PSYCHOLOGICAL

TESTING
 What Is
Psychological
Testing?
Psychological Testing
The process of administering,
scoring and interpreting
psychological tests.

Allpsychological tests require the

performance of some behaviour
an observable and measurable
action (e.g., answering a
question, putting a puzzle
together).
Psychological Testing
The behaviour is used to measure
some personal attribute, trait, or
characteristic, such as
intelligence, that is thought to be
important in describing or
understanding behaviour.

The behaviour is also sometimes

used to make a prediction about
some outcome, like success on
the job.
Psychological Testing
Characterizedby the use of samples of
behaviour in order to assess
psychological constructs, such as
cognitive and emotional functioning,
about a given individual

Samples of behaviour
observations over time 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 behaviour of
the individual being tested to the
responses of anorm group.
Psychological
Assessment
similar to psychological testing but
usually involves a more
comprehensive assessment of the
individual

a process that involves 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
Psychological
Assessment
Information about personal,
occupational, or medical
history, such as from records
or from interviews with
parents, spouses, teachers,
or previous therapists or
physicians are also collected

Apsychological testis one of

the sources of data used
within the process of
assessment; usually more
than one test is used.
Psychological
Assessment
Many psychologists do
some level of assessment
when providing services
to clients or patients, and
may use for example,
simple checklists to
assess some traits or
symptoms, but
psychological assessment
is a more complex,
Psychological
Assessment
Typical types of focus for psychological
assessment are to provide a diagnosis
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
to help assess job applicants or
employees and provide career
development counseling or training
Psychological Testing
Auseful psychological
measure must be both:

valid(i.e., there is evidence to

support the specified
interpretation of the test results)

reliable(i.e., internally consistent

or give consistent results over
time, across raters, etc.)
Uses and Varieties of
Psychological Tests
Traditionally,the function of
psychological tests has been to
measure differences between
individuals or between the reactions of
the same individual under different
circumstances.

One of the earliest problems that

stimulated the development of
psychological tests was the
identification of mentally retarded
persons. To this day, the detection of
intellectual deficiencies remains an
important application of certain types
of psychological tests.
Uses and Varieties of
Psychological Tests
A strong impetus to the early
development of tests was provided by
assessment needs arising in education.

e.g., Binet tests for intelligence

testing
At present, schools are among the
largest test users.

The classification of children with

reference to their ability to profit
from different types of school
instruction, the identification of
outstandingly slow or fast learners,
the educational and occupational
counseling of high school and college
Uses and Varieties of
Psychological Tests
Theselection and classification of
industrial personnel represent another
major application of psychological testing.

e.g., in hiring, job assignment, transfer,

promotion, or termination

The effective employment of tests in

many of there situations, especially in
connection with high-level jobs, usually
requires that the tests be used as an
adjunct to skilful interviewing, so that
test scores may be properly interpreted
in the light of other background
information about the individual.
Uses and Varieties of
Psychological Tests
Testingconstitutes an important
part of the total personnel program.

e.g., in the selection and classification of

military personnel

From simple beginnings in World War II,

the scope and variety of psychological
tests employed in military situations
underwent a phenomenal increase during
World War II. Subsequently, research on
test development has been continuing on
a large scale in all branches of armed
services.
Uses and Varieties of
Psychological Tests
Theuse of tests in individual
counseling has gradually broadened
from a narrowly defined guidance
regarding educational and vocational
plans to an involvement with all
aspects of the persons life.

e.g., use of tests to enhance self-

understanding and personal development

Within this framework test scores are part

of the information given to the individual as
aids to his or her own decision making
processes.
 Uses and Varieties of
Psychological Tests
Psychologicaltests also serve
important functions in basic
research.

Nearly all problems in differential

psychology, require testing
procedures as a means of
gathering data.
e.g., in studies in the nature and
extent of individual differences,
organization of psychological
traits, measurement of group
differences, identification of
 Uses and Varieties of
Psychological Tests
Psychologicaltests also serve
important functions in basic
research.

Life-span developmental
changes within the
individual, relative
effectiveness of different
educational procedures,
outcomes of psychotherapy,
impact of community
Uses and Varieties of
Psychological Tests
Themany kinds of tests
designed for these diverse
purposes differ also in other
major characteristics.

Way of administration - e.g.,

individual testing of each
person by a trained examiner,
simultaneous testing of large
groups, or with the use of
computers.
 Uses and Varieties of
Psychological Tests
Themany kinds of tests designed for
these diverse purposes differ also in
other major characteristics.

Aspects of behavior they cover

e.g., assessment of cognitive traits
or abilities, broad aptitudes such as
readiness to profit from college
work, to highly specific sensorimotor
skills required to perform a simple
manual operation, measures of
affective variables or personality,
such as emotional or motivational
traits, interpersonal behavior,
History of PSYCHOLOGICAL
TESTING
For better or for worse,
psychological test
results possess the power to
alter lives. A review of
historical trends is crucial if
we desire to comprehend
the contemporary influence of
psychological
tests
 Rudimentary forms of testing
date back to2200 B.C. in China. The
Chinese emperors used grueling
written exams to select officials for
civil service.

In the mid- to late 1800s, several

physicians and psychiatrists
developed standardized procedures
to reveal the nature and extent of
symptoms in the mentally ill and
brain-injured. For example, in 1885,
Hubert von Grashey developed the
precursor to the memory drum to
test the visual recognition skill of
 Modern psychological testing owes
its inception to the era of brass
instruments psychology that flourished
in Europe during the late 1800s. By
testing sensory thresholds and reaction
times, pioneer test developers such as
Sir Francis Galton demonstrated that it
was possible to measure the mind in an
objective and replicable manner

Wilhelm Wundt founded the first

psychological laboratory in 1879 in
Leipzig, Germany. Included among his
earlier investigations was his1862
attempt to measure the speed of
thought with the thought meter, a
 The first reference to mental
tests occurred in 1890 in a classic
paper by James McKeen Cattell, an
American psychologist who had
studied with Galton. Cattell
imported the brass instruments
approach to the United States

One of Cattells students, Clark

Wissler, showed that reaction time
and sensory discrimination
measures did not correlate with
college grades, thereby
redirecting the mental-testing
 In the late 1800s, a
newfound humanism
toward the mentally
retarded, reflected in the
diagnostic and remedial
work of French physicians
Esquirol and Seguin, helped
create the necessity for
early intelligence tests.
 Alfred Binet, who was to
invent the first true
intelligence test, began his
career by studying hysterical
paralysis with the French
neurologist Charcot. Binets
claim that magnetism could
cure hysteria was, to his
pained embarrassment,
disproved.
Shortly thereafter, he switched
interests and conducted
In 1905, Binet and Simon
developed the first useful
intelligence test in Paris,
France. Their simple 30-item
measure of mainly higher
mental
functions helped identify
schoolchildren who could not
profit from regular instruction.
Curiously, there was no
method for scoring the test.
 In 1908, Binet and Simon
published a revised 58-item
scale that incorporated the
concept of mental level.

In 1911, a third revision of

the Binet- Simon scales
appeared. Each age level now
had exactly five tests; the
scale extended into the adult
range.
In 1912, Stern proposed
dividing the mental age by
the chronological age to
obtain an
intelligence quotient.

In 1916, Terman suggested

multiplying the intelligence
quotient by 100 to remove
fractions. Thus was born
the concept of IQ.
The Development of
Counselors as
Assessment
Professionals
Code of Ethics (2005)
Fair Access to Tests
Test Publisher Qualifications
of Test Users
Assessment is an integral
part of counseling practice,
and therefore
training in assessment is
The right
essential for counselors to
practice assessment is not a
given, as such rights are
dictated by state licensing
boards

However, in general,
counselors may use a variety
of instruments, with
 RESPONSIBILITIES OF USERS OF
STANDARDIZED TESTS
developed for the purposes of
educating counselors and
educators on ethical use of
standardized tests

Guidelines addresses across

seven areas:
(a)Qualifications of Test Users,
(b) Technical Knowledge,
(c) Test Selection,
(d) Test Administration,
(e) Test Scoring,
 RESPONSIBILITIES OF USERS OF
STANDARDIZED TESTS
Responsibility of ensuring
appropriate
test use lies within the counselor or
educator administering the test.

An understanding of measurement to
select, score, and interpret results, as
well as of protocols for administering
and scoring tests, is pertinent.

Efforts should be made to

communicate test results to clients
and stakeholders in a manner that is
understandable and useful while also
Standards for Qualifications of Test Use
a document that was adopted by the
American Counseling Association
related to the training and skills
necessary for counselors to use
psychological tests to address
concerns of legislative bodies that
received pressure from outside
organizations related to counselors
right to use psychological measures.

Among the issues addressed in the

document
was that assessment is not a stand-alone
practice.

Assessment should be integrated along

 Code of Ethics
counselor competence,
instrument selection,
administration, scoring,
interpretation, and attention to
diversity

covers the rights of clients,

including informed consent and
release and security of
assessment data
Code of Ethics

Clients have a right to know the

nature of the assessment and how
the assessment
results may be used prior to
administration

Clients have the right to receive the

results and identify qualified
professionals, if any, with whom the
results may be shared

Confidentiality may not be

compromised, and this is an issue
that needs to be addressed before
administering an assessment,
 Counselors need to be proactive in
addressing issues of informed
consent and confidentiality,
especially with regard to who will
have access to the results and the
implications of said results
Counselors may refrain from making
and/or reporting a diagnosis if they
believe it would cause harm to the
client or others. Thus, when a
diagnosis is not in the best interest
of the client, the counselor may
refrain from providing a diagnosis
Fair Access to Tests

right to use psychological tests

is not a simple issue, as the
debate includes
licensing boards, professional
organizations, and test
publishers. Licensing boards
address scope-of-practice issues
Fair Access to Tests
Counselor licensure laws in most
countries clearly identify the right of
counselors to use
assessments, although the type of
assessments may be limited, and
such limitation vary from country to
country.

Professional organizations provide

guidelines for training, practice, and
ethics in assessment.

Test publishers are responsible for

monitoring the competencies of
 Test Publisher Qualifications of
Test Users
application process or qualification
process
to administer assessment
A level, individuals with minimal training,
instruments
a bachelors degree, or certification

B level, individuals with a masters

degree and/or membership in a
professional organization (e.g., PGCA)
and/or professional licensure

C level, individuals with a doctoral degree

and/or specialized training
Test Publisher Qualifications of Test Users

Application procedures for

other test companies may
include information related to
licensure, highest educational
degree, specialized training,
continuing education,
certifications, and membership
in professional associations
RULES AND REGULATIONS OF REPUBLIC ACT NUMBERED
NINETY-TWO AND FIFTY-EIGHT (R.A. No. 9258), KNOWN AS
THE "GUIDANCE AND COUNSELING ACT OF 2004"

SEC. 3. Definition of Terms. - As used in this

RR, these terms are construed as follows:

1. Guidance and Counseling. The

profession that involves the use of an
integrated approach to the development
of a well-functioning individual primarily by
helping him/her to utilize his/her potentials to
the fullest and plan his/her present and
future in accordance with his/her abilities,
interests, and needs. It includes functions
such as . . . psychological testing, (i.e.
personality, career, interest, aptitude,
mental ability, achievement) . . .
RULES AND REGULATIONS OF REPUBLIC ACT NUMBERED
NINETY-TWO AND FIFTY-EIGHT (R.A. No. 9258), KNOWN AS
THE "GUIDANCE AND COUNSELING ACT OF 2004"

SEC. 15. Scope of Examination. - The

examination shall be in English and shall
consist of a written test covering the
following subjects:
1. Philosophical , Psychological and
Sociological Foundations of Guidance
2. Counseling Theories, Tools and
Techniques
3. Psychological Testing
4. Organization, Administration and
Supervision of Guidance Services, and
Program Development
5. Group Process
6. Career Guidance
Board Resolution No. 5 s. 2008 of the Professional
Regulatory Board of Guidance and Counseling

CODE OF ETHICS FOR REGISTERED AND

LICENSED GUIDANCE COUNSELORS

Preamble
Guidance and Counseling in the
Philippines is now recognized as a
profession and as such, it carries with it
certain responsibilities and expectations

Article II
Relationship with Counselee

Explain results of tests and other

diagnostic tools in a comprehensive and
constructive manner
Board Resolution No. 5 s. 2008 of the Professional
Regulatory Board of Guidance and Counseling

CODE OF ETHICS FOR REGISTERED AND

LICENSED GUIDANCE COUNSELORS

Article IV
Relationship with Colleagues in the
Profession
Sec. 4.5 - hold responsible for proper
permission from and adequate
recognition of authors and publishers
of counseling and testing instruments
which he uses and sees to it that
psychological tests are administered
only by professionally trained and
MAJOR ERRORS IN THE USE OF
PSYCHOLOGICAL TESTS
1.ADMINISTERING TESTS INCORRECTLY
a)Tendency to give additional test
instruction
b)Extend testing time
Untrained test users

2.Making sweeping generalizations from

test results
a)Factors that affect test results
Suitability of the test
Physical and emotional conditions
Environmental factors affecting
testee
ACQUISITION OF PSYCHOLOGICAL
TESTS
PURCHASED FOR USE BY SCHOOLS AND
EDUCATIONAL INSTITUTIIONS
GOVERNMENT AND SOCIAL AGENCIES
BUSINESS AND INDUSTRIAL FIRMS
PROFESSIONAL PSYCHOLOGISTS AND
GUIDANCE COUNSELORS

Purchase is determined on the basis

of the training and experience of the
individual directly responsible for
administering, interpreting, and
evaluating the tests
ACQUISITION OF PSYCHOLOGICAL TESTS

Level A if the person administering the

tests had undertaken undergraduate
courses in testing or psychometrics, or
sufficient training and experience in test
administration

Level B if the test administrator has

completed an advanced level course in
testing in a university, or its equivalent
in training under the direction of a
qualified superior or consultant

Level C use if, by or under the

supervision of a qualified psychologists,
i. e., members of a professional
organization (PAP or PGCA) or a Masters
RESPONSIBILITY FOR
COMPETENCE
1. Ensure that users of psychological tests
are able to meet all the standards of
competence defined by regulating bodies
and to endeavor, where possible, to
develop and enhance their competence
as test users.

2. Monitor the limits of their competence in

psychometric testing and not to offer
services, which lie outside their
competence nor encourage or cause
others to do so.

3. Ensure that they have undertaken any

mandatory training and that they have
PROCEDURES AND TECHNIQUES

4. Use tests, in conjunction with other

assessment methods, only when their use
can be supported by the available technical
information.

5. Administer, score and interpret tests in

accordance with the instructions provided
by the test distributor and to the standards
defined by the Board of Guidance
Counselors

6. Store test materials securely and to

ensure that no unqualified person has
access to them.
CLIENT WELFARE

8. Obtain the informed consent of potential

test takers, making sure that they
understand why the tests will be used, what
will be done with their results and who will
be provided with access to them.

9. Ensure that all test takers are well

informed and well prepared for the test
session, and that all have had access to
practice or familiarization materials where
appropriate.

10. Give due consideration to factors such

as gender, ethnicity, age, disability and
special needs, educational background and
level of ability in using and interpreting the
CLIENT WELFARE
11. Provide the test taker and other
authorized persons with feedback
about the results in a form, which
makes clear the implications of the
results, is clear and in a style
appropriate to their level of
understanding.

12. Ensure test results are stored

securely, are not accessible to
unauthorized or unqualified persons
and are not used for any purposes
other than those agreed with the test
Legal Issues

Health Care Legislation

Educational Legislation
Health Insurance Portability
and Accountability Act (HIPAA;
1996
privacy of health care records
(Counselors working in agencies and
private practice need to be familiar
with HIPAA guidelines)

provided clients with increased

control and access to health care
information (Clients have a right to
their assessment results and reports
and may decide who receives this
information - providing a privacy
 Individuals with Disabilities Act
(IDEA) 1997 (Education for All)
(a) increased parental involvement in
educational
decision-making

(b) greater emphasis on accountability

and student results

(c) the development of new assessment

technologies

omandated individualized education plans

for children diagnosed with a disability,
parental involvement was a core area, in
which the parent/guardian has decision-
No Child Left Behind legislation
(2002)

established accountability measures

in educational settings - mandate for
the
implementation of high-stakes
testing; resulted in increases in
student testing
An Overview of Assessment in
Mental Health Settings,
Schools, Rehabilitation
Counseling, and Higher
Education
Settings
Assessment is used across
all counseling settings in a
variety of ways:
Integral to the clinical interview

Includes diagnosis and treatment

planning

Counselors make decisions on

what problems to address and
what interventions to attempt
Assessment is used across all counseling settings in a
variety of ways:

Used for advocacy and placement

- clients can be provided with
needed services

Clients have the opportunity to

learn something about themselves,
including personal strengths,
challenges, interests,
and activities that promote growth
and wellness