1.

4 groups to present findings and data

gathered from interviews (5mins/grp: 20 mins)
College admission test in the Philippines (UP,
DLSU, Ateneo, UST)
Uses of tests, strengths, reliability (BEU, NHS, TEU)
2. Vignette : Code of Ethics on Assessment
(Psychological Association of the Philippines)(20 mins)
3. Discussion on Theories of Intelligence and
Binet scales (90 mins)
4. Knowledge check

1. Familiarize and appreciate tests used in
Philippine setting (i.e. college admission
and industrial testing)
2. Develop a deeper understanding about
tests and its uses from selected
informants/sources
3. Identify similarities of responses with
psychological assessment concepts and
principles
4. Apply knowledge in Code of Ethics on
assessment-related situations




1. Understand and explain how Binet and
other psychologists have defined
intelligence
2. Identify Binets 2 guiding principles of
test construction
3. Describe the concept of age
differentiation
4. Describe the concept of mental age (MA)
5. Describe the concept of Intelligence
Quotient (IQ)




Group
Presentations
(5 mins/grp)
*Identify similarities of responses with psychological
assessment concepts and principles

VIGNETTE
(20 mins)

PSYCHOLOGICAL ASSOCIATION OF THE PHILIPPINES
CODE OF ETHICS ON ASSESSMENT (SEC.VII)

Instruction: Identify which part of the
Code of Ethics was supported and/or
violated (15 points)

A. Bases for Assessment
B. Informed Consent in Assessment
C. Assessment Tools
D. Obsolete and Outdated Test Results
E. Interpreting Assessment Results
F. Release of Test Data
G. Explaining Assessment Results
H. Test Security
I. Assessment by Unqualified Persons
J. Test Construction
Mr. Pareno has been practicing counseling
and psychological assessment for 15 years.
He has varied clients but his expertise is on
adolescent behaviors. He was interviewed
by a local TV channel on his opinion about a
particular 16-year old girl who was recently
in the news claiming that her science teacher
made advances on her. Mr. Pareno
strongly asserted that the child may be
making up stories and may tend to be a
chronic liar since it was also mentioned in
the news that girl came from a dysfunctional
family.
Ms. Ferrer is a newly licensed school
psychometrician who was assigned to
administer an achievement test among pairs
of grade 2 students during the end of the
school year. The test was administered on an
MWF schedule, 10-11:30 am without break.
When results were interpreted , half of the
grade 2 students obtained a below average
rating. The psychometrician presented the
report to the academic affairs with the
conclusion that only 50% of the students
learned much from formal instruction
(schooling).
In one company, Mr. Gonzales is the HR
assistant who administers and interprets
appropriate standardized work-related tests
and conducts interviews among applicants.
He then prepares a psychological report in
the form of raw scores (e.g. raw over the
total number of items for IQ tests). The
verbatim responses of the applicant were
also indicated in the report presented to the
HR manager (e.g. my previous employer
were exploitative and unfair). These results
served as a strong basis for hiring.
Ms. Garcia is a resident school psychologist
specializing in child psychopathology. An 8-
year old girl was referred by her teacher for
assessment due to improper and disruptive
behaviors during class hours. Ms. Garcia
readily scheduled the child for psychological
assessment and administered standardized IQ
battery tests and aggression scale. The
parents were invited for a conference during
which the purpose, nature, and results of the
assessment was only just then discussed and
explained to them.

Mr. Pareno has been practicing counseling
and psychological assessment for 15 years.
He has varied clients but his expertise is on
adolescent behaviors. He was interviewed
by a local TV channel on his opinion about a
particular 16-year old girl who was recently
in the news claiming that her science teacher
made advances on her. Mr. Pareno
strongly asserted that the child may be
making up stories and may tend to be a
chronic liar since it was also mentioned in
the news that girl came from a dysfunctional
family.
Ms. Ferrer is a newly licensed school
psychometrician who was assigned to
administer grade level achievement test
among pairs of grade 2 students during the
end of the school year. The test was
administered on an MWF schedule, 11-12:30
am without break. When results were
interpreted , half of the grade 2 students
obtained a below average rating. The
psychometrician presented the report to the
academic affairs with the conclusion that
only 50% of the students learned much from
formal instruction (schooling).
In one company, Mr. Gonzales is the HR
assistant who administers and interprets
appropriate standardized work-related tests
and conducts interviews among applicants.
He then prepares a psychological report in
the form of raw scores (e.g. raw over the
total number of items for IQ tests). The
verbatim responses of the applicant were
also indicated in the report presented to the
HR manager (e.g. my previous employer
were exploitative and unfair). These results
served as a strong basis for hiring.
Ms. Garcia is a resident school psychologist
specializing in child psychopathology. An 8-
year old girl was referred by her teacher for
assessment due to improper and disruptive
behaviors during class hours. Ms. Garcia
readily scheduled the child for psychological
assessment and administered standardized IQ
battery tests and aggression scale. The
parents were invitpurpose, nature, and
results of the assessment was only just then
discusseded for a conference during which
the and explained to them.
A. Bases for Assessment
1. The expert opinions that we provide through our
recommendations, reports, and diagnostic or evaluative
statements are based on substantial information and appropriate
assessment techniques.
2. We provide expert opinions regarding the psychological
characteristics of a person only after employing adequate
assessment procedures and examination to support our
conclusions and recommendations.
3. In instances where we are asked to provide opinions about an
individual without conducting an examination on the basis of
review of existing test results and reports, we discuss the
limitations of our opinions and the basis of our conclusions and
recommendations.
B. Informed Consent in Assessment
1. We gather informed consent prior to the assessment of
our clients except for the following instances:
b. when it is implied such as in routine educational,
institutional and organizational activity

E. Interpreting Assessment Results
2. We interpret assessment results while considering the
purpose of the assessment and other factors such as the
clients test taking abilities, characteristics, situational,
personal, and cultural differences.
F. Release of Test Data

2. We do not release test data in the forms of raw
and scaled scores, clients responses to test
questions or stimuli, and notes regarding the
clients statements and behaviors during the
examination unless regulated by the court.
B. Informed Consent in Assessment
2. We educate our clients about the nature of our services,
financial arrangements, potential risks, and limits of
confidentiality. In instances where our clients are not
competent to provide informed consent on assessment,
we discuss these matters with immediate family
members or legal guardians. (See also III-J, Informed
Consent in Human Relations)

C. Assessment Tools
1. We judiciously select and administer only those
tests which are pertinent to the reasons for
referral and purpose of the assessment.
1. Understand and explain how Binet and
other psychologists have defined
intelligence
2. Identify Binets 2 guiding principles of
test construction
3. Describe the concept of age
differentiation
4. Describe the concept of mental age (MA)
5. Describe the concept of Intelligence
Quotient (IQ)




What is intelligence?


Is intelligence one ability
or many?
Of all the major concept in the
field of testing, intelligence is
among the most elusive (see
Parks, 2007; Horn, 2006)

The tendency to take and maintain a definite
direction; the capacity to make adaptations
for the purpose of attaining a desired end,
and the power of autocriticism (cited in
Terman, 1916, p.45)
Alfred Binet

Ability to educe either relations or correlates
Spearman (1923)

Adjustment or adaptation of the individual to
his total environment, the ability to learn,
and the ability to carry on abstract thinking
Freeman (1955, pp. 60-611)

The ability to plan and structure ones
behavior with an end in view
Das (1973, p.27)

Ability to resolve genuine problems or
difficulties as they are encountered
Gardner (1983, p.60)

Mental abilities involved in purposive
adaptation to, shaping, of, and selection or
real-world environments relevant to ones
life
Sternberg (1986, p. 33)
Based on individual differences in
information-processing speed and executive
functioning influenced largely by inhibitory
processes
Anderson (2001)

A blend of abilities including personality and
various aspects of memory
(Kandel, 2006; Parks, 2007;
Chamorro-Premuzic, Furnham, &
Ackerman, 2006)
3 Independent Research Traditions (T.R.
Taylor, 1994)
1. Psychometric approach
Examines the elemental structures of a test
(DiStefano & Dombrowski, 2006; Taylor, 1994)
2. Information-processing approach
Examines the processes that underlie how we
solve problems (Nietfeld, Finney, Schraw, &
McCrudden, 2007)
3. Cognitive approach
Focuses how humans adapt to real-world
demands (Bourmenskaya, 2002; Ruisel, 2001)
A symposium on Intelligence held in 1986 (24
psychologists offered 24 different views on
intelligence (Neisser, et. al., 1996; Sternberg & Detterman, 1986)


More than half of the experts mentioned
Higher-level thinking processes such as
abstract reasoning, problem-solving, and
decision-making as an important aspect


From Woolfolk (2009)
Intelligence
Ability or abilities to acquire and use knowledge for
solving problems and adapting to the world
General Intelligence (g)
A general factor in ability that is related in varying
degrees to performance on all mental tests
Fluid Intelligence (gf)
Mental efficiencies, non-verbal abilities grounded in
brain development
Crystallized Intelligence (gc)
Ability to apply culturally approved problem solving
methods

From Woolfolk (2009)
There is a correlation between
socioeconomic background and scores on
all standardized tests (Bornstein, Hahn,
Suwalsky, & Haynes, 2003; Hart, Petrill,
Deckard, & Thompson, 2007).

Any ideas why it is so?
Proponents hold that properly used
intelligence tests provide an
objective standard of competence
and potential (Gresinger, 2003)
1. Age differentiation
Discrimination based on the fact that older
children have greater capabilities than do
younger children
2. General Mental Ability
1. A single general factor underlies all intelligence
(Spearman)
Intelligence Quotient (IQ)
A unit for expressing the result of intelligence
tests
Based on the ratio of the individuals mental age
(MA) (as determined by the test) to the actual or
chronological age (CA)
= MA/CA x 100
Mental Age
A unit for expressing the results of intelligence
tests
It is based on comparing the individuals
performance on the test with the average
performance of individuals in a specific
chronological age group
Review Chapter on Intelligence and
Personality Tests
Prepare for discussion on
Psychological report format
Knowledge Check after discussion
next meeting