Psychological Assessment

(1st lecture)
Content:

1. Assessment Tools
2. Psychological Tests
3. Psychometric Properties
4. Process of Assessment

Roots of Psychological Testing and Assessment

1905 – Alfred Binet’s Test (placing school children in appropriate class)

1915 – Expansion of Binet’s Test (used in United States)

1917 – Military Screening (recruiting members for World War I)

1939 – Recruitment of Military (to measure not only physical but also intelligence and
personality)

Psychological Measurement Psychological Tests

A process - computing / scoring test results A tool for psychological measurement. One of
the assessment tools.

It measures variety of dimensions (personality,

intelligence, career, interest, aptitude, etc.)

Standardized – There is an established

reference point (basis or standard) that a test
scorer can use to evaluate, judge, measure
against, and compare.

Norms – Relies on the number of test takers who take a given test, to establish what is normal
in the group (ex; intended for Filipinos 20 yrs old).

Psychological Testing Psychological Assessment

The process of measuring psychology-related The gathering and integration of psychology
variables by means of devices or procedures related data for the purpose of making a
designed to obtained a sample of behaviour. psychological evaluation that is accomplished
through the use of tools.

To gather data, we will use assessment tools

and one of these tools is psychological tests.
Isa lang na tool ang psychological test.

Objective: Typically to obtain some gauge, Objective: Typically to answer a referral

usually numerical in nature, with regard to an question, solve a problem or arrive at a
ability or attribute. Very specific and decision through the use of tools of evaluation.
objective. Very general.
 Process: Typically individualized.
Process: individual or group in nature.
Skill of Evaluator: Requires an educated
Skill of Evaluator: Requires technician-like selection of tools of evaluation, skill in
skills in terms of administering and scoring a evaluation, and thoughtful organization and
test as well as in interpreting a test result. integration of data.

Outcome: Entails a logical problem-solving

Outcome: Testing yields a test score or series approach. Pwedeng manggaling sa maraming
of test scores. sources (Assessment tools) ang outcome (e.g
case history, interview, etc.) which will be
integrated sa report.

Assessment Tools:

1. Interview – method of gathering information through direct communication involving

reciprocal exchange.
 Unstructured – build therapeutic relationship, open-ended, close-ended
questions, and theoretical perspective.
 Structured – standard, more reliable and consistent, clinical research.

2. Case History Data – refers to records, transcripts, and other accounts in written,
pictorial, or other form that preserve archival information, official, and informal accounts,
and other data and items relevant to an assessee.

3. Behavioral Observation – monitoring the actions of others or oneself by visual or

electronic means while recording quantitative and/or qualitative information regarding the
actions.

4. Portfolio – samples of one’s ability and accomplishment – whether retained on paper,

canvas, film, video, audio, or some other medium.

5. Role play – a tool of assessment wherein assesses are directed to act as if they were in
a particular situation.

6. Psychological Tests – used to measure some personal attribute, trait, or characteristic,

intelligence, aptitude, career, interest, etc.
  According to Kind of Dimension Measured:
Intelligence – determines the relative mental capacity of a person.
Achievement – measures skills and knowledge learned in a given grade
level/experience.
Personality – measure the characteristic patterns of traits exhibited
across various situations.
Aptitude – determines an individual’s propensity to succeed in a given
activity. Evaluates the competency, ability to learn.
Interest – determines a person’s preferences for specific fields or
activities.

Characteristics of a GOOD test:

Design Properties:

1. A clearly defined purpose

2. A specific standard content
3. A standardized administration procedure
4. A set of scoring rules

Psychometric Properties:

1. Item Analysis
2. Reliability – The degree in which an instrument measures what it is intended to
measure under the same condition with the same subject. Give consistent results.

How to determine if a test is reliable?

a. METHOD #1: Test-Retest Method – used to determine the
consistency of a test across time. It is administered twice in the same
sample.
General Steps:
- Administer the psychological test
- Get the results
- Interval (Time Gap)
- Re-administer the test
- Get the results
- Correlate.

b. METHOD #2: Alternate Form Method – consistent results between

different forms of the same test. It has the same number of items,
same format, same type, same language, same content, same level
of difficulty.
- Administer the first test
- Administer the ALTERNATIVE FORM (Equivalent) test
- Score both
- Correlate
 What makes an item unreliable?
a. Test is too long
b. Item is unclearly written

3. Validity – measures what it claims to measure. Achieving the purpose for which they
are being used.
Is the test measuring what it claims to measure?
Can a test predict future thinking and behavior?
Will participants take the test seriously?

Construct – variable being measured by the test (e.g. intelligence).

Criterion – numerical expression/observable indicators of a test construct.

CONTENT DESCRIPTION PROCEDURES

Is the test presentable? It is the simplest and easiest way of
validation.

Content Validity – Examines APPROPRIATENESS OF TEST

ITEMS of a psychological test.

General Steps:

1. Review the conceptual definition of the

construct.
2. Compare each item to conceptual definition.

Who can establish content validity? Author of the test and

Subject Matter Experts (SMEs)
Face Validity – Presentation / physical appearance of the psychological test. Is the test
presentable to test takers?

How we know if a test has FACE VALIDITY (“PRESENTABLE”)?

1. The test looks like a test.

2. Age appropriate (kids vs. adults)
3. Design
4. Language difficulty
5. Free of grammatical errors

PROCESS OF ASSESSMENT

1. Referral
Reasons for referral:
a. Clinical setting (diagnosis and intervention)
b. Educational setting (learning disability, behavioral and emotional problems)
c. Industrial setting (hiring and promotion)
d. Forensic (assessing the witness)

Sources of referral:
a. Clinical setting (psychiatrist, clinical psych, pastoral/marital counselors,
social workers, and self-referral)
b. Educational setting (teachers, guidance counselors, principal and parents)
c. Industrial setting (supervisors, managers and HR consultants)
d. Forensic (court, lawyers)

2. Evaluating the referral / identify the problem

a. Yes take on the assessment
b. No. Refer to allied professionals
c. No action. Wait.

3. Plan data collection

Consider the following:
a. Nature of the problem
b. Choice of assessment tools (adequacy and application of the test to the
client’s situation / condition)
c. Objectives and willingness of the client
d. Practical matters such as cost and time

4. Collect Assessment Data

Consider the following:
a. Scores/Results on Psychological Test
b. Personal history (additional data from professionals like teachers, therapist,
physician)
 - Other sources: Journals, school records, medical records, police
reports
c. Behavioral observations (interview, test behaviors, classroom observations)
d. Interview data (significant others, friend, colleague)

5. Interpret Data – translating raw data into inferences.

- Description of the client should not be a mere labeling or classification
(describe behaviors, make sense of test scores in relation to referral
question/purpose)
- A deeper and more accurate understanding of the person

6. Integrate Data
Psychological Report – An organized presentation of assessment results.
Results may be presented in ways that clear, relevant to the goal of assessment and
useful to the intended consumer.

7. Communicate assessment data – report and oral feedback (to the owner of the data).

APPROACHES OF ASSESSMENT – The level of input of assessor and assessee. Involvement

of parties and tools

 Collaborative – work as partners from initial contact through feedback.

 Therapeutic – therapeutic self-discovery and new understandings are encouraged.
 Dynamic – follows a model of evaluation, intervention and re-evaluation.

In what type of settings are assessments conducted?

 Educational – to help identify children with special needs.

 Geriatric – assessees appreciate the “quality of life”.
 Clinical – to help screen for or diagnose behavior problems.
 Business and Military – to help in decision making process.
 Counseling – to improve adjustment, productivity, or other related variable.
 Government – to give proper credentials and licensing.

Psychological Assessment
 (May 16, 2021 lecture)

Administering the Psychological Test (Before, During, and After)

BEFORE TESTING

We should know the following (to know the proper psychological test to administer):
 Reason for referral (academic concerns, behavioural/emotional problems and forensic
purposes)
 Gender
 Age
 Grade level
 Language Spoken
 Special concerns or issues
 Testing place (well lighted, adequate ventilation, neither too small or big, minimal
distractions, and client friendly)
 Materials to prepare (testing kit, record forms, extra papers, pencils, pens, and
sharpener, timer)
 Self-preparation (testing procedure, read manuals thoroughly, practice and practice, be
sure to come prepared and confident, dress appropriately)

DURING TESTING

Remember the following:

 Adhere to standard procedures (exact wording, accurate timing, presenting materials)
 Be objective (no indication of the correctness or incorrectness of the responses, no clues
about the answer)
 Be sensitive (warm but impersonal, good rapport, listen to the client’s concern, do not
allow the client to take the test when s/he is hurried, ill, or troubled)
 Speak in a clear audible voice, and moderate rate of speed
 Take charge of test situations (deal with resistance and silence, handle difficult clients,
react with lengthy and unnecessary comments, disregard or redirect irrelevant remarks)

 Record responses (immediately, verbatim, write legibly but can use shorthand)
 Note behavioural observations (physical appearance, verbalization, gestures and body
movements, cooperation vs. resistance)

AFTER TESTING
Remember the following:
 Complete record form (client examiner, examiner)
 Score accurately (follow the manual, count correctly, use correct tables or convert raw
scores, scaled scores, IQ, and percentiles)