Psychological Assessment and Settings

Diagnosis, questions about an individual's cognitive abilities, personality traits, emotional functioning, and potential mental health concerns, including things like: 'Does this person have a learning disability?', 'What is the severity of their anxiety?', 'How is their cognitive function impacted by a brain injury?', 'Are they suitable for a particular job?', or 'What is the best course of treatment for their specific needs?'

Clinical settings: Diagnose mental health disorders and develop treatment plans. Educational settings: Assess learning disabilities, giftedness, and academic accommodations. Forensic settings: Evaluate criminal responsibility, competency, and risk assessment. Occupational settings: Conduct employee selection, leadership evaluations, and workplace mental health assessments. Counseling settings: Provide career guidance, personal growth assessments, and therapy-related evaluations.

True zero point- there is a meaningful 0, magnitude (you can have more or less of the construct), and equal intervals (the space between scores is consistently meaningful).

<p>Nominal (categories, none of the three properties), ratio (all three of the properties), interval (magnitude and equal intervals but lacks true zero, and ordinal (magnitude but lacks equal intervals and true zero).</p> Signup and view all the answers

<p>A z score is a measure of how many standard deviations something is away form the mean. You just subtract the data point from the mean and divide it by the SD</p> Signup and view all the answers

<p>T scores are adjusted a little to account for a smaller sample size and add a little more room for error</p> Signup and view all the answers

<p>Generalizable (broad scope), falsifiable, applicable (generative or fruitful), simple (acham's razor), systematic and coherent, and have explanatory power (explain as much as the variation between variables as possible)</p> Signup and view all the answers

<p>It's r. It tells you the strength and the direction of the relationship between variables. -1 is a perfect negative correlation, 1 is a perfect positive correlation, 0 is no correlation</p> Signup and view all the answers

<p>It is the average amount or distance that all points fall from the regression line. Residual is the single distance between a point and the line, standard error is the sTANDARD DEVIATION of all those points form the line</p> Signup and view all the answers

<p>R squared, it shows us the amount of shared variance (i.e. the amount of variance predicted or described by the other variable)</p> Signup and view all the answers

<p>Situational effects: environment, tester, administrator, test construction, (eliminate these!), Time sampling error- test/ retest, carryover effects, Internal consistency- alternate form reliability *look at split half reliability(spearman/brawn, KR20 (true/false), cronsbach alpha (for likert) for internal reliability, Inter rater reliability (look at kappa coefficient)</p> Signup and view all the answers

<p>Test-retest, Alternate forms, internal reliability (, Split method w spearman-Brown, KR-20 for T/F, Cronbach alpha for likert), and inter-rater reliability (kappa coefficient)</p> Signup and view all the answers

<p>It's when taking the test once means your score will be different the second time (hurts test-retest)</p> Signup and view all the answers

<p>It's hard to create ($$) but it does good at taking away carry over effects, rigorous</p> Signup and view all the answers

<p>Split the test in meaningful twos and then compare (use spearman-brown)</p> Signup and view all the answers

<p>It makes observed scores different than true scores. It kind of gives us an estimate for how observed scores will fluctuate around the true score</p> Signup and view all the answers

<p>Ok dichotomous- KR-20 Continuous or liekrt scale- kronsbach alpha, Depending on the context- inter rater reliability (multiple raters), Test- restest (future predictions, should stay constant)</p> Signup and view all the answers

<p>Carryover effects, not using the whole scale, floor or ceiling effects? Time sampling error- test-retest reliability, Item sampling and internal consitency errors</p> Signup and view all the answers

<p>Get a bigger sample, kick out items that are poor or don't discriminate, (factor analysis etc..), Adjust for measurement error via structural equation modeling or spearman's corelation for attenuation</p> Signup and view all the answers

<p>Conceptualize, Test construction -scaling -write and score items, Test tryout, Item analysis, and TEst revision</p> Signup and view all the answers

<p>Likert and category format they create interval data? Ordinal unless considered interval</p> Signup and view all the answers

<p>Clearly defined achor points!</p> Signup and view all the answers

<p>At like 9-10 point</p> Signup and view all the answers

<p>What construct should the items cover, how many items, what are the demographics of my population? (making items clear and culturally specific), and how shall I word the items? (avoid double barrel etc..)</p> Signup and view all the answers

<p>Cumulative socreing (summative scales like likert)- total score, Subscale scoring- subscales scored individually, class/ category scoring (DSMV)- diagnosed into a classification based on how much they meet criteria, Ipsative scoring (foreced choice)- subscale scores are compared to other subscale scores (individual against themselves)</p> Signup and view all the answers

<p>Its seeing how good each item did at its job. You can analyse it's difficulty and its ability to differentiate. This helps you know if your questions were effective</p> Signup and view all the answers

<p>(IDI- proportion who got it right) you want it halfway between chance and perfect</p> Signup and view all the answers

<p>Did getting the item right correlate with doing better on the test? You can use point-biscereal method (correlation between getting the question right and doing well on the test- closer to 1 the better! ) and extreme group method (Id= proportion correct in top quartile - proportion correct in bottom quartile)</p> Signup and view all the answers

<p>Look above</p> Signup and view all the answers

<p>Item characteristic curve, X axis- plot of ability (high vs low scorers), Y axis- probability of correct response on the item, good curve is like wide S, High positive slope is good. Negative slope is whaaaaa ???</p> Signup and view all the answers

<p>Yessir, Ceiling effect- scores are concentrated at top of scale, Floor- bottom of scale -these limit variability and thus THE ABILITY TO DISCRIMINATE</p> Signup and view all the answers

Questions answered by psychologists to evaluate mental health and abilities.

Diagnoses mental health disorders and develops treatment plans in clinical settings.

Evaluates learning disabilities and accommodations in educational settings.

Evaluates criminal responsibility and risk assessment in forensic settings.

Conducts evaluations related to job performance and mental health in occupational settings.

Scale that shows magnitude but lacks equal intervals and true zero.

Scale with equal intervals but no true zero.

Scale that includes all properties: magnitude, equal intervals, and a true zero.

Scale that categorizes without any numeric value or order.

Indicates how many standard deviations a point is from the mean.

Modified score that accounts for sample size, providing more error margin.

Measures the strength and direction of a relationship between two variables.

Indicates how far points fall from the regression line.

Denoted as R squared; shows shared variance between variables.

Degree to which a test consistently measures what it aims to measure.

Occurs when previous test exposure alters the outcome of subsequent tests.

Divides a test into two parts to measure consistency between them.

Represents the fluctuation of observed scores around true scores.

Evaluates how well individual test items function in measuring concepts.

Measures how hard a test item is based on the proportion of correct responses.

Indicates how well a test item differentiates between high and low performers.

Occurs when scores cluster at the top of the scale, limiting variability.

When scores cluster at the bottom of a scale, restricting variability.

Total score accumulates points from summative scales like Likert.

Compares subscale scores against individual performance.

Assesses item effectiveness by comparing highest and lowest scoring groups.

Examines the relationship between item correctness and overall test performance.

Graph showing the probability of a correct response at different ability levels.