Dr. John Manuel R.

Kliatchko
} Earliest use of tests: To identify mentally
retarded persons
} Assessment needs in education
◦ Intelligence testing
◦ Classification of students as to their ability to profit
from instruction
◦ Identification of fast or slow learners
◦ Educational and occupational counseling
} Selection and classification of industrial
personnel
} Individual counseling
} Research and data gathering
} A test is a measurement device or technique
used to quantify behavior or aid in the
understanding and prediction of behavior.
(Kaplan and Saccuzzo, 2011)
} A psychological test is a set of items that are
designed to measure characteristics of
human beings that pertain to behavior.
(Kaplan and Saccuzzo, 2011)
} A psychological test is an objective and
standardized measure of a sample of
behavior (Anastasi and Urbina, 1997)
} Psychological Assessment is the 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 apparatuses
and measurement procedures.
} Psychological Testing is the process of measuring
psychology-related variables by means of devices
or procedures designed to obtain a sample of
behavior. (Cohen and Swerdlik, 2009)
} Psychometrics is the science of psychological
measurement
} Psychometric soundness (of a test) refers to
how consistently and how accurately a test
measures what it purports to measure.
} . . . a sample of behavior . . . Just a PORTION,
for instance, a child’s vocabulary, a clerk’s
ability to perform arithmetic computations, or
a pilot’s eye-hand coordination
} For example, give a test to measure the
extent of a child’s vocabulary with only five
(5) items, or 20 items consisting of purely
biological terms
} Would it give an accurate estimate of the
child’s overall vocabulary?
} A test has diagnostic or predictive value (the
degree to which the test serves as an
indicator of a relatively broad and significant
area of behavior).
} PREDICTION: commonly connotes a temporal
estimate, i.e., of an individual’s future
performance, based on their present test
performance
} DIAGNOSIS: connotes determining an
individual’s present condition
 SIMILARITIES AND DIFFERENCES AMONG PSYCHOLOGICAL TESTS
Similarities Differences
• All psychological tests require an • The behavior they require the test taker
individual to perform a behavior. to perform
• The behavior performed is used to • The attribute they measure
measure some personal attribute, trait, or
characteristic.
• This personal attribute, trait, or • Their content
characteristic is thought to be important in
describing or understanding behavior.
• The behavior performed may also be • How they are administered and
used to predict outcomes. formatted

• How they are scored and interpreted

• Their psychometric quality

} Item – a specific stimulus to which a person
responds overtly; this response can be scored
or evaluated
} Item – specific questions that make up the
test
} Overt : observable activity
} Covert: takes place within the individual and
cannot be directly observed (feelings,
thoughts)
 THE THREE DEFINING CHARACTERISTICS OF PSYCHOLOGICAL TESTS
• First, a good test should • Second, the behavior samples
representatively sample the should be obtained under
behaviors thought to measure an standardized conditions. That is, a
attribute or predict an outcome. This test must be administered exactly
ensures that the test measures what the same way to all individuals so
it says it measures. that we can be confident that a
person’s score accurately reflects
the attribute being measured or the
outcome being predicted.
• Third, there must be rules for
scoring so that all examiners will
score the test in the same way.

} Individual Tests – given to one person at a
time
} Group Tests – can be administered to more
than one person at a time by a single
examiner
 ASSUMPTIONS OF PSYCHOLOGICAL TESTS
• Psychological tests measure what they say they measure,
and any inferences that are drawn about test takers based on
their test scores are appropriate.
• An individual’s behavior, and therefore test scores, will
remain unchanged over time.
• Individuals understand test items similarly.
• Individuals can report about themselves accurately.
• Individuals will report their thoughts and feelings honestly.

• The test score an individual receives is equal to his or her

true ability plus some error.

} ABILITY TEST (contains items that can be
scored in terms of speed, accuracy, or both)
◦ Includes the following:
– Achievement: previous learning
– Aptitude: potential for learning or acquiring a specific
skill
– Intelligence: general potential to solve problems, adapt
to changing circumstances, think abstractly, and profit
from experience
} PERSONALITY TEST (related to the overt and
covert dispositions of an individual)
◦ May be self-report or projective
} Standardization implies uniformity of
procedures in administering and scoring the
test.
◦ Directions
◦ Materials used
◦ Time limits
◦ Oral instructions
◦ Preliminary demonstrations
◦ Ways of handling questions from test takers
} Establishment of NORMS (imply average or
normal performance)
◦ Psychological tests have no predetermined
standards of passing or failing. An individual’s test
score is interpreted by comparing it with the scores
obtained by others on the same test.
} Objective Measurement of Difficulty
◦ The administration, scoring, and interpretation of
scores are independent of the subjective judgment
of the individual examiner.
◦ Difficulty level of the test/test item is determined
based on objective, empirical procedures.
– e.g., arrangement of order of test items, as well as
selection of items for inclusion in a test.
} Reliability is the consistency of scores
obtained by the same persons when retested
with the identical test or with any equivalent
form of the test.
} Validity is the degree to which the test
measures what it purports to measure.
} Two reasons
◦ To ensure that the test is given by a qualified
examiner and that the scores are properly used;
◦ To prevent general familiarity with the test content,
which would invalidate the test
} Qualified Examiner is needed for the three
major aspects of the testing situation:
◦ Selection of the test;
– Consider technical aspects like validity, reliability,
difficulty level, and norms
◦ Administration and scoring of the test; and
◦ Interpretation of the test.
} Test content has to be restricted in order to
prevent deliberate efforts to fake scores.
} Purposes of Test Communication
◦ Helps dispel any mystery associated with testing;
◦ Concern with technical procedures – reliability,
validity, other test properties; and
◦ Familiarize test takers with testing procedures,
dispel anxiety, ensure good performance
} A test score helps us to predict how the client
will feel and act outside the test situation.
◦ Achievement in college;
◦ Job performance
◦ etc.
} Advance Preparation of Examiners
◦ Memorize exact verbal instructions
◦ Prepare test materials
◦ Familiarity with testing procedure, time limits
} Testing Conditions
◦ Testing room (suitable)
} Introducing the Test
◦ Rapport refers to the examiner’s efforts to arouse
the test-taker’s interest in the test, elicit their
cooperation, and encourage them to respond in a
manner that is appropriate to the test’s objectives.
} Effects of certain extraneous factors
◦ Age
◦ Sex
◦ Ethnicity
◦ Professional/socio-economic status
◦ Training and experience
◦ Personality characteristics
◦ Appearance
} Self-fulfilling prophecy (i.e., Rorschach case)
} Test-takers’ activity prior to the test
} The distinction between COACHING and
EDUCATION

} A test score is invalidated only when a

particular experience raises the score without
appreciably affecting the behavior domain
that the test is designed to measure.

} Test sophistication – effect of test taking

practice
Thank you!