Psychological Testing Basics

Basic Concepts in Testing

• Testing is measuring behavior, understanding it, and predicting future behavior
• Tests are measurement devices or techniques used to quantify behavior
• Psychological tests were developed in the late 1800s
  • Educational testing focuses on what a person has learned
  • Psychological assessment tells us what can be learned about a person

Psychological Testing

• Tests can measure past and current behavior, and attempt to predict future behavior
  • Test scores can be related to traits, or enduring characteristics and tendencies to respond in a certain way
  • Test scores can be related to states, or specific conditions or statuses of individuals

Scales for Interpretation

• Psychologists use scales to help with interpretation of test results
• Scales relate raw scores on test items to a defined theoretical or empirical distribution
  • An example, what 75 correct answers on a 100-item test means

Types of Testing

• Different types of tests match different types of behavior
• Individual tests are given to one person at a time
• Group tests are given to more than one person at a time by a single examiner

Psychological Assessment

• Psychological assessment gathers and integrates psychology-related data for the purpose of evaluation.
• Assessment uses diverse tools such as tests, interviews, case studies, behavioral observations, and measurement procedures

Testing vs. Assessment

• They differ in objective, process, role of evaluator, skills required, and outcomes

Testing Objective

• To obtain a numerical gauge of ability or attribute

Assessment Objective

• To answer a referral question
• To solve a problem
• To arrive at a decision through the use of evaluation tools

Testing Process

• Conducted individually or in group settings
• Scores are added up, with little regard for the how or mechanics of how the result was achieved

Assessment Process

• Individualized
• Focuses on how an individual processes experiences rather than just results

Testing Role of Evaluator

• One test administrator can be substituted for another with little consequence
• The test administrator is not key to the process

Assessment Role Of Evaluator

• The assessor is key to the process of selecting tests and tools
• If absent, the conclusions drawn from the entire evaluation will be affected

Testing Skills of Evaluator

• Requires technician-like skills in administering and scoring tests, and in interpreting test results

Assessment Skills of Evaluator

• Requires knowledge of tools of evaluation, skill in evaluation, and thoughtful organization of data
• Requires a logical problem-solving approach

Testing Outcomes

• Yields a test score or a series of test scores

Assessment Outcomes

• Presents conclusions based on many sources of data, using a logical problem-solving approach

Specifics of Assessment

• The term "assessment" has many specific applications, each relating to a specific variety or area of assessment

Varieties of Assessment

• Educational assessment
• Employment assessment
• Clinical assessment
• Psychological assessment
• Occupational assessment
• Counseling assessment
• Forensic assessment
• Neuropsychological Assessment
• Medical assessment
• Legal assessment
• Governmental assessment

Process of Assessment

• Different assessors approach the task of assessment in different ways
• Traditional psychological assessment typically follows the flow of examiner explaining results, summarizing conceptualizations, and making recommendations for action or intervention
• Collaborative psychological assessment is a partnership between the assessor and assessee from initial contact through final feedback

Administration

• Some tests require an assessee to demonstrate various kinds of tasks
• Some tests require trained observation of the assessee's performance
• Some tests can be completed independently without a test administrator present

Scoring

• Scores are codes or summary statements, sometimes numerical, that reflect an evaluation of performance on a test
• Scoring is assigning these codes or statements to performance on tests, tasks, or other samples of behavior

Interpretation

• Test manuals often provide scoring criteria and interpretations of scores

Interview

• Interviews are a method of gathering information through direct communication, involving reciprocal exchange
• Interviews can be used to help make diagnostic, treatment, selection, or other decisions
• They vary according to purpose, length, and nature
• The popularity of interviews extends far beyond psychology, but always involve reciprocal communication
• Interview quality depends on the interviewer's skills, pacing, rapport, and ability to convey genuineness, empathy, and humor

Medical Assessment

• May be psychiatric or medical in nature
• Psychiatric assessments include suicide risk, admission/discharge, medical suitability, diagnosis, prognosis, perceived dangerousness, defense mechanisms, coping styles, therapeutic responsiveness, psychotropic contraindication, etc.
• Medical assessments include psychological co-morbidities to physical conditions, disease and illness, rehabilitation, substance dependence, chronic pain, somatization, emotional complaints, patient management, treatment planning, terminal illness, surgical evaluation, early intervention, quality of life, etc.

Legal Assessment

• May be forensic or criminal in nature
• Forensic assessments involve the application of psychological principles within legal settings, covering aspects such as legal proceedings, defense assessment, victim processing, suspect examination, expert witnessing, policy advising, deception detection, sentencing, custody, parole, etc.
• Criminal assessments analyze criminal thoughts, emotions, motivations, actions, triggers. This includes profiling, interrogation, rehabilitation, prediction, apprehension, etc.

Governmental Assessment

• Evaluates social and governmental functions
• May include program evaluation for various government programs, public policy evaluation, etc.

Responsibilities of Test Users

• Ensure the testing condition of the assessee is suitable and conducive to testing
• Maintain sensitivity to time, location, financial resources, and the like
• Never administer tests that are not psychometrically sound
• Ensure tests administered are appropriate for the population demographic to which they are being applied

Trust and Rapport

• Trust and rapport are crucial between examiner and examinee
• Rapport may be achieved with small talk, but may require additional information about the nature of the test for some individuals

Assessment Ethics

• Informed Consent: Obtain informed consent from the assessee before administering any tests or evaluations
• Confidentiality: Maintain confidentiality of all assessment results and discuss information only with appropriate parties
• Competence: Conduct assessments within limits of their professional competence
• Responsible Reporting: Provide accurate and complete reports of assessment findings
• Cultural Sensitivity: Consider cultural factors when choosing tests and interpreting results
• Honesty: Be honest and transparent about the purpose and limitations of the assessment
• Professional Boundaries: Maintain professional boundaries in their interactions with assesses

Explore the fundamental concepts of psychological testing, including how tests are designed to measure behavior and predict future actions. Understand the distinctions between educational testing and psychological assessments, and learn about scales used for interpreting test results.