PROF.

RAMKRISHNA MORE
COLLEGE,AKURDI,PUNE.
PSYCHOLOGY DEPARTMENT
2022-23
SEMESTER- 1
Subject- Psychometrics
Topic- . Measurement models, The theory of true scores, Ethical issues in psychological testing.
Presented by
Nagar Deshraj

Name of the Guide

Mrs.Purandare Samruddhi

Date:- 4/01/2023
 CLASSICAL TEST THEORY

• Classical Test Theory (CTT) – often called the “true score model”.
• Called classic relative to Item Response Theory (IRT) which is a more modern approach.
• CTT describes a set of psychometric procedures used to test items and scales reliability,
difficulty, discrimination, etc.
• CTT analyses are the easiest and most widely used form of analyses. The statistics can be
computed by readily available statistical packages (or even by hand).
• CTT Analyses are performed on the test as a whole rather than on the item and although item
statistics can be generated, they apply only to that group of students on that collection of items.
• Assumes that every person has a true score on an item or a scale if we can only measure it
directly without error.
• CTT analyses assumes that a person’s test score is comprised of their “true” score plus some
measurement error.
• This is the common true score model

X=T+E
• If we assume that people are randomly selected then t becomes a random variable as well and we
get:
X=T+E
• Therefore, in CTT we assume that the error :
• Is normally distributed
• Uncorrelated with true score
• Has a mean of Zero
 LATENT VARIABLE MODEL

• Latent variable modeling refers to a varied group of statistical procedures that use one or
more unobserved (latent) variables to explain and explore relationships between a larger
set of observed variables. 
• Modern latent variable modeling comprises a large collection of useful models and
strategies for mental health research. Indeed, one may argue that the notion of the
latent variable is perhaps the single most important concept exported from the
psychological sciences to the statistical sciences.
 TRUE SCORE THEORY

• True Score Theory is a theory about measurement.

Like all theories, you need to recognize that it is not proven – it is postulated as a model of
how the world operates
• Like many very powerful model, the true score theory is a very simple one. Essentially, true
score theory maintains that every measurement is an additive composite of two components
• true ability (or the true level) of the respondent on that measure; and random error. 
The simple equation of X = T + e  has a parallel equation at the level of
X

the variance or
variability of a measure. That is, across a set of scores, we assume that:
• var(X)=var(T)+var(eX​)
• In more human terms this means that the variability of your measure is the sum of the
variability due to true score and the variability due to random error. This will have
important implications when we consider some of the more advanced models for adjusting
for errors in measurement.
 PLATONIC TRUE SCORES

• Klein and Cleary (1967) argued that classical test theory is in conflict with Platonic true score
theory in "the limiting case of a rating scale composed of one dichotomous item [p. 77]."
• Since nothing, not even real data, can contradict classical test theory within the terms of its own
definitions, it is a point of curiosity to discover the source of the alleged conflict.
• Classical theory begins with two definitions (e.g., Gulliksen, 1950, pp. 6-7), namely, that mean
error is zero and that the correlation of true score with error is zero.
• e. It is the nominal scoring of both true (T) and observed (X) events coupled with the interval
scale use of the scores for measuring error (E =• X — T) which led them to those conclusions.
 PSYCHOLOGICAL VS. PHYSICAL TRUE
SCORE
• Physical measurement is quantitative whereas mental measurement is qualitative. 
• In physical measurements units of measures are constant and measures are
express d in equal unit and starts from a true zero.
• On the other hand mental measurement is not simple there is a chance of biasness
as it is subjective in nature.
• The measurement is accurate and absolute in physical measurement. On the other
hand mental measurement is not definite and absolute because a number of
factors affect the score in case of mental measurement.
 ETHICAL ISSUES IN PSYCHOLOGICAL
TESTING
• 1. Competence of psychologist
• 2. Informed Consent
• 3. The right to Results
• 4. Confidentiality
• 5. Test security
• 6. Divided Loyalties
• 7. Invasion of privacy
• 8. Labeling
• 9. Dehumanization
 1. COMPETENCE

• select test after review of tests available

• knowledge of test materials & manual
• not using test for purposes not recommended by developers
• knowledge of ethical codes, e.g.:
 THEORETICAL ISSUES

• Is your test reliable? Reliability – upper limit on validity.

• Is your test valid for particular purpose?
• Are you measuring a stable characteristic of the person being tested?
• If so, differences in scores over time reflect measurement error or subject variables such as
fatigue.
• What is the value of your test result – will it still be true next year?
 ACTUARIAL VS. CLINICAL JUDGMENT
Actuarial
• Actuarial judgment occurs when we feed test
scores into statistical formulas to diagnose a
psychological condition or predict future
performance.
• In actuarial judgment, we cannot make
accurate predictions tailored to individuals
clinical judgment
• Clinical judgment occurs when we have a
trained psychologist interpret test scores to
diagnose a psychological condition or predict
future performance.
• In clinical judgment, the claim is that you can
determine “what caused what” in an
individual’s person’s life
 2. INFORMED CONSENT

• Consent requires “affirmative permission before actions can be taken”.

Elements of Informed Consent Agreements
–Must be presented in a clear and understandable manner
–Reason for the test administration.
–Tests and evaluations procedures to be used.
–How assessment scores will be used.
–Who will have access to the results.
–Present rights of test taker e.g. to refuse.
 3. KNOWLEDGE OF RESULTS

• Must fully disclose test results in understandable language

• Avoid using theoretical constructs e.g. crystallized intelligence, ego strength etc.
• Do not use technical terms, e.g. your neuroticism is 6 sten.
 4. CONFIDENTIALITY

• Test results are confidential information •

• Release of results should only be made to another qualified professional after client’s consent.
 5. TEST SECURITY

• Test materials must be kept secure

• Test items are not revealed except in training programs and when mandated by law, to protect test
integrity
• Test items are private property
 6. DIVIDED LOYALTIES

• Who is the client? •

• The person being tested, or the institution you work for?
• What if these parties have conflicting interests? Examples?
• How do you maintain test security but also explain an adverse decision?
 7. INVASION OF PRIVACY

• When tested people may feel their privacy is invaded.

• The clinician is always ultimately responsible; this includes scoring and interpretation done by a
computer
• Informed consent – informing the client about both the nature of the information being collected
and the purposes for the which results will be used
• Relevance – is the information gathered through assessment relevant to the counseling?
Counselor should be able to clearly state purpose and benefits of appraisal process
 8. LABELLING

• Once diagnosed, the disease can be labelled.

• E.g. psychiatric labels can be damaging.
• Public has little understanding of e.g. schizophrenia.
• When diagnosing, use least stigmatizing label consistent with accurate representation.
 9. DEHUMANIZATION

• Some forms of testing remove any human element from decision-making process.
• Seen as becoming more prevalent with the increase in computer-testing.
• Does computerized testing and analysis of test results create a danger of minimizing human
uniqueness?
• Humans are very complex – which allows us to be individuals, different from each other.
• But testing and interpretation generalize.
Thank You