PSYCHOLOGI

CAL TESTING
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 Course Description: Orientation into the
rudiments of psychological testing. The
principles, methods’ and uses of psychological
Course Title:
Psychological Testing 1 testing are tackled. Emphasis is placed on issues
Prerequisite: of item analysis, reliability, and validity in test
Theories of Personality construction. The administration, scoring, and
Co-requisite: interpretation of objective cognitive and affective
None tests used in various applied fields of psychology,
Credit: 5 particularly the educational, industrial, and
Units
government settings covered. Ethical
considerations as well as current trends and issues
in psychological testing in the Philippine setting
are discussed.
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Course Policy

Attendance
 Attendance shall be monitored in accordance with CHED policy and the
provisions of the Student Handbook.
 Submission of Assessment Tasks
 Late submission of learning activities is not allowed
 Written Examination
 There will be 3 major examinations – Preliminary, Midterm /Final
Examinations and 3 Unit Examinations
 Issuance of Preliminary and Midterm Grades
Preliminary and Midterm Grades are issued to students so that formal
consultation where students are apprised of their class standing is done to afford
them the opportunity to make up to cope with the rigors of the course.
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 Course Portfolio
Selected assessment tools are to be compiled and collected before the end of the
semester. The selection is based on the order of topics as presented on the course
syllabus. Learning tasks and examination must be photocopied and returned to the
Instructor/Professor for course portfolio keeping.
 Language of Instruction
Lectures, discussions and documentation will be in English.
 Classroom Discipline
Students are not allowed to use electronic gadgets such as cell phones, Ipads and
Head/ear set/pads inside the classroom to avoid disruption of the lesson.
 Honor, Dress and Grooming Codes
The student must observe the Institution’s Dress and Grooming Code as provided
in the Student Decorum of the Student Handbook.

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 For this purpose, the Honor Code is that there will be no plagiarizing on written
works and no cheating on examinations. Proper citation must be given to authors
whose works were used in the preparation of any material for this course. If a
student is caught cheating on an examination, they will be given zero mark for the
examination. If a student is caught cheating twice, they will referred to the Prefect
of Discipline and be given a failing grade.

 Consultation of Schedule
Consultation schedules are announced by the Instructor/professor at the beginning
of the semester. For this course, students may consult with the Instructor/Professor
at 10:00am – 11:00am Thursday at the Faculty Room. It is recommended that the
student set an appointment first to confirm the Instructor/Professor’s Availability.

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 Schedules of Major Examination

September 19-20-21 Prelim Examination

October 29-30-31 Midterm Examination
December 13-14-15 Final Examination

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Let’s start with a TEST!
1. C
2. A
3. D
4. A
5. B
6. D
7. A
8. C
9. B
10. A
Introduction to
Psychological Testing

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What do we mean when
we refer to
psychological tests?

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 Mental
Tests
Psychologic
al
Assessment
Ability
Tests

Psychological
Testing

Psychomet
ric Test
Aptitude
TEsts
Personality
Test

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 OUTLINE OF PRESENTATION

Meaning and concept

 Objectives
 Need and Importance
 Types of Psychological Test
 Major characteristics
 Selected Tests
 Conclusion

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 ◦ DEFINITIONS
◦ Test
◦ Is a set of measuring device/tools designed to measure a variable
related to that modifier
◦ Testing
◦ Refers to everything, from test administration to the interpretation
of the test score
◦ Assessment
◦ is a process of active integration of test scores, behavioral
observation, and other data.
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 ◦ DEFINITIONS
• Psychological Tests
– Refers to a device/procedure designed to measure a
specific psychological construct:
• Psychological Testing
– Refers to the administration or process of measuring psychology
related variables using a device or procedures designed to
obtain a sample of behavior
• Psychological Assessment
– Refers to gathering and integration of psychology-related data
for the purpose of making a psychological evaluation that is
accomplished through the use of tools such as; tests,
interviews, case studies, behavioral observation, and specially
designed apparatus and measurement procedure
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 ◦ DEFINITIONS

• Item
– A specific stimulus to which a person responds overtly; this
response can be scored or evaluated.
• Scales
– Relate raw scores on test items to some defined theoretical or
empirical distributions.
• Test Scores
– Related to traits of an individual
– Related to the state, specific condition or stimulus of an
indivual.

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 A psychological test is a
standardized measure of a
sample of a person’s behavior
that is used to measure the
individual differences that exist
among people.
PSYCHOLOGICAL
TEST
A psychological test is an
objective and standardized
measure of an individual's
mental and/or behavioral
characteristics. 20
 A psychological test is a systematic
procedure for observing a person’s
behavior or performance, describing it
with the aid of a numerical scale or
PSYCHOLOGICAL category system.
TEST
Mostly tests are used as a way of
measuring differences between
people or differences in the
same person over time . 21
 ◦ Psychological testing is a field
characterized by the use of
samples of behavior, most often
administered as a series of
PSYCHOLOGICAL items in which the individual
TESTING must give a response, in order
to assess psychological
construct(s), such as ability,
cognitive and emotional
functioning, or personality
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 ◦The technical term for the science behind
psychological testing is psychometrics.
◦Psychometrics is the field of study
PSYCHOLOGICAL concerned with the theory and technique of
TESTING psychological measurement, which
includes the measurement of knowledge,
abilities, attitudes, personality traits, and
educational measurement.

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 Objectives of Psychological Tests
 Psychological tests are used to assess a variety of mental
abilities and attributes, including achievement and ability,
personality, and neurological functioning.
To measure aspects of mental ability, aptitude or personality of a
person.
It may be used as part of the recruitment or selection process.
Provide employers with a method of selecting the most suitable
job
Personality tests are administered for a wide variety of reason,
from diagnosing psychopathology (e.g., personality disorder,
depressive disorder) to screening job candidates. 24
 Objectives of Psychological Tests
 Psychological test are used in research, however, most serve a
practical purpose such as schooling, job qualifications, etc.
May be used as tools in school placement, in determining the
presence of a learning disability or a developmental delay in
identifying giftedness or in tracking intellectual development.
They may used in an educational setting to determine
personality.

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NEED & IMPORTANCE OF TESTS

 Identifies weaknesses and strength: Norm references and

group administered achievement test are the most common
types administered in school.
Support individualized Lesson Plans: Psychological testing in
schools can be identify students with disabilities or delayed
skills and determine their eligibility for receiving
individualized lesson plans free of charge to families.
Enables placement decisions
Monitors progress

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NEED & IMPORTANCE OF TESTS

Identifying Disabilities: Learning disabilities can be very

hard to identify, but psychological testing helps in detecting
areas in which students are having difficulties.
Advancement: Psychological testing is also important in
helping the school administration and teachers to evaluate
students’ academic achievements and make decisions about
their advancement.
Vocational Ability: The results of a psychological test can
also assist parents, teachers and students ascertain the
vocational ability of the child.

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Two types of
Psychological 1. Mental Ability Test
Test 2. Personality Tests

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Mental Ability • Intelligence Test-General
Test • Aptitude Test-Specific
• Achievement Tests

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 Intelligence Tests
o Measure genera,l mental abilities

oMeasure motives, interests, values,

and attitudes
oThey are intended to measure
intellectual potential.

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 ◦ Assess talent for specific kinds of
learning. (clerical speed,
mechanical reasoning, etc.)
Aptitude
Tests
◦ measure potential for acquiring a
specific skills

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  Scholastic Aptitude Tests
 Scholastic Assessment Test (SAT)
 American College Testing (ACT)
Aptitude  Graduate Record Examination
(GRE)
Assessment
 Vocational/Career Aptitude Tests
 Armed Services Vocational
- Aptitude Test Battery (ASVAB)
 O*NET Ability Profiler
 Differential Aptitude Test (DAT)

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  measure a person’s mastery and
knowledge of various subjects

Achievement
Tests

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Personality • Structured
Test • Projective

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 Measure aspects of
personality, including
motives, interests, values, and
Personality attitudes.
Tests

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 -Provides a self-report statement
to which the person responds
Structured “true” or “false”, “yes” or “no”
(Objective)

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 -Provides an ambiguous test
stimulus, response requirements
Projective
are unclear

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 Types of Tests
1. Individual Test- Test that can be given to only one person
at a time
◦ e.g. WAIS-III, MMPI-2

2. Group Test- administered to more than one person at a

time by a single examiner.
◦ e.g. SAT, GRE

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 ►Standardization
Test Norms
KEY CONCEPTS Standardization group
IN ►Reliability
PSYCHOLOGICAL Correlation coefficient
TESTING ►Validity
Content validity
Criterion-related validity
Construct validity
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 The Methods of Standardization

 Standardization is known as the

uniform procedures used in
administrating and scoring a test.
 Test norms: information used
to rank scores in relation to
other scores on the test.
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 BASIS FOR COMPARISON VALIDITY RELIABILITY

Meaning Validity implies the extent to Reliability refers to the

which the research degree to which scale
instrument measures, what produces consistent results,
it is intended to measure. when repeated
measurements are made.

Instrument . A valid instrument is always A reliable instrument need

reliable. not be a valid instrument.

Related to Accuracy Precision

Value More Comparatively less.

Assessment Difficult Easy

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 O b j e c t i ve :
 The score must not affected by the testers' beliefs or values
 Standardized:
 Must be administered under controlled conditions
 Reliable:
 Must minimize and quantify any intrinsic errors
 P r e d i c t i ve :
 Must make an accurate prediction of performance
 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 44
point of comparison or frame of reference.
Non Disc rim inat ory:

 16 PF: measures 16 basic personality traits S ta nf or d- Bin ne t
intellig enc e scales
 OPQ32
 Wechsler Adult I ntelligen ce Scale— Fourth
 Edition(WAIS-IV).
Minnesota Multiphasic Pe r s o n a l i t y
 Inventory for Adolescents (MMPI-A)
G o rd o n ’ s Pe r s o n a l P ro f i l e I nve n to r y

Rorschach Ink-Blot Test
 FIRO-B
 Children Ap per ce ption Test
Thematic Ap per ce ption Tests (TAT) 45

 CONTRASTING TESTING AND ASSESSMENT
• OBJECTIVE:
– Testing is usually numeric in nature with regard to an ability or
attribute while Assessment answers a question, solve a
problem, or arrive at a decision through the use of tools of
evaluation
• PROCESS:
– Testing may be individual or group in nature, after administration
it will typically add up the number of correct answers while
Assessment is typically individualized and focuses on how the
individual processes rather than simply looking at the results
• ROLE OF EVALUATOR:
– The Tester is not the key process, with any replacement in a
session will have it won’t affect the evaluation while the
Assessor is the key process from selection of test until the
drawing of conclusions and interpretation 46
• SKILL OF EVALUATOR:
– The Tester needs some technician like skills in terms
of administering the test and interpreting the results
while an Assessor requires someone who is
educated in the tools and skills of evaluation and the
organization and integration of data
• OUTCOME:
– Testing yields scores/set of test scores while
Assessment entails a logical problem solving
approach designed by a referral question
PROCESS OF ASSESSMENT
• Referral for assessment
• Clinical interview
• Informal assessment
• Formal assessment
• Summary of assessment
 DIFFERENT APPROACHES TO
ASSESSMENT
• Collaborative
– The assessor and the assessee may work as partners from
initial contact to final feedback
• Therapeutic
– Therapeutic self discovery and new understandings are
encouraged throughout the assessment process.
• Dynamic
– An interactive approach that follows the model of
evaluation, intervention, and evaluation
1.) Test TOOLS OF PSYCHOLOGICAL ASSESSMENT
– Is simply defined as a measuring device or procedure
– Psychological Test Variables differs in:
• Content- vary with the focus of the particular test
• Format- pertains to form, plan, structure, arrangement and its
administration
• Administration procedure- it can be either one-to-one or group
• Scoring and interpretation:
– Score- a code/summary statement that reflects an evaluation of
performance on a test, task, interview, or other samples of behavior
– Scoring- is the process of assigning score

• Technical Quality: psychometric soundness of a test 50

2.) Interview
– Conjures image of face to face talk
– It differs with regard to many variables, such as purpose, length, and
nature
– Helps to make diagnosis, treatment, selection, or other
decisions
3.) Case History Data
– Refers to records, transcripts, and other accounts written, pictorial, or
other form that preserve archival information, official, and informal
accounts, and other data and items relevant to an assessee
4.) Behavioral Observation
– Monitoring of actions of others or oneself by visual or electronic means
while recording qualitative or quantitative information regarding the action
• Naturalistic
• Field

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5.) Portfolio
-Work products whether retained on paper, canvas, film, video,
audio, or some other mediums.
6.) Role-Play Tests
-is a tool of assessment wherein assessees are directed to act as if they were in a particular
situation
7.) Computers
scoring may be done on-site (local processing)
or conducted at some central location (central processing) central
facility by means of phone line (teleprocessing)
the account of performance spewed out can range from a mere
listing of scores (simple scoring report)
Extended scoring- includes statistical analyses of the testtaker’s performance
Interpretative Report- is distinguished by its inclusion of numerical or narrative
interpretive statements in the report
Consultative reports- high ends of interpretative report Integrative report-
previously collected data into the test report CAPA- Computer Assigned Psychological
Assessment 52
 WHO ARE THE PARTIES INVOLVED?
• Test Developer
– creates test or other methods of assessment
– The APA has estimated that more than 20,000 new
psychological tests are developed each year.
• Test User
– Wide range of professionals, including clinicians,
counselors, school psychologists, HR personnel,
consumer psychologists, experimental psychologists,
social psychologists, etc.
– Only chosen people are qualified
• Testtaker
– Anyone who is the subject of the assessment
– Variables that may affect the testtaker:
• Amount of test anxiety
• The extent to which they agree with the rationale for the
assessment
• Capacity and willingness to cooperate
• Physical pain or emotional distress
• The extent to which they have prior coaching
• Portraying themselves in a good or bad light
• Society at Large
– has a big impact on organizing and systematizing with
regards to uniqueness of each individual
 SETTINGS IN WHICH ASSESSMENT IS
CONDUCTED
• Educational: to help identify children who may have special needs
(i.e school ability, achievement test)
• Clinical: used to help screen for or diagnose behavior
problems
• Counseling: improvement of the assessee in terms of
adjustment, productivity, or some related variable.
• Geriatric: to determine whether the elders are enjoying as good
as a quality of life
• Business & Military: decision making about the careers of
personnel and also for promotion, demotion, and firing
• Governmental & Organizational: licensure, certification,
credentialing of professionals
 HOW IS ASSESSMENT CONDUCTED?
• BEFORE ASSSSMENT:
– Test must be stored in ways that reasonably ensures
that its content will not be exposed to testtakers
– Ensured that a “suitably-trained” person administers
the test properly
– Examiners must be familiar with the test materials and
procedures
– All materials to properly administer the test must be
present in the site (e.g., stopwatch, supply of pencils,
& sufficient number of test protocols)
– Ensures the venue is suitable and conducive for
testing
• DURING ASSESSMENT:
• Free from any distracters (such as excessive noise, heat, cold, interruptions,
glaring sunlight, crowding, inadequate ventilation, etc), rapport (working
relationship) must be present between the examiner and the examinee
• AFTER ASSESSMENT:
– Safeguarding of the test protocols
– Scoring must be standard
– Interpretation of results must be used according to the
established procedures and ethical guidelines
– Test results must be conveyed in a clear-
understandable way