Psychological testing

Topic 2

Prepared by Mdm Sabariah Siron UNITAR June2013

Definition

Psychological testing is a field characterized by the use of samples of behavior in order to assess psychological construct(s), such as cognitive and emotional functioning, about a given individual. The technical term for the science behind psychological testing is psychometrics.

By samples of behavior, one means observations of an individual performing tasks that have usually been prescribed beforehand, which often means scores on a test. These responses are often compiled into statistical tables that allow the evaluator to compare the behavior of the individual being tested to the responses of a norm group.
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psychological test

A psychological test is an instrument designed to measure unobserved constructs, also known as latent variables. Psychological tests are typically, but not necessarily, a series of tasks or problems that the respondent has to solve. Psychological tests can strongly resemble questionnaires, which are also designed to measure unobserved constructs, but differ in that psychological tests ask for a respondent's maximum performance whereas a questionnaire asks for the respondent's typical performance.
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Characteristics of Psychological Test

A useful psychological test must be both valid (i.e., there is evidence to support the specified interpretation of the test results and reliable (i.e., internally consistent or give consistent results over time, across raters, etc.). It is important that people who are equal on the measured construct also have an equal probability of answering the test items correctly.For example, an item on a mathematics test could be "In a soccer match two players get a red card; how many players are left in the end?"; however, this item also requires knowledge of soccer to be answered correctly, not just mathematical ability. Group membership can also influence the chance of correctly answering items (differential item functioning). Often tests are constructed for a specific population, and this should be taken into account when administering tests. If a test is invariant to some group difference (e.g. gender) in one population (e.g. England) it does not automatically mean that it is also invariant in another population (e.g. Japan).
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Psychological Assessment is similar to psychological testing but usually involves a more comprehensive assessment of the individual. Psychological assessment is a process that involves checking the integration of information from multiple sources, such as tests of normal and abnormal personality, tests of ability or intelligence, tests of interests or attitudes, as well as information from personal interviews. Collateral information is also collected about personal, occupational, or medical history, such as from records or from interviews with parents, spouses, teachers, or previous therapists or physicians. A psychological test is one of the sources of data used within the process of assessment; usually more than one test is used. Many psychologists do some level of assessment when providing services to clients or patients, and may use for example, simple checklists for treatment settings; to assess a particular area of functioning or disability often for school settings; to help select type of treatment or to assess treatment outcomes; to help courts decide issues such as child custody or competency to stand trial; or to help assess job applicants or employees and provide career development counseling or training

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Principles of Psychological Testing

Standardization - All procedures and steps must be conducted with consistency and under the same environment to achieve the same testing performance from those being tested. Objectivity - Scoring is free of subjective judgments or biases based on the fact that the same results are obtained on test from everyone. Test Norms - The average test score within a large group of people where the performance of one individual can be compared to the results of others by establishing a point of comparison or frame of reference. Reliability - Obtaining the same result after multiple testing. Validity - The type of test being administered must measure what it is intended to measure.[10]
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Interpreting scores

Psychological tests, like many measurements of human characteristics, can be interpreted in a norm-referenced or criterion-referenced manner. Norms are statistical representations of a population. A norm-referenced score interpretation compares an individual's results on the test with the statistical representation of the population. In practice, rather than testing a population, a representative sample or group is tested. This provides a group norm or set of norms. One representation of norms is the Bell curve (also called "normal curve"). Norms are available for standardized psychological tests, allowing for an understanding of how an individual's scores compare with the group norms. Norm referenced scores are typically reported on the standard score (z) scale or a rescaling of it.
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Types of psychological tests

IQ/achievement tests.

IQ tests purport to be measures of intelligence, while achievement tests are measures of the use and level of development of use of the ability.
IQ (or cognitive) tests and achievement tests are common norm-referenced tests. In these types of tests, a series of tasks is presented to the person being evaluated, and the person's responses are graded according to carefully prescribed guidelines. After the test is completed, the results can be compiled and compared to the responses of a norm group, usually composed of people at the same age or grade level as the person being evaluated.

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IQ tests which contain a series of tasks typically divide the tasks into verbal (relying on the use of language) and performance, or non-verbal (relying on eyehand types of tasks, or use of symbols or objects). Examples of verbal IQ test tasks are vocabulary and information (answering general knowledge questions). Non-verbal examples are timed completion of puzzles (object assembly) and identifying images which fit a pattern (matrix reasoning). IQ tests (e.g., WAIS-IV, WISC-IV, Cattell Culture Fair III, Woodcock-Johnson Tests of Cognitive Abilities-III, Stanford-Binet Intelligence Scales V) and academic achievement tests (e.g. WIAT, WRAT, Woodcock-Johnson Tests of Achievement-III) are designed to be administered to either an individual (by a trained evaluator) or to a group of people (paper and pencil tests).
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Public safety employment tests. Vocations within the public safety field (i.e., fire service, law enforcement, corrections, emergency medical services) often require Industrial and Organizational Psychology tests for initial employment and advancement throughout the ranks. The National Firefighter Selection Inventory NFSI, the National Criminal Justice Officer Selection Inventory - NCJOSI, and the Integrity Inventory are prominent examples of these tests.

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Attitude tests. Attitude test assess an individual's feelings about an event, person, or object. Attitude scales are used in marketing to determine individual (and group) preferences for brands, or items. Typically attitude tests use either a Thurstone scale, or Likert Scale to measure specific items.

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Neuropsychological tests
These tests consist of specifically designed tasks used to measure a psychological function known to be linked to a particular brain structure or pathway. Neuropsychological tests can be used in a clinical context to assess impairment after an injury or illness known to affect neurocognitive functioning. When used in research, these tests can be used to contrast neuropsychological abilities across experimental groups.

Infant and Preschool Assessment Due to the fact that infants and preschool aged children have limited capacities of communication, psychologists are unable to use traditional tests to assess them. Therefore, many tests have been designed just for children ages birth to around six years of age. These tests usually vary with age respectively from assessments of reflexes and developmental milestones, to sensory and motor skills, language skills, and simple cognitive skills.

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Common tests for this age group are split into categories: Infant Ability, Preschool Intelligence, and School Readiness. Common infant ability tests include: Gesell Developmental Schedules (GDS) which measures the developmental progress of infants, Neonatal Behavioral Assessment Scale (NBAS) which tests newborn behavior, reflexes, and responses, Ordinal Scales of Psychological Development (OSPD) which assesses infant intellectual abilities, and Bayley-III which tests mental ability and motor skills. Common preschool intelligence tests include: McCarthy Scales of Childrens Abilities (MSCA) which is similar to an infant IQ test, Differential Ability Scales (DAS) which can be used to test for learning disability, Wechsler Preschool and Primary Scale of Intelligence-III (WPPSI-III) and Stanford-Binet Intelligence Scales for Early Childhood which could be seen as infant versions of IQ tests, and Fagan Test of Infant Intelligence (FTII) which tests recognition memory.
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Personality tests. Psychological measures of personality are often described as either objective tests or projective tests. The terms "objective test" and "projective test" have recently come under criticism in the Journal of Personality Assessment. The more descriptive "rating scale or self-report measures" and "free response measures" are suggested, rather than the terms "objective tests" and "projective tests," respectively.

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Objective tests (Rating scale or self-report measure). Objective tests have a restricted response format, such as allowing for true or false answers or rating using an ordinal scale. Prominent examples of objective personality tests include the Minnesota Multiphasic Personality Inventory, Millon Clinical Multiaxial Inventory-III,[11] Child Behavior Checklist,[12] Symptom Checklist 90[13] and the Beck Depression Inventory. Objective personality tests can be designed for use in business for potential employees, such as the NEO-PI, the 16PF, and the OPQ (Occupational Personality Questionnaire), all of which are based on the Big Five taxonomy. The Big Five, or Five Factor Model of normal personality, has gained acceptance since the early 1990s when some influential meta-analyses (e.g., Barrick & Mount 1991) found consistent relationships between the Big Five personality factors and important criterion variables. Another personality test based upon the Five Factor Model is the Five Factor Personality Inventory Children (FFPIPrepared by Mdm Sabariah Siron C.).
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Projective tests (Free response measures) Projective tests allow for a freer type of response. An example of this would be the Rorschach test, in which a person states what each of ten ink blots might be. Projective testing became a growth industry in the first half of the 1900s, with doubts about the theoretical assumptions behind projective testing arising in the second half of the 1900s.[16] Some projective tests are used less often today because they are more time consuming to administer and because the reliability and validity are controversial.

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Sexological tests
The number of tests specifically meant for the field of sexology is quite limited. The field of sexology provides different psychological evaluation devices in order to examine the various aspects of the discomfort, problem or dysfunction, regardless of whether they are individual or relational ones.
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Direct observation tests

Although most psychological tests are "rating scale" or "free response" measures, psychological assessment may also involve the observation of people as they complete activities. This type of assessment is usually conducted with families in a laboratory, home or with children in a classroom.

The purpose may be clinical, such as to establish a preintervention baseline of a child's hyperactive or aggressive classroom behaviors or to observe the nature of a parent-child interaction in order to understand a relational disorder. Direct observation procedures are also used in research, for example to study the relationship between intrapsychic variables and specific target behaviors, or to explore sequences of behavioral interaction.
The Parent-Child Interaction Assessment-II (PCIA) is an example of a direct observation procedure that is used with school-age children and parents. The parents and children are video recorded playing at a make-believe zoo. The Parent-Child Early Relational Assessment (Clark, 1999) is used to study parents and young children and involves a feeding and a puzzle task. The MacArthur Story Stem Battery (MSSB) is used to elicit narratives from children. The Dyadic Parent-Child Interaction Coding System-II (Eyberg, 1981) tracks the extent to which children follow the commands of parents and vice versa and is well suited to the study of children with Oppositional Defiant Disorders and their parents.
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Interest tests Psychological tests to assess a persons interests and preferences. These tests are used primarily for career counseling. Interest tests include items about daily activities from among which applicants select their preferences. The rationale is that if a person exhibits the same pattern of interests and preferences as people who are successful in a given occupation, then the chances are high that the person taking the test will find satisfaction in that occupation.

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Aptitude tests
Psychological tests to measure specific abilities, such as mechanical or clerical skills. Sometimes these tests must be specially designed for a particular job, but there are also tests available that measure general clerical and mechanical aptitudes. An example of Aptitude test is the Minnesota Clerical Test; it is a 15-minutes individual or group test in two parts: number comparison (matching 200 pairs of numbers) and name comparison. Applicants are instructed to works as fast as possible without making errors. The test measures the perceptual speed and accuracy required to perform various clerical duties. It is useful for any job that requires attention to detail in industries such as utility companies, financial institutions, and manufacturing.
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