Psychological Testing

Introduction
Lecturer: Josie B. Banaglorioso, Ph.D.

Introduction
Name
History of formal assessment course
Current occupation and office
Experience in testing: years, type, task
(administration, scoring, interpretation, report
writing, feedback)
Mobile and email address
Expectations
Types of tests and population of interest
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Psychological Test
an objective and standardized
measure for sampling behavior/
attribute and describing it with
categories and scores .

Creativity Exercise
How creative are you?

Psychological Test
Sampling behavior/attribute: Cognitive, emotional,
personality and behavioral factors
Each attribute tries to empirically demonstrate
correspondence with the performance in the test and
other situations

Diagnosis of the present condition to predict

performance in the future and in other situations
Difference between Testing and Assessment?

Psychological Test
Sampling behavior/attribute: Cognitive, emotional,
personality and behavioral factors
Each attribute tries to empirically demonstrate
correspondence with the performance in the test and
other situations

Diagnosis of the present condition to predict

performance in the future and in other situations
Difference between Testing and Assessment?

Testing vs. Assessment

Assessment
More comprehensive
Entire process of compiling information about a
person and using it to make an inference about
characteristics and to predict behavior
Involve observations, interviews and tests
Examiner combines data from different sources

Testing
Only one source of information used in the
assessment process
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Defining Features of Tests

Standardized procedure
Behavior sample
Scores or categories
Norms or standards
Prediction of non-test behavior
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Test Toolkit usually

includes
Manual
Test booklet or materials (for
performance tests)
Answer sheet
Scoring template
Profile sheet

Elements we usually find

in a test manual
What and how attribute is measured
The standardized condition it was
obtained
The validity and reliability measures
Established rules for scoring, obtaining
quantitative/qualitative information of the
attribute
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Uses of Psychological Tests

Classification or Diagnosis
Treatment planning (counseling or educative
interventions)
Self knowledge
Selection
Program evaluation
Research
Certification

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Available Tools
Children
Childrens Apperception
Test
House Tree Person
Kinetic Family Drawing
Child Symptom Inventory
MMTIC
OLSAT

Adolescent LD
Youth Self Report Form
(add CBC and TRF)
Learning Disability
Diagnostic Index
Child Behavior Checklist
and Teacher Report Form
16 PF
BarOn EQ

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Available Tools
16 years old up

Neo Pi-R
MBTI
Jackson Inventory
Multiple Aptitude Battery
Filipino Values Scale
Holland Occupational
Theme

Vocational Preference
Index
Basic Personality
Inventory
Firo B
Strengths Finder
Oasis Aptitude and
Interest
OLSAT G
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Some Application of
Psychological Tests
Classification and diagnose childrens ability and
determine the type of school instruction or intervention
needed
Guide HS and college students in their educational
and occupational decisions

Select applicants for professional schools

Select and classify industrial personnel during hiring,
job assignment transfer, promotion and termination
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Application of Psychological Tests

Determine the emotional well being and effective

interpersonal relationship
Assess person with severe emotional disorder and
behavioral problems
Effectiveness of different procedures and
outcomes of psychotherapy
Teacher made tests or achievement tests
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Types of Tests
Broad Distinction
Group Tests
Testing large group of people at the same time
Largely paper and pencil

Individual Tests
Administered one on one
Opportunity to gauge motivation relevant behavior or
responses e.g. hyperactivity, impulsivity, anxiety

Which is more expensive?

What purpose does each serve?
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Types of Tests
Sources

Test of performance subject performs a

task
Behavioral Observations of the subject in
a given context
Self Reports subject describes his/her
experience

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Types of Tests

Sample Attributes
Intelligence tests individual ability across
global areas: verbal, perceptual reasoning to assess
potential for scholastic work

Aptitude Tests specific skill or task

Achievement degree of learning or
accomplishment of task

Creativity novel or original thinking or unusual

solutions
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Types of Tests

Sample Attributes
Personality traits, qualities & behavior
Interest inventories preferences for occupational
choices

Behavior or Reaction frequency count or type of

behavioral responses; identifying the antecedents and
consequences of behaviors

Neuropsychological tests determine the extent of

brain functioning across sensory, perceptual, memory and motor

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Assessment areas in different

fields of Psychology
Field of Study

Areas of Assessment

Clinical Psychology

Intelligence, learning disability

Psychopathology

Counseling Psychology

Career interests,
Aptitude, Ability
Social Adjustment

Industrial/Organizational

Managerial potential, career devt

Competencies

School Psychology

Maturity and readiness

Ability and academic progress
Differently-abled children

Neuropsychology

Brain damage

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Test Users

Parents
Teachers
Counselors
Administrators or Employers
Personnel workers in the industry
Medical Doctors
Lawyers or Legal system
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Characteristics of a Good Test

Practical Attributes

Economy
Ease of administration
Ease of scoring
Appropriate level of difficulty
Sufficient information for the
psychologist/counselor to interpret results

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Characteristics of a Good Test

Technical Attributes

Validity
Reliability
Appropriate norms
Standard procedure of administration and
scoring

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How do you ensure objectivity?

Standard procedure of administration
and scoring
Using appropriate Norms
Reliability
Variability

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Standardization
Uniformity of procedure and
administering, testing conditions and
scoring the test
Establishment of Norms test scores is
interpreted by comparing to scores of
others on the same test
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Challenges
Poorly trained and unprepared examiner
Unclear directions or stimulus materials
Examiner improvises instruction or the
stimulus
Facial expression and spontaneous
comments of the examiner

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Norms
Summary of test results for a large and
representative group of subjects
An examinees test score is usually
interpreted by comparing it with the
scores obtained by others on the same
test which you call the Norms

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How are norms established?

You have to administer it to a large, representative
sample of the type of persons it was designed
The group is called the standardization sample or
norm group
Determine the average performance and
differences of scores from each other and published
these derived scores known as norms
Norms come in percentile ranks, age equivalents ,
grade equivalents or standard scores
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Desirable Procedures of
Test Administration
Examiners must be intimately familiar
with the materials and directions
before administering the test e.g.,
extensive practice
Ensure that the room that is quiet, well
illuminated, ventilated and has less
distraction
Be sensitive to the disabilities of the
examinee may distort test results

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Desirable Procedures of
Test Administration
Observe the correct timing for the timed
tests. This requires foresight in
scheduling.
Read the instructions slowly, clearly
and audible enough to the examinee
Provide adequate writing surface

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Remember..
The quality of a test is largely determined by the
representativeness of this sample
Majority of psychological tests are interpreted by
consulting norms, these instruments are called normreferenced tests
Norm Referenced tests performance of each
examinee is interpreted in reference to relevant
standardization sample

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Reasons Why Control the

Use of the Test
To ensure the test is given by a qualified
examiner and scores are properly used.
To prevent general familiarity of the test
content which would invalidate the test

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Competencies Required
of Test Users
Knowledge on major tests in the field
Knowledge on sources of test information
Awareness on the current issues and
trends in testing
Fluency in reading, evaluating and
understanding test manuals
Experience in administering test
materials (individual or group)
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Competencies Required
of Test Users
Understanding of basic measurement
concepts: types of validity and reliability
and relationship
Familiarity with basic statistics: central
tendency, variability, standard error of
measurement
Understanding of scoring procedure
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Competencies Required
of Test Users
Adequate strategies to prepare clients for
testing
Skill in reading verbal and nonverbal
cues expressed by the client
Proficiency in explaining test results
accurately in a language they understand
Experience and Strategies for presenting
results to varied groups
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Competencies Required
of Test Users
Familiarity with test interpretation forms
or computerized report forms
Awareness of the legal, professional and
ethical guidelines related to testing
Ability to integrate and synthesize the
problem, context, test results
Writing skills
Experience and comprehension to make
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relevant recommendations

Remember..
Psychological test is not an exhaustive
measurement of all possible behaviors
that could be used in measuring a
particular attribute

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History of Psychological
Testing

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Rudimentary Forms in
China 2200 BC (1370)
Chinese emperor had his officials examined to every third year to
determine fitness for office; comprehensive civil service exam
Determine their proficiency in the Confucian classics by
composing essays and poem
Beauty of penmanship weighed heavily predictor of suitability for
civil service exam (clear and accurate communication)
7% who passed moved to the district examination
10% who passed moved to Peking for the final round
3% selected to become Mandarins and eligible for public office
Abolished 1906
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Brass Instruments Era

(Europe 1800)
Gave importance to objective methods and measurable
quantities focused on measuring sensory processes
for intelligence.
They used brass instruments to measure sensory
thresholds and reaction times thinking that it is a
measure of intelligence.
Wundt developed the calibrated pendulum; ability to
observe and nuance the position of pendulum when
the bell sounds determines the speed of thought of
the examinee
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Brass Instruments Era

(Europe 1822-1911)

Galton, 1911, tried to measure intellect by means of reaction time and

sensory discrimination tasks;
He is obsessed with measurement . Borrowed the psychophysical
instruments of Wudnt. Devised practicable measures of individual
differences both the physical and behavioral domains can be
measured
Physical : height, weight, head length, arm span, length of middle
finger
Behavioral: strength of squeeze, visual acuity,
highest audible sound, speed of blow and reaction time
speed of blow
Sir Frances Galton

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Brass Instruments
Era 1860-1944
James Cattell interested in individual differences;
invented the term mental tests (1890): strength of
hand squeeze, rate of hand movement, threshold for
touch, weight differentiation, reaction time for sound,
time for naming colors, number of letters repeated on
one hearing;
Clark Wissler, (1901)student of Cattell, tried to
demonstrate that test results from mental tests will
predict academic performance (basic validation
study); very little correlation (0.16); abandon the
reaction time and sensory discrimination as measures
of intelligence; also turned away from brass
instruments as measures.

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Changing Conceptions of Mental

Retardation in the 1800s
Alfred Binet, early 1900, wants to identify children in
the Paris school system who were likely to profit from
ordinary instruction; identify children with mental
retardation.
J.E.D. Esquirol tried to distinguish mental retardation
and mental illness; gave emphasis on language skills
in diagnosing mental retardation (using short
phrases, monosyllables and cries more often) Verbal
ability plays an important concept of intelligence
O.E.Seguin tried to develop educational programs for
MR , what is now called behavior modifcation
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Changing Conceptions of Mental

Retardation in the 1800s
Alfred Binet Minister of Education in Paris became interested
children who can benefit from regular instruction.

Binet and Simon (1905) measured practical judgment as

measure of intelligence: judge, understand and reason well

Binet developed a 30 item tool aimed at assessing childs

general ability; that was brief and practical (less than an
hour); essential attribute is practical-judgment; arranged by
approximate level of difficulty and content; a rough
standardization done with 50 normal children
Revised by 1908: 58 item tests; new items where added e.g.,
reconstructing scrambled sentences, copying a diamond and
executing a sequence of 3 commands; and standardized on
about 300 normal children between 3 to 13. The concept of
mental level - items passed 80-90 % of the 3 year olds were
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placed in the 3 year level and similarly on up to 13.

Changing Conceptions of Mental

Retardation in the 1800s
Binet s 3rd revision 1911: each age level has now five
tests; it was also extended to adult range.
Stern, 1914, introduced the IQ, mental age divided
the chronological age.
Terman and his associates, 1916, suggested
multiplying the IQ with 100 to eliminate the fractions;
1st person to use IQ; revised the Binet-Simon scales
and published the Stanford Binet.
Abuse of the use of IQ tests among immigrants
Goddard 1917; used labels Moron
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Invention of Nonverbal
Tests
Came about bec Binet- Simon measures only
verbal skills and not appropriate for nonEnglish speaking subjects and for those with
speech and hearing impairments. (1913)
Seguin introduce the use of form board

Knox similar to digit symbol

Pintner and Patterson performance test that
use puzzles, object assembly tests

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Group Tests & Classification

of WWI Army Recruits (US)
Pyle (1913) developed a group tests using school children norms,
measures memory span, digit symbol, oral word association.
Robert Yerkes, 1917 convinced the US govt to give 1.75 million
army recruits intelligence tests for purposes of classification and
assignment: Army Alpha and Army Beta
Army Alpha was based on the unpublished work of Otis; verbally
loaded e.g. following oral instructions, arithmetical reasoning,
practical judgment, antonym- synonym, disarranged
sentences, number series, analogy and information.
Army Beta non verbal group tests designed for illiterates and
recruits whose 1st language is not English; consists of visual
perceptual motor tests, mazes and visualizing the blocks
But tests have little practical impact on the efficiency of the
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Army. Tens of thousands of recruits received zero for most of the
test bec they cant understand the instructions.

Group Tests & Its use in

Educational Settings
National Intelligence Test 1920 was given to 7 million
children (roots of Wechsler series, SAT & GRE)
College Entrance Examination Board was developed to
do same testing for US colleges. These tests latter
evolved to Scholastic Aptitude Test now known as
Scholastic Assessment Test.
1930 Machine scoring was introduced
Made use of multiple choice and other objective item
type
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Development of Aptitude
Tests
What is the difference between IQ and Aptitude Test?
Development lagged behind that of intelligence tests
because 1930-38
Statistical problem (new technique was needed to distinguish
which aptitude is primary and which is different from the other.
Only came about when factor analysis was discovered 1938.
Thurstone came about with 8 primary mental ability factors
Absence of practical application. WWII there was pressing
need to select applicants who are highly qualified to do
specialized tasks like flight engineers, pilots, navigators
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