLEP)
• Is based on the premise that knowledge may be
obtained through independent study and sources
other than formal schooling.
a.) an illiterate migrant farmworker c. ) a learning
disabled third-grader
b.) a child factory worker d.) a carpenter with little
formal education
Local Tests of Achievement
• National Elementary Assessment Test
(NEAT)
• The NEAT is a national examination in the
Philippines which aims to measure learning
outcomes in the elementary level in response to
the need of enhancing quality education as
recommended by the Congressional
Commission on Education.
• It is designed to assess abilities and skills of
Grade VI pupils in all public and private
elementary schools.
• National Secondary Assessment Test (NSAT)
• The NSAT is a national examination which aims
to assess abilities and skills of 4th year HS
Students in all public and private secondary
schools in the Philippines.
 • It is developed by the National Educational
Testing and Research Center.
APTITUDE TESTS
• Primary difference between aptitude and
achievement test is that aptitude test tend to
focus more on informal learning or life
experiences whereas achievement tests tend to
focus on the learning that has occurred as a
result of relatively structured input.
• Aptitude tests are also referred to as prognostic
tests and are typically used to make predictions.
• Some aptitude tests have been used to measure
readiness to:
• Enter a particular preschool program
• Enter elementary school
• Successfully complete a challenging
course of study in secondary school
• Successfully complete college-level
work
• Successfully complete graduate-level
work, including a course of study at a
professional or trade school
Preschool Level Tools of Assessment
• Checklist – is a questionnaire on which marks
are made to indicate the presence or absence of a
specified behavior
• Rating scales- a form completed by an evaluator
(rater, judge or examiner) to make a judgement
of relative standing with regard to a specified
variable or list of variables
• Psychological tests
• Three commonly used checklist and rating scales
are:
• Achenbach Child Behavior Checklist (CBCL)
• Connors Rating Scale-Revised (CSR-R)
• Behavior Assessment System for Children-2
(BASC-2)
• Three commonly used checklist and rating scales
are:
• Achenbach Child Behavior Checklist (CBCL)
• Appropriate for use with children from ages 1 ½
to 5 years; and 4 to 18 years
• Parents and others with a close relationship to
the subject provide information for competence
items covering the subject’s activities, social
relations, and school performance. It also
contains items that describe specific behavioral
and emotional problems
• Protocols are hand scored, machine scored or
computer scored
• Achenbach Child Behavior Checklist
(CBCL). Continued.
• The CBCL has an eight-syndrome structure with
syndromes designated as:
1. Anxious/Depressed
2. Withdrawn/ Depressed
3. Somatic Complaints
4. Social Problems
5. Thought Problems
6. Attention Problems
7. Rule Breaking Behavior
8. Aggressive Behavior
9. Connors Rating Scale-Revised (CSR-R)
10. May be used to screen for ADHD and other
behavior problems
11. It comes in different versions for use throughout
the life span and each version has a long form
(15-20 min administration) and short form (5-10
min) administration
12. There is a parent version and teacher version for
use with children ages 3 to 17
13. An adolescent self-report version is used by
respondents ages 12 to 16
14. Behavior Assessment System for Children-2
(BASC-2)
15. Utilizes teacher and parent ratings to identify
adaptive difficulties on 16 scales ranging from
activities of daily living to study skills.
 16. An additional Self-report of personality may also
be administered if the respondents are believed
to have sufficient insight into their own behavior
with regard to variables such as interpersonal
relations, self-esteem and sensation seeking.
 Checklists serve as a screening tool to identify
children who are at risk—children who have
documented difficulties in one or more
psychological, social or academic areas and for
whom intervention is or may be required
Preschool Level Tools of Assessment
 Psychological Tests
 WPPSI-III
 SB5
 Other measures
 Interviews
 Case history methods
 Portfolio evaluation
 Role play
 Other measures
 Child Sexual Behavior Inventory (Friedrich et
al 2001)
 is a 38 item behavior checklist that may be
helpful in identifying sexually abused children
as young as 2 years old.
Elementary School Tools of Measurement
• th
Metropolitan Readiness Tests (6 edition;
MRT6)
• Assess the development of reading and
mathematics skills important in the early stages
of formal school learning
• The test is divided into two levels: Level 1
(individually administered), for use with
beginning and middle kindergarteners, and Level
2 (group administered) which spans the end of
kindergarten through 1st grade)
• There are two forms of test at each level
• The tests are orally administered in several
sessions and are untimed though administration
time runs typically about 90 minutes
The Secondary School Tools of Assessment
• Scholastic Aptitude Test (SAT and SAT
Subject Tests)
• SAT is designed to measure critical reading,
math and writing skills.
• The SAT Subject Tests are designed to measure
knowledge and skills in a particular subject areas
• American College Testing Program (ACT)
The College Level and Beyond Tools of Assessment
• Graduate Record Examinations (GRE)
• This is used for students seeking admission to
Graduate School
• It has General Test containing verbal and
quantitative sections as well as analytical writing
sections
• The General test may be taken by pencil and
paper or by computer at a test center.
• Miller Analogies Test
• A 100 item multiple choice analogy test that
draws not only on the examinee’s ability to
perceive relationships but also on general
intelligence, vocabulary and academic learning.
• Successful completion of analogy item demands
the ability to understand the relationship
between concepts.
• Other Aptitude Tests
• Specialized entrance examinations
• Medical College Admission Test (Local
Counterpart: National Medicine
Admission Test)
• Law School Admissions Test (LSAT)
DIAGNOSTIC TESTS
• Evaluative information is typically applied to
tests or test data that are used to make
judgements (such as pass-fail and admit-reject
decisions)
• Diagnostic information is typically used to
pinpoint a student’s difficulty usually for
remedial purposes.
• Reading Tests: Woodcock Reading Mastery
Tests-Revised (WRMT III; Woodcock 2011)
 • Math Tests: Stanford Diagnostic Mathematics • The Kaufman Assessment Battery for Children
Test, Fourth Edition (SDMT4), KeyMath 3 II (KABC II)
Diagnostic System (KeyMath3-DA)
• Woodcock Johnson III (WJ III)
Reading Tests
The Kaufman Assessment Battery for Children II
• Woodcock Reading Mastery Tests-Revised (KABC II)
(WRMT III; Woodcock 2011)
• The KABC is based on a dual theoretical
• This paper and pencil measure of reading foundation—the Luria neuropsychological
readiness, reading achievement and reading model and Cattel/Horn/Carrol (CHC) approach.
difficulties takes between 15 to 45 minutes to
administer the entire battery. • The Kaufman Assessment Battery for Children
II (KABC II) has a broader theoretical base.
• It can be use with children as young as 4 1/2,
• With KABC-II one can choose the CHC model
adults as old as 80 and most everything in
for children from a mainstream cultural and
between
language background or if Crystallized Ability
• Woodcock Reading Mastery Tests-Revised would not be fair indicator of child’s cognitive
(WRMT III; Woodcock 2011) ability one may choose the Luria model which
excludes verbal ability.
• Subtests include Additional
Subtests in the revised • The KABC subtests are designed to minimize
verbal instructions and responses. This give in
1. Letter identification
depth data with less “filtering” due to language
edition include
or cultural differences
2. Word identification 1. Phonological
• KABC II scales and subtests include:
awareness
• Simultaneous / Gv
3. Word attack 2. Listening
Comprehension • Triangles
4. Word comprehension 3 Oral reading • Face recognition
Fluency
• Pattern reasoning
5. Passage comprehension
• Block counting
Math Tests
• Story completion
• Stanford Diagnostic Mathematics Test,
Fourth Edition (SDMT4) • Conceptual thinking

• For group and individual administration • Rover

• KeyMath 3 Diagnostic System (KeyMath3- • Gestalt closure

DA) • Sequential/ Gsm
• For 4 ½ to 21 years old • Word order
• Individually administered test • Number recall
PSYCHOEDUCATIONAL TEST BATTERIES • Hand movements
• Psychoeducational Test Batteries • Planning/Gf
• Are test kits that generally contain two types of • Pattern reasoning (7-18)
tests: those that measure abilities related to
academic success and those that measure • Story Completion (7-18)
educational achievement in areas such as reading
and arithmetic
 • Learning/ lr
• Atlantis
• Atlantis delayed
• Rebus
• Rebus delayed
• Knowledge/ Gc included in the CHC model
only
• Riddles
• Expressive vocabulary
• Verbal knowledge
Woodcock Johnson III (WJ III)
• The Woodcock Johnson III (Woodcock et al,
2001)
• Is a psychoeducational test package consisting of
two co-normed batteries: Test of Achievement
and Tests and Tests of Cognitive Abilities
• Based on the CHC model
• For persons 2 to 90+
• Yields measures of general intellectual ability
(g) as well as measures of specific cognitive
abilities, achievement, scholastic, aptitude and
oral language.
• It can be used to diagnose SLDs
• The Tests of Achievement are packaged in
parallel forms A and B which is divided into a
standard battery (12 subtests ) and extended
battery (10 subtests)
• The Test of Cognitive Abilities may be divided
into a standard battery (10 subtests) and an
extended battery (10 subtest)
• Scoring of WJ III is aided by a software
provided in a test kit
OTHER TOOLS OF ASSESSMENT IN
EDUCATIONAL SETTINGS
• Performance, Portfolio and Authentic
Assessment
• Performance assessment has vaguely referred
to any type of assessment that requires the
examinee to do more than choose the correct
response from a small group of alternatives (e.g.
essay, development of art project
• Performance task as a work sample designed
to elicit representative knowledge, skills, and
values from a particular domain of study.
• Performance assessment will be defined as an
evaluation of performance tasks according to
criteria developed by experts from the
domain of study tapped by those tasks.
• Portfolio has many meanings in different
contexts. It may refer to a portable carrying
case, most typically used to carry artwork,
drawings, maps, and the like. Bankers and
investors use it as a shorthand reference to one’s
financial holdings. In the language of
psychological and educational assessment,
portfolio is synonymous with work sample.
• Authentic assessment (discussed subsequently)
is one name given to this trend toward more
performance-based assessment. When used in
the context of like-minded educational
programs, portfolio assessment and authentic
assessment are techniques designed to target
academic teachings to realworld settings
external to the classroom
• Peer Appraisal Techniques
• One method of obtaining information about
an individual is by asking that individual’s
peer group to make the evaluation.
Techniques employed to obtain such information
are termed peer appraisal methods.
• In addition to providing information about
behavior that is rarely observable, peer
appraisals supply information about the group’s
dynamics: who takes which roles under what
conditions. Knowledge of an individual’s place
within the group is an important aid in guiding
the group to optimal efficiency
• The nominating technique is a method of peer
appraisal in which individuals are asked to select
or nominate other individuals for various types
of activities.
• A child being interviewed in a psychiatric clinic
may be asked, “Who would you most like to go
to the moon with?” as a means of determining
which parent or other individual is most
important to the child.
• Members of a police department might be asked, and attitudes that could affect academic
“Who would you most like as your partner for performance
your next tour of duty and why?” as a means of
finding out which police officers are seen by
their peers as especially competent or
incompetent.
• The results of a peer appraisal can be
graphically illustrated. One graphic method of
organizing such data is the sociogram. Figures
such as circles or squares are drawn to represent
different individuals, and lines and arrows are
drawn to indicate various types of interaction. At
a glance, the sociogram can provide
information such as who is popular in the
group, who tends to be rejected by the group,
and who is relatively neutral in the opinion of
the group
• Measuring Habits, Interest and Attitudes
• Study Habits Checklist, designed for use with
students in grades 9 through 14, consists of 37
items that assess study habits with respect to
note taking, reading material, and general
study practices.
• If a teacher knows a child’s areas of interest,
instructional activities engaging those interests
can be employed.
• The What I Like to Do Interest Inventory
consists of 150 forced-choice items that assess
four areas of interests: academic interests,
artistic interests, occupational interests, and
interests in leisure time (play) activities.
Included in the test materials are suggestions for
designing instructional activities that are
consonant with the designated areas of interest.
• Attitude inventories used in educational
settings assess student attitudes toward a
variety of school-related factors. Interest in
student attitudes is based on the premise that
“positive reactions to school may increase the
likelihood that students will stay in school,
develop a lasting commitment to learning,
and use the school setting to advantage”.
• The Survey of Study Habits and Attitudes
(SSHA) and the Study Attitudes and Methods
Survey combine the assessment of attitudes with
the assessment of study methods. The SSHA,
intended for use in grades 7 through college,
consists of 100 items tapping poor study skills
 Personality Assessment
Personality
• McClelland defined personality as “the most
adequate conceptualization of a person’s
behavior in all its detail”.
• Menninger defined it as “the individual as a
whole, his height and weight and love and hates
and blood pressure and reflexes; his smiles and
hopes and bowed legs and enlarged tonsils. It
means all that anyone is and that he is trying to
become”.
• In their widely read and authoritative textbook
Theories of Personality, Hall and
Lindzeywrote: “It is our conviction that no
substantive definition of personality can be
applied with any generality” and “Personality is
defined by the particular empirical concepts
which are a part of the theory of personality
employed by the observer”.
• Cohen and Swerdlik: “as an individual’s
unique constellation of psychological traits and
states. Included in our definition, then, are
variables on which individuals may differ, such
as values, interests, attitudes, worldview,
acculturation, personal identity, sense of humor,
and cognitive and behavioral styles.”
Personality Assessment
• Personality assessment may be defined as the
measurement and evaluation of psychological
traits, states, values, interests, attitudes,
worldview, acculturation, personal identity,
sense of humor, cognitive and behavioral styles,
and/or related individual characteristics
Traits, Types, and States
Personality traits
• For Allport, a trait is a “generalized and
focalized neuropsychic system (peculiar to the
individual) with the capacity to render many
stimuli functionally equivalent, and to initiate
and guide consistent (equivalent) forms of
adaptive and expressive behavior”.
• Robert Holt wrote that there “are real
structures inside people that determine their
behavior in lawful ways”, and he went on to
conceptualize these structures as changes in
brain chemistry that might occur as a result
of learning: “Learning causes submicroscopic
structural changes in the brain, probably in the
organization of its biochemical substance”.
• Raymond Cattell also conceptualized traits as
mental structures, but for him structure did
not necessarily imply actual physical status.
• We view psychological traits as attributions
made in an effort to identify threads of
consistency in behavioral patterns. In this
context, a definition of personality trait offered
by Guilford has great appeal: “Any
distinguishable, relatively enduring way in
which one individual varies from another”.
• A person talking with a friend over lunch may
be demonstrating friendliness, whereas that same
person talking to that same friend during a
wedding ceremony may be considered rude.
Thus, the trait term selected by an observer is
dependent both on the behavior itself and on
the context in which it appears.
Personality types
• Having defined personality as a unique
constellation of traits and states, we might
define a personality type as a constellation of
traits and states that is similar in pattern to
one identified category of personality within a
taxonomy of personalities.
• Whereas traits are frequently discussed as if
they were characteristics possessed by an
individual, types are more clearly descriptions
of people.
• A typology devised by Carl Jung became the
basis for the Myers-Briggs Type Indicator.
According to Myers, these differences in
perception and judging result in
“corresponding differences in their reactions,
in their interests, values, needs, and
motivations, in what they do best, and in what
they like to do”.
• John Holland argued that most people can be
categorized as one of the following six
personality types: Artistic, Enterprising,
Investigative, Social, Realistic, or
Conventional.
• His Self-Directed Search test is a self-
administered, self-scored, and self-interpreted
aid used to type people according to this
system and to offer vocational guidance.
 • Another personality typology, this one having
only two categories, was devised by
cardiologists Meyer Friedman and Ray
Rosenman. They conceived of a Type A
personality, characterized by competitiveness,
haste, restlessness, impatience, feelings of
being time-pressured, and strong needs for
achievement and dominance. A Type B
personality has the opposite of the Type A’s
traits: mellow or laid-back.
• The personality typology that has attracted
the most attention from researchers and
practitioners alike is associated with scores on
a test called the MMPI.
Personality states
• The word state has been used in at least two
distinctly different ways in the personality
assessment literature. In one usage, a personality
state is an inferred psychodynamic disposition
designed to convey the dynamic quality of id,
ego, and superego in perpetual conflict.
• Presently, a more popular usage of the state —
and the one we use in the discussion that
follows—refers to the transitory exhibition of
some personality trait. Put another way, the use
of the word trait presupposes a relatively
enduring behavioral predisposition, whereas
the term state is indicative of a relatively
temporary predisposition.
Personality Assessment: Some Basic Questions
Who?
The self as the primary referent
• In many instances, the assessment or some
aspect of it requires self-report, or a process
wherein information about assessees is
supplied by the assessees themselves.
• On the Beck Self-Concept Test, for example,
respondents are asked to compare themselves
to other people on variables such as looks,
knowledge, and the ability to tell jokes.
Another person as the referent
• In some situations, the best available method
for the assessment of personality, behavior, or
both involves reporting by a third party such
as a parent, teacher, peer, supervisor, spouse,
or trained observer.
• The Personality Inventory for Children (PIC)
and its revision, the PIC-2 (pronounced “pick
two”), are examples of a kind of standardized
interview of a child’s parent. Although the
child is the subject of the test, the respondent
is the parent (usually the mother), guardian,
or other adult qualified to respond with
reference to the child’s characteristic behavior.
The cultural background of assesses
• How fair or generalizable is a particular
instrument or measurement technique with a
member of a particular cultural group? How a
test was developed, how it is administered,
and how scores on it are interpreted are all
questions to be raised when considering the
appropriateness of administering a particular
personality test to members of culturally and
linguistically diverse populations.
What?
Primary content area sampled
• Some tests are designed to measure particular
traits (such as introversion) or states (such as
test anxiety), whereas others focus on
descriptions of behavior, usually in particular
contexts.
• Many contemporary personality tests,
especially tests that can be computer scored and
interpreted, are designed to measure not only
some targeted trait or other personality
variable but also some aspect of the
testtaker’s response style. Primary content
area sampled
• Some tests are designed to measure particular
traits (such as introversion) or states (such as
test anxiety), whereas others focus on
descriptions of behavior, usually in particular
contexts.
• Many contemporary personality tests,
especially tests that can be computer scored and
interpreted, are designed to measure not only
some targeted trait or other personality
variable but also some aspect of the
testtaker’s response style.
Testtaker response styles
• Response style refers to a tendency to respond
to a test item or interview question in some
characteristic manner regardless of the
content of the item or question.
 • Because a response style can affect the validity
of the outcome, one particular type of response
style measure is referred to as a validity scale.
We may define a validity scale as a subscale of
a test designed to assist in judgments
regarding how honestly the testtaker
responded and whether observed responses
were products of response style, carelessness,
deliberate efforts to deceive, or unintentional
misunderstanding
• Impression Management- term used to
describe the attempt to manipulate others’
impressions through “the selective exposure of
some information (it may be false
information)… coupled with suppression of
(other) information” (Braginsky et al 1969, p51)
Where?
• Traditionally, personality assessment, as well
as other varieties of assessment, has been
conducted in schools, clinics, hospitals,
academic research laboratories, employment
counseling and vocational selection centers,
and the offices of psychologists and
counselors.
• In addition to such traditional venues,
contemporary assessors may be found observing
behavior and making assessments in natural
settings ranging from the assessee’s own home
to the incarcerated assessee’s prison cell and
other settings where the assessee is held captive.
How?
Scope and theory
• The California Psychological Inventory (CPI
434) is an example of an instrument with a
relatively wide scope. This test contains 434
true–false items—but then you knew that from
its title—and is designed to yield information
on many personality-related variables such as
responsibility, self-acceptance, and
dominance.
• An example of a theory-based instrument is
the Blacky Pictures Test. This test consists of
cartoonlike pictures of a dog named Blacky in
various situations, and each image is designed
to elicit fantasies associated with various
psychoanalytic themes.
• The other side of the theory saturation coin is the
personality test that is relatively atheoretical.
The single most popular personality test in use
today is atheoretical: the Minnesota
Multiphasic Personality Inventory (MMPI),
in both its original and revised forms.
Procedures and item formats
• Personality may be assessed by means of an
interview, but it may also be assessed by a
structured interview. In the latter method, the
interviewer must typically follow an interview
guide and has little leeway in terms of posing
questions not in that guide.
Frame of reference
• In the context of item format and assessment in
general, frame of reference may be defined as
aspects of the focus of exploration such as the
time frame (the past, the present, or the
future) as well as other contextual issues that
involve people, places, and events.
• Representative of methodologies that can be
readily applied in the exploration of varied
frames of reference is the Q-sort technique.
Originally developed by Stephenson, the Q-sort
is an assessment technique in which the task is
to sort a group of statements, usually in
perceived rank order ranging from most
descriptive to least descriptive.
• With the adjective checklist method,
respondents simply check off on a list of
adjectives those that apply to themselves (or
to people they are rating).
• As implied by the label ascribed to these types
of tests, the testtaker’s task in responding to an
item written in a sentence completion format is
to complete an incomplete sentence.
Scoring and interpretation
• The nomothetic approach to assessment is
characterized by efforts to learn how a limited
 number of personality traits can be applied to
all people. A test such as the 16 PF, Fifth
Edition, which seeks to measure testtakers on 16
personality factors (which is what “PF” stands
for), is representative of the nomothetic
orientation.
• By contrast, the idiographic approach is
characterized by efforts to learn about each
individual’s unique constellation of
personality traits, with no attempt to
characterize each person according to any
particular set of traits.
• In the ipsative approach, a testtaker’s
responses, as well as the presumed strength of
measured traits, are interpreted relative to the
strength of measured traits for that same
individual.
Issues in Personality Test Development and Use
• As previously noted, personality assessment that
relies exclusively on self-report is a two-edged
sword. On the one hand, the information is from
“the source.” Respondents are in most
instances presumed to know themselves
better than anyone else does and therefore
should be able to supply accurate responses
about themselves. On the other hand, the
consumer of such information has no way of
knowing with certainty which self-reported
information is entirely true, partly true, not
really true, or an outright lie.
• In recent years, there has been some debate
about whether validity scales should be
included in personality tests. In arguing the
case for the inclusion of validity scales, it has
been asserted that “detection of an attempt to
provide misleading information is a vital and
absolutely necessary component of the clinical
interpretation of test results” and that using
any instrument without validity scales “runs
counter to the basic tenets of clinical
assessment”. By contrast, the authors of the
widely used Revised NEO Personality
Inventory (NEO PI-R), Paul T. Costa Jr. and
Robert R. McCrae, perceived no need to
include any validity scales in their instrument
and have been unenthusiastic about the use of
such scales in other tests.
• What about the language in which the
assessment is conducted? At first blush, this
would appear to be a non-issue. Well, yes and
no. If an assessee is from a culture different
from the culture in which the test was
developed, or if the assessee is fluent in one or
more languages, then language may well
become an issue. Words tend to lose—or
gain—something in translation, and some
words and expressions are not readily
translatable into other languages.
• The broader issue relevant to the development
and use of personality tests with members of a
culture different from the culture in which
the test was normed concerns the
applicability of the norms.
Developing Instruments to Assess Personality
Logic and Reason
• Logic and reason may dictate what content is
covered by the items. Indeed, the use of logic
and reason in the development of test items is
sometimes referred to as the content or content-
oriented approach to test development.
• Let’s call this new test the “Evaluation of
Anorexic Tendencies Test” (EATT). These
items of the EATT are based on the American
Psychiatric Association’s Diagnostic and
Statistical Manual criteria for a diagnosis of
anorexia nervosa.
• The Personal Data Sheet, later known as the
Woodworth Psychoneurotic Inventory,
contained items designed to elicit self-report
of fears, sleep disorders, and other problems
deemed symptomatic of psychoneuroticism.
The greater the number of problems reported,
the more psychoneurotic the respondent was
presumed to be.
• Typical companions to logic, reason, and
intuition in item development are research
and clinical experience. Another possible aid in
the test development process is correspondence
with experts on the subject matter of the test.
Theory
• One theory-based test in current usage today is
the Self-Directed Search (SDS), which is a
measure of one’s interests and perceived
abilities. Authored by John Holland and his
associates, the test is based on Holland’s theory
of vocational personality.
• The SDS is a rarity among widely used tests in
many respects. This is so because it is theory-
 based and is self-administered, self-scored,
and self-interpreted.
Data Reduction Methods
• Data reduction methods include several types
of statistical techniques collectively known as
factor analysis or cluster analysis. One use of
data reduction methods in the design of
personality measures is to aid in the
identification of the minimum number of
variables or factors that account for the
intercorrelations in observed phenomena.
• Over the years, many questions have been raised
regarding (1) whether the 16 factors identified
by Cattell do indeed merit description as the
“source traits” of personality and (2) whether,
in fact, the 16 PF measures 16 distinct factors.
Some have argued that the 16 PF may be
measuring fewer than 16 factors because several
of the factors are substantially intercorrelated.
• Some theorists have argued that the primary
factors of personality can be narrowed down to
three or perhaps four, five, or six. Interestingly,
using factor analysis in the 1960s, Raymond
Cattell had also derived five factors from his
“primary 16”.
Acculturation and Related Considerations
• Ex. Big 5-Mcrae and Costa and PEN- Eysenck
Criterion Groups
• A criterion may be defined as a standard on
which a judgment or decision can be made.
• With regard to scale development, a criterion
group is a reference group of testtakers who
share specific characteristics and whose
responses to test items serve as a standard
according to which items will be included in or
discarded from the final version of a scale.
• The process of using criterion groups to
develop test items is referred to as empirical
criterion keying because the scoring or keying
of items has been demonstrated empirically to
differentiate among groups of testtakers.
• At this point you may ask, “But what about
that initial pool of items? How is it created?”
The answer is that the test developer may have
found inspiration for each of the items from
reviews of journals and books, interviews
with patients, or consultations with
colleagues. The test developer may have
referred to other tests or relied on logic or
reason alone when writing the items.
Alternatively, the test developer may have relied
on none of these and simply let imagination
loose and committed to paper whatever emerged
• The test, originally called the Medical and
Psychiatric Inventory, is the MMPI. Years
after its tentative beginnings, the test’s senior
author recalled that “it was difficult to persuade
a publisher to accept the MMPI” (Hathaway).
However, the University of Minnesota Press was
obviously persuaded because in 1943 it
published the test under a new name, the
Minnesota Multiphasic Personality Inventory
(MMPI). Let’s note at the outset that this test
occupies a prominent place in psychometrics.
Not only has it served as the standard by which
other tests are judged, it is also one of the most
widely used and most written-about tests ever
to be published.
• MMPI-3 – Latest version, 2020
Personality Assessment and Culture
• Acculturation is an ongoing process by which
an individual’s thoughts, behaviors, values,
worldview, and identity develop in relation to
the general thinking, behavior, customs, and
values of a particular cultural group.
• Intimately entwined with acculturation is the
learning of values. Values are that which an
individual prizes or the ideals an individual
believes in.
• Instrumental values are guiding principles to
help one attain some objective. Honesty,
imagination, ambition, and cheerfulness are
examples of instrumental values.
• Terminal values are guiding principles and a
mode of behavior that is an endpoint
objective. A comfortable life, an exciting life, a
sense of accomplishment, and self-respect are
some examples of terminal values.
• Identity in this context may be defined as a set
of cognitive and behavioral characteristics by
which individuals define themselves as
members of a particular group. Stated simply,
identity refers to one’s sense of self.
 • Levine and Padilla defined identification as a
process by which an individual assumes a
pattern of behavior characteristic of other
people, and they referred to it as one of the
“central issues that ethnic minority groups
must deal with”.
• Another key culture-related personality variable
concerns how an assessee tends to view the
world. As its name implies, worldview is the
unique way people interpret and make sense
of their perceptions as a consequence of their
learning experiences, cultural background,
and related variables
Personality Assessment Methods
Objective Methods
• Typically associated with paper-and-pencil and
computer administered personality tests,
objective methods of personality assessment
characteristically contain short answer items for
which the assessee’s task is to select one
response from the two or more provided.
• The scoring part is done according to set
Projective Methods
procedure involving little, if any, judgement on
the part of the scorer
• As with tests of ability, objective methods of
personality assessment may include items
written in multiple-choice, true-false, or
matching format
• For example, on a personality test where a true
response is deemed indicative of presence of a
particular trait, a number of true responses to
true-false items will be interpreted with
reference to the presumed strength of that trait in
the test taker.
Behavioral Assessment Methods
• Objective personality tests shares many
advantages with objective tests of ability .The
items can be answered quickly , allowing the
administration of may test items covering varied
aspects of the trait or traits the test is designed to
assess.
• Objective items can usually be scored quickly
and reliably by varied means, from hand scoring
(usually with the aid of a template held over the
test form) to computer scoring.
• Analysis and interpretation of such tests may be
almost as fast as scoring especially if conducted
by computer and custom software.
• In contrast to the scoring of, say, essay tests, the
scoring of objective, multiple-choice tests of
ability left little room for emotion, bias, or
favoritism on the part of the test scorer.
• Ultimately, the term objective as applied to most
personality tests may be the best thought of as a
shorthand description for a test format.
• Objective personality tests are objective in the
sense that they employ a short answer (typically
multiple-choice format, one that provides little,
if any, room for discretion in terms of scoring.
• Examples of Projective Stimuli
• Inkblots- Rorschach Inkblot Test
• Pictures- Thematic Apperception Test
• Words- Word Association Test,
Sentence Completion Tests
• Sounds
• Figure drawings –Draw-a-person test
• Technique of personality assessment in which
some judgement of the assessee’s personality is
made on the basis of performance on a task that
involves supplying some sort of structure to
unstructured or incomplete stimuli.
• Projective hypothesis holds that an individual
supplies structure to unstructured stimuli in a
manner consistent with the individual’s own
unique pattern of conscious and unconscious
needs, fears, desires, impulses, conflicts and
ways of perceiving and responding.
• “What a person does in situations rather than on
inferences about what attributes he has more
globally” (Mischel;. 1968)
• Predicting what a person will do is thought to
entail an understanding of the assessee with
respect to both antecedent conditions and
consequences.
• Behavioral assessors tend to be more empirical
in their approach, as they systematically assess
the client’s presenting problem both from the
perspective of the client and from the
 perspective of one observing the client in social
situations and the environment in general
• Who?
• Who is the assessee?- more
individualized
• Who is the assessor?- highly qualified
professional or technician trained to
conduct assessment
• What?
• Targeted behavior/s for assessment will
vary as a function of the objectives of
the assessment
• Behavior is measurable—quantifiable
• When?
• Various schedules with which
assessment may be made
• Frequency or event recording, interval
recording, intensity, duration
• Timeline followback (TLFB)
methodology- this is designed for use in
the context of a clinical interview for the
purpose of assessing alcohol abuse.
• Ecological momentary assessment-
use to analyze the immediate
antecedents of cigarette smoking by
recording problem- behavior related
events retrospectively but as they occur
through a handheld computer.
• Where?
• Assessment can take place anywhere—
preferably in the environment where the
targeted behavior is most likely to occur
• Why?
• To provide behavioral baseline data with
which other behavioral data
(accumulated after the passage of time,
after intervention, or after some other
event) may be compared
• To provide a record of the assessee’s
behavioral strengths and weaknesses
across a variety of situations
• To pinpoint environmental conditions
that are acting to trigger, maintain or
extinguish certain behaviors
• To target specific behavioral patterns for
modification through interventions
• To create graphic displays useful in
stimulating innovative or more effective
treatment approaches
• How?
• This varies depending on the purpose of
the assessment
• Analysis of data from behavioral
assessment—extent of traditional
psychometric standard is applicable to
behavioral assessment.
• Varieties of Behavioral Assessment
• Behavioral observation and rating
scales- involves watching the activities
of targeted clients or research subjects
and typically, maintaining some kind of
record of those activities. ( e.g.
Naturalistic or through behavior rating
scale)
• Self-monitoring- act of systematically
observing and recording aspects of one’s
own behavior and/or events related to
that behavior.
• Reactivity- refers to the
possible changes in an
assessee’s behavior, thinking, or
performance that may arise in
 response to being observed, • Polygraph- lie detector,
assessed or evaluated. detectable physical changes
occur when an individual lies
• Analogue Study- is a research
investigation in which one or more • Issues in Behavioral Assessment
variables are similar or analogous to the
• Psychometric soundness
real variable that the investigator wishes
to examine • Contrast effect- a behavioral
rating may be excessively
• Analogue behavior study-
positive or negative because of a
observation of a person or
prior rating was excessively
persons in an environment
negative or positive.
designed to increase the chance
that the assessor can observe • Composite judgement- to
targeted behaviors and minimize the error behavioral
interactions. raters employ this, which in
essence averaging of multiple
• Situational performance measures- is
judgment
a procedure that allows for observation
and evaluation of an individual under a • Reactivity
standard set of circumstances. It
involves a performance of some tasks
under actual or simulated conditions.
• Leaderless group technique- is
a situational assessment
procedure wherein several
people are organized into a
group for the purpose of
carrying out a task as an
observer records information
related to individual group
members’ initiative,
cooperation, leadership, and
related variables.
• Role Play- or acting an improvised or
partially improvised part in a simulated
situation, can be used in teaching,
therapy and assessment.
• Psychophysiological methods- study of
indices known to be influenced by
psychological factors
• Psychophysiological methods- study of
indices known to be influenced by
psychological factors
• Biofeedback- class of
psychophysiological assessment
techniques designed to gauge,
display and record a continuous
monitoring of selected
biological processes such as
pulse and blood pressure. (E.g.
plethysmograph, EEG, EMG,)

Personality Tests
Psychometric and Projective Tests Classified by Domains
• Larsen and Buss (2010) organize the personality
theory into the domains:
1. Dispositional Domain: personality characteristics and
how they develop overtime
2. Biological Domain: evolutionary, genetic and
physiological underpinnings of personality
3. Intrapsychic Domain: deeply rooted motives and
dynamic intrapsychic processes
4. Cognitive-experiential Domain: how people
experience the world and process information about it
5. Social and cultural Domain: personality affects and is
affected by the social and cultural context in which
people conduct in their lives
6. Adjustment Domain: how people cope and
function—as well as how adjustment fails—as they
encounter the numerous adaptive problems they face
over the inevitably bumpy course of their lives.
Tests under Dispositional Domain
Eysenck Personality Inventory (EPI) measures two
pervasive, independent dimensions of personality:
Extraversion-Introversion and Neuroticism-
Stability, which account for most of the variance in
the personality domain.
• Each form contains 57 “Yes-No” items with no
repetition of items. The inclusion of a falsification
scale provides for the detection of response
distortion.
• A revised form of the EPI is EPQ-R (Eysenck
Personality Questionnaire- Revised)
16 Personality Factor Questionnaire (16PF)
(Cattell) is a self-report assessment instrument that
measures the 16 normal adult personality dimensions
• Using the clients responses to the questionnaire,
standard scores (stens) are derived for each of the
sixteen personality factors. In addition scores for Five
Global Factors (the original are computed.
• These scores enable one to formulate personality
models useful in industrial-organizational
applications, clinical settings, counseling and
research for predicting human behavior
• 16 PF Questionnaire assesses human personality by
measuring levels of:
Warmth Rule Consciousness Privateness
Reasoning Social Boldness Apprehensiveness
Emotional Stability Sensitivity Openness to Change
Dominance Vigilance Self-Reliance
Liveliness Abstractedness Perfectionism
Tension
• When the 16 primary traits were factor-analyzed ,
they revealed five Global Factors, which describe
personality at a broader level.
• These Global Factors are: Extraversion, Anxiety,
Tough-mindedness, Independence, and Self-
Control
NEO-PI-R: The Neuroticism-Extraversion-
Openness (NEO) Personality Inventory (PI)
Revised (R) (Paul Costa and Robert McCrea) For
use with adult (17+) men and women without overt
psychopathology
• The NEO-PI-R is a 240 item measure of the Five
Factor Model: Extraversion, Agreeableness
Conscientiousness, Neuroticism, Openness to
Experience.
• Additionally, the test measures six subordinate
dimensions (known as ‘facets ‘) of each if the “Five
Factor Model (FFM)” Personality factors.
Panukat ng Pagkataong Pilipino (PPP) (Carlota,
1985)
Panukat ng Ugali at Pagkatao (PUP) (Enriquez
and Guanzon-Lapenia, 1997)
• These tests measure indigenous Filipino Personality
Structure.
• (For the personality dimensions please see p 79 of
your photocopy)
Tests under the Biological Domain
The Millon Multiaxial Inventory-III (Millon,
Millon and Davis, 1994) \
• Is grounded on Millon’s biopsychosocial views of
personality functioning and psychopathology.
The Millon Adolescent Clinical Inventory (MACI-
Millon, Millon, and Davis, 1993) is a tool for
assessing adolescents between the ages 13 and 19 in
clinical setting
The Millon Index of Personality Styles (MIPS—
Millon, 1994) measures the personality of normal
adults who seek assistance for work, family or social
problems in various counseling settings. (Anastasi
and Urbina, 2001)
 Eysenck Personality Inventory (EPI) Edwards Personal Preference Schedule (EPPS)

Myers-Briggs Type Indicator (MBTI; Myers and • The EPPS was developed by A.L. Edwards and is
McCaulley, 1995; Myers and Myers, 1980) published by The Psychological Corporation.

• The MBTI summarizes 16 types based on Jung’s
distinction between extraversion-introversion (E-I),
thinking-feeling (T-F) and Sensation-Intuition (S-N)
plus Isabel Myer’s distinction between judging and
perceiving (J-P) (Hall, Lindzey and Campbell, 1998)
• It is based on Murray’s need-press theory of
personality.
• It is consists of 225 pairs of statements concerning
individuals likes and feelings.

Sensation Seeking Scale (SSS) (Zuckerman, 2004) • The EPPS has 15 personality variables, namely:

• This measure the extent to which a person needs 1. Achievement (Ach

novel or exciting experiences and enjoys the thrills 2. Deference (def)
and excitement associated with them.
3. Order (Ord)
• It is a multi-dimensional measure, consisting of four
interrelated subscales. 4. Exhibition (exh)

Sensation Seeking Scale (SSS) (Zuckerman, 2004) 5. Autonomy (aut)

Continued.
6. Intraception (int)
• This subscales, each comprised of ten forced-choice
7. Succorance (suc)
items, include:
8. Dominance (dom)
• Boredom Susceptibility (BS) : an aversion to
repetitive and/ or boring tasks and/or people. 9. Abasement (aba)
• Disinhibition (DIS): seeking release and/or 10. Nurturance (Nur)
disinhibited social behavior via alcohol, partying, sex
etc. 11. Change (Chg)

• Experience Seeking (ES): pursuit of an 12. Endurance (end)

unconventional lifestyle via unplanned activities
and/or hallucinatory drugs)
• Thrill Adventure Seeking (TAS): seeking unusual
sensations via exciting and risky sporting activities.
• A total SSS score is also frequently employed in
studies of sensation seeking. Many studies have
linked sensation seeking with risky behavior
(Zuckerman, 2007)
Morningness-Eveningness Questionnaire (MEQ,
Horne and Ostberg,1976)
• Is widely used to differentiate between morning and
evening types of persons.
Tests under the Intrapsychic Domain
Thematic Apperception Test (TAT) (Murray and
Morgan)
• Consist of a set of a set of black and white images
which are ambiguous.
• The person is asked to make up a story about what is
happening in the picture. The stories are then coded
for the presence of various types of imagery
associated with particular domain
13. Heterosexuality (het)
14. Aggression (Agg)
Tests under the Intrapsychic Domain
Filipino Professional/ Technical Employee Needs
Inventory (FIPROTECH-ENT) (Segui, 2004)
• FIPROTECH-ENT has an empirically based
framework on Filipino needs among professional/
technical workers.
Tests under the Cognitive-Experiential Domain
Self Rating Scale (of Self Acceptance) (Munnariz,
1989)
• The theoretical bases of the scale are the personality
theories of Maslow, Sullivan, and Rogers.
• Her scale meant for the Filipino Adolescent, covers
four dimension: physical, academic, social, and
personal)
• The instrument is bilingual in Filipino and English
Pasao Self-Concept Rating Scale (Pasao, 1979,
2001)
• This is for Filipino High School Students
 • Domains are: sense of self worth, accepting oneself,
concern for interpersonal relations and feeling of
belonging
Emotional Intelligence (Ma. Trinidad Parco, Anna
T. Marquez, Ronito Orias)
• Emotional Quotient Scale for Children (EQS-C).
Goleman (1995) theorized that emotional intelligence
consists of five dimensions. These are: self-
awareness, managing emotions, self-motivation,
empathy and handling relationships
• Emotional Quotient Scale for Adults (EQS-A)
(Marquez, 2002). Starting with the framework of
Goleman but found out during the focus group
discussion she conducted that Filipino employees
manifests other emotional competencies in the
workplace.
• The Filipino way demands and implements the idea
that they treat one another as fellow human biengs
(kapwa-tao).
• Orias Emotional Intelligence Inventory (O-EII)
(Orias, 2006)
• It is based on the results of the survey that Orias
conducted among students, parents, teachers, school
administrators and other professionals on their
perceived behavior manifestations of emotionally
intelligent Filipinos.
The Bernreuter Personality Inventory (BPI)
(Bernreuter, 1931)
• The BPI consists of 125 items answerable by “Yes”
or “No” or “?”
• By assigning numerical weights to various items six
scores are obtained: Neurotic Tendency, Self
Sufficiency, Introversion, Extroversion,
Dominance-Submission, Sociability and Self-
Confidence
The Omnibus Personality Inventory (OPI) (Paul
Heist and George Yonge)
• It is a 385 item, multi score, true or false
questionnaire.
• It is designed for older adolescents and adults.
• It is scored on the following scales: Thinking
Introversion, Theoretical Orientation,
Estheticism, Complexity, Autonomy, Religious
Orientation, Social Extroversion, Impulse
Expression, Personal Integration, Anxiety Level,
Altruism, Practical Outlook, Masculinity-
Femininity and Response Bias
Tests under Social and Cultural Domain
Panukat ng Pagkataong Pilipino

Locus of Control Scale

• Locus of Control refers to people’s very general,

cross-situational beliefs about what determines
whether or not they get reinforced in life.

• People can be classified along the continuum from

very internal locus to very external locus

• Internal LoC believe that the responsibility whether

or not they get reinforced ultimately lies to
themselves.

• External LoC believe that the reinforces in life are

controlled by luck, chance or powerful others.

Tests under Social and Cultural Domain

The Minnesota Multiphasic Personality Inventory

(MMPI)

• The clinicians evaluates the test taker’s personal

characteristics by comparing the test taker’s answer
to those given by the various psychiatric and
nonpsychiatric comparison groups.

• MMPI-2 allow the test administrator to make

inferences about the client’s typical behaviors and
ways of thinking.
 Clinical/Counseling and Neuropsychological
Assessment
Psychological Assessment Models: Information-
Gathering Model
• Commonly used when deciding treatment
programs in regards to behavioral interventions
such as developing schedules of reinforcement
and desensitization which tends to vary among
clients even if the clients may have the same
behavioral problems
• Psychological assessments that incorporate the
information-gathering model serve as an
essential tool when designing such intervention
Therapeutic Model of Assessment
• A psychological assessment that provides new
experiences or information that can benefit the
clients by helping them make positive changes
in their own lives.
• In this model, the practitioner will use
information derived from the assessment to
encourage and motivate people toward personal
growth and self-discovery.
• Ex. If a woman is suffering from postpartum
depression, her therapist could use the results of
a test to point out the woman’s strengths and
therefore encourage her to be more self-
sufficient simply by helping her understand her
own worth.
• Therapeutic Assessment (TA) is a brief
intervention that uses psychological assessment
to help people change their lives.
• Clinicians practicing TA work collaboratively
with clients to develop a more accurate,
compassionate, clear and useful story about
themselves and the world. Decades of research
show that TA helps client feel better and more
capable of taking their next steps in life.
What is the format of a Therapeutic Assessment?
• The semi-structured format of Therapeutic
Assessment varies slightly depending on the
type of client assessed, but assessments
generally involve the following steps (not all
steps are used in every assessment):
• Initial Sessions
• Standardized Testing Sessions
• Assessment Intervention Sessions
Initial Sessions
• In the initial session, clients meet with the
assessor to define the contract for the
assessment.
• The assessor assists clients in formulating
questions—in their own words—of what they
wish to learn from the assessment.
• Most questions concern persistent problems,
puzzles or dilemmas the clients face, such as
“Why have I never had an intimate relationship
for longer than 2 months, although I’m very
successful in other areas of my life?” or “Why
does our daughter have such problems
concentrating in school?”
• As such questions gathered, the assessor collects
the background information and evaluates the
client’s current understanding of a problem. The
assessor and client also discuss and negotiate
practical aspects of the assessment, such as cost,
duration, confidentiality and to whom the results
will be reported.
Standardized Testing Sessions
• Following the initial session, the assessor selects
standardized psychological tests that are relevant
to the client’s presenting concerns, and the
client’s presenting concerns, and the client and
assessor meet one or more times to complete
these tests.
• In most cases, each test is administered first
according to standardized procedures, so the
clients’ test performance may be compared to
established norms. Then, following the
standardized administration, the assessor invites
clients to observe, reflect on and hypothesize
about their test responses, especially if those
responses bear upon problems clients asked
about in their initial assessment questions
• Many different types of standardized tests are
used in Therapeutic Assessment, including tests
of intellectual and cognitive abilities, personality
tests and career/interest inventories.
Assessment Intervention Sessions
• In assessment intervention sessions, the assessor
employs non-standardized tests, standardized
tests in novel ways or techniques such as role-
plays psychodrama or drawing, to further
explore with clients hypotheses developed from
the standardized test scores.
• For example, the client who asked about not
succeeding at intimate relationships might
appear on standardized testing to be highly
cynical and distrustful of others. The assessor
might ask the client to tell stories to TAT cards.
If a number of the client’s stories had themes of
cynicism, the assessor could help the client
observe this trend, and then explore the source
and reasons for the client’s distrust. The assessor
might even invite the client to tell a story of
someone trusting another person, to see how the
client responded
• Assessment intervention sessions can help
clients discover answers to their own assessment
questions—one of the goals of collaborative
psychological assessment.
• Finn (2007) has likened this process to helping
clients revise and edit their existing “stories”
about themselves and the world. In child and
family assessments, assessment intervention
sessions often involve the whole family
(Tharinger, Finn, Austin, Gentry, Bailey, Parton,
and Fisher, 2008)
Differential Treatment Model of Assessment
• Used in order to conduct research and analyze
the success of programs.
• Tests can provide accurate insight into whether
or not clients in a specific program have been
responding in a positive manner to the given
therapy, treatment or intervention
• Differential treatment model of assessment
require that the tests being used have a high
level of validity and reliability in terms of the
related research topic
• Example: a research team, were studying and
comparing the marriage satisfaction of 100
African American couples and 85 Hispanic
American couples
Gathering Information Tools
• Clinical interviews
• Structured
• Unstructured
• Semi-structured
• Testing
• Observation
• Role-playing
• Analogous study
Clinical and Counseling Assessment
• Clinical Psychology- A branch of psychology
that has its primary focus the prevention,
diagnosis and treatment of abnormal behaviors
• Counseling Psychology- A branch of
psychology that is concerned with the prevention
diagnosis and treatment of abnormal behavior.
Focused more on everyday problems such as
marital and family communication problems,
career decisions, and difficulties with school
study habits.
Clinical Assessment
• Personal Data Sheet. Consisted of series of
questions about symptoms of psychopathology
that had been developed for screening potential
recruits for the armed forces in WW1. Evolved
to the highly structured psychiatric interviews,
currently used in research and clinical practice to
derive DSM IV-diagnoses.
• Definition and Purpose
• Clinical assessment involves an
evaluation of an individual’s strengths
and weaknesses, physical condition and
prognosis based on information gathered
from physical and laboratory
examinations and the patient’s medical
history.
• A conceptualization of the problem at
hand, as well as etiological factors and
some prescription of alleviating the
problem
• All of these lead us to a better
understanding of the client
 • Psychological Assessment
• Clinical assessment or diagnosis
• One of the unique contributions of the
clinical psychologist is the ability to
provide assessment data.
• Diagnostic Process
• Should not be done once
• In many cases it is an ongoing process
• Before physician can prescribe treat,
they must first understand the nature of
the illness
• To illustrate please read the case of Billy
• Assessment Process
• Referral
• Interview
• Testing
• Hypnotic interview-is one conducted
while the interview is under hypnosis.
• Cognitive interview- rapport is
established and the interviewee is
encouraged to use imagery and focused
retrieval to recall information
• Collaborative interview- allows the
interviewee wide latitude to interact
with the interviewer.
• Case History Data- biographical and related data
about an assessee may be obtained by
interviewing the assessee and/or significant
others in that person’s life.
• Psychological tests
• Million Clinical Multiaxial Inventory-III
• Beck Depression Inventory II
• The Center for Epidemiological Studies
Depression Scale

• Observation Forensic Assessment

• Referral • Forensic- pertaining to legal proceedings

• Patient • Forensic Psychological Assessment- the theory

and application of psychological evaluation and
• Parents measure in a legal context.
• Doctor • Purposes
Diagnosis of mental disorder • Competence to trial stand- defendants’ ability to
understand the charges against him and assist in
• Reference: DSM-5, ICD 10
his own defense
• Techniques
• Whether he will be executed or not
• Interviews
• It would not be proper to execute the
• Case History insane person

• MSE • Readiness for parole or probation

• Psychological Testing • A person with diagnosis of psychopathy

Clinical Assessment
• Diagnosis and evaluation of emotional injury
• Clinical Interview. For an important cornerstone
in the process of assessment in clinical
psychology
• Stress interview-any interview where
one objective is to place the interviewee
in a pressured state for some particular
reason
is not likely to release from prison
(psychological harm)
• To shed light on an individual’s
functioning prior to and then subsequent
to the alleged injury
• The court will evaluate the findings in
light of all the evidence and make a
determination regarding whether the
 alleged injury exists and if so, the
magnitude of damage.
• Custody evaluations
• A psychological assessment of parents
of guardians and their parental capacity,
and/ or children and their parental needs
and preferences, usually undertaken for
the purpose of assisting a court in
making awards of custody with reports.
• Evaluation of abuse and neglect
• Signs of abuse and neglect
• Emotional and behavioral signs
• Risk assessment
Neuropsychological Assessment
• Neuropsychology- the branch of psychology
that focuses on the relationship between the
brain functioning and behavior.
• Cognitive
• Emotional
• Motor
• Sensory
• Includes identification, description,
quantification and treatment of disease of the
brain and spinal cord
• Overlaps with neurology, psychology,
psychiatry and psychometric testing
• Neuropsychology and neurology= sensation,
perception and motor movements
• Neuropsychology and psychiatry= moods and
adaptations to situations
• Neuropsychology and psychology= use test for
determining abnormality
• Neuropsychological Assessment- may be
defined as the evaluation of brain and nervous
system functioning as it relates to behavior.
• Neuropsychological assessment has been used to
evaluate specific problems in memory
• Performance on neuropsychological tests are
also linked to specific clinical problems.
• Dysfunction in visuospatial skills = Alcoholic
Dementia
• Difficulties with recall= Alzheimer’s Disease or
Huntington’s Disease
• Identification of deficits in the left or right
hemisphere
THE NERVOUS SYSTEM AND BEHAVIOR
• Neurological Damage and the Concept of
Organicity
• Modern day researchers exploring the
link between the brain and the body use
a number of varied tools and procedures
in their work.
• Beyond the usual tools of psychological
assessment (tests, case studies etc.),
investigators employ high technology
imaging equipment, experimentation
involving the electrical or chemical
stimulation of various human and
animal brain sites, experimentation
involving surgical alteration of the
brains of animal subjects, laboratory
testing and field observation of head-
trauma victims, and autopsies of normal
and abnormal human and animal
subjects. Through these varied means,
researchers have learned much about
healthy and pathological and
neurological functioning
• Neurological Damage and the Concept of
Organicity
• Neurological Damage may take the form
of a lesion in the brain or any other site
within the central or peripheral nervous
system.
• A lesion is a pathological alteration of
tissue, such as that which could result
from injury or infection. it can be focal
(relatively circumscribed at one site) or
diffuse (scattered at various sites)
• Brain damage is a general reference to
any physical or functional impairment in
the central nervous system that results in
sensory, motor, cognitive, emotional or
related deficit.
• Organicity- organic brain syndrome

THE NEUROPSYCHOLOGICAL EVALUATION
• When a Neuropsychological Evaluation is
Indicated
• Do you remember your medical exam? Was it
done by a general practitioner? How was your
experience?
• How about when you were referred to a
specialist? How different was your experience
with the general practitioner and a specialist?
• When a Neuropsychological Evaluation is
Indicated
• Nonspecialists usually screen for the presence of
a neuropsychological problem.
• If they identify a problem that they believe that
is neurological in nature then they will refer it to
a specialist.
• A battery of test is typically administered. This
battery at a minimum will consist of an
intelligence test, personality test, and a
perceptual-motor/memory test.
• When a Neuropsychological Evaluation is
Indicated
• The signs signaling that a more thorough
neuropsychological or neurological workup by a
specialist (such as a neuropsychologist or
neurologist) is advisable are characterized as
being “hard” or “soft” depending upon the
certainty with which the phenomenon has been
known to be related with documented
neurological damage.
• Hard sign. Indicator if definite neurological
deficit. Example abnormal reflex performance.
• Soft sign. Is an indicator that is merely
suggestive of neurological deficit. Example
inability to accurately copy a stimulus figure
when attempting to draw it.
• Identification of brain injury
• To determine fake illness
• Exaggeration of cognitive dysfunction
• To determine the seriousness of concussions
among athletes
• General Elements of a Neurological
Evaluation
• The objective of the typical neuropsychological
evaluation is “to draw inferences about the
structural and functional characteristics of a
person’s brain by evaluating an individual’s
behavior in defined stimulus-response
situations”
• Common to all neuropsychological exams are
history taking, a mental status examination, and
the administration of tests and procedures
designed to reveal problems of
neuropsychological functioning.
• History taking, the case history and case studies
• Neuropsychologists play a careful attention to
patients’ histories as told to them by the patients
themselves and as revealed in the patients’
records
• History taking, the case history and case studies
• The typical neuropsychological examination
begins with a careful history taking with special
attention paid to certain areas:
• Medical history of the patient
• Medical history of the patient’s family and other
relatives.
 • The presence and absence of certain
developmental milestones.
• Psychosocial history
• Character, severity and progress of any history
of complaints of sensory, motor, and involuntary
processes disturbances
• History taking, the case history and case studies
• The history taking interview can help shed light
on questions of the organic or functional origin
of an observed problem and whether the
problem is progressive (more likely to worsen)
ornonprogressive.
• The interview
• A variety of structured interviews and rating
forms are available as aids to the
neuropsychological screening and evaluation
process.
• Neuropsychological screening devices point the
way to further areas of inquiry with more
extensive evaluation. Such devices can be used
to economically with members of varied
populations who may be at risk for
neuropsychological impairment, such as
psychiatric patients, elderly and alcoholics.
• Examples: Short Portable Mental Status
Questionnaire; The Mini-Mental State Exam
• The neuropsychological mental status
examination
• The clinician observes and takes note of aspects
of the assessee’s behavior relevant to
neuropsychological functioning.
• The Physical Exam
• Non-invasive procedures. Procedures that do
not involve any intrusion in to the examinee’s
body.
• Example: the clinician may test for reflexes of
the child.
NEUROPSYCHOLOGICAL TESTS
• Tests of General Intellectual Ability
• Weschler’s Tests
• Tests to Measure the Ability to Abstract
• Object Sorting Test
• Color Form Sorting Test (Weigl’s Test)
• The Wisconsin Card Sorting Test-64 Card
Version
• Tests of Executive Function
• Tower of Hanoi
• Porteus Maze Test
• Clock Drawing Test (CDT)
• Trail making items. Connect the circles in a
logical way
• field-of-search items. The test taker must scan a
field of various stimuli to match the sample
• Confrontation naming. Naming each stimulus
presented
• Picture absurdity item. Identify what is wrong
or silly about the picture.
• Tests of Perceptual, Motor and Perceptual-
Motor Function
• Perceptual test. Is a general reference to any of
many instruments and procedures used to
evaluate varied aspects of sensory functioning.
• Motor test. Is a general reference to any of the
many instruments and procedures used to
evaluate varied aspects of one’s ability and
mobility
• Perceptual-motor test. Is a general reference to
any of many instruments and procedures used to
evaluate the integration or coordination of
perceptual and motor abilities.
• Tests of Perceptual, Motor and Perceptual-
Motor Function
• Ishihara Test
• Wepman Auditory Discrimination Test
• Bruininks-Oseretsky Test of Motor Proficiency
• Bender Visual-Motor Gestalt Test II
• Tests of Verbal Functioning
• Controlled Word Association Test
• Reitan-Indiana Aphasia Screening Test (AST)
• Multilingual Aphasia Examination
• Tests of Memory
 • California Verbal Learning Test II (CVLT-II )
• Wechsler Memory Scale IV (WMS-IV)
• Seguin-Goddard Formboard
• Neuropsychological Test Batteries
• Fixed battery. Prepackaged tests
• Flexible battery. Assortment of instruments
hand-picked for some purpose relevant to the
unique aspects of the patient and the presenting
problem.
• Halstead-Reitan Neuropsychological Battery
• Luria-Nebraska Neuropsychological Battery
(LNNB)
OTHER TOOLS OF NEUROPSYCHOLOGICAL
ASSESSMENT
• Anxiety and Stress Assessment
• Stress is a response to situations that involve
demands, constraints or opportunities
• Psychological stress can interfere with
performance on mental and academic
tests
• Involved in 50% to 80% of all illnesses
• Three components of stress
• Frustration. Occurs when the
attainment of goal is blocked
• Conflict. Occurs when we must
choose between two or more
goals
• Pressure. Happens with the
need to speed up an activity
• Anxiety and Stress Assessment
• The State-Trait Anxiety Inventory
• The Test Anxiety Questionnaire
• The Test Anxiety Scale (TAS)
• Anxiety and Stress Assessment
• The State-Trait Anxiety Inventory
• State anxiety. Emotional reaction that
varies from one situation to another
• Trait anxiety. Personality characteristics
• STAI provides two separate scores for
the 2 components
• By Charles Spielberg
• 20 items on a 4 point scale
• Anxiety and Stress Assessment
• The Test Anxiety Questionnaire
• Mandler and Sarason (1952) described
Test Anxiety as a drive or motivational
state
• Manifests in 2 types of responding
• Task relevant: directed towards
accomplishing the task at hand
• Task irrelevant: responding in
a way that interferes with good
performance, “I am going to
fail…I know it.”
• 37 items
• Measures task irrelevant responses
• Split half reliability of 0.99
• Anxiety and Stress Assessment
• The Test Anxiety Scale (TAS)
• The criticism for TAQ is that it dealt
with state anxiety only
• Irwin Sarason, brother of the author of
TAQ, re-wrote the TAQ in 1958.
• TAS: 21 items, true or false format
• He recognized that there are personality
differences between test takers
• Highly test anxious people criticize
themselves rather than working on the
test problems.
• Anxiety and Stress Assessment
• Other measures of test anxiety
• Test anxiety’s 2 components (Liebert,
1967)
• Emotionality= physical response
to test-taking questions
(accelerated heart rate and
muscle stiffness )
 • Worry=mental preoccupation
with failing and with the
personal consequences of doing
poorly
• Achievement Anxiety Test (AAT)
• 18 item scale 2 domains:
• Debilitating anxiety= extent to
which anxiety interferes with
performance
• Facilitating anxiety=a state that
can motivate performance (I am
worried enough to study hard
for the test)
• Measures of Coping
• Different people with the same stressful
situation may respond quite differently.
This is their Coping style.
• Ways of Coping (Cohen and Lazarus,
1995)
• The Coping Inventory (Horowitz,
1980)
• Coping Resource Inventory (Hammer
and Marting, 1985)
• Measures of Coping
• Ways of Coping (Cohen and Lazarus,
1995)
• 68 item checklist
• 7 subscales: problem solving,
growth, wishful thinking, advice
seeking, minimizing threat,
seeking support, self blame
• Problem focused. Cognitive
and behavioral attempts to
change the course of stress;
active methods of coping
• Emotion focused. Do not
attempt to alter the stressor but
focus on ways of dealing with
the emotional responses to
stress.
• Measures of Coping
• The Coping Inventory (Horowitz,
1980)
• 33 items, derived from clinical
interview data
• Three categories
• Describes attitudes and
activities people do to
avoid stress
• Strategies for working
through stressful events
• Socialization responses.
• Measures of Coping
• Coping Resource Inventory (Hammer
and Marting, 1985)
• Useful for both adults and
adolescents
• Demonstrates that having good
coping capabilities is important
whether or not you are under
stress.
• Quality-of-life Assessment
• Quality of Life
• According to the WHO: Health is a
complete state of physical, mental and
social well-being and not merely
absence of disease.
• Sickness Impact Profile
• Quality of Well-being Scale
• McMaster Health Index
Questionnaire
• Nottingham Health Profile
• Examines the effect of disability on
performance of social role, ability to
interact in the community and physical
functioning
• Quality-of-life Assessment
• 2 major approaches to QL Assessment:
 • The Psychometric Approach. provides equivalent of a life-year
separate measures for the many different (QALY)
dimensions of Quality of Life
• fMRI
• Sickness Impact Profile (SIP)
• MRI
• 136 items, 12 different scores
• CT Scan
similar to the MMPI
• and other neuroimaging instruments
• Decision Theory Approach. weigh the
different dimensions of health to provide
a single expression of health status
• Quality-of-life Assessment
• Common Methods for Measuring QL

• SF 36
• Medical Outcome Study Short-
form 36
• It includes 8 Health concepts:
physical functioning, role-
physical, bodily pain, general
health perception, vitality, social
functioning, role-emotional and
mental health
• It can be administered by an
interviewer or self-administered
• Quality-of-life Assessment
• Common Methods for Measuring QL
• Nottingham Health Profile
• European Community Norms
• Part 1: 6 categories—sleep,
physical mobility, energy, pain,
emotional reactions, social
isolation
• Part 2: 7 statements—
employment, household, social
life, sex life, hobbies and
interests, holidays
• Consumer-based

• Quality-of-life Assessment
• Common Methods for Measuring QL

• Decision Theory Approaches

• It includes methods for
evaluating the value of the
 Organizational Assessment
Measures of Interest
• Interest measure is an instrument designed to
evaluate testtakers’ likes, dislikes, leisure
activities, curiosities and involvements in
various pursuits for the purpose of comparison
with groups of members of various occupations
and professions.
• Strong Interest Inventory, Revised Edition
(SII) –assess children’s interest in various
recreational pursuits. Test items probe personal
preferences in a variety of areas such as
occupations, school subjects and activities.
• Self-Directed Search (SDS) – explores interests
within the context of Holland’s (1997) theory of
vocational personality types (Realistic,
Investigative, Artistic, Social, Enterprising, or
Conventional)
Measures of Ability and Aptitude
• The Wonderlic Personnel Test- a twelve
minute test that assess spatial skill, abstract
thought, and mathematical skill. Useful in
screening individuals for jobs that require both
fluid and crystalized intellectual activities.
• The Bennet Mechanical Comprehension Test-
is a widely used paper-and-pencil test to
measure the testtaker’s ability to understand the
relationship between physical forces and various
to as tools well as other common objects.
• Hand-Tool Dexterity Test- test takers actually
take apart, reassemble or otherwise manipulate
materials usually in a prescribed sequence and
within a time limit
• O’Connor Tweezer Dexterity- tests
employee’s perceptual-motor abilities, finger
dexterity and related variables.
• General Aptitude Test Battery- tool used to
identify aptitudes for occupations, and it is a test
just about anyone of working age can take.
Measures of Personality
• Myers-Briggs Type Inventory
• IPIP-NEO
• Integrity tests- designed to predict employee
theft, honesty, adherence to established
procedure, and/or potential for violence.
Screening, Selection, Classification and Placement
• Screening- refers to a relatively superficial
process of evaluation based on certain minimal
standards, criteria or requirements.
• Selection- refers to a process whereby each
person evaluated for a position will be either
accepted or rejected in that position
• Classification- does it not imply acceptance or
rejection but rather a rating, categorization or
“pigeonholing” with respect to two or more
criteria.
• Placement- is a disposition, transfer or
assignment to a group category that may be
made on the basis of one criterion
• The resume and the letter of application
• The application form
• Letters of Recommendation
• Interviews
• Portfolio Assessment
• Performance Tests
• Leaderless group technique-
communication skills, problem-solving
ability, the ability to cope with stress,
and other skills can also be assessed
economically by a group exercise in
which the participants’ task is to work
together in the solution of some problem
or the achievement of some goal
• In-basket technique- This technique
simulates the way a manager or an
executive deals with an in-basket filled
with mail, memos, announcements and
various other notices and directives.
Assessees are instructed that they have
only a limited amount of time, usually
two or three hours, to deal with all the
items in the basket.
• Assessment Center- an organizationally
standardized procedure for evaluation
involving multiple assessment
 techniques such as paper-and-pencil
tests and situational performance tests.
• Physical Tests- a measurement that entails
evaluation of one’s somatic health and
intactness, and observable sensory and motor
abilities.
• Drug testing- evaluation undertaken to
determine the presence, if any, of alcohol or
other psychotropic substances by means of
laboratory analysis of blood, urine, hair or other
biological specimens.
Cognitive Ability, Productivity, and Motivation
Measures
• Productivity- as output or value yielded relative
to work effort made.
• Forced distribution technique-
distributing a predetermined number or
percentage of assessees into various
categories that describe performance.
• Critical incidents technique- involves
the supervisor recording positive and
negative employee behaviors.
• Motivation
• Burnout- “a psychological syndrome of
emotional exhaustion, depersonalization
and reduced personal accomplishment
that can occur among individuals who
work with other people in some
capacity” (Maslach et al., 1997)
Job Satisfaction, Organizational Commitment, and
Organizational Culture
• Attitude- presumably learned disposition to react
in some characteristic manner to a particular
stimulus
• Job Satisfaction- “a pleasurable or positive
emotional state resulting from the appraisal of
one’s job or job experiences”
• Organizational Commitment- refers to a
person’s feelings of loyalty to, identification
with and involvement in an organization.
• Organizational Culture- totality of socially
transmitted behavior patterns characteristic of a
particular organization or company, including:
the structure of the organization and the roles
within it; the leadership style; the prevailing
values, norms, sanctions and support
mechanisms; and the past traditions and folklore
methods or enculturation and characteristic ways
of interacting with people and institutions
outside of the culture.
Other Tools of Assessment for Business Applications
• Consumer Psychology- is that branch of social
psychology that deals primarily with the
development, advertising and marketing of
products and services.
• In both applied and research studies, consumer
psychologists can be found working closely with
professionals in fields such as marketing and
advertising to help answer questions such as the
following:
• Does a market exist for this new
product?
• Does a market exist for this new use of
an existing product?
• Exactly who—with respect to age, sex,
race, social class and other demographic
variables—constitutes the market for
this product
• How can the targeted consumer
population be persuaded to purchase this
product in the most cost-effective way
• What is the best way to package this
product?
• Measurement of Attitudes
• Implicit attitude- is a nonconscious, automatic
association in memory that produces a
disposition to react in some characteristic
manner to a particular stimulus.
• Surveys
• Survey- fixed list of questions administered to
selected sample of persons for the purpose of
learning about consumers’ attitudes, beliefs,
opinions and/or behavior with regard to the
targeted products, services, or advertising.
• Poll- is a type of survey used to record votes and
usually contains questions that can be answered
with a simple yes-nor or for-against response
• Surveys
• Consumer panel- many commercial research
firms maintain a list of a large number of people
or families who have agreed to respond to
questionnaires that are sent to them. These are
people who are on that list
• Diary panels- respondents on each panel must
keep detailed records of their behavior.
• Semantic differential technique- Originally
developed as a clinical tool for defining the
meaning of concepts and relating concepts to
one another in a “sematic space”, the technique
entails graphically placing a pair of bipolar
adjectives (such as good-bad or strong-weak) on
a seven-point scale
• Motivation Research Methods
• Motivation research methods include individual
interviews and focus groups. These two
qualitative research methods are used to
examine, in depth, the reactions of consumers
who are representative of the group of people
who use a particular product or service.
• Focus groups- is a group interview led by a
trained, independent moderator who, ideally has
a knowledge of group discussion facilitation
techniques and group dynamics.
 Assessing People with Disabilities
DISABILTY: A LEGAL DEFINITION
• Disability is…
• “a physical or mental impairment which has a
substantial, long-term effect on ability to carry
out day-to-day activities.” (Disability
Discrimination Act of 1995)
• ‘Long term’ means that the impairment has
lasted at least 12 months or is likely to recur.
• ‘Day-to-day activities’ is a term which refers to
normal activities carried out on a regular basis.
• ‘Day-to-day activities’ is a term which refers to
normal activities carried out on a regular basis.
• Mobility
• Manual dexterity
• Physical coordination
• Lifting, carrying or moving ordinary
objects
• Speech, hearing, or eyesight
• Memory, concentration, learning or
understanding
• Recognizing physical danger
CHOOSING THE RIGHT TEST
• Abstract and Spatial Tests
• Abstract (i.e. non verbal) and spatial tests are
likely to be disadvantageous to people with
visual disabilities, especially where these are
profound.
• It is unlikely that people with profound visual
disability would be able to comprehend the
information that is provided for completing
abstract and spatial tests even with the assistance
of a facilitator
• Verbal and Numerical Reasoning Tests
• Verbal and numerical reasoning tests
may be unfair to people who are deaf or
severely hearing impaired particularly
where deafness preceded the acquisition
of language and particularly for those
who communicate using sign language
rather than spoken English.
• Other Ability Tests
• Aptitude or ability tests should measure
abilities relevant to the specific job
rather than focusing on general
intelligence.
• Such tests do not take account of the
ways in which disabled people can cope
with job requirements by making
reasonable adjustments to the work
environment or working methods.
• It is important to decide whether there
are other ways to assess if someone is
capable of doing the job.
• Work Samples or Analogous Exercises (e.g.
In-tray exercises)
• May be fairer than wracitten tests to
people with disabilities
• The disabled person may bring their
own particular ways of working to the
task
• Most work samples are aimed at
measuring existing skills rather than
potential to learn.
• Tests which assess potential to learn
rather than what has already been
learned are referred to as trainability
tests. These tend to be developed o the
basis of samples of people without
disabilities.
• Group Exercises
• Require the observation of behavior in a
simulated situation
• In practice, for some individuals with
disabilities (e.g. blindness or deafness),
the actual process of interacting in a
group may be quite challenging.
• In these exercises, there is a need to
provide additional ways for the
individual to communicate and interact
with the group, other than merely by
talking.
• Maintaining eye contact is not a suitable
indicator in the case of a blind or
partially sighted person
 • Personality Questionnaires
• Should not in themselves be
disadvantageous to people with
disabilities
• Many personality questionnaires include
attributes which aspects of personality
relating to physical activity or stress
management; for example, active;
emotional stability, self-esteem, physical
tension, social confidence, tolerance
levels or trust in others.
SPECIALIZED TESTS FOR CLINICAL AND
COUNSELLING SETTINGS
NEONATAL AND EARLY CHILDHOOD
• Assessment of Neurological deficits for neonates
and young children can be divided into 4
functional areas:
• Biochemical Assessment
• Electrophysiological Assessment
• Neurobehavioral Assessment
• Socio-emotional Functioning
• Biochemical Assessment
• Analysis of blood gases to determine the
concentration of oxygen and carbon
dioxide.
• Electrophysiological Assessment
• Monitoring of vital signs (heart rate,
electrical activity of the brain)
• Neurobehavioral Assessment
• Elicits reflex reactions from the infant to
assess maturity of the central nervous
system
• Common developmental screening
batteries:
• Gessell Developmental
Schedules
• Bayley Scales of Infant
Development
• Denver Developmental
Screening Test
• Social-emotional Functioning
• Tests that measure temperament or
personality
• Also includes intelligence, academic
achievement, language, perception and
attention tests
• EXAMPLE: Assessing children with Attention
Deficit Hyperactivity Disorder
PSYCHOPATHOLOGICAL APPLICATIONS
• Three major areas of psychopathological
disorders that have been extensively researched
by neuropsychologists:
1. Anxiety
2. Depression
3. Schizophrenia
• Anxiety
1. Conditions characterized by unrealistic
and excessive anxiety: GA, OCD, Panic
Disorder, PTSD, (DSM IV)
2. There are associations between anxiety,
neurotransmitters and the temporal lobe.
3. Assessment procedures:
• CT Scan (3d depiction of the
brain)
• PET and EEG
• Tests for intelligence, auditory
learning, memory and visual
retention
• Depression
1. Has a significant impact in
neuropsychological test performance
2. 3 major areas of impairment:
psychomotor speed, motivation and
attention, memory and learning
3. Failure to consider the effects of
depression may lead to misdiagnosis of
a condition, resulting in appropriate
treatment
• Schizophrenia
1. Linked to abnormal brain functioning
 2. PET shows reduction in frontal lobe • Left Parietal-Occipital
activity
• Left Temporal
3. Most common test batteries: Halstead-
Reitan and Luria-Nebraska • Right Frontal
Neuropsychological Battery • Right Sensorimotor
LURIA-NEBRASKA NEUROPSYCHOLOGICAL • Right Parietal-Occipital
BATTERY
• Right Temporal
• Ages/Grade: 15 years old and up
• Summary Scales
• Administration Time: 1 ½ to 2 ½ hours
• Pathognomonic
• Format: Individually administered tasks
• Left Hemisphere
• Scoring: quantitative and qualitative
• Right Hemisphere
• Sub-scales:28
• Profile elevation
• For 8-12 years old
• Impairment
• LNNB is a comprehensive neuropsychological
test battery that integrates the • Other Scales
neuropsychological assessment procedures of • Spelling
the late professor Alexander Romanovich Luria
• Motor Writing
• This battery contains a total of 269 test item that
make up 11 clinical scales HALSTEAD-REITAN NEUROLOGICAL BATTERY

Scales in the LNNB • It was developed by Ward Halstead and his

student Ralph Reitan in the early 1940.
• Clinical Scales
• Helps to determine the location of specific brain
• Motor Functions lesions
• Rhythm • Developed a series of 1 0 tests that ultimately
• Tactile Functions formed the principal basis for his concept of
biological intelligence
• Visual Functions
• 10 Core Tests
• Receptive Speech
• Category Test
• Expressive Speech
• Tactual Performance Test
• Writing
• Trail Making Test
• Reading
• Finger Oscillation Test
• Arithmetic
• Rhythm Test
• Memory
• Clicker Flicker Frequency
• Intellectual Processes
• Time Sense Test
• Intermediate Memory (form 2 only)
• Speech Sound Perception
• Localization Scales
• Reitan-Indiana Aphasia Screening Test
• Left Frontal
• Reitan-Klove Sensory-Perceptual
• Left Sensorimotor Examination
OTHER SPECIALIZED TESTS
• Psychologists also use traditional pen-and-paper
tests to identify mental disorders.
• These tests differ from general personality
inventories such as the NEO-PI and MMPI
because they focus on a narrow band of traits or
behaviors
• Single Construct Tests
• The Beck Depression Inventory-used
to assess the severity of depression
among adults and adolescents
• Also used in screening normal
populations
• Observational Scales
• Used when clients, such as children
cannot complete self-report measures
• Ratings are done by trained
professionals.
• Attention Deficit Disorders
Evaluation (ADDES)
• Measures 3 constructs:
Attention, Impulsiveness and
Hyperactivity (as defined by
DSM IV)
• Behavior Rating Inventory in
Executive Function (BRIEF)
• This is appropriate for ADHD
and other developmental
functions.