PSYCH-ASSESMENT.docx

The roots of contemporary Psychological testing and Assessment are found in the early 20th century in France. **1905 - ALFRED BINET (and a colleague)** published a testing designed to help the place Paris schoolchildren in appropriate classes. A decade (10 years) the English version of Binets' te...

The roots of contemporary Psychological testing and Assessment are found in the early 20th century in France. **1905 - ALFRED BINET (and a colleague)** published a testing designed to help the place Paris schoolchildren in appropriate classes. A decade (10 years) the English version of Binets' test was prepared and used in school in United States. **FOR CHILDREN** **1917 -** The United States declared war on Germany and entered the World War I, The military needed a way to screen large recruits quickly from **intelligence and emotional problem**. In World War II the military become more dependent on psychological testing to screen recruits for service. And more psychological test was developed within the following wars. **Testing** - This refers to everything from the administration of a test (Testing in progress) to interpretation of a test score (The test indicate that) *during the **world war I,** the term "Testing" appropriately described the group screening of a thousand of military recruits. Which then suspected that the term "TESTING" gained a powerful foot hold in the vocabulary of the professionals and lay people? In **World War II** "testing" and a* *More inclusive "Assessment" began to emerge.* *\ * **Psychological Assessment** - is a gathering and interrogation of psychological-related data for the purpose of making psychological evaluation, which is accomplished through the use of tools such as; test interview case studies, behavioral observation, and specially designed apparatuses and measurement procedures. It also may be conceived as a problem - solving process **Psychological testing -** The process of measuring psychological-related variables by means of devices or procedures designed to obtain a sample of behavior. Example: Aptitude test +-----------------------------------+-----------------------------------+ | **TESTING** | **ASSESSMENT** | +===================================+===================================+ | **Objective**: **OBTAIN A SAMPLE | **Objective**: **TO ANSWER A | | BEHAVIOR** | REFERRAL QUESTION** | | | | | Typically, obtain some gauge, | Answers the referral question | | usually numeric in nature, with | through the use of **different | | regard to ability or attribute. | tools of evaluation** | | | | | **Process**: | **Process**: | | | | | The testing may be individual or | Typically individualized. In | | group in nature. After test the | contrast to testing assessment | | administration, The tester will | typically more focused on how an | | typically add up all the correct | individual processes rather than | | answers or number of certain | simply the result of that | | types of responses. with regards | processing. | | of how the mechanics (if there's | | | any) | **Role of Evaluator:** | | | | | **Role of Evaluator**: | The assessor is the key to the | | | process of test and/or other | | The tester is not the key to the | tools of evaluation as well as in | | process; Typically, one tester | drawing conclusions from the | | can be interchange to another | entire evaluations. | | tester without affecting the | | | evaluation. | **Skills of Evaluator:** | | | | | **Skill Evaluator:** | Assessment typically requires an | | | **educated selection of tools of | | Testing typically requires | evaluation**, skill in evaluation | | technician-like skills in terms | and thoughtful organization and | | of administering and scoring a | interrogation of data | | test as well as in interpreting a | | | test result. | **Outcome**: | | | | | **Outcome**: | Typically assessment entails a | | | logical problem-solving approach | | Typically, testing yield a test | that brings to bear many sources | | score or series of test scores. | of data designed to shed light on | | (Usually uses manual in scoring.) | a referral question. | +-----------------------------------+-----------------------------------+ **Varieties of assessment** **Educational Assessment -** Tool refers to evaluate abilities and skills relevant success or failure in school or pre-school context. **Example:** Intelligence test, achievement test, reading comprehension test **Retrospective Assessment**- Maybe defined as use of evaluative tools to draw conclusions about psychological aspect of a person as they existed at some point in time prior to the assessment. (Evaluation of the psychological aspect of a person prior or before the assessment process began.) **Remote Assessment-** Refers to the use of tools of psychological evaluation to gather data and draw conclusion about **the subject who is not in "Physical Proximity"** to a person or people conducting the evaluation. (Use of smartphone, telephone or video conference) **Ecological Momentary Assessment** **-** is a Psychological assessment by means of smartphones. EMA refers to refers to the "In the moment" evaluation of specific problem and related cognitive and behavioral variables at the time and place they occur. Using various tools of assessment, EMA has been use to tackles various diverse problem such as, PTSD, Problematic Smoking, Chronic Abdominal Pain in Children. **The Process of Assessment** 1\. Begins with referral for assessment from a source such as, Teacher, school psychologist, counselor, judge, clinician, or corporate human resource specialist. Typically 1 or more referral question is put to assessor to assess. 2\. The assessor can meet the assesse before the formal assessment in order to clarify the aspect of reason for referral. Then, the assessor will prepare for the assessment by selecting a tool of assessment to be used. 3\. after the selection of instrument or procedures to be employed, the formal assessment will begin, 4\. After the assessment the assessor will write a report of the findings that is designed to answer the referral question. More feedback with the assesse or the 3rd party (parents, guardian or the referring professionals.) may also be scheduled. 5\. Different Assessors may approach the assessment task in a different ways. Some assessors approach the assessment with minimal input of assesse themselves; some assessors view the assessment task as collaboration between the assessor and the assesse. **Collaborative Psychological assessment** - The assessor and assesse may work as "partners" from initial contact to final feedback. One variety of collaborative assessment includes an element of therapy as part of the process. Stephen Films and Colleague have described a collaborative approach to assessment called "Therapeutic Psychological Assessment." **Therapeutic Psychological Assessment** - In this approach therapeutic self-discovery and new understanding are encouraged throughout the assessment process. **Dynamic Assessment -** This assessment is notable in educational settings. This is described as interactive, interchanging and varying nature of the assessment. This refers **as interactive approach to psychological assessment which follows a model of**: **Evaluation** **Intervention of some sort.** **Evaluation.** This also provides a means of evaluating how the assesse process or benefit from some type of intervention (feedback, hint, instruction and therapy, and so forth) during the course of evaluation. In some educational context, dynamic assessment may be viewed not just learning, but also learning potential, or learning how to learn skills. Computer is one tool to meet the objective. **The Tools of Psychological Assessment** **Testing -** may be defined as measuring device or procedure designed to measure variable related to psychology, Such as, Intelligence, personality, aptitude, interest, attitudes or values. Psychological test and other tools of assessment may differ with respect to a number of variables. Such as **content**, **format**, **administration**, **procedures**, **scoring**, and **interpretation** **procedures** and **technical quality.** **Content -** (subject matter) this may vary with focus of the particular test. **Format -- Pertains to the form, plan, structure, arrangement, and layout of the test as well as to related consideration such as time limits. It also refers to the form which a test is administered: Computerized, pencil-paper, or some other form.** **Test Administration and procedures** **Test May differ in their administration procedures. Some test may administer by one-to-one and may require active and knowledgeable administrator. Some test administration may involve demonstration of various kinds of tasks demanded of the assesse. Some test is developed designed to administer by group and may not need the presence of administrator while the test takers are answering.** **Interpretation and Scoring procedure** **Test differs in scoring and interpretation procedures.** **Score --** **Refers to code or summary statement which reflects to an evaluation of performance on a task, test, interview or some other sample of behavior.** **Scoring -- Refers to process of assigning evaluative codes, for example *Cut score.*** **Cut Score / Cut- Off: Is a reference point,** **Guidelines for Scoring and Interpretation** **Some test is self-scored by the test takers, some are scored by computer, and some requires scoring by the examiners.** **Test may differ from their *Psychometric soundness or Technical quality --* Refers to** the consistency and accuracy of the psychological test to measures what it supposed to measure ***Psychometric* may refer as the science of psychological measurements.** ***Psychometrist and Psychometrician --* are both term are used to refer to a professional who uses, analyzes and interpret psychological test (data)** ***Psychometric Utility* -- Refers to usefulness and practical value that a test or other tool of assessment has for a particular purpose.** **Tools of Assessment** **Interview -- Conjures a face to face talk and typically impose more on talking, the interviewer is taking note about verbal and** **non-verbal behavior.** **Sometimes face to face interview are not always possible, interview can be done through phone call, online interview, E-interview.** **Motivational Interviewing -- may be defined as therapeutic dialogue that combines person-centered listening skills such as;** - **Openness** - **Empathy** **With the use of cognitive altering techniques designed to positively affect the motivation and effect therapeutic change.** **Interviewer's skills and differences:** - **Pacing of interview** - **Rapport with interviewees** - **Ability to convey genuineness** - **Empathy** - **Humor** - **Letters correspondence** - **Photo and Family albums** - **Newspaper** - **Magazine clippings** - **Home video, movies, audiotapes etc.** - **Posting on social media accounts**. **Case Study --** Refers to illustrative account concerning a person or an event that was compiled on the basis case history data. **Group Think** -- arises as a result of varied forces that drive decision-makers to reach consensus **Behavioral Observation** -- Refers to monitoring actions of others or oneself by visual or electronic means while recording quantitative/or qualitative information regarding those actions. **Naturalistic Observation** **--** Variety of behavioral observation **Role Play** **Test** **--** Defined as acting an improvised or partially improvised part in as simulated situation. This is a tool which assesse are directed to act as if they were in a particular situation. **Computer as a tool --** Refers to the use of computer as test administration (Off-Online) which can derive score and pattern of scores within seconds. The scoring maybe done on-site (**Local processing**) or it may be conducted at (**Central Location processing**) whether it is done locally or centrally, the test takers performance can range frome mere listing of scores (**Simple scoring report)** to more detailed (**Extended scoring report)** **Central Processing --** Test related data may be sent by means to phone lines , such as Mail, Courier. **Simple Scoring report to Extended Scoring report** ­**--** Includes statistical analysis of the test taker's performance. **Intepretive report --** This report include numerical or narrative interpretive statement which purpose is to draw attention to the certain high, low or unusual score that are needed to give attention to. **Consultative report** -- This refers to usually written language appropriate for communication between assessment professionals. This provides expert opinion concerning analysis of data. **Integrative report --** This employed or integrate previous collected data into the test report. **CAPA** -- This refers to the acronym of **Computerized** **Assisted Psychological Assessment.** **Example: Q-Interactive --** This is available from **Pearson**. This technology allows test users to administer test by means of two iPad or Bluetooth one for the test administrator and one for the test takes. (Items that may need verbal response can be recorded.) **CAT --** Refers to the acronym of **Computer** **Adaptive Testing** **Advantages of CAPA** 1. Test administrators have greater access to potential test-users because of the wide range or global reach of the internet. 2. Scoring and Interpretation of the test can be quicker than the pencil-and-paper tests. 3. Internet costing can be lower than the pencil-and-paper test. 4. Can facilitate the isolated population and PWDs **Disadvantage of CAPA** 1. Affect the Test-Client Integrity this cause score inflation more than the traditional administered (Pencil-and-paper test) **Who, What, Why, How, and Where?** **Test Developer** -- Creates test or other method of assessment or other methods of assessment. ***Standard* --** APA and NCME this cover issues related to **Test construction, and evaluation, test administration and use,** **special application of test.** Guideline of test developer and users. **Test User** **--** Wide range of professional users such as: Clinician, Counselor, School psychologist, Human resource personnel, Consumer psychologist, Experimental Psychologist, and Social Psychologist. **Test takers/ Assesse --** The one who take the test or answer the test or anyone who is subject for psychological assessment or evaluation. **Psychological Autopsy --** Define as reconstruction of deceased individual's psychological profile on the basis of archival records, artifacts, previous interviews of assesse or people close to him. **Society at Large --** As society evolves and as the need to measure different psychological variables emerges, test developers respond by designing new test. **Other parties** -- Organization, companies, governmental agencies sponsor the developmental of the test for particular reasons. **Type of setting which assessment is conducted and Why?** **Educational Settings** - **Achievement test :** Evaluates accomplishment or degree of learning that has taken place. Eg. **SAT** Scholastic Admission Test and **GRE --** Graduate Record Examinations. **Diagnostic Test --** Refers to tool of assessment use to narrow down and identify area of deficit to be targeted for intervention. **Informal Evaluation** --Refers to a non-systematic assessment that leads to the formation of an opinion or attitude. **Clinical Settings --** This is use to help screen and/or diagnose behavioral problems. **Counseling Settings** -- Primary objective is to yield improvement of the assesse in terms of adjustment, productivity, or some related variable. Measure of social and academic skills and measure of personality, interest, attitude, and values **Geriatic Settings** -- Older individuals received psychological assessment to evaluate cognitive, psychological, adaptive, or other functioning. - In Clinical perspective, Psychological assessment in older adult is more is more likely to include screening for cognitive decline or dementia than the younger adults. - **Quality of life --** Typically assess variables related to perceived stress, loneliness, source of satisfaction, personal values, quality of living condition, and quality of friendship, and other social support. - **Dementia --** Is a loss of cognitive functioning which may affect - Memory - Thinking - Reasoning - Psychomotor Speed - Personalities - Attention - and other related abilities. - **Pseudodementia --** Cognitive functioning that mimics dementia. **Business and Military Settings --** Wide range of achievement, aptitude, interest, motivation and any other test may be employed in decision making to hire and promote, transfer, job satisfaction, and eligibility for further training. **Governmental and Organizational credentialing --** Application of measurement is in licensing, certification, or general credentialing of professionals before legally allowed to practice respective profession that requires the following mention above. **Academic Research Settings --** Different psychological test are used to measure specific or particular focused of evaluation. - **Health Psychology** -- A discipline that focuses on understanding the role of psychological variables such as; course, treatment and prevention of illness or disease and disability. Other setting: such as courts **Who are assessments conducted?** **Test User --** These individual have responsibility before, during and after a test or measurement procedure administered. - **Before --** In ethical consideration, If there is discretion in the test, the test user will only choose or select test or test that are appropriate for individual being tested. - The test must be stored in a place where the test takes will not know the content of the test before the test or in advance. - Prepared and suitably trained person administers the test properly. - Test Examiners must be familiar with the test and procedures and must have all the needed materials to properly administer the test. - Non-test related-conversation protocol refers to ***Diplomatic Etiquette.*** - Ensures the test facility is suitable and conducive to the testing. - No to less distracting condition such as: Excessive noise, heat, cold interruptions, glaring sunlight, crowding, inadequate ventilations, and other things to be avoided. - **During --** Especially in one on one or small group testing, rapport between the examiner and examinee can be critically important. - Provide some word about the nature of the test and why it is important for examinees to do their best - The rapport of the examiner and examine must not compromised any rules in test administration instruction. - **After** -- The examiners responsibility is to safeguarding the test protocols to conveying the test result in clearly understandable fashion. - **Test scorers-** Responsibility is to follow scoring or to conform to pre-established scoring criteria. - **Test users-** Have responsibilities in interpreting scores or other results in accordance to established procedures and ethical guidelines. **Assessment of People with Disabilities** Person with disabilities have the same reason why people with no disabilities are being assessed; for employment, credentials, licensing, etc. - **Alternate Assessment** -- Is an evaluative or diagnostic procedure or process that varies from the ***usual, customary, or standardized way of measurement*** is derived, either virtue of some special accommodation made to the assesse or by means of ***alternate method*** designed to measure the same variables. - Typically accomplished by means of some accommodation made to assess assesse. - The verb **Accommodation** In psychological testing and assessment this refers to make **adapt**, **adjust**, or make **suitable**. - **Adapt and Adjust** -- Adaption of procedure, situation or the substitution of the one test for another, - **Suitable --** To make the test suitable for the assesse with exceptional needs. **Reference Resource: *Where to go for authoritative information*** **Test Catalogue** -- One of the most readily accessible sources of information provided by the publisher of the test. This usually contains only a brief description of the test and seldom contains the kind of detailed technical information that a prospective user might require. **Test Manual** -- Detailed information concerning the development of a particular test and technical information relating to it should be found in the test manual. **Professional Books** -- Many books are written for an audience of assessment are available, to supplement, re-organized, enhance the information typically available of any widely used psychological test. This is use for a particular assessment purpose or administered to members of some special population. This also provides thoughtful insight and actionable knowledge of more experienced practitioner and test users. **Reference Volumes** **--** Updated periodically provides detailed information for each test listed including test publisher, test authors, test purpose, intended test population and test administration time. **Journal Articles** -- Articles in current journals may contain reviews of the test, updated or independent studies of its psychometric soundness. **Online Databases --** Data base for test related publications. - **ERIC -- E**ducational **R**esource **I**nformation **C**enter contains a wealth of resources and news about test, testing, and assessment such as - **Abstract of articles** - **Original article** - **Links to other helpful website.** - This also provides balanced information about educational assessment to provide resources that encourage responsible test use. **APA -- A**merican **P**sychological **A**ssociation maintains number of database useful in locating psychology-related information in: - **Journal Articles** - **Book chapters** - **Doctoral Dissertation.** - **PsychINFO --** is a database of abstract dating back to 1887 - **ClinPSY --** is a databased derived from PsyINFO that focuses on abstract of a clinical nature. - **PsyCAN --** **Psychopharmacology** pertains to abstract of articles concerning Psychopharmacology. - **PsyArcitles --** is a database full length articles dating back in 1894 - **HAPI --** **H**ealth **A**nd **P**sychological **I**nstrument contains a listing of measures created or modified for specific research study. - Not commercially available, but available in many college libraries through **BRS Information** and **CD-ROM** which is updated twice a year. - **PsycLAW --** is a free database available to everyone that contains discussion of selected topics involving psychology and law.