Psychological - W1 - Chapter 1 - Psychological Testing and Assessment

the adaptation of a test, assessment, procedure or situation; or substitution of one test for another, to make an assessment more suitable for an assessee with exceptional needs - p.31

evaluates accomplishment or the degree of learning that has taken place - p.22

evaluative or diagnostic procedure/process which varies from usual, customary, or standardised way a measurement is obtained

e. g., via some special accommodation made to assessee - or alternative method designed to measure same variable(s). - p.31

assessment professionals - monitor actions of self or others - visual or electronic means - records QUANTITATIVE & QUALITATIVE information about those actions. - Often used as diagnostic aid in variety of settings - inpatient facilities, behavioural research laboratories, and classrooms. - p.12

“Computer Assisted Psychological Testing” - assisted refers to test user - not the testtaker - p.15

report or illustrative account compiled on basis of case history data: (also referred to as a case study) p.12

records, transcripts & other accounts - written, pictorial or other forms that preserve archival information (i.e., official & informal accounts, & other data & items relevant to an assessee - p.11

report or illustrative account compiled on basis of case history data: (also referred to as a case history) p.12

computerized scoring, interpretation or other conversion of RAW test data that is physically transported from the same or other test sites to a central location. Transported by phone lines (teleprocessing), mail, or courier. (contrast with teleprocessing & local processing) p.14

process of assessment where assessee & assessor work as partners from initial contact through final feedback - p.4

type of INTERPRETIVE report - provides EXPERT & DETAILED ANALYSIS of test data - mimics work of an expert consultant p.15

(also cutoff score or cutoff)

reference point (usually numerical) - derived as a result of judgement

divides set of data into 2 or more classifications - with some action to be taken or inference to be made - e.g., aids in decision making by employers etc p.7 & I-9

loss of cognitive functioning

may affect memory, reasoning, thinking, psychomotor speed, attention, personality & related abilities - caused by damage or loss of brain cells

p.24

description/conclusion reached on basis of EVIDENCE AND OPINION

through process of DISTINGUISHING the nature of something & RULING OUT ALTERNATIVE CONCLUSIONS - p.22

A tool used to make a diagnosis - usually to identify areas of deficit to be targeted for intervention - p.22

interactive approach to assessment

based on a test-intervention-retest model (p.361)

usually follows 1) evaluation, 2) intervention 3) evaluation model (p.6)

provides STATISTICAL DATA on top of just a scoring report - p.14

pertains to the FORM, PLAN, STRUCTURE, ARRANGEMENT & LAYOUT of test items

also includes related considerations e.g., time limits, software etc p.7 & I-11

Collective decision-making

characterized more by a drive for CONSENSUS than critical analysis & evaluation.

May lead to less reasoned & riskier decisions that may have been made by an individual. - p.12

focusses on understanding the role of psychological variables in the onset, course, treatment & prevention of illness, disease & disability - p.26

typically nonsystematic, relatively brief “off the record” assessment LEADING to the formation of an opinion or attitude.

Not subject to same Ethics or Standards as evaluation by a professional; contrast with formal evaluation - p.22

a form of INTERPRETIVE REPORT of psychological assessment - Usually computer generated

PURPOSE: to integrate data from multiple sources e.g., behavioural, medical, administrative &/or other sources; contrast with scoring report)

a step up from a scoring report - distinguished by its inclusion of NUMERICAL or NARRATIVE INTERPRETIVE STATEMENTS. - Three types 1) DESCRIPTIVE, 2) SCREENING and 3) CONSULTATIVE (which is at the high end of interpretive reports) - p. 15

tool of assessment

information gathered thru direct, reciprocal communication - p.9-10

ON-SITE computerised scoring, interpretation, or other conversion of raw test data

: (contrast with central processing & teleprocessing). p14

behavioural observation that takes place in naturally occurring setting

purpose: evaluation and information gathering

p.13

also board interview

more than one interviewer participates in the assessment

ADVANTAGE (lone interviewer biases minimised) - DISADVANTAGE > (Utility - cost of multiple interviewers may not be justified) p.10

sample of ones work

referred to as portfolio assessment when utilized as tool in evaluative or diagnostic process

(1) The form for testtakers responses

(2) a method or procedure for evaluation or scoring

p.27

loss of cognitive functioning that mimics dementia - but no loss or damage to brain cells

p.24

gathering & integrating psychological data for psychological evaluation

thru use of tests, interviews, case studies, behavioural observation, & specially designed apparatuses and measurement procedures

p I-21

reconstruction of a deceased individuals psychological profile - archival records, artifacts & interviews with the living assessee or people who knew the deceased

measuring device or procedure designed to measure psychology-related variables p.5 & I-21 - almost always involves analysis of a sample of behaviour

measuring psychology-related variables

using means/devices/procedures designed to obtain samples of human behaviour - p.2 & I-21

noun variant of psychometric

a professional who uses, analyzes, & interprets psychological test data p.9

the science of psychological measurement

p.9

technical quality

i.e., how consistently (reliably) & how accurately (validly) a tests measures what it purports to measure p.9

noun variant of psychometric

a professional who uses, analyzes, & interprets psychological test data

p. 9

evaluation of variables such as - perceived stress - loneliness - sources of satisfaction - personal values - quality of living conditions - quality of friendships - other social support

p.23

a working relationship between examiner & examinee in testing & assessment

p.27

acting an improvised or partially improvised part in a simulated situation

assessment tool

assessees instructed to act 'as if' in a particular situation

p.14

a code or summary statement

p.7

process of assigning evaluative codes/statements to performance on a test, task, interview or other behaviour sample

p. 7

formal or official computer-generated account of test performance

usually numerical.

two varieties 1) simple scoring report and 2) extended scoring report

one of the two types of scoring report

provides only a list of scores

p.14

process by which presence of one or more people can influence performance of other persons

specifically the influence of third parties on performance of an assessee

p.20

test related data sent to & returned to a central location (central processing) via phone lines

measuring device or procedure

distributed by publisher of test

usually only brief description of the test

seldom has detailed info needed by test user

catalogue objective is to sell the test - so will not find critical reviews of a test in a test catalogue

p.33

creates tests & other forms of assessment

APA estimates 20,000 new tests each year

STANDARDS of ETHICAL BEHAVIOUR specifically address responsible test development & use (American Ed Res Ass - American Psych Ass - Nat Council of Measurement NCME) - referred to as "the standards" Standards for Educational and Psychological Testing - covers test construction & evaluation, administration & use plus other special considerations

detailed description of a test

available from test publisher

ideally provides key information needed by test users to make an informed decision about whether the test is appropriate for use with a particular testtaker for a particular purpose

p.34

anyone who is the subject of an assessment or evaluation

testtakers vary with respect to many variables (anxiety, understanding, willingness, pain, emotional distress, alertness, predispositions to agree/disagree, coaching, portrayal of self in good/bad light - also known as assessee

p.19

wide range of professionals inc clinicians, counsellors, school psychologists, human resources personnell, consumer psychologists, experimental psychologists & social psychologists

'the standards' & other published guidelines identify who is a qualified test user & who should have access to which tests

collaborative approach

insights about self encouraged & actively encouraged by assessor

p4 - I27 - also refer to p.5 Meet Dr Stephen Finn

may be supervisor, friend or relative of assessee, translator, attorney, or anyone. Robert J McCaffrey (2007) said "No, third parties should not be allowed to be present during an assessment" - SOCIAL INFLUENCE by mere presence - may affect performance - referred to as SOCIAL FACILITATION and INHIBITION p.20 (CLOSE-UP)

the usefulness or practical value a test or other assessment tool has for a particular purpose p.9

In addition to psychologists, trained professionals such as educational diagnosticians, counselors, and medical professionals should be granted access to use psychological tests. Proper training and adherence to ethical standards are essential.

Tools like standardized reading tests, curriculum-based assessments, and informal reading inventories can evaluate a student's reading ability. Observations and teacher reports also provide valuable insights.

When assessing prisoners, psychologists must consider legal, ethical, and safety concerns, including malingering and coercion. In contrast, assessments in the workplace focus more on performance, leadership, and organizational fit.

A psychological autopsy on Anthony Bourdain could explore mental health struggles and stressors contributing to his suicide. Likely results may reveal depression, substance use, and emotional isolation.

Internet test users should verify the credibility and scientific backing of the test source. Unvalidated or poorly constructed tests can lead to inaccurate or harmful conclusions.

Naturalistic observation offers real-world insights but lacks control over variables. It can be time-consuming and subject to observer bias.

Case history data provides rich, in-depth background information, aiding in context. However, it may be subjective or incomplete.

A personal portfolio could include academic transcripts, project samples, certificates, artwork, and a values statement. This showcases a well-rounded view of one's identity and growth.

Talk show hosts need active listening, rapport-building, and quick-thinking skills. Psychological interviewers also require empathy and diagnostic sensitivity, with more structured approaches.

One intelligence test may be more useful if it aligns better with the curriculum or cultural background of students. Utility depends on context and specific needs.

Text messaging interviews may suit situations involving social anxiety or remote locations. It’s ideal for short, structured questions with minimal emotional complexity.

"Goth" could be defined as a preference for dark aesthetics and introspective behavior. Items might include questions on fashion, music, and emotional expression to reflect subcultural traits.

Good leaders are empathetic, decisive, and communicative. These traits can be measured through personality assessments, 360-degree feedback, and performance evaluations.

Testing is more appropriate for measuring academic skills in a standardized setting. Assessment is better for understanding a child's learning difficulties using multiple tools and observations.