PSYC109 Psychological Assessment 1 Midterm Notes PDF

PSYC109 – PSYCHOLOGCIAL ASSESSMENT 1 2200089 MODULE 1 MAGBANUA, KEILAH NATURE AND USE OF TESTS 4 PILLARS OF ASSESSMENT  Assessment...

PSYC109 – PSYCHOLOGCIAL ASSESSMENT 1 2200089 MODULE 1 MAGBANUA, KEILAH NATURE AND USE OF TESTS 4 PILLARS OF ASSESSMENT  Assessment  Standardized, norm-referenced tests - A cyclical process  Interviews  Behavioral observations Assessment  Other techniques  Measurement - Process of obtaining a numerical Evaluation Measurement description of the degree to which an (testing) individual possesses a particular characteristic - process by which counselors gather the - Limited to quantitative description information they need to form a holistic - “How much?” view of their clients and the problems  Test with which they present. - An instrument or systematic procedure - process that integrates test information for measuring a sample of behavior by with information from other sources posing a set of questions in a uniform (e.g. Information from other tests, the manner individual’s social, educational, - A measurement device or technique employment, health, or psychological used to quantify behavior or aid in the history). understanding and prediction of - any of a variety of procedures used to behavior (Kaplan & Saccuzzo, 2001) obtain information about student  Evaluation performance - General process of making judgements - “How well does the individual perform?” and decisions  Psychological Assessment DISTINCTION BETWEEN ASSESSMENT & TESTING - gathering and integration of psychology- related data for the purpose of making a TESTING VS. ASSESSMENT psychological evaluation.  Psychological Assessment  Psychological Testing gathering and integration of psychology- - process of measuring psychology-related related data for the purpose of making a variables by means of devices or psychological evaluation procedures designed to obtain a sample accomplished through the use of tools of behavior such as tests, interviews, case studies, behavioral observations, and specially TAXONOMY OF PSYCHOLOGICAL ASSESSMENT designed apparatuses and measurement procedures (Cohen, Psychological Assessment Swerdlik, Sturman, 2013) Non-  Psychological Testing process of measuring psychology-related Measurement measurement variables by means of devices or Correct/Incorrect Not using Interventions, Otherr procedures designed to obtain a sample correct/incorrect questionnaires/ item responses responses observations, etc. checklists, etc. of behavior Questionnaires, Tests inventories PSYC109 – PSYCHOLOGCIAL ASSESSMENT 1 2200089 MODULE 1 MAGBANUA, KEILAH TESTING VS. ASSESSMENT: OBJECTIVE TESTING VS. ASSESSMENT: OUTCOME TESTING ASSESSMENT TESTING ASSESSMENT Typically, to obtain some Typically, to answer a Testing yields a test score Assessment entails a gauge, usually numerical referral question, solve a or series of test scores. logical problem-solving in nature, with regard to problem, or arrive at a approach that brings to an ability or attribute decision through the use bear many sources of of tools of evaluation. data designed to shed light on a referral TESTING VS. ASSESSMENT: PROCESS question. TESTING ASSESSMENT “There are good forms of assessment and bad ones, and Testing may be individual Assessment is typically there is bad use of good ones. We need to ensure that or group in nature. individualized. we are using appropriate and relevant methods and Tester will add up “the Focuses more on how an that we do so in a way that is fair and acceptable... This number of correct individual processes answers or the number rather than simply the is particularly important when we are dealing with of certain types of results of that processing. people’s lives and careers.” responses… with little if Coaley, 2014, p.23-24 any regard, for the how or mechanics of such WHAT IS A PSYCHOLOGICAL TEST? content.”  used to measure differences between individuals TESTING VS. ASSESSMENT: ROLE OF EVALUATOR or between the reactions of the same individual under different circumstances (Anastasi & Urbina, 1997) TESTING ASSESSMENT  used to evaluate behavior, mental abilities and Tester is not key to the The assessor is key to the other personal characteristics in order to assist process. process of selecting tests in making judgments, predictions, and decisions One tester may be and/or other tools of evaluation as well as in about people (Aiken, 1994) substituted for another tester without drawing conclusions from appreciably affecting the the entire evaluation. CHARACTERISTICS OF A PSYCHOLOGICAL TEST situation.  Behavior Sample A psychological test is an objective and TESTING VS. ASSESSMENT: SKILL OF EVALUATOR standardized measure of a sample of behavior. TESTING ASSESSMENT Diagnostic or predictive value of a Testing typically requires Assessment typically psychological test depends on the degree to technician-like skills in requires an educated which it serves as an indicator of a relatively terms of administering selection of tools of broad and significant area of behavior. and scoring a test as well evaluation, skill in Test items need not resemble closely the as in interpreting a test evaluation, and behavior the test is to predict. result. thoughtful organization and integration of data.  Standardization Uniformity of procedure in administering and scoring the test PSYC109 – PSYCHOLOGCIAL ASSESSMENT 1 2200089 MODULE 1 MAGBANUA, KEILAH Test constructor provides detailed directions 4. Objective vs. non-objective for administering each newly developed test - concerned with the method of scoring Establishment of norms > done through the test administering the test to a standardization - fixed, precise scoring standards vs. sample subjective scoring with different scorers  Objective measurement of difficulty obtaining different results Based on objective, empirical procedures 5. Verbal vs. performance Check administration, scoring, and - Pertains to the content or task interpretation of scores presented  Reliability - Written/oral vs. manipulation of objects Consistency of scores obtained by the same 6. Cognitive vs. affective persons when retested with the identical test - According to content or process or with an equivalent form of the test. - Attempt to quantify process and  Validity products of mental activity vs. designed Degree to which the test actually measures to assess other non-cognitive that it purports to measure characteristics Provides a direct check on how well the test OTHER CLASSIFICATIONS fulfills its function Actually tells us what the test is measuring  Maximum Performance Measures vs. Typical Performance Measures FUNCTIONS OF PSYCHOLOGICAL TESTS - What people can do when they try their  Screening for admission hardest or how well they do things vs.  Classification and placement what they would normally do or what they typically are  Guidance and counseling –educational, vocational, personal purposes  Norm-referenced vs. Criterion-referenced  Retention, dismissal, rotation, or promotion - Basis for comparison of test score or performance  Diagnosis and prescription of psychological and - Standardization sample vs. set standard physical treatments  Evaluation  Research CLASSSIFICATION OF TESTS 1. Standardized vs. non-standardized - Constructed by professional test makers, administered to a representative sample, has fixed directions for administration and scoring, with various types of converted scores vs. informally constructed by school teachers 2. Individual vs. group - related to efficiency of administration 3. Speed vs. power - pertains to the time limits of a test - Many easy items with strict time limits that no one can finish on time vs. difficult items with sufficient time limits  – Control of the Use of Psychological Tests iii. testing conditions WHY CONTROL THE USE OF PSYCHOLOGICAL TESTS? ❀ Rapport and Test-taker orientation 1. To ensure that the test is given by a qualified  “Rapport” refers to the examiner’s effort to arouse examiner and that the scores are properly used. the test takers’ interest in the test, elicit their 2. To prevent general familiarity with the test content. cooperation, and encourage them to respond in a manner appropriate to the objectives of the test. WHO IS THE QUALIFIED EXAMINER? ❀ Manifests the skills needed in the 3 major aspects of ABILITY TESTS PERSONAL INVENTORIES testing: Careful concentration on given Frank and honest responses to tasks and giving one’s best questions about one’s usual  Selection of the test efforts to perform well. behavior.  Administration and scoring  Interpretation of scores  Examiner attempts to motivate the respondents to follow the instructions as fully and conscientiously as ❀ Evaluates the technical merits of the test they can. ❀ Is familiar with standard instructions, and can control  Techniques for establishing rapport vary with the testing conditions nature of the test and with the age and other ❀ To properly interpret scores, has thorough understanding characteristics of the persons tested. of the test, the test-taker, and testing conditions examiner & situational variables WHO IS THE TEST USER? ❀ Anyone who uses test scores as one source of information ❀ Children are more susceptible to examiner and situational in reaching practical decisions influences compared to adults.  Testing pre-school children SECURITY OF TEST CONTENT  Even emotionally disturbed and insecure persons of ❀ Restrict test content to guard against deliberate efforts of any age faking responses/scores 1. Examiner’s behavior immediately preceding and communication of test information during test administration. ❀ Dispel any questions associated with testing  Interpersonal relation between examiner and examinees  Helps correct common misconceptions about purposes of tests and meanings of scores  The same examiner characteristics may have a different effect on different examinees ❀ Concerned with technical procedures whereby tests are constructed and evaluated 2. Examiner’s own expectations. ❀ Familiarize test takers with testing procedures,  Self-fulfilling prophecy minimize/prevent anxiety, and ensure that each will do  Subtle postural and facial cues to which the his/her best test takers respond ❀ Feedback given to test takers about their test performance 3. Test takers’ activities immediately preceding the test. Test administration  Activities that produce emotional Test administration depends on different factors which, when disturbance, fatigue, or other handicapping considered, could guarantee the success of the testing activity. conditions  Effects of feedback regarding test scores i. advance preparation of examiner test anxiety As there can be no emergencies in testing, special efforts must be made to foresee and forestall them. ❀ Refers to the psychological, physiological, and behavioral Some preparations: responses to stimuli an individual associates with the  Memorizing exact verbal instructions in individual experience of testing or evaluation (Encyclopedia of testing Psychology).  Preparing test materials ❀ A special case of general anxiety and is characterized by  Familiarizing thoroughly with specific testing feelings of heightened self-awareness and perceived procedure helplessness that often result in lowered performance on tests, or more generally, on all types of cognitive and academic ii. testing conditions tasks. Selection of a suitable testing room: 2 COMPONENTS OF TEST ANXIETY  Free from undue noise and distraction Emotionality Worry  Provide adequate lighting, ventilation, seating Comprises feelings and or cognitive, includes negative facilities, and working space for test takers physiological reactions. self-oriented thoughts and  Posting a sign to indicate that test is going on concern about failure.  – How to handle test anxiety? ❀ From the examiner’s perspective  Establish rapport  Check examiner’s own manner  Ensure a well-organized, smoothly running testing operation ❀ From the test takers’ perspective  Behavior therapy procedures  Treatment directed at self-oriented cognitive reactions  Improvement of study skills ❀ Test anxiety is a complex phenomenon with multiple causes, the effects of which vary between individuals. For treatment programs to be effective, individual needs should be considered. effects OF TRAINING ON THE TEST PERFORMANCE 1. Coaching: intensive, massed drill on items similar to those on the test  Designed to develop highly restricted skills that may be of little use in life activities  Practice of “teaching to the test” 2. Test Sophistication: sheer test-tasking practices  Specific familiarity with common item types and practice in the use of objective answer sheets  Rule out or equalize differences in prior test taking experience 3. Instruction in broad cognitive skills  Develop widely applicable intellectual skills, work habits, and problem-solving strategies  Improve examinee’s ability to cope with subsequent intellectual tasks PAPASA KA SA PSYCH ASSESSMENT CLAIM IT! ❀ MODULE 1, TOPIC 3: PAP Code of Ethics in Assessment (Emphasis on Ethical Standards on Assessment) PSYC109 – PSYCHASSESSMENT PREAMBLE C. ASSESSMENT TOOLS ⁕ Ethics is at the core of every discipline. ⁕ Judicious selec:on & administra:on of test The Universal Declara/on of Ethical relevant to reasons for referral and purposes Principles for Psychologists speaks to of assessment the common moral framework that ⁕ Data collec:on, methods & procedures guides & inspires psychologists consistent with current scien:fic and worldwide toward the highest ethical professional developments ideals in their professional & scien:fic ⁕ Standardiza:on, validity, reliability, work. norma:ve data available ⁕ Psychologists recognize that they carry out ⁕ Appropriateness of tools their ac:vi:es within a larger social context. They recognize that the lives & iden::es D. OBSOLETE & OUTDATED TEST RESULTS of human beings both individually and ⁕ Bases for interpreta:ons, conclusions, and collec:vely are connected across recommenda:ons genera:ons, and that there is reciprocal rela:onship between human beings and E. INTERPRETING ASSESSMENT RESULTS their natural and social environments. ⁕ Consider validity, reliability, ⁕ Psychologists are commiBed to placing the appropriateness of test welfare of society and its members above the ⁕ Indicate reserva:ons regarding self-interest of the discipline and its members. interpreta:ons They recognize that adherence to ethical ⁕ Consider client’s abili:es, characteris:cs, principles in the context of their work situa:onal, personal, and cultural differences contributes to a stable society that enhances the quality of life for all human F. RELEASE OF TEST DATA beings. ⁕ Agreed upon considera:ons prior to ETHICAL STANDARDS FOR ASSESSMENT (10) assessment A. BASES FOR ASSESSMENT ⁕ Form of test data to be released ⁕ Bases for expert opinions provided through ⁕ Regulated by court recommenda:ons, reports, and diagnos:c or evalua:ve statements G. EXPLAINING ASSESSMENT RESULTS ⁕ Employ adequate assessment procedures ⁕ Sources of referral and examina:on to support conclusions and ⁕ Use of non-technical language recommenda:ons ⁕ Supervise release of test results to ⁕ Limita:ons of opinions stakeholders B. INFORMED CONSENT IN ASSESSMENT H. TEST SECURITY ⁕ Obtain informed consent except in ⁕ Qualified users or personnel to administer mandatory or rou:ne tes:ng and handle test materials ⁕ Educa:on of Clients ⁕ Manuals, keys, answer sheets, reusable ⁕ Confiden:ality of test results for third party booklets, etc. involvement I. ASSESSMENT BY QUALIFIED PERSONS — From a legal standpoint, psychological test data are considered PRIVILEGED COMMUNICATION to be shared with ⁕ Training purposes with adequate others only on a need-to-know basis. supervision ⁕ EXCEPT UNDER UNUSUAL CIRCUMSTANCES, as when the examinee is dangerous to himself or other people, test ⁕ Security of test protocols, interpreta:ons, informa:on is confiden:al and should not be released without and other records from unqualified persons the necessary informed consent. J. TEST CONSTRUCTION ⁕ Current scien:fic findings and knowledge, appropriate psychometric proper:es, valida:on, and standardiza:on procedures. MODULE 2, TOPIC 1: Basic Statistics & Other Related Concepts PSYC109 – PSYCHASSESSMENT STATISTICS INTERVAL ⁕ Used for the purpose of descrip:on; numbers ⁕ with Magnitude/Equal Interval provide convenient summaries and allow ⁕ no Absolute Zero evalua:on of observa:ons rela:ve to others o ex: quiz, exam scores ⁕ Used to make inferences, logical deduc:ons about events that cannot be observed directly RATIO DESCRIPTIVE STATISTICS ⁕ with Magnitude/Equal Interval/Absolute Zero ⁕ Methods used to provide a concise descrip:on of a collec:on of quan:ta:ve informa:on Has a meaningful 0 point o ex: amount of rainfall, weight INFERENTIAL STATISTICS ⁕ Methods used to make inferences from STATISTICAL CONCEPTS observa:ons of a small group of people (sample) FREQUENCY DISTRIBUTION to a larger group of individuals (popula:on) ⁕ displays scores on a variable or a measure SCALES OF MEASUREMENT to reflect how frequently each value was — Measurement obtained. ⁕ applica:on of rules for assigning numbers PERCENTILES to objects ⁕ specific scores or points within a PROPERTIES OF SCALES distribu:on. MAGNITUDE QUARTILES ⁕ a par:cular instance of an aBribute ⁕ points that divide the frequency represents more, less, or equal amounts of distribu:on into equal fourths the given quan:ty than does another instance. DECILES EQUAL INTERVALS ⁕ similar to quar:les but use points that mark 10% rather than 25% ⁕ difference between 2 points at any place on the scale has the same meaning as the MEAN difference between 2 other points that differ by the same number of scale units. ⁕ arithme:c average score in a distribu:on ∑# x" = ABSOLUTE ZERO (0) $ ⁕ nothing of the property being measured exists. STANDARD DEVIATION ⁕ approxima:on of the average devia:on TYPES OF SCALES around the mean. NOMINAL ⁕ how much a typical score is above or below ⁕ no Magnitude/Equal Interval/Absolute Zero the mean. Used to name objects Used when the informa:on is qualita:ve ∑(# − #̅) 2 rather than quan:ta:ve s=$ o ex: sex, race (−1 ORDINAL ⁕ with Magnitutde ⁕ no Equal Interval/Absolute Zero Allows for ranking of individual or objects but does not say anything about the meaning of the differences between the ranks. o ex: academic rank, place in the marathon