PSYC109 Psychological Assessment 1 Midterm Notes PDF

PSYC109: PSYCHOLOGICAL ASSESSMENT 1 Module 1: Fundamentals of Psychological Assessment Gea Grace Yunque Layahin I ABPS 3A I 1st Semester A.Y. 2024-2025 To counsel and guide individuals for educational,...

PSYC109: PSYCHOLOGICAL ASSESSMENT 1 Module 1: Fundamentals of Psychological Assessment Gea Grace Yunque Layahin I ABPS 3A I 1st Semester A.Y. 2024-2025 To counsel and guide individuals for educational, OBJECTIVES vocational, and personal counseling purposes. To retain or dismiss, promote or rotate students Be familiar with the terms commonly used and or employees.  associated with psychological testing.  To diagnose and prescribe psychological and Identify the nature and purposes of physical treatments.  psychological tests in specified contexts.  To evaluate cognitive, intrapersonal, and Differentiate psychological tests based on their interpersonal changes.  classification. To conduct research on changes in behavior over time and evaluate the effectiveness of programs or techniques. TERMS Characteristics Assessment Behavior sample – objective and standardized Any of a variety of procedures used to obtain measure of a sample of behavior.  information about student performance. Standardization – uniformity of procedure in “how well does the individual perform?” administering and scoring the test. Objective measurement of difficulty - Measurement determining the difficulty level of an item or the Process of obtaining a numerical description of whole test.  the degree to which an individual possesses a Reliability – consistency of scores.  particular characteristic. Validity – the degree to which the test actually Limited to quantitative description. measures what it purports to measure. “how much?” Classification of Tests Test Standardized vs. Non-standardized An instrument or systematic procedure for Constructed by professional test makers, measuring a sample of behavior by posing a set administered to a representative sample, has of questions in a uniform manner. fixed directions for administration and scoring, Evaluation with various types of converted scores vs. informally constructed by school teachers. General process of making judgments and decisions. Individual vs. Group Related to the efficiency of administration. PSYCHOLOGICAL TEST Speed vs. Power Pertains to the time limits of a test. Test Many easy items with strict time limits that no A measurement device or technique used to one can finish on time vs. difficult items with quantify behavior or aid in the understanding sufficient time limits. and prediction of behavior (Kaplan & Saccuzzo, 2001). Objective vs. Non-objective Concerned with the method of scoring the test. What is psychological test? Fixed, precise scoring standards vs. subjective Used to measure differences between scoring with different scorers obtaining different individuals or between the reactions of the results. same individual under different circumstances (Anastasi & Urbina, 1997). Verbal vs. Performance Used to evaluate behavior, mental abilities, and Pertains to the content or task presented. other personal characteristics in order to assist Written/oral vs. manipulation of objects. in making judgments, predictions, and decisions about people (Aiken, 1994) Cognitive vs. Affective According to content or process. Uses Attempt to quantify process & products of To screen applicants for jobs or educational and mental activity vs. designed to assess other non- training programs.  cognitive characteristics. To classify and place individuals in educational or employment contexts. 1  PSYC109: PSYCHOLOGICAL ASSESSMENT 1 Module 1: Fundamentals of Psychological Assessment Gea Grace Yunque Layahin I ABPS 3A I 1st Semester A.Y. 2024-2025 OTHER CLASSIFICATIONS CONTROL OF THE USE OF PSYCHOLOGICAL TESTS Maximum Performance Measures vs. Typical Why control the use of psychological tests? Performance Measures To ensure that the test is given by a qualified What people can do when they try their hardest examiner and that the scores are properly used. or how well they do things vs. what they would To prevent general familiarity with the test normally do or what they typically are. content. Norm-referenced vs. Criterion referenced Qualified Examiner Basis for comparison of test score or Manifests skills needed in the 3 major aspects performance. of testing which are as follows: Standardization sample vs. set standard. Selection of the test – knowledge of what specific psychological tests to TESTING VS ASSESSMENT administer given a particular need. Administration and Scoring – knowledge on how to give and check Psychological Assessment the test. Gathering and integrating psychology-related Interpretation of scores – knowledge data for the purpose of making a psychological on how to explain or give meaning to evaluation. the scores. Accomplished through the use of tools such as Evaluates the technical merits of the test.  tests, interviews, case studies, behavioral Is familiar with standard instructions, and can observations, and specially designed control testing conditions. apparatuses and measurement procedures Knows how to properly interpret scores, has (Cohen, Swerdlik, Sturman, 2013). thorough understanding of the test, the test- taker, and testing conditions. Psychological Testing Process of measuring psychology-related Test User variables by means of devices or procedures A test user is anyone who uses test scores as designed to obtain a sample of behavior. one source of information in reaching practical decisions. An example would be a human resource officer who uses the employment test results to screen applicants for a job position. Security of test content Refers to the restriction of test content to guard against deliberate efforts of faking responses/scores. TEST ADMINISTRATION I. Advance Preparation of Examiner As there can be no emergencies in testing, special efforts must be made to foresee and forestall them. Some preparations that an examiner should take note of are the following: Memorizing exact verbal instructions in individual testing.  Preparing test materials in advance.  Familiarizing thoroughly with specific testing procedure 2  PSYC109: PSYCHOLOGICAL ASSESSMENT 1 Module 1: Fundamentals of Psychological Assessment Gea Grace Yunque Layahin I ABPS 3A I 1st Semester A.Y. 2024-2025 II. Testing Conditions 3. Test takers’ activities immediately preceding the test. Selection of a suitable testing room.  Free from undue noise and distraction.  The examinees are discouraged from taking part Provide adequate lighting, ventilation, seating in activities that produce emotional disturbance, facilities, and working space for test takers. fatigue, or other handicapping conditions before Posting a sign to indicate that the test is going on. taking a test so as to ensure optimum physical, mental, and emotional conditions upon test- III. Introducing the Test taking. It is important for the test-taker to be given Rapport and Test-taker Orientation feedback about his or her test scores to serve as a Rapport refers to the examiner’s efforts to arouse motivation to give his or her best efforts to the test takers’ interest in the test, elicit their perform in the test. Being aware of the value of cooperation, and encourage them to respond in a the test scores may also influence how the manner appropriate to the objectives of the test. testtakers would approach the testing activity. For ability tests, examinees should be oriented to show careful concentration on given tasks and to THE IMPACT OF TEST ANXIETY give their best efforts to perform well. For personality inventories, examinees are Test Anxiety encouraged to be frank and honest in their responses to questions about one’s usual Refers to the psychological, physiological, and behavior. behavioral responses to stimuli an individual associates with the experience of testing or Examiner attempts to motivate the evaluation (Encyclopedia of Psychology). respondents to follow the instructions It is a special case of general anxiety and is as fully and conscientiously as they characterized by feelings of heightened self- can. awareness and perceived helplessness that often result in lowered performance on tests, or Techniques for establishing rapport more generally, on all types of cognitive and vary with the nature of the test and academic tasks. with the age and other characteristics Two (2) components of test anxiety: of the persons tested. Emotionality component – comprises feelings Examiner and Situational Variables and physiological reactions. Worry component – or cognitive, includes Children are more susceptible to test examiner negative self-oriented thoughts and concern and situational influences compared to adults. about failure. This may be particularly true in testing pre-school children and emotionally-disturbed and insecure How to handle test anxiety? persons of any age. A test examiner should From the examiner’s perspective, doing the therefore be careful of his or her behavior and the following may help: situational factors that can influence the conduct Establish rapport.  of testing. Check the examiner’s own manner.  Ensure a well-organized, smoothly running 1. Examiner’s behavior immediately preceding and testing operation. during test administration. The examiner may have to be conscious about his From the test takers’ perspective, doing the or her interpersonal relation towards the following may help: examinees as this may have an effect on different Behavior therapy procedures  kinds of examinees. Treatment directed at self-oriented cognitive reactions  2. Examiner’s own expectations. Improvement of study skills The examiner may have preconceived notions about the kind of examinees that he or she will Test anxiety is a complex phenomenon with accommodate during testing, which may multiple causes, the effects of which vary between determine his or her demeanor towards them. In individuals. For treatment programs to be effective, essence, it could be a self-fulfilling prophecy such individual needs should be considered. that the examiner may manifest subtle postural and facial cues to which the test takers respond. 3  PSYC109: PSYCHOLOGICAL ASSESSMENT 1 Module 1: Fundamentals of Psychological Assessment Gea Grace Yunque Layahin I ABPS 3A I 1st Semester A.Y. 2024-2025 EFFECTS OF TEST TRAINING ON TEST PERFORMANCE Coaching Intensive, massed drill on items similar to those on the test to be taken. Designed to develop highly restricted skills that may be of little use in life activities.  The practice of “teaching to the test” in such a way that the test-taker is exposed to the items that are highly similar to the actual items of a particular test. Test Sophistication Sheer or repeated test-taking practices give undue advantage to the person, in the sense that his or her results may not anymore reflect the ability or trait measured by the test, but simply the effect of his or her familiarity with the testing process or content. Specific familiarity with common item types and practice in the use of objective answer sheets.  As a test administrator, you may consider the extent or the level of test sophistication a test- taker has to rule out or equalize differences in prior testtaking experience. Instruction in broad cognitive skills Skills learned from test-taking activities are likely to develop widely applicable intellectual skills, work habits, and problem-solving strategies. Furthermore, it improves the examinee’s ability to cope with subsequent intellectual tasks since this may indicate the extent to which those skills are utilized in practical life situations. 4  PSYC109: PSYCHOLOGICAL ASSESSMENT 1 Module 1: Fundamentals of Psychological Assessment Gea Grace Yunque Layahin I ABPS 3A I 1st Semester A.Y. 2024-2025 ETHICAL STANDARDS AND PROCEDURES Assessment Tools IN SPECIFIC FUNCTIONS We judiciously select and administer only those tests which are pertinent to the reasons for referral and purpose of the assessment. We subscribe to the following ethical standards We use data collection, methods and and procedures related to the following specific procedures that are consistent with current functions of psychologists: psychological scientific and professional developments. assessment, therapy, education and training, We use tests that are standardized, valid, and research. reliable, and has a normative data directly referable to the population of our clients. ASSESSMENT We administer assessment tools that are appropriate to the language, competence and A. Bases for Assessment other relevant characteristics of our client. The expert opinions that we provide through our recommendations, reports, and diagnostic Obsolete and Outdated Test Results or evaluative statements are based on We do not base our interpretations, substantial information and appropriate conclusions, and recommendations on assessment techniques. outdated test results. We provide expert opinions regarding the We do not provide interpretations, conclusions, psychological characteristics of a person only and recommendations on the basis of obsolete after employing adequate assessment tests. procedures and examination to support our conclusions and recommendations. Interpreting Assessment Results In instances where we are asked to provide In fairness to our clients, under no opinions about an individual without circumstances should we report the test results conducting an examination on the basis of without taking into consideration the validity, review of existing test results and reports, we reliability, and appropriateness of the test. We discuss the limitations of our opinions and the should therefore indicate our reservations basis of our conclusions and recommendations. regarding the interpretations. We interpret assessment results while B. Informed Consent in Assessment considering the purpose of the assessment and We gather informed consent prior to the other factors such as the client’s test taking assessment of our clients except for the abilities, characteristics, situational, personal, following instances: and cultural differences. a. when it is mandated by the law Release of Test Data b. when it is implied such as in routine educational, institutional and It is our responsibility to ensure that test results organizational activity and interpretations are not used by persons other than those explicitly agreed upon by the c. when the purpose of the assessment is to determine the individual’s referral sources prior to the assessment decisional capacity. procedure. We do not release test data in the forms of raw We educate our clients about the nature of our and scaled scores, client’s responses to test services, financial arrangements, potential risks, questions or stimuli, and notes regarding the and limits of confidentiality. In instances where client’s statements and behaviors during the our clients are not competent to provide examination unless regulated by the court. informed consent on assessment, we discuss these matters with immediate family members Explaining Assessment Results or legal guardians. (See also III-J, Informed We release test results only to the sources of Consent in Human Relations). referral and with a written permission from the In instances where a third party interpreter is client if it is a self-referral. needed, the confidentiality of test results and Where test results have to be communicated to the security of the tests must be ensured. The relatives, parents, or teachers, we explain them limitations of the obtained data are discussed in through a non-technical language. our results, conclusions, and recommendations. We explain findings and test results to our clients or designated representatives except when the relationship precludes the provision of explanation of results and it is explained in 5 advanced to the client.  PSYC109: PSYCHOLOGICAL ASSESSMENT 1 Module 1: Fundamentals of Psychological Assessment Gea Grace Yunque Layahin I ABPS 3A I 1st Semester A.Y. 2024-2025 II. Responsibilities of Test Publishers When test results need to be shared with Restrict distribution of tests. schools, social agencies, the courts or industry, Tests should not be released prematurely for we supervise such releases. general use. Test Security Tests or part of it should not be reproduced in newspapers or other print media. The administration and handling of all test Testing by mail should be avoided. materials (manuals, keys, answer sheets, reusable booklets, etc.) shall be handled only by qualified users or personnel. Reputable commercial test publishers require their clients to meet certain requirements, depending on Assessment by Unqualified Persons the nature of the test and/or degree of training We do not promote the use of assessment tools needed to administer it. and methods by unqualified persons except for 3-Level Qualification System by The training purposes with adequate supervision. Psychological Corporation We ensure that test protocols, their interpretations and all other records are kept Level A – tests may be purchased by schools secured from unqualified persons. and other organizations by submitting the organization’s official purchase number or by an Test Construction official letterhead signed by the person We develop tests and other assessment tools authorized to purchase. using current scientific findings and knowledge, Level B – requires a master’s degree in appropriate psychometric properties, psychology or education, equivalent training validation, and standardization procedures. relevant to assessment. Membership in a professional organization that requires appropriate training in assessment of its ETHICAL ISSUES AND CONSIDERATIONS members. Level C – highest level, requires a Ph.D. in APA Committee on Psychological Tests and psychology or education, the equivalent training Assessment (CPTA) in assessment, or verification of licensure or Devoted to handle problems about testing and certification requiring appropriate training and assessment practices, and to provide technical experience in psychological assessment. advice about such practices to other APA groups. III. Protection of Privacy The right to decide for one’s self how much one I. User Qualification & Competence will share with others one’s thoughts, feelings & Choose the test appropriate for the purpose of facts about one’s personal life. testing and the person taking the test. Relevance Be cognizant of available literature and Informed Consent – implies that an individual psychometric qualities of chosen test. who has agreed to have personal information Be sensitive to factors affecting the testing released knows what the information consists conditions. of and with whom it will be shared. Make recommendations after considering the test scores. Before any tests or psychometric measures are Be knowledgeable about human behavior. administered, examinees must be told: Provide a qualified psychologist if test is to be The nature & purposes of the examination administered by psychological technicians. Why they are being tested Who will have access to the information Qualified psychologist (APA, 1992) How it will be use Recognizes the boundaries of their particular competencies and the limitations of their From a legal standpoint, psychological test data expertise. are considered PRIVILEGED COMMUNICATION to Provides only those services and uses only be shared with others only on a need-to know those techniques of which they are qualified by basis. education, training, or experience. Except under unusual circumstances, as when the examinee is dangerous to himself or other people, test information is confidential and should not be released without the necessary informed consent. 6  PSYC109: PSYCHOLOGICAL ASSESSMENT 1 Module 1: Fundamentals of Psychological Assessment Gea Grace Yunque Layahin I ABPS 3A I 1st Semester A.Y. 2024-2025 INFORMED CONSENT FOR A PSYCHOLOGICAL EXAMINATION I, ________________, voluntarily give my consent to serve as participant in a psychological examination conducted by __________________. I have received a clear and complete explanation of the general nature and purpose(s) of the examination and the specific reason(s) why I am being examined. I have also been informed of the kinds of tests and other procedures to be administered and how the results will be used. I realize that it may not be possible for the examiner to explain all aspects of the examination to me until it has been completed. It is also my understanding that I may terminate my participation in the examination at any time without penalty. I further understand that I will be informed of the results and that the results will be reported to no one else without my permission. At this time, I request that a copy of the results of this examination be sent to: ________________________________________________________ _________________________ Signature of Examinee __________________________ Examiner Printed Name IV. Confidentiality Security of test content. Hazard of misunderstanding test scores. Need of various persons to know the test results. Release of test results without full knowledge and consent of examinee. V. Communicating Test Results Take into account the characteristics of the person who will receive the results. Anticipate emotional reaction. Informing results should be an integral part of counseling. Test results should be reported as specific answers to questions of clients. 7  PSYC109: PSYCHOLOGICAL ASSESSMENT 1 Module 2: Technical Aspects of Psychological Assessment & Testing Gea Grace Yunque Layahin I ABPS 3A I 1st Semester A.Y. 2024-2025 Ratio - has magnitude, equal interval and absolute zero; has a meaningful zero (0) point, BASIC STATISTICS AND OTHER RELATED CONCEPTS meaning a score of zero (0) refers to the absence of a characteristic being measured. Statistics Ex: amount of rainfall, weight Used for purposes of description; numbers provide convenient summaries and allow STATISTICAL CONCEPTS evaluation of observations relative to others. Used to make inferences, logical deductions about events that cannot be observed directly. Frequency Distribution This displays scores on a variable or a measure Two Types of Statistics to reflect how frequently each value was Descriptive Statistics - methods used to obtained. provide a concise description of a collection of Percentiles quantitative information. Inferential Statistics - methods used to make These refer to specific scores or points within a inferences from observations of a small group distribution. of people (sample) to a larger group of Quartiles individuals (population). Pertain to the points that divide the frequency distribution into equal fourths. SCALES OF MEASUREMENT Deciles Measurement These are similar to quartiles but use points pertains to the application of rules for assigning that mark 10% rather than 25%. numbers to objects. Mean Properties of Scales Arithmetic average score in distribution. Magnitude - a particular instance of an Where ∑ x is the sum attribute represents more, less, or equal of all scores and N is amounts of the given quantity than does the total number of another instance. scores. Equal Intervals - difference between 2 points at any place on the scale has the same meaning Standard Deviation as the difference between 2 other points that Approximation of the average deviation around differ by the same number of scale units. the mean; how much a typical score is above or Absolute 0 (zero) - nothing of the property below the mean. being measured exists. Where n is the sample size. Types of Scales Nominal - has no magnitude, equal interval, and absolute zero; used to name objects; used when the information is qualitative rather than quantitative. Ex: sex; race Ordinal - has magnitude, but no equal interval and absolute zero; allows for ranking of individuals or objects but does not say anything about the meaning of the differences between the ranks Ex: academic rank, place in the marathon Interval - has magnitude and equal interval but no absolute zero; a score of zero has no value or does not mean the absence of a characteristic being measured Ex: quiz/exam scores 8