LECTURE: September 12, 2018  0.

7 is middling
Identify a set of dimensions that are latent in large set  0.8 is meritorious
of variables  0.9 is marvelous
Describe if possible covariance of relationships Commented [m2]: done

In Psychological measurement Conventional Code (CODE C) – EFA, PA extraction,

 Alternative technique to item analysis Quartimax rotation
 Provides additional information on  SPSS Results
conceptual information o KMO: 0.823
 For validation o Bartlett’s Test of Sphericity
 For testing the adequacy of the o Factor analysis is appropriate
unidimensional model because the null hypothesis is
 Interstitial rejected at alpha level 0.05 Commented [m3]: done

Terms Interpretation of Factors

 Communality: variance in the item  Qualitative dimension
accounted for by all factors  Coordinate axis
o indicates importance of item, in  Defines the way in which entities may differ
explaining factor structure or not
o items with high communality are  Does not indicate how much different various
good for a test entities are
 Eigenvalue: indicates importance of a factor  Indicates important common qualities
in the data present in the data
o Factor 1 usually has largest
eigenvalue, and can also explain Methods of Extraction
biggest variance in total score  Extraction is the process of obtaining the
o 1 or higher eigenvalue means factor factors from the data
is important  Methods
 Common variance: distribution of variance o Principal Components
among factors o Principal Axis (a.k.a Principal
 Total variance: variance explained by each Factor Solution)
factor considering total variability of original o Maximum Likelihood
variable o Others
o high variance % = important factor,  For Likert scales, use principal components
as it explains a significant amount or principal axis method
of total score Commented [m1]: done
Factor Rotation
Model Adequacy  Goals of factor analysis:
 Test of sphericity: FA is appropriate if the o To achieve the simplest possible
p-value is smaller than the level of structure
significance (if the null hypothesis is o To make each factor uniquely
rejected) define a distinct cluster of
o Lower p value  appropriate intercorrelated variables
analysis  Some basic ideas
 Kaiser-Meyer-Olkin (KMO) o All variables contribute to a factor
o Higher value means data is o Several different factor solutions
adequate for that factor analysis can account for the same set of
 <0.5 is unacceptable correlations
 0.5 is miserable o Location of the variables in the
 0.6 is mediocre relation to the factor axes is
 arbitrary  no orientation of the
axes (factors) is any more correct
than another Using Exploratory Factor Analysis in Checking
 Rotation is done to obtain the simplest the Unidimensionality of a Scale
structure  Chen, Hwang, and Lin (2013)
 Two types: orthogonal and non-orthogonal o First factor accounts for at least
rotation 20% of variance
 Can say scale is
Axis: each factor unidimensional, is
Rotate axis so that the items fit better measuring one aspect of
Interstitial items: loads on factor 1 and factor 2 construct
o Ratio of first and second
Orthogonal rotation eigenvalues is greater than 4
 axes remain perpendicular in rotation (90  If scale is unidimensional
degrees) o All items that don’t load on first
 types factor, can be removed
o Varimax: factors have large,
medium, and small loading Cronbach’s alpha if item deleted
o Quartimax: for a given variable, Discrimination index
there is one and only one major EV
loading on a given factor SEM
 Maximize loading for one Communality
factor KMO
o Equimax: combination of varimax Bartlett’s Test of Sphericity
& quartimax Quartimax
 Implications of an orthogonal rotation
o Factors will remain statistically September 19, 2018
uncorrelated Preparation of data
o Communality estimates are not  Excluding respondents that shotgun
altered o Countig on excel
o Percentage of variance accounted o Compute standard deviation for
for by an individual factor, will, in each person
general, be different  Less than 1  review
participant
Oblique Rotation  Demographics of participants
 no longer 90 degrees  Recode negatively-worded items
 Also known as non-orthogonal rotation o Can be done on spss  recoded
 Factors will be correlated variable
 Types o Excel  “i1rec”
o Oblimax: high and low loadings are  =6-(score)
increased, middle loadings are  spss has function that can remove duplicates
decreased
o Quartimin: sum of inner products of Item Evaluations
loadings are minimized  Are the items dichotomous or polytomous?
o Covarimin: similar to varimax but o Item facility/item difficult
using oblique rotation  P and item variance
o Biquartimin: combination of  Proportion of each
quartimin and covarimin response category
o Oblimin: different combination of  Mean/median score
quartimin and covarimin o Item discrimination
  Computing item-total
correlations
 Coefficient of
determination
 Comparing groups (those September 21, 2018
who got the item correct vs Scoring and Norm Development
those who got it wrong)
 Comparing extreme What can we use instead of raw scores in reporting
groups results? In comparing an individual against others? In
comparing scores of an individual?
Sample Protocol of Data Analysis (CTT) Commented [m4]: important
Abstract Conscientiousness Ranks
Reasoning Scale  Compares different attributes of an individual
Test  No frame of reference
Item Facility >Compute p >Compute
and p(1-p) proportion/percentage Percentiles & Percentile Ranks
of each response  Compares the individual relative to others
category  Too many frequency distributions
>Compute item  Can the scores in different attributes be
median compared? Central tendency and
Item >Compare >Compare Mean dispersion?
Discrimination Mean Total Total Scores then  Unequal abilities for different attributes
Scores of Item Scores of Top
Correct vs 30% vs Bottom 30% Z-score
Wrong >Compute and  Standard score
>Compute corrected item-total  Scores from different scales are directly
and correlations comparable
corrected (Pearson’s r)  [X-(mean)]/standard deviation
item-total
 higher p-value  more interest
correlations
 advantages
(point-
o retains the shape of the raw score
biserial)
distribution and the relationship
Internal KR-20 Cronbach’s alpha
between scores
consistency
o easily identifies score location
relative to average (mean=0, SD=1)
Item Facility
 score of 0 = avg/close to
mean
Item Discrimination
o has the properties of a normal
Item total correlation
curve
Exploratory Factor analysis would inform us the
 disadvantage
different constructs given in the Philippine context
o not easily understood (negative
signs and decimals)

Standardization for easier interpretation

 z-score
o (raw score-mean)/(standard
deviation)
 T score
o (zx10)/(50)
 Stanine score
 o Normal curve divided into 9 groups
 Sten score
o Normal curve divided into 10
groups
 Scaled score
o (z score x3)+10
 IQ format score
o (z score x15)+100
Lowest possible score = 36
Highest possible score = 180
Frequency distribution table, and then look at
cumulative percent
Get min score
Get max score
Get total score for each participant
Reminders for Norm Development
 clean the data then reverse-code
 run the reliability analysis
o scales and subscales for scoring
should have good reliability
 determine the scoring system: which scores
you will use and how will you report the
results
 in using score classifications, characterize
and differentiate the categories
o expected behaviours and
characteristics if e.g. low, medium,
or high score
 consider different scoring systems and
norms for different populations and
subpopulations
Adjusting Scores: What do you do when certain raw
scores are not observed in your normative sample?
 Include these scores to the closest group of
scores (either the lower or upper group)
e.g. including scores to lowest group
Group Scores
Low 1 20-41
2 42-47
3 48-52
4 
5 examine item relevance
Example: Interpolation of Scores
(Highest PR – Lowest PR) / # of intervals between
score
add score to subsequent scores
e.g. What score is the 20th percentile?
Raw Score Percentile
34 15.6
35 17.2
36 18.8
37 20.4
38 22.1
22.1-15.6 = 6.5
6.5/4 = 1.625
15.6+(3)(1.625) Commented [m5]: important
Lecture: October 3, 2018
Item Response Theory
CTT – Classical Test Theory
 Various techniques for measuring reliability
can be applied depending on the
consistency being measured. A longer test is
better to have a reliable test as it produces
less random error.
 Item means are typically used to examine
item location
 Item total-correlations are commonly used to
examine item relevance
 The property of invariance is NOT shown
o P (not p-value) for item facility
 Low ability: lower p
 High ability: high p
 It is much simpler to understand
 Homogeneity of the sample is needed. Tests
are dependent on the sample.
 Items contribute equally to the total score. A
single SEM is computed for the whole test.
IRT
 Information functions are used for test and
item reliabilities. A reliable tool gives more
information as it has more precision.
 Parameter estimates are used to examine
item location. It can be observed how items
function differently along the trait continuum
Parameter estimates and IIFs can be used to
 The property of invariance can be applied.
Items can have a common metric for a latent
 trait. Individuals from different trait levels can
be placed onto a common scale, even if they
responded to different items. Computer-
adaptive testing systems can also be
developed from this
o Regardless of ability of people
taking the test, the items still have
same properties
 It gives thorough information on
psychometric properties of items, tests, and
scores, which are used in arriving at results
 It is NOT sample-dependent.
 Items can have different contributions to the
total score and various SEM can be
computed
o E.g for high ability and low ability
Three-Parameter Model
 Fits responses of probability getting a
response correct in different curves
Rasch Model
Item Characteristic Curves
 Assuming dichotomous items
 Discrimination parameter: indicated by the
steepness of the slope
o A steeper slope means the item can
discriminate individuals according
to ability level
o Axis
 X-axis: sum ability / ability
continuum
 Y-axis: probability of
getting correct
o Steep slope:
 Increase in ability means
an abrupt increase also in
getting item correct
 Deviating just a little bit
from the average results in
a much higher change in
getting the item correct
o Non-steep slope:
 Increase in ability means
only a gradual increase in
getting item correct
o “Ogive curve”
 Difficulty parameter: indicated by the
location of the point of inflexion (where curve
changes direction)
o A point of inflection located at
higher ability level means greater
item difficulty
o Curve more to right means greater
item difficulty
 Guessing parameter: indicated by starting
point of curve within graph
o It pertains to the probability that low
ability level individuals can get the
item correct
o Lower x-axis
 People aren’t guessing the
item
o Higher in y-axis
 Higher chances of getting
item correctly (assume:
due to guessing)
Item Information Functions (indicate reliability of
items)
 Proficiency
o How much information each item
can give across the continuum of
ability levels?
o Item selection will depend on the
test’s purpose but we would not
want something like item 38
o Item 8 will give more information
about people who are on the
average, but not extreme scorers
(peak)
o Item 38 is an ugly item since it
does not give a lot of information
across all possibilities (flat)
o One line represents one item
o Axis
 X: ability/proficiency for a
trait
 Y: Information
Test Information Function
 Summary of item information functions
 Information and standard error (S.E.) have
inverse relationships
o High reliability coefficient, you
expect a lower standard error of
measurement
 o If information is high, expect a low
standard error of measurement
Assumptions
 Unidimensional: items in a test measure
only one latent trait
o Do factor analysis first
 Local independence: responding to an item
should be unrelated to responding to another
item
 Model choice and fit: the model chosen is
appropriate to the data
Graded Response model (GRM) for polytomous
items
 Operating Characteristic Curves
o Probability of an individual with a
particular trait level selecting a
response category
o One graph = one item
o Each line = response category
o e.g. 90 graphs, 90 items, with 4
lines (strongly agree, agree,
strongly disagree, disagree)
o solid line = strongly disagree
o axis
 y: probability of endorsing
or choosing a response
 x: trait level
o positively-worded item
 people with low ability/trait
will have higher chances
of disagreeing with
positively-worded items
 Item Information Functions
o Each item is a summary of
response curves
o How much information across the
continuum of trait levels
o For personality tests, we would
want to get information across the
continuum
o A certain item gives information
about certain ability level
 Test Information Function (graph for all test)
o Summary of item information
functions
o Information and S.E. have an
inverse relationship
o Each ability point has a standard
error of measurement
o Low standard error of measurement
= high reliability = gives a lot of
information
o Bad items = no curves, all people
agree to item
De Mars, C. Item Response Theory
VALIDITY
What are we measuring with tests?
What inferences can we draw from test scores?
Not black and white – there is a degree of validity
Validity
 Agreement between the test score and the
quality it is measuring
 Evidence for inferences made about a test
score
o Construct-related
o Criterion-related
o Content-related
 Process whereby validity evidence is
gathered
 Begins with an explicit statement of the
conceptual framework and the rationale for a
test
 Is open-ended (includes all information that
adds to our understanding of test results)
Constructs in Test Validation
 What the test author sets out to measure:
traits, processes, knowledge stores,
characteristics designated through behaviour
 Specific interpretation of test data based pre-
established theoretical and empirical
relationships between test scores and other
variables: inferences designated based on
test scores
o Theoretical
Face Validity
 An aspect of validity
 The mere appearance of a measure
 Do the items seem to be reasonably related
to the perceived purpose of the test?
  Note: it is really not validity at all because it
does not offer evidence to support
conclusions drawn from test scores
 E.g. if your test is about intelligence, will a
person taking it agree that it is about a test of
intelligence
Content-Related Evidence for Validity
 The adequacy of representation of the
conceptual domain the test is designed to
cover
 Can be defended on logical grounds
 Entails careful specification of content
domains, cognitive processes, skills, or types
of performance to be sampled by the test
and of their relative importance or weight
 Are important aspects of the construct
included in the measure?
 E.g. get a pool of experts, and get them to
validate construct
 Possible Errors
 Construct underrepresentation:
failure to capture important components
of a construct
 Construct-irrelevant variance: when
scores are influenced by factors
irrelevant to the construct
Criterion-Related Evidence for Validity – more on
performance
 How well a test corresponds with a particular
criterion
o Predictive: forecasting function
with predictor and criterion
 e.g. UPCAT (predictor):
aims to predict academic
performance (as criterion)
in UP
 test scores are used as
predictors
 other behaviour or
outcome as criterion
o Concurrent: simultaneous
relationship between test and
criterion
 e.g. ?? Level of
extaversion
 Validity coefficient: relation between a test
and its criterion
o e.g. correlation or regression
Research
 compare scores on test to scores on other
measures believed to be related to test
 compare individuals with themselves, not to
the norms of a group
 mean nothing unless the criterion is valid
and reliable
Evaluation of Research
 review the population
 be sure sample size is adequate
 never confuse the criterion with predictor
 check for restricted range on both predictor
and criterion
 review evidence for validity generalization
 consider differential prediction
Construct-Related Evidence for Validity
 established through a series of activities in
which a researcher simultaneously defines
some construct and develops the
instrumentation to measure it
o convergent: a test should have
strong correlations with related
constructs
 e.g. scale on loneliness,
general sense of
belongingness
o divergent: a test should have weak
correlations with unrelated
constructs
 e.g. loneliness, solitude,
isolation
 e.g. stress, anxiety
validation study does not represent low SOB
Criterion-Related Validity (Predictive) Study
Measure performance in terms of:
 engagement of students in school-related
activities
o joining orgs
o joining councils
o cooperation for a group project
o joining sorority/frats
 deviant behaviors
 o alcohol/drugs
 depressive symptoms Other Pointers
 academic performance  Validation involves from inferences made on
test score
Lecture: October 5, 2018  Criterion = any behavioral outcome indicator,
that is parallel to the construct being
Multitrait Multimethod Correlation Matrix measured in scale
 identify 3 methods
o self-report Criterion-related
o peer-report  Predictive: longitudinal study
o observation  Concurrent: experimental study
 construct/traits: pakikisama, agreeableness,
pakikibata Construct-related validity evidence
 (BLUE) reliability coefficient: correlating  purpose: establish construct you are trying to
same construct using same method // measure as a separate construct
correlating score with itself
o better if high RECAP: Test Development
 pakikisama-pakikisama: high  we should develop and use tests that are
 pakikisama-agreeableness: high reliable have valid results
 pakikisama-pakibata: low  we use statistics to establish reliability and
 if negative relationship  high but negative validity
correlation coefficient  we try to minimize measurement errors
o e.g. sob and loneliness through good design and standardized
 (PURPLE) validity coefficient: same procedures
construct but different method
o better if high Personality
 Consistent behaviour patterns and
Some useful statistical techniques in validity intrapersonal processes originating within
studies the individual  behaviour is not solely a
 t-test function of the situation (Burger, 2010)
 ANOVA o Has to do something within the
 Tests of association/correlation person
 Regression  Personality is a pattern of relatively
 other multivariate analyses permanent traits and unique characteristics
that give both consistency and individuality
to a person’s behaviour (Feist & Feist, 2008)
 Psychological qualities that contribute to an
individual’s enduring and distinctive patterns
of feeling, thinking, and behaving (Cervone &
Pervin, 2013)
o ABCs of psych
 Set of psychological traits and mechanisms
within the individual that are organized and
relatively enduring and that influence his or
her interactions with, and adaptations to, the
Lecture: October 10, 2018 intrapsychic, physical, and social elements
(Buss & Larsen, 2010)
Important when making validity tests
 Reliability of scale Traits and Characteristics
 Scoring system  Traits are relatively stable
 o Universal descriptors of people e.g. o Freudian
OCEAN o Neo-Freudian
 Unique characteristics  Behaviorist
o Each person is unique  Cognitive
 Social cognitive
Levels of Analysis in Personality  Cultural
 Human nature  Humanistic
o Common amongst people  Existential
 Individual and Group Differences  Positive
 Individual uniqueness  Life story
o Study of the whole person o A person is an actor, author, and
agent, of his or her own life
Nomothetic or Idiographic Approach  SP
 Nomothetic
o Human nature and (individual and
group differences) uses nomothetic Humanistic: “you tell me what’s wrong with you”
approach
o Quantitative studies Person: sum of experiences
o Big samples
 Wanting to generalize the Projective tests: stimuli that can elicit whatever is
population unconscious in the person, so we interpret the
 Idiographic responses
o Individual uniqueness uses
idiographic approach Assessment consists of
o Qualitative studies  Mental Status
o Small sample  Cognitive
 E.g. case studies  Intellectual
 Emotional
Data Sources
 Social
 Self-report data
 Personality
o Interviews, responses to non-
standardized questionnaires
Assessment: measurement according to a goal
 Observer-report data
 (personality) to describe a person
 Test data (standardized tests)
 (clinical assessment) for diagnosis and
o Intelligence tests
treatment plant
o Personality tests with normative
 (industrial organization) for hiring, classifying
sample
people, promotions
 Comparing yourself to rest
of population  (education) to check performance for
expected learning outcomes of a course
 Life outcome data
o Achievements of people e.g. grades
General Steps in Assessment
1. identify the problem to be addressed
Issue: Links among various data sources
a. translate requests for consultation
into questions that can be
meaningfully answered
Paradigms in Personality
b. can you answer the question/s
 Evolutionary
within the time allotted?
 Biological 2. select and implement methods for extracting
 Dispositional/trait information needed
 Psychodynamic
 3. integrate sources of information around the Methods Summary
original purposes Approach,
4. report opinions and recommendations reliability, validity
Procedure
Step 1: five general types of referral questions Aspect 1
 description/formulation of current behaviors Aspect 2
 causes of behaviors observed Aspect 3
 changes that can be anticipated in these Recommendations
behaviors over time
 ways in which these primary patterns may be Example (clinical assessment)
modified Methods Summary
 patterns and areas of deficit Approach, reliability,
o usually those with cognitive deficits validity
Procedure
Step 2: Cognitive function and
 assessment assumes that the test ideation
environment and the associated behaviors Affect/mood/emotional
constitute representative samples of external control
environment and of concomitant responses Conflict areas
in these environments Recommendations
o e.g. a child with cognitive deficiency
being tested should have the same
behaviour as if he or she was in Step 4
school  sample outline of psychological report
 test environments (clinical assessment)
o structured/ambiguous o identifying information
o internal/external experience o referral question
o stress on respondents o assessment procedures
 determine methods o background
o testing o summary of impressions and
o observation findings
o interview o diagnostic impressions
o artifacts/records/archives  we won’t have this
 examine tests and tools o recommendations
o scaling methods used  sample outline of psychological report
o measurement sensitivity (personality assessment)
o measurement specificity o Identifying Information
o availability of normative data  name – can make pseudo
 date when normative name
sample was taken  sex
(outdated norms)  age
 race, educational  ethnicity
attachment,  date of evaluation
socioeconomic status  referring practitioner
o reliability of observations o Goals in and Purpose of
o validity of observations Assessment
 What are the goals in
assessment?
Step 3: Integrating Sources of Information Around the  What is the purpose of the
Original Purpose assessment?
  Purpose is to
create a general
personality profile
 What is the context of
assessment?
 What is the primary
paradigm you are using?
o Assessment Procedures
 describe how you
gathered information for
the question
 report deviations from
standard procedures
 e.g. do tests
(reliability,
validity)
 e.g. normative
sample is western
o Background
 information relevant to
clarifying the assessment
goals and purpose
 “client is a bs
psychology
student”
 who is your
client?
 Information sheet
 How they
experience stress
in acads, how can
they tolerate the
stress
 a statement of the
probable reliability/validity
of conclusions
 e.g. if client isn’t
cooperating,
doesn’t open up
o Summary of Findings
 What are the aspects of
the person that you
measured/observed?
 What can you say about
the person based on the
results?
o Conclusion and Recommendations
 Were you able to satisfy
the assessment goals?
How?
 What can you say about
the person? Who is the
person?
 If any, how can they
address their
issues/problems/concerns
?
 How can they develop
further?
*can use references
Intelligence Test
Personality Test
Interview – Transcription
Method/Test/Tool of your choice (depending on
paradigm)
Reflection Paper
A. For each test that I will ask you to take:
a. What are the results?
b. What can you say about the test?
How did you take the test?
c. What can you say bout the results?
Do you agree/disagree with the
results? Provide supporting
evidence.
B. Describe yourself.
a. i.e. Who are you?
C. How can you develop further?
D. Describe and explain how you view a
person. You may align this with a
framework/paradigm in personality.
*flow doesn’t have to be ^, just make sure it’s
coherent
 Trends in Intelligence Testing
 psychometric: examine properties of a test
through evaluation of its correlates and
underlying dimensions
 information-processing: examine
Lecture: October 17, 2018 processes that underline how we learn and
solve problems
Issues in Assessment  cognitive: how humans adapt to real world
1. Professional Issues demands
a. Theoretical concerns  issue: correlation between socioeconomic
b. Adequacy of tests background and scores on standardized
c. Actuarial vs. clinical prediction intelligence tests
i. Big data vs what happens
in practice
ii. Sample size concerns
2. Moral Issues Models of Intelligence
a. Human rights  Binet: intelligence as the capacity (1) to find
b. Labeling and maintain a definite direction or purpose,
c. Invasion of privacy (2) to make necessary adaptations to
3. Social Issues achieve that purpose, and (3) to engage in
a. Dehumanization self-criticism so that necessary adjustments
i. Tendency to see data as in strategy can be mdae
numbers only o Age differentiation
b. Usefulness of tests  Different standards for
c. Access to psychological testing interpreting results for
services different age groups
o General mental ability
Belmont Principles  Intelligence is not specific
Tuskeyee Studies  Spearman: intelligence consists of one
1. Respects for Persons general factor (g) plus a large number of
a. Recognize as participants, not specific factors
subjects o Contribution: started single score
2. Beneficence (IQ)
a. Withdraw  The gf-gc theory of intelligence: human
3. Social Justice intelligence can be conceptualized in terms
a. No physical abuse, psychological of multiple intelligences rather than a single
harm score
o Countering Spearman’s ideas
o Two types of intelligence
Ability Testing  Fluid (f): abilities that
allow us to reason, think,
Can measure and acquire new
 Intelligence knowledge
 Achievement  application
 aptitude  Crystallized (c): acquired
o potential to learn new skill knowledge and
o career assessment understanding
 e.g. bio stuff
  Implications to models?
Testing Considerations
 Goal/s of the assessment
 Capacities of the test user
 Characteristics of the test-taker
o Age
o Gender
 Nature and psychometric properties of the
test
 Availability of updated norms
 Deviations from standard procedures
Qualities for Users of Psychological Tests
Test-user: person administering test
Their knowledge and skills
 Psychometric principles and statistics
 Selection of tests in light of their technical
qualities, the purpose for which they will be
used, and issues related to the cultural,
racial, ethnic, gender, age, linguistic, and
disability related characteristics of
examinees
 Procedures for administering and scoring
tests, as well as for interpreting, reporting,
and safeguarding their results
 All matters relevant to the contet-whether it
be employment, education, career and
vocational counseling, health care or
forensic
Rights of Test Takers
 Right to receive an explanation prior to
testing about purposes for testing, tests to be
used, whether the test results will be
reported to them or to others, and the
planned uses of the results. If test takers
have a disability or difficulty comprehending
the language of the test, they have the right
to inquire and learn about possible
accommodations
 The right to know if a test is optional and to
learn of the consequences of taking or not
taking the test, fully completing the test, or
cancelling the scores
 The right to receive an explanation of test
results within a reasonable time and in
commonly understood terms
 Right to have test results to keep confidential
to the extent allowed by law
Responsibilities of Test Takers
 Responsibility to read and/or listen to their
rights and responsibilities
 Responsibility to ask questions prior to
testing about why the test is being given,
how it will be given, what they will be asked
to do, and what will be done with the results
PAP Code of Ethics
Principles
1. Respect for dignity of persons and peoples
2. Competent caring for the well-being of
persons and peoples
3. Integrity
4. Professional and scientific responsibilities to
society
General Ethical Standards and Procedures
1. Resolving Ethical Issues
2. Competencies
3. Human Relations
4. Confidentiality
5. Advertisements and Public Statements
6. Records and Fees
Ethical Standards and Procedures in Assessment
 Bases for Assessment
 Informed Consent
 Assessment Tools
 Obsolete and outdated Test Results
 Interpreting Assessment Results
 Release of Test Data
 Explaining Assessment Results
 Test Security
 Assessment by Unqualified Persons
 Test Construction
Informed Consent
 We gather informed consent prior to
assessment of our clients except for
following instances
o When it is mandated by law
 o When it is implied such as routine
educational, institutional, and
organizational activity
o When purpose of assessment is to
determine the individual’s
decisional capacity
Friday, October 19, 2018
Five Factor Theory
 Influenced by genetic make up of a person
 Biology  traits  characteristic
adaptations ( behaviour)
 Culture characteristic adaptations
 Culture  behaviour
 Behaviour  culture
OCEAN
 Openness to experience
o Fantasy, aesthetics, feelings,
actions, ideas, values
 Conscientiousness
o Competence, order, dutifulness,
achievement-striving, self-
discipline, deliberation
 Extraversion
o Warm, gregariousness,
assertiveness, activity, excitement-
seeking, positive emotions
 Agreeableness
o Trust, compliance, altruism,
straightforwardness, modesty,
tender-mindedness
 Neuroticism
o Anxiety, hostility, depression, self-
consciousness, impulsiveness,
vulnerability
Spearman’s rho
 D is difference
 K is number of items
 if rho is positive: you see yourself similar to
the way you would like to be
o a value closer to 1 shows greater
congruence
 if rho is negative: you see yourself as
dissimilar to the way you would like to be
o a value closer to -1 shows greater
congruence
 also known as spearman’s rank correlation
The Q-Sort Technique
 challenge posed by Carl Rogers: how do
therapists know that their treatment is
effective?
 Developed by William Stephenson
 Can examine congruence of the self-concept
and ideal self in various constructs such as
parent-child attachment, defense
mechanisms, temperament, and strength of
romantic relationships
Make an assessment plan.
1. Describe your framework and assessment
goal. Specify the focus of the assessment, if
any.
2. Provide a brief background of your client.
3. Define the different aspects of the person
that you will be looking into. This must be
aligned with your framework and goal/s
4. Determine the methods and tools that you
will be using for the assessment.
a. You are required to use two tests. It
can be from the Assessment Lab or
from the internet. If from the
internet, it should be
“psychometrically sound” and
indicate the details of the test in the
report.
b. Aside from the tests, interview, and
information sheet, you are required
to do at least one other method or
use another test
5. Show your project timeline
Cognitive function and ideation
Affect/mental/emotional control
Conflict areas
Intro and interpersonal strategies
Other Types of Tests
 16PF
 VIVO Questionnaire
 Q-Sort Technique
 understanding, openness, honesty, and
fairness
 Important in the patients’ evaluation:
perception of interviewer’s feelings

Avoid
Lecture: October 26, 2018  Judgmental or evaluative statements
Interview  Probing statements
 Structured  Hostile responses
o Directive  False reassurance
o Narrow and restricted  Avoid why questions
o May be based on a document o E.g. Why did you yell at him?
and/or interview guide  Tell me more about what
o More reliable (stable/consistent) happened
 Unstructured  How did you happen to
o Nondirective yell at him?
o Broad and unrestricted  What led up to the
o Why don’t you tell me a little bit situation?
about yourself? o E.g. why did you say that?
o Can provide information that other  Can you tell me what you
sources cannot provide mean?
 I’m not sure I understand.
Possible Sources of Error  How did you happen to
 Halo effect say that?
 General standoutishness o E.g. why can’t you sleep?
o Interpreting responses of client  Tell me more about your
based on an outstanding sleeping problem.
characteristic  Can you identify what
 Cross-ethnic, cross-cultural, cross-class prevents you from
sleeping?
Guidelines for Job Interviews  How is it that you are
 Increase interviewers’ motivation to form an unable to sleep?
accurate impression  structured; panel
 Focus attention on the interviewee  note- Interview: Question Types
taking; longer time Close-ended Open-ended
 Focus attention on information predictive of Do you like sports cars? What kind of cars do
job performance  structured you like?
 Involves mutual interaction  reciprocal Do you like baseball? What kinds of
nature recreational activities do
 Participants affect each other  the good you prefer?
interviewer: Are you having a Can you tell me about
o Knows how to provide a relaxed problem? your problems?
and safe atmosphere through social Is your father strict? What is your father like?
facilitation Would you like to What are your favorite
o Remains in control and sets the vacation in Hawaii? vacation spots?
tone
 Attitudes related to good interviewing skills:
warmth, genuineness, acceptance, Interview
 Evaluation interview
  Structured clinical interview
 Case history interview
 Mental status examination

Observation
 Is it better to measure using a scale or
observe actual behaviours?
 Is it participant observation?
 Is it systematic observation?
 Are you going to use an observation
checklist
 Some guidelines:
o Be respectful.
o Be subtle.
o Be prepared.