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PYC4807 ASSIGNMENT 3

721934

Name: Tiffany Jane Smith

Student number :14280396

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Contents
Section 1: Experiential Learning ....................................................................................................... 3
Questions ......................................................................................................................................... 3
Section 2: Case Study 2....................................................................................................................... 5
Introduction..................................................................................................................................... 5
Rational for Testing in an Education Context .............................................................................. 5
Context and the Assessment ........................................................................................................... 7
Compiling a Test Battery ............................................................................................................... 7
Administration, ethical considerations, and interpretation of results ......................................... 9
Conclusion ..................................................................................................................................... 11
Reference List ................................................................................................................................... 12
Section 3 ............................................................................................................................................. 13
Question 1 ...................................................................................................................................... 13
Question 2 ...................................................................................................................................... 13
Question 3 ...................................................................................................................................... 14
Question 4b .................................................................................................................................... 15
Question 5b .................................................................................................................................... 16
Section 4 ............................................................................................................................................. 18
References ...................................................................................................................................... 18
Plagiarism Declaration ..................................................................................................................... 18
Turnitin Summary ............................................................................................................................ 19
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Section 1: Experiential Learning

- The psychological educational assessment context

Questions

1) I chose the educational context because it is something I have personal experience

with. I obtained information from the textbook, along with my own experience.

2) Career counselling involves a qualified professional career counsellor conducting a

series of activities and questions designed to highlight the client’s strengths and
weaknesses. Once the information has been fully obtained, the counsellor will make
recommendations as to what sort of career fields would be most advantageous to the
client based on their current or potential skills and strengths. There are several
approaches which involve various techniques and activities. People involved are
usually in high school or adults.

3) Reasons for testing in this context are numerous. However, one notable reason for
testing in this context is to improve educators in their teaching approach as they will
have gained a more holistic understanding of learner’s strengths and weaknesses
and educators will be able to refer learners with special needs for appropriate help.
furthermore, testing in the context of career counseling is important because it
provides crucial guidance to those feeling lost and confused about what career
would suit them best. Guiding individuals towards their most suitable career path
will improve their overall job satisfaction and therefore future life satisfaction.
furthermore, psychological assessment in education can be used to hold teachers
accountable as it provides feedback on what school learners should know and be
able to do at various grade levels. This will ultimately improve the overall quality of
education provided by schools. OK the potential of a learner’s abilities can be
observed through dynamic assessment which is a more inclusive approach to
cognitive based testing. Lastly testing in this context assists in university
admissions decisions and the information gained can be used to guide program
planning and the development of student support initiatives.

4) The people who are tested in this context are usually children or young adults.

5) The test materials are stored in a safe and discrete location.

6) The person administering the tests and interpreting the results is a qualified
psychologist specializing in education psychological assessment and /or career
counseling.
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7) Aptitude tests such as the ASB, DAT, TTB2 and CTB2 are often used.
Furthermore, the British ability scales cognitive assessment is often used.
Personality tests are commonly used during the assessment. Intelligence is assessed
too, using the LPCAT for example. The occupational personality questionnaire is a
workplace assessment tool which determines personality characteristics within the
workplace.

8) Contextual and ethical issues must be considered. For example, the psychologist
must maintain confidentiality at all times, and they must remember that they are
accountable for the way in which assessment measures are used and test results
interpreted and finally stored. Proper training knowledge and sensitive sensitivity to
the needs of the test taker are essential components. The psychologist must
remember that test takers have rights as well and they must be aware of those rights
and they must be aware of the purposes for which the assessment is taking place.
psychologists are required to keep records of client data but when assessment
information is obsolete and may even be detrimental, the daughter must be
destroyed. Accountability also involves making sure that the assessment results are
safely and securely stored.
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Section 2: Case Study 2

Educational Context

Introduction
This essay will include a detailed discussion regarding the assessment process to be followed
in the case of John, a young Zulu-speaking man at 18 years of age who has requested career
counselling from an educational psychologist. He has requested said psychologist’s
assistance because he would like to ascertain whether his choice to enroll for a diploma in
administration is suitable. Notably, John has stated that he would like his future occupation to
involve regular interaction. For the purposes of a comprehensive and fair evaluation, it is
important to note that John attended a school in rural KwaZulu Natal.

Rational for Testing in an Education Context

The person-environment fit approach to career counselling encompasses the belief that a
person must understand himself and be aware of the working environment and find a balance
between the self and his characteristics and work in order to successfully choose a satisfying
career. Needs and benefits are essential to this concept. To achieve perfect harmony and
contentment within the workplace, the skills of the individual must match the needs of the
business whilst the benefits of the business should meet the needs of the individual. In order
to ascertain clients’ strengths and weaknesses, tests and questionnaires are used. This also
determines the clients’ personal interests and personality traits.

The domains of significance in this approach are the assessment of intelligence, aptitude
assessment, personality assessment, value assessment, vocational interests.

Individual intelligence measures display an individual’s basic intelligence level, strengths and
weaknesses and relates these in comparison with the results of other individuals coming from
the same age group. the model believes that one's capability to handle and carry out multiple
tasks which involve intelligence represents their respective level of general intelligence. This
level will then determine if they will be able to cope with the demands of their occupation.
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these measures of cognitive ability and intelligence are used to predict Anne employee's
success in academic or work performance.

Aptitude assessment

aptitude is specific skills or abilities Which are either current or have the potential to develop
at a later stage.

Vocational interests

interest questionnaires are used to determine a person's personal preferences and dislikes.
This can be used to draw attention to interests that they did not no they had or reconfirm their
existing interests and assist in correlating those abilities and interests and what an individual
can do with those interests.

Personality assessment

It is important to identify the client’s main personality traits to match those traits with the
requirements of the occupation regarding the specific desirable traits of that occupation. It is
noticeable that individuals will often seek out environments which match their personalities.

Assessing values

Values are a great indicator of what motivates an individual to act the way they do. This is
because people often strive to achieve certain things which they consider valuable and
distance themselves or avoid activities or things which they do not value. Therefore, if one's
employment correlates with their values, they will more likely be happy and successful in
their occupation.
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Context and the Assessment

The context of career counseling may fall under an educational and organizational context
utilizing measures of general cognitive functioning and aptitudes. Regarding John’s
background, he is very young (adolescent)and went to a school in rural Kwa Zulu Natal
therefore it may be assumed that the quality of education he experienced will be below
standards. This is because a rural area indicates a more disadvantaged environment, lack of
resources and a low social economic position. The reason for this assessment is that John has
enrolled for diploma in administration with the hopes of interacting with other people. John
would like to see a career counselor and undergo assessment to ensure that this is a suitable
fit for him.

Compiling a Test Battery

The educational psychologist compiled a test battery utilizing a variety of measures. I will
evaluate these measures’ appropriateness by referring to the respective aims of the measures
as well as the constructs measured, the norm group, psychometric properties and the
possibility of using these tests in a multicultural context.

The LPCAT

The LPCAT aim is learning potential. It measures general cognitive ability and performance
as well as providing additional information about potential future performance levels once the
individual has received the necessary opportunities or teaching. The constructs measured our
problem-solving ability and reasoning which are measures of general cognitive functioning
and intelligence. Different measures have been created to match the needs of different age
groups. Once personal performance can be compared to the performance of others in the
norm group usually in terms of age. It is important to note that factors such as language and
culture should be included in the assessment. The test does make provision for influencing
factors such as education socioeconomic background etc. by focusing on the learning
potential. Additionally, a nonverbal reasoning measure has been added which gives an
indication of the client's general intellectual ability without the influence of verbal skills. This
could halt the hindering effects of a language barrier. The LPCAT instructions have been
translated into all official recognized South African languages which makes the test reliable
and the construct of validity acceptable.
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The DAT

The DAT, or differential aptitude test, aim to measure specific abilities. It is usually used in
an educational context, measuring reasoning on 9 aptitudes. Verbal, nonverbal, language
comprehension, qualitative material, spatial abilities, perceptual speed, memory, and
coordination constructs are measured by the DAT.

Norm groups are used as a way of comparison between the individual’s profile of aptitude
scores and other profiles. It will be assumed that the two groups being compared will have a
similar level of education or experience. language and cultural influences should be
considered during the interpretation of DAT results. It should be noted that instructions have
been translated into South African languages and some forms of the DAT have even been
standardized for all populations. The DAT is suitable for John because the test allows for a
certain level of education and age however the quality of education may be a contributing
factor and should be considered.

The SDS

The SDS or self-directed search is an interest questionnaire utilized to help people identify
their interests which may be a good indicator of what kind of working environment would
suit them. It measures interests in six fields namely the realistic, investigative, artistic, social,
conventional, and enterprising fields. The test was adapted to South African contexts and
standardized for all South African groups and may be used by high school students and
adults. The SDS test is suitable for John as he is a high school student and a South African.
However, it is possible that due to cultural differences the SDS test may not be the most
suitable and interpretation of the scores should be undertaken very carefully to be fair and
inclusive of all groups.

The OPQ

The occupational personality questionnaire is a workplace assessment tool which determines

personality characteristics within the workplace. These personality traits will determine
behavior of an individual specifically in a work environment. The OPQ measures the
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construct personality regarding six traits-interpersonal, extraversion, emotional stability,

agreeableness, openness to experience and conscientiousness.

A measure of learning potential (using dynamic assessment) is more suitable than a group test
of intelligence (based on the psychometric approach) in this instance because the former is a
more applied approach which focuses on general cognitive ability and the potential for
intelligence and performance to improve, with training. It considers influencing factors like
education quality and lower social economic status, which may prove obstacles to individuals
achieving their full true potential. In terms of group tests of intelligence, the primary
emphasis is only on current levels of intelligence and no contextual factors are considered
(Tutorial letter 102).

Administration, ethical considerations, and interpretation of results

Four practices that apply to the individual administration of tests include personnel selection,
performance appraisal, situational tests, and assessment centers.

Ethical considerations include the need to make sure that the individual taking the test is
aware of their rights and what the assessment will be used for. practitioners should always
treat their clients respectfully courteously and without bias, regardless of language, age or
culture. The practitioner must also be fully ready for the assessment and must maintain
confidentiality. The career counsellor is accountable for the way in which assessment
measures are administered, results interpreted, data stored and obsolete date disposal.
Practitioners must be proficient in the measures to be used and should only use the measures
which they have been specifically trained to use. The information and assessment results
must be communicated clearly and utilized fairly and without bias. The storage and
controlled access to the assessment materials to ensure that those materials are secure and
untampered with is essential.

John’s relevant results will be interpreted and related to the level of study, career field and
preferred work environment. The LPCAT results indicate John’s learning potential. The
scores suggest that he can improve his cognitive functioning through training. The scores that
he has achieved indicate that he will indeed be successful in his diploma.
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The results of the DAT relating to his aptitudes were fairly in line with the requirements of
his chosen career and it shows that his aptitudes match well with the tasks expected of an ad
administrative job. He scored very high on clerical aptitude of comparison and above average
in verbal reasoning whilst he also achieved average scores for vocabulary reading
comprehension and memory. The scores on numerical aptitude and calculations were below
average and showed that he is not efficient when working with numbers.

The SDS scores for his career interests indicated that John is very interested in the clerical
field, social and realistic field brackets practical close brackets. His interests suggest that he
would enjoy clerical tasks like meetings, administration, arranging and manage in
correspondence and functions. Regarding his interests in socializing, this would also be well
suited in terms of assisting and speaking with clients. The realistic interests correlate well
with the practical parts of the job.

The OPQ measure of personality and working environments indicated scores that reflected
positive personality traits of cooperation and supportiveness. It was indicative that he enjoys
working in groups and following values and moral principles. He achieved very high scores
in organization an executive thing. This suggests that he would be great at planning and
organizing, an essential trait needed for an administrative job. These traits all support the
personality requirements of his desired field of study.

Language and socio-cultural factors may have influenced the results. For example, John’s
first language is Zulu, and he is from a rural area in KwaZulu Natal province. This may have
influenced his performance as Language barriers can influence the test takers performance
negatively if the assessment was not conducted in their home language. This may imply that
John's results do not accurately reflect his cognitive abilities which it was meant to measure.
The assessment measures that John did provide for any socio-cultural differences which may
have affected his performance scores otherwise. Therefore, it cannot be said that socio
cultural differences influenced his performance and respective results.
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Conclusion
John’s career counselling assessment followed the person-environment approach. His
assessment results reflected a match between his personality traits and the desired traits of the
career field chosen(administration) and his aptitudes were strongly linked with the tasks
typically expected of administrative duties. It may therefore be concluded that John has the
necessary capability to fulfil the duties of his career successfully, and he will be ultimately
very satisfied with his occupation.
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Reference List

Foxcroft, C., & Roodt, G. (2018). Introduction to psychological assessment in the South
African context (5th ed.). Cape Town: Oxford University Press.

Tutorial letter 102 and 103.

Van Eeden, R., De Beer, M., & Coetzee, C.H. (2001). Cognitive ability, learning potential,
and personality traits as predictors of academic achievement by engineering and other science
and technology students. South African Journal of Higher Education, 15(1), 171─179.
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Section 3

Question 1
a) Reliability may be defined as the consistency with which it measures the object of
measurement. The 5 types of reliability are the test-retest, alternate-form, split-half,
inter-item consistency and inter-scorer reliability.

The test-retest measure is obtained by administering the same test two times over a
period to a group of individuals on a similar occasion. The reliability coefficient is the
correlation between scores obtained by the same person on the two administrations of
the test.

In alternate-form reliability, two equivalent forms of the same measure are

administered to the same group on 2 separate occasions. The reliability coefficient is
the correlation between the 2 test scores.

Split-half reliability may be described as the splitting of a measure un 2 equal halves

after one test administration to get the reliability coefficient.

The inter-item consistency uses the Kuder-Richardson method to ascertain the

coefficient of internal consistency based on the consistency of answers to all items in
the measure.

Lastly, the inter-scorer reliability is determined by having all the test-takers’ test
protocols scored by 2 assessment practitioners. The correlation coefficient between
the 2 score sets which shows the inter-scorer reliability coefficient. It is essentially the
consistency of ratings between raters.

b) Regarding the reliability of the LPCAT,

Question 2
a) The 3 main types of validity are content-description, construct-identification, and
criterion-prediction procedures. Essentially, content validity involves ascertaining if a
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measure’s content is a representative sample of the behavior domain or aspect being

measured. Construct validity, on the other hand, is the extent to which it measures the
theoretical construct or trait it is supposed to measure. Criterion prediction validity
involves the calculation of a correlation coefficient between predictors and a criterion.

b) The validity type identified in the LPCAT

Question 3
In order to determine whether an assessment technique is psychological in nature, one must
investigate whether the use of a test results in the performance of a psychological act. If so,
this test may be classified as a psychological test. the origin of a measure is not important or
how it is administered. The measure must assess a psychological construct. furthermore, it
must be considered whether a measure takes into consideration the effects of the nature of the
content of the measure as well as the results from it so that it does not have a negative effect
on the client. The administration and feedback should be dealt with in a responsible
supportive and sensitive manner.

The test must also be subjected to a review or evaluation to ensure that it meets the minimum
requirements especially in terms of its psychometric properties and suitability for use in
South Africa. it may be noted that the review part of the test classification process may be
terminated and replaced by published regulations regarding the standards or requirements that
psychological measures must meet. memory rivers should assess whether the test measures a
psychological construct so that the use of the measure results in a psychological act and they
must consider the impact of the test content and or results on the psychological wellbeing of
the test taker to ensure that there are no negative psychological consequences.
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Question 4b

a) Domains assessed in the person-environment fit include assessing intelligence,

aptitude, vocational interests, personality, and values. Intelligence measures are very
helpful in career counseling contexts however it should be remembered that other
factors also play key roles in the prediction of achievement. Additionally, it is
important to remember that measures scores may be biased when involving groups
that are different from the standardized sample. It is it is therefore not recommended
to base your decision regarding the persons capability to handle the cognitive
demands of academic or training or occupation on one IQ score alone. Career
counselors should collate extra additional information which can be used to confirm
the scores of the intelligence measure. The psychrometric measure of this domain is
commonly used for individual assessment purposes and is known as the Wechsler
Adult Intelligence Scale which was adapted for the South African context and is
available as the WAIS-IV.

The psychometric measure for the domain of assessing aptitude is the SDS which is
the self-directed search. It has been standardized for South African groups and may be
used with both high school students and adults, measuring interests for six fields:
realistic, investigative, artistic, social, enterprising, and conventional. These measures
can be used to assess if an individual has the potential to be successful in a certain
profession. Aptitude tests measure specific skills all the potential specific skills that
may be acquired. They can also be used to pinpoint cognitive strengths and
weaknesses. The SDS is used specifically for assessing vocational interests.

The personality assessment domain includes the aim to find the individuals
personality characteristics and match such characteristics to certain occupations’
requirements. The assumption being that personality traits reflect stable basic
tendencies to behave a certain way. People tend to seek out environments that match
with their personality traits. The 16-personality factor questionnaire is a commonly
used psychometric measure of this domain. This measure involves a variety of
personality profiles created four different occupations and the individual’s profile is
compared to these set profile types. If the individuals profile matches a certain profile
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type for a specific occupation it may signal that this occupation would be worth
investigating further foot. It has been argued that this measure is over simplified.

Assessing values is an important part of the career counseling assessment. This

domain is regarded as an indicator of what motivates behavior because people work
hard to achieve things that they value and to avoid the things which they do not value.
The value scale is often used to assess the relative value that a person allocates to a
certain activity. It measures 22 values which may be grouped into 66 clusters: inner
orientation, material orientation, autonomous lifestyle, humanism and religion, social
orientation, and physical orientation. It should be noted that this scale is standardized
for African language groups, Afrikaans, and English.

b) Applying the person-environment fit approach to John’s context, the tasks typically
required in an administrative job include dealing with personal issues and customers,
organizing, planning, following instructions, communication skills, etc. Given the
results of John’s assessment tests it is clear that he will be likely to do well in his
chosen career field. This is because his scores matched multiple requirements of
administrative job duties. For example, his OPQ test displayed above average scores
in support and cooperation (which suggests he will work well with people and adhere
to the company’s principles and moral values). Furthermore, he achieved average
scores in organizing and executing which reflects a high chance that he will do well in
delivering and meeting the customer’s expectations and managing multiple
administrative tasks at once. Important part of an administrative job is good social and
clerical skills which he got high scores for. His LPCAT score was average which
implies he will improve after completing his diploma. It may be concluded that John
is a good fit for the administrative environment.

Question 5b

Using a test of learning potential like the LPCAT was more suitable in John’s case as
opposed to using traditional cognitive testing because the LPCAT aims to measure learning
potential rather than just general cognitive ability, providing information regarding future
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potential improvements in performance in response to training. Additionally, it involves a

nonverbal component which is highly beneficial because, as John is not a native English
speaker, this eradicates the possible negative influence a language barrier may have posed on
the accuracy of his results. The LPCAT considers external influencing environmental factors
which makes it much fairer and more inclusive than traditional cognitive testing, which is
traditionally Western based, for Caucasian English speakers. The LPCAT makes provision
for factors such as socio-cultural and language differences which is beneficial to John’s case.
The instructions have also been translated into all South African languages (including Zulu)
which makes the test more reliable and valid.
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Section 4

References

Foxcroft, C., & Roodt, G. (2018). Introduction to psychological assessment in the South
African context (5th ed.). Cape Town: Oxford University Press.

Tutorial Letter 102. (2019). Tutorial Letter 102, PYC4807. Pretoria: Department of
Psychology, University of South Africa

Tutorial Letter 103. (2019). Tutorial Letter 103, PYC4807. Pretoria: Department of
Psychology, University of South Africa

Van Eeden, R., De Beer, M., & Coetzee, C.H. (2001). Cognitive ability, learning potential,
and personality traits as predictors of academic achievement by engineering and other science
and technology students. South African Journal of Higher Education, 15(1), 171─179.

Plagiarism Declaration

Turnitin Summary
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