Psychological Assessment Reviewer Chapter 1 10 PDF

Preview

Summary

Download Psychological Assessment Reviewer Chapter 1 10 PDF

Description

Psychological Assessment Reviewer LEGEND: Main Topic ❖ Primary Terms ➢ Secondary-terms ▪ Definition • Examples  Additional Notes

Chapter 1 Psychological Assessment VS Psychological Testing ❖ Psych Assessment ▪ the gathering and integration of psychology-related data for the purpose of making a psychological evaluation. ▪ answer a referral question, solve a problem, or arrive at a decision through the use of tools of evaluation. ▪ Assessor is the key to the process or evaluation ❖ Psych Testing ▪ the process of measuring psychology-related variables and designed to obtain a sample of behavior. ▪ obtain some gauge, usually numerical in nature, with regard to an ability or attribute. ▪ The tester does not affect the process or evaluation Varieties of assessment ❖ Retrospective Assessment ▪ draw conclusions about psychological aspects of a person as they existed at some point in time prior to the assessment. ❖ Remote Assessment ▪ the draw conclusions about a subject who is not in physical proximity to the assessor. ❖ Ecological momentary assessment ▪ evaluation of specific problems and related cognitive and behavioral variables at the very time and place they occur. ❖ Educational assessment ▪ to evaluate abilities and skills relevant to success or failure in a school or pre-school context. ❖ Collaborative Assessment ▪ Assessor and assessee may work as partners from initial contact through final feedback. ❖ Therapeutic psychological assessment ▪ Therapeutic self-discovery and new understandings are encouraged throughout the assessment process. ❖ Dynamic assessment ▪ Interactive approach to psychological assessment that usually follows a model of evaluation, intervention of some sort, and evaluation. The Tools of Psychological Assessment ❖ Test ▪ Defined simply as a measuring device or procedure. ➢ Psychological test tinyurl.com/yco7ur28 ▪ Refers to a device or procedure designed to measure variables related to psychology. ❖ Format ▪ The form, plan, structure, arrangement, and layout of test items as

➢ Panel Interview ▪ More than one interviewer partic ➢ Motivational Interview ▪ Dialogue that combines person-c openness and empathy, with the techniques designed to positively therapeutic change. Case History Data ❖ Case History Data ▪ Records, transcript, and other acc other form. ❖ Case Study (Case History) ▪ Report about a person or event t case history data. ❖ Groupthink ▪ Arises as a result of varied forces reach a consensus. Behavioral Observation ❖ Behavioral Observation ▪ Monitoring the actions of others mean while recording quantitativ regarding those actions. ❖ Naturalistic Observation ▪ Research participants are observe Unlike lab experiments. Role-Play Tests ❖ Role Play ▪ Acting an improvised or partially situation. ➢ Role-play test ▪ is a tool of assessment wherein a they were in particular situation. Computer as Tools ❖ Local Processing ▪ Scoring done on-site. ❖ Central Processing ▪ Scoring conducted at some centr ❖ Teleprocessing ▪ when test-related data are sent u ➢ Interpretive Report ▪ A formal or official computer-gen performance presented in both n including an explanation of the fi ▪ The three varieties of interpretive and consultative; contrast with sc report ➢ Consultative Report ▪ A type of interpretive report desi detailed analysis of test data that consultant. ➢ Integrative Report ▪ Includes medication records or b the test report. ❖ CAT (computer adaptive testing)

▪

well as to related considerations such as time limits. Computerized, pencil-and-paper, or some other form.

❖ Score ▪ Code or summary statement usually but not necessarily numerical

▪

Computer-based test that adapts Also called tailored testing.  ADDITIONAL: even a dec id d

How Are Assessments Conducted? ▪ Test administrator must be familiar with the test materials and procedures. ➢ Protocol ▪ refer to a description of a set of tests- or assessment-related procedures. ➢ Rapport ▪ establishing a working relationship between the examiner and the examinee

➢ Level C ▪ Tests and aids that require subst and supporting psychological fie experience in the use of these de tests, individual mental tests). ▪ (Individually- administered tests o and projective methods) test use Master's degree in Psychology, o under a licensed psychologist.

❖ Computerized test administration, scori ▪ Computer-assisted psychologica Chapter 2 ▪ Any application of computers to t A Historical Perspective scoring or interpretation of tests, ▪ It is believed that test and testing came from China as early as 2200 questionnaires used in education B.C.E ▪ number of psychological tests can ▪ In ancient China, passing test examination gives the passer administered and scored online. government job or a particular benefit like official position or entitlement to wear a special garb. ❖ Major issues with CAPA: Twentieth Century ▪ Computer-administered test may ❖ The measure of Intelligence ▪ Comparability of pencil-and-pape ▪ In 1905, Alfred Binet and Theodore Simon published a 30-item tests. measuring of intelligence to help identify Paris schoolchildren with ▪ Thousands of words are spewed o intellectual disability. interpretation results, but the va is questionable. ➢ In 1939, David Weschler introduced a test to measure adult intelligence. ▪ Unprofessional, unregulated “psy Wechsler Adult Intelligence Scale (WAIS) contribute to more public skeptic The Rights of Test takers ❖ The measurement of Personality ❖ The right of Informed Consent ➢ Woodworth Psychoneurotic Inventory ❖ The right to be informed of test findings ▪ The measure of personality ❖ The right to privacy and confidentiality ▪ After the WW1, Woodworth introduced developed a personality ➢ Privacy Right test for civilian use that was based on the personal data sheet. ▪ “Recognizes the freedom of the i ▪ WPI or Woodsworth Psychoneurotic Inventory was the first widely himself the time, circumstances, used self-report measure of personality. which he wishes to share or with beliefs, behavior, and opinions” ❖ Self-report ➢ Confidentiality ▪ Refers to a process whereby the test taker themselves supply ▪ Confidentiality concerns matters assessment-related information by responding to questions, courtroom, privilege protects clie keeping a diary, or self-monitoring thoughts or behaviors. proceedings. ❖ Projective test ▪ A psychological test in which words, images, or situations are presented to a person and the responses analyzed for the unconscious expression of elements of personality that they reveal. Culture and Assessment ❖ Culture ▪ The socially transmitted behavior patterns, beliefs, and products of work of a particular population, community, or group of people. ➢ Culture-specific tests ▪ Test designed for use with people from one culture but not from another. ➢ Individualist culture ▪ Is characterized by value being placed on traits such as selfreliance, autonomy, independence, uniqueness, and competitiveness. ▪ Dominant culture in United States and Great Britain ➢ Collectivist culture ▪ Value being placed on traits such as conformity, cooperation, interdependence, and striving toward group goals. ▪ Dominant culture in Asia, Latin America, and Africa.

❖ The right to the least stigmatizing label. ❖ Advise that the least stigmatizing labels s reporting test results  Read about it more on “

CHAPTER 3 Scales of Measurement ❖ Measurement ▪ Act of assigning numbers or symb (people, events, whatever) accor ❖ Scale ▪

A system of ordered numerical or occurring at fixed intervals, used measurement. ▪ A set of number or symbols whos properties of the objects to whic ➢ Continuous Scale ▪ Measure a continuous variable ▪ Exists when it is theoretically pos the scale. ➢ Discrete Scale ▪ Measure a discrete variable

CONTINUE READING: ❖ Test and Group Membership ❖ Legal and Ethical Considerations

▪

❖ Error

Discrete variable values can be o

▪

Most frequently used in psychology • Kerlinger (1973) said, “Intelligence, aptitude, and personality test scores are, basically and strictly speaking, ordinal. These tests indicate with more or less accuracy not the amount of intelligence, aptitude, and personality traits of individuals, but rather the rank-order positions of the individuals.”

❖ Interval Scales ▪ Contain equal intervals between numbers. ▪ Numerical ▪ Contains no absolute zero point or fixed beginning. ❖ Ratio Scales ▪ Contains true zero point ▪ Numerical and Informative ▪ Permits not only addition, subtraction, and multiplication but also division ▪ You can tell that there is a fixed beginning. ❖ Describing Data ➢ Distribution ▪ A sets of test scores arrayed for recording or study. ➢ Raw Scores ▪ A straightforward, unmodified accounting of performance that is unusually numerical. ❖ Frequency Distributions ▪ All scores are listed alongside the number of times each score occurred. ▪ The score might be in tabular or graphic form. ❖ Grouped frequency distribution ▪ Replace the actual test scores ▪ Described as an indicator of how many times each variable value occurs in a set of grouped observations. ❖ Histogram ▪ A graph with vertical lines drawn at the true limits of each test score (or class interval), forming a series of contiguous rectangles.

▪ ▪

a statistic that indicates the avera extreme scores in a distribution. The mean is a measure of centra ratio level of measurement, the tendency that takes into accoun ordinal in nature, and the mode that is nominal in nature.

❖ Arithmetic Mean ▪ Denoted by the symbol X (and pr sum of the observations (or test s number of observations. ▪ Formula: ❖ The Median ▪ The middle score in a distribution ▪ When the total number of scores the median can be calculated by of the two middle scores. ❖ The Mode ▪ Most frequently occurring score ➢ Bimodal distribution ▪ Probability distribution with two Measures of Variability ❖ Variability ▪ An indication of how scores in a d dispersed.

▪

two or more distributions of test even though differences in the di mean can be wide.

❖ The Range ▪ A distribution is equal to the diffe the lowest scores. ❖ The interquartile and semi-interquartile ▪ A distribution of test scores (or an be divided into four parts such th each quarter.

❖ Bar Graph ▪ Numbers indicative of frequency also appears on the Y-axis, and reference to some categorization (e.g., yes/no/maybe, male/female) appears on the X-axis.

❖ Interquartile range ▪ A measure of variability equal to Q1. ▪ It is an ordinal statistic

❖ Variance ▪ Equal to the arithmetic mean of the squares of the differences between the scores in a distribution and their mean. • Formula: ▪

▪

From raw scores, first calculate the summation of the raw scores squared, divide by the number of scores, and then subtract the mean squared. Formula

Skewness ▪ The nature and extent to which symmetry is absent. ▪ An indication of how the measurements in a distribution are distributed. ❖ Positive Skew ▪ A distribution has a positive skew when relatively few of the scores fall at the high end of the distribution. • High left declining to right ▪ Positively skewed examination results may indicate that the test was too difficult. ❖ Negative Skew ▪ When relatively few of the scores fall at the low end of the distribution. • Low left rising to right ▪ Negatively skewed examination results may indicate that the test was too easy.

❖ T scores ▪ can be called a fifty plus or minus mean set at 50 and a standard de ▪ Used to describe how far from th the data follow a t-distribution. ❖ Stanine ▪ A method of scaling test scores o a mean of five and a standard dev ❖ Linear Transformation ▪ One that retains a direct numeric score. ❖ Non-linear Transformation ▪ The resulting standard score does numerical relationship to the orig Correlation and Inference ❖ Coefficient of correlation (or correlation ▪ A number that provides us with a relationship between two things. Concept of Correlation ▪ An expression of the degree and between two things ▪ Coefficient of correlation (r) expr between two (and only two) var nature. • If a correlation coefficient ha relationship between the tw perfect—without error in th ❖ Positive Correlation ▪ Exists when two variables simulta

Kurtosis ▪ ▪

Use to refer to the steepness of a distribution in its center. To describe the peakedness/flatness of three general types of curves

❖ Platykurtic (relatively flat) ❖ Leptokurtic (relatively peak) ❖ Mesokurtic (somewhere in the middle)

❖ Negative Correlation ▪ Occurs when one variable increa decreases. • If a correlation is zero, then between the two variables. The Pearson R ▪ Devised by Karl Pearson, r can b when the relationship between th the two variables being correlate theoretically take any value).

▪

▪

The value obtained for the coeffic interpreted by deriving from it w determination, or; The coefficient of determination variance is shared by the X- and t

The Spearman Rho ▪ Developed by Charles Spearman Normal Curve coefficient of correlation is frequ ▪ A bell-shaped, smooth, mathematically defined curve that is is small (fewer than 30 pairs of m highest at its center. when both sets of measurements ▪ From the center it tapers on both sides approaching the X-axis form. asymptotically (meaning that it approaches, but never touches, the Graphic Representations of Correlation axis). ❖ Scatterplot ▪ The curve is perfectly symmetrical, with no skewness ▪ Useful in revealing the presence o

▪ ❖ O li

Curvilinearity in this context refe curved a graph is.

CHAPTER 4 Assumption 1: Psychological Traits and States Exist ❖ Trait ▪ “Any distinguishable, relatively enduring way in which one individual varies from. ▪ Tends to be a more stable and enduring characteristic or pattern of behavior. ❖ States ▪ Distinguish one person from another but are relatively less enduring (Chaplin et al., 1988) ▪ A state is a temporary way of being (i.e., thinking, feeling, behaving, and relating) ❖ Construct ▪ An informed, scientific concept developed or constructed to describe or explain behavior. ▪ We can’t see, hear, or touch constructs, but we can infer their existence from overt behavior ❖ Overt Behavior ▪ Refers to an observable action or the product of an observable action, including test- or assessment-related responses. Assumption 2: Psychological Traits and States Can Be Quantified and Measured ▪ Defined constructs that need to be measured ▪ Consider the item (that supposed to be indicative of the construct, traits, or stats that is being measured) to be included in the test. ❖ Cumulative Scoring ▪ Represent the strength of the targeted ability or trait or state. ▪ The assumption that the more the test taker responds in a particular direction as keyed by the test manual as correct or consistent with a particular trait, the higher that test taker is presumed to be on the targeted ability or trait. Assumption 3: Test-Related Behavior Predicts Non-Test-Related Behavior ▪ Some tests are used not to predict future behavior but to postdict it. To understand behavior that has already taken place. ▪ the objective of the test is to provide some indication of other aspects of the examinee’s behavior. Assumption 4: Tests and Other Measurement Techniques Have Strengths and Weaknesses ▪ Test user should understand the test that they are going to use. Assumption 5: Various Sources of Error Are Part of the Assessment Process ▪ error traditionally refers to something that is more than expected; it is actually a component of the measurement process. ▪ error refers to a long-standing assumption that factors other than what a test attempts to measure will influence performance on the test. Assumption 6: Testing and Assessment Can Be Conducted in a Fair and Unbiased Manner ▪ One source of fairness-related problems is the test user who attempts to use a particular test with people whose background and experience are different from the background and experience of people for whom the test was intended.

▪ ▪

evaluating an individual test take to scores of a group of test takers The singular is used in the schola that is usual, average, normal, st In a psychometric context, norms a particular group of test takers reference when evaluating or in

❖ Normative Sample ▪ Group of people whose performa for reference in evaluating the pe takers. ❖ Norming ▪ The process of deriving norms. ❖ Race norming ▪ The controversial practice of norm background.

❖ Program Norms/ User ▪ Which “consist of descriptive stat takers in a given period of time ra formal sampling methods”. Sampling to Develop Norms ❖ Test Standardization ▪ The process of administering a te test takers for the purpose of est ▪ a test is said to be standardized w procedures for administration an normative data. ❖ Sampling ▪ The process of selecting the port representative of the whole popu ❖ Sample ▪ A portion of the universe of peop of the whole population. ➢ Stratified Sampling ▪ Method of sampling from a popu into subpopulations. ➢ Purposive Sampling ▪ A sampling technique which relie members of population to partici selected. ➢ Convenience Sample/Sampling ▪ One that is convenient or availab

❖ Developing Norms for Standardized Test ▪ The test developer administers t set of instructions that will be us Assumption 7: Testing and Assessment Benefit Society ▪ The test developer also describes ▪ Imagine a world without a test, how can we identify the giving the test. It has to be consi proficiency, skill, and intelligence of people like Bong-bong Marcos and other officials that they are fit for presidency. ▪ Dapat ‘yung instruction at condit Good Test? magmula normative sample han ▪ Logically, the criteria for a good test would include clear Types of Norms instructions for administration, scoring, and interpretation.

▪

Most of all, a good test would seem to be one that measures what it claims to measure.

❖ Percentiles ▪ An expression of the percentage or measure falls below a particul t d th t f t A

through sixth grades). ❖ Developmental Norms ▪ a term applied broadly to norms developed on the basis of any trait, ability, skill, or other characteristic that is presumed to develop, deteriorate, or otherwise be affected by chronological age, school grade, or stage of life. ❖ National Norms ▪ Derived from a normative sample that was nationally representative of the population at the time the norming study was conducted. ❖ National Anchor Norms ▪ provide some stability to test scores by anchoring them to other test scores. ❖ Equipercentile Method ▪ The equivalency of scores on different tests is calculated with reference to corresponding percentile scores. ❖ Subgroup Norms ▪ A normative sample can be segmented by any of the criteria initially used in selecting subjects for the sample ❖ Local Norms ▪ provide normative information with respect to the local population’s performance on some test. ▪ Typically developed by test users themselves Fixed Reference Group Scoring Systems ▪ The distribution of scores obtained on the test from one group of test takers ▪ Used as the basis for the calculation of test scores for future administrations of the test. Norm-Referenced Versus Criterion-Referenced Evaluation ❖ Norm-Referenced ▪ One way to derive meaning from a test score is to evaluate the test score in relation to other scores on the same test. ❖ Criterion ▪ As a standard on which a judgment or decision may be based.

▪

Sometimes referred to as “noise, from one testing situation to ano that would systematically raise o

❖ Systemic Error ▪ Refers to a source of error in mea constant or proportionate to wha of the variable being measured. ▪ systematic source of error does n ▪ Once a systematic error becomes predictable—as well as fixable. Sources of Error Variance ❖ Test construction ➢ Item Sampling/Content sampling ▪ Terms that refer...