PSYCHOLOGICAL ASSESSMENT

Prof email: [email protected]

Psychological Assessment: An Orientation

Course Description
● The course offers an orientation of the rudiments of psychological testing. The principles,
methods and uses of psychological testing are tackled.
● Emphasis is placed on issues of item analysis, reliability, and validity in test construction. The
administration, scoring, and interpretation of objective, cognitive and affective tests used in
various applied fields of psychology, particularly the educational, industrial, clinical and
government settings are covered. Ethical considerations as well as current trends and issues
in psychological testing in the Philippine setting are discussed.

Course Outcomes
● Discuss principles, methods, and uses of psychological tests
● Apply and demonstrate the psychometric properties of test development
● Identify/differentiate the different psychological tests used in various applied fields of
psychology based on their psychometric properties
● Administer, score, and interpret psychological tests
● Apply appropriate ethical principles and standards in the use of psychological tests

Course Outline
1. Introduction to psychological testing & assessment
2. Major Processes in Psychological Assessment
3. Psychological Measurement
4. Reliability
5. Validity
6. Test Construction
7. Test Interpretation & Psychological Report
8. Ethical considerations in psychological testing & assessment

Course Requirements
● 2 Written Major Exams (Midterm and Final Examination)
● Course output/project (Final output: Personal Case Study)

Conditions for Performance Evaluation

● Active participation in all class activities.
● At least 60% passing in all exams and other graded requirements.
References
– Kaplan R, Saccuzzo D, Psychological Testing, Principles, Application, Issues. 8th ew. (2013)
– Susana Urbina, Essentials of Psychological Testing. 2nd ed.
(2014)
– A. Jordan Wright, Conducting Psychological Assessment. (2011)
– Cohen-Swerdlik, Psychological Testing and Assessment: An Introduction to Tests and
Measurement. 8th ed. ( 2012 )
– Robert J. Gregory, Psychological Testing : History, Principles and Applications. Global Edition
(2015 )
Anne Anastasi & Susana Urbina, Psychological Testing, 8th ed. (
2012

Lesson 1: What is a psychological test?

● Is an objective(fair, impartial, accurate, there is an answer/scoring key, it is predetermined)
and standardized (criteria, is a process) measure of a sample of behavior (tool, instrument,
device)(Anastasi & Urbina, 1997)
● An individual instrument where the focus is evaluation
● A measurement device or technique use to quantify behavior or aid in the understanding
and prediction of behavior (Kaplan & Sacuzzo, 2001)
● Psychological test are given last time.
● A systematic procedure for observing and describing one or more characteristics of a person
with the aid of either a numerical scale or a systematic system (Nitko, 1983)
● Is a device or procedure designed to measure psychological variable which differs in terms
of content, format, administration on procedures, scoring and interpretation procedures, and
technical quality (CFAST)
● Is an instrument with three defining characteristics:
1. a psychological test is a sample behavior
2. the sample is obtained under standardization conditions
3. there are established rules for scoring or for obtaining quantitative information from the
behavior sample (Murphy & Davidshofer, 1998

● A systematic procedure for comparing two or more people

1. Tests involve behavior sample of some kind
2. The behavioral samples must be collected in some systematic way
3. The purpose of test is to compare behaviors of two or more people, or to compare the
performance of the same person at different points in time (Cronbach, 1960)

Standardization
 ● Implies uniformity of procedures or refers to established rules for administering, scoring and
interpreting tests and also to the use of standards for evaluating tests or simply the
establishment of norms (set up with a collection of data to be used to indicate the exact
position of individual in the group e.g average, below/above average)
● In the process of developing a test, norms are obtained from groups of people called
normative or standardization sample
● Is a systematic procedure for obtaining samples of behavior relevant to cognitive, affective
or interpersonal functioning, and for scoring and evaluating those samples according to
standards (Urbina, 2014)
1. They are characterized by planning, uniformity, and thoroughness
2. They are small subsets of a much larger whole
3. The samples are selected for their empirical or practical psychological significance
4. Some numerical or category system is applied to test results, according to pre-established
rules
5. There has to be a way of applying a common yardstick or criterion to test results

People who answers the test: Test Taker/Examinee

People who gives the test: Test User/Examiner

Lesson 2: How different is testing from assessment?

● Previously known as Psychological Test
● From Psychological Test to Assessment

Psychometrics
refers to:
– the field of study concerned with the theory, technique and development of psychological
measurement, which includes the measurement of knowledge, abilities, attitudes, and
personality traits.
– the field is primarily concerned with the study of individual differences.
– it involves two major research tasks:
1. the construction of instruments and procedures for measurement
2. the development and refinement of theoretical approaches to measurement.

Psychological Measurement
● the process of obtaining a numerical description of the degree to which an individual
possesses a characteristic
● the process of assigning number (e.g., tests scores ) to persons in such a way that some
attributes of the person are expressed as numbers. (Murphy & Davidshofer, 1998)
● Used to assign numerals to objects or constructs according to rules so that numbers have
 ●
quantitative meaning.

Psychological Testing
● refers to the application of tests.
● It is a systematic procedure for measuring a sample of behaviour by posing questions in a
uniform manner.
● designed to obtain a sample of behaviour.
● systematic procedure for observing behaviour & describing it with the aid of numerical
scales or fixed categories (Cronbach, 1990 )
● refers to "all possible uses, applications, and underlying concepts of psychological and
educational tests.” (Kaplan & Sacuzzo 2001 )

Psychological Assessment
● refers to the use of tests, among others, to do a psychological evaluation.
● a variety of quantitative or qualitative procedures used to obtain information about student
performance.
● involves assessing diverse psychological functions including cognitive abilities, aptitudes,
personality characteristics, attitudes, values, interest, emotions and motivations, among
others, in support of psychological counselling, psychotherapy and other psychological
interventions.
● involves a licensed professional who uses tests, techniques and strategies to maximize
discovery of client's full ability/potentials (Matarazzo, 1990)
● conceptual, problem-solving process of gathering dependable, relevant information about
individual, group, or institution, in order to make informed decisions (APA, 2000)

Assessment Procedures
● refer to the methods that enable one to appraise or estimate the attributes of a person,
group, of programs.
● The tools of assessment can include checklists, inventories, observational schedules (field
study, which is observing in natural setting), needs assessment, rating scales, and all types of
tests ( Drummond, 2004 )

Psychological Testing Psychological Assessment

Process of measuring psychology- The gathering and integration of
related variables by the means of psychology related data for the
devices or procedures designed to purpose of making a psychological
obtain a sample of behavior. evaluation.
The process of administering, Problem-solving process
scoring & interpreting
psychological
 scoring & interpreting
psychological
tests
Tests are tools, measuring devices Different tools of evaluation are
or procedures used depending on the objectives,
people and circumstances
involved:tests, interviews, case
studies, behavioral observations
and specially designed apparatuses
and procedures.
Process is test-controlled; decision Decisions/predictions are made on
and/predictions are made solely or the basis of many possible sources
largely on the basis of test scores. of data ( including tests ).

Main objective - measure the Typical objective - answer a

magnitude of some psychological specific referral-for-assessment
traits question
Testing can take place without Clinical assessment is more
answering a specific referral interested in how the individual
question. and even without the processes rather than the results of
tester seeing the testee. what he processes.
● the 2 terms tend to be used interchangeably.
● the dividing line between them is not always clear!

Type of Interview:
● Structured Interview
– a systematic approach to interviewing where you ask the same predetermined questions to all
candidates in the same order and you rate them with a standardized scoring system.
● Unstructured Interview
– questions or the order they are asked are not predetermined.

Type of Ability Test:

– IQ Test - test to measure in identifying present behavior.
 – Achievement Test- test to measure in identifying past behavior. (Midterm and Final exams
are informal tests, “teacher-made test”)
– Aptitude Test- test to measure in identifying future behavior.

Test for Overt and Covert Behavior:

Overt
– Performance Test - manipulate the test.
Covert
– Mental Ability Test - how well in processing behavior, make inferences.

Lesson 3: Historical Background of Testing

● Animism - the belief that natural phenomena or inanimate objects are alive or possess lifelike
characteristics, such as intentions, desires, and feelings. Gods and Goddesses
● Chinese Emperor Kao-Tzu of the Han dynasty developed a system of competitive
examinations for government positions (civil service examination) for men originally. It was
not until after the Taiping Rebellion in the 1980s that it was open to women
– The examinations included demonstrations of proficiency in music, archery, and
horsemanship, etc. as well as written exams in subjects as law, agriculture, and geography.
– 1850’s : Britain adapted the civil service exams which also stimulated the creation of U.S. civil
service examinations in the 1860s
● 18th Century : Philippe Pinel screened patients and triaged those amenable to psychological
treatment to a special teaching ward.
● 13th century: The rise of the first universities in Europe led to the use of formal oral
examinations to certify those eligible to teach in the university, which was later extended to
the secondary level of education
– Written examinations replaced the oral exams in most educational settings as paper became
cheaper and more available
● Juan Huarte: First writer to suggest formal mental testing
● Jean Esquirol: Classified the different degrees and varieties of mental retardation
– Postulated that language is the most dependable criterion for establishing a person’s level of
mental functioning
● Eduardo Seguin: Seguin- pioneered in the training of the mentally retarded
– He made the Peg Board
● Wilhelm Wundt: established the 1st psychological laboratory at Leipzig, Germany in 1879.
The early experimental psychologists introduced the concept of keeping things constant, of
doing things consistently in conducting experiments, which later evolved into the
standardization process observed in testing. Considered as the father of modern psychology.
● Francis Galton: Launched sensory discrimination tests
– Credited for starting the testing movement with his contributions: concept of individual
 –
differences, use of questionnaire, rating scales and statistical analysis
– He was convinced that intellectual ability was a function of keenness of one’s sense in
perceiving and discriminating stimuli, which is hereditary in nature
● James Cattell: Adapted Galton’s techniques to develop his memory and simple mental tests
in America
● Emil Kraepelin: Pioneer work on precursors of personality testing
● Hermann Ebbinghaus: Devised technique that called for children to fill in the blanks in the
text passages from which words or word fragments had been omitted
– His work led to the first successful instrument of modern testing
● Alfred Binet and Theodore Simon: Commissioned by the French Ministry of Education to
develop an instrument to identify students who needed special assistance.
– They focused on the following areas: attention, memory, and problem solving.
– Developed the 1st intelligence scale – the BInet-Simon Intelligence Test.
– Opined that intelligence is influenced by many factors that it changes over time, and it can
only be compared in children with similar backgrounds.
● Lewis Terman: Revised the Binet-Simon Intelligence Test in 1916, and called it as the
Stanford- Binet Intelligence Test; Introduced the concept of mental age, or a measure of
intelligence based on the average abilities of children of a certain age group.
– Introduced the concept of Intelligence Quotient: ratio of mental age and chronological age

I.Q. = Mental age X 100

Chronological age

● Henry Goddard: translated the Binet- Simon Intelligence Test into English.

Alfred Binet & Theodore Simon

● Commissioned by the French Ministry of Education to develop an instrument to identify
students who needed special assistance.
● They focused on the following areas: attention, memory, and problem solving.
● 1s intelligence test: Binet-Simon Intelligence test
● Introduced the concept of mental age, or a measure of intelligence based on the average
abilities of children of a certain age group.
● Opined that intelligence is influenced by many factors, that it changes over time, and it can
only be compared in children with similar backgrounds.
● Intelligence is constantly changing.
● Both should have the same background.
● Example: Grade 1 to Grade 1, not to Grade 3

Lewis Terman Standford Binet (5th edition)

Levine and Marks 1928 10 classification
– Neurons will not have replacement if they die.
 – Morons are educable, can be trained.
– Imbeciles, need to regularly keep an eye on them. Teach them many times before they can
get it.

● Benefit: Stanford Binet (SB) -5 provides a highly reliable assessment of intellectual and
cognitive abilities across the life span, based on a large normative sample. Early SB-5
provides a lower cost version of the SB-5 for preschool assessment
● Ages: 2 to 85+ years for SB-5, 2-0 to 5-11 years for full battery; 6-0 to 7-3 years for
abbreviated battery for Early SB-5
● Admin Time: 5 minutes per subtest
● Format: 10 individually administered subtests, many involving manipulatives
● Scores: SB-5's standard scores for each subtest, plus Composites for Verbal IQ;
Nonverbal IQ; Brief IQ; Full Scale IQ; and five Factors Fluid, Knowledge, Quantitative, Visual
Spatial, and Working Memory.
● Norms: SB-5 is based on a representative sample of 4,800 individuals; co-normed with the
Bender-Gestalt Visual-Motor Gestalt Test, 2nd Edition, and linked to the Woodcock-Johnson
Tests of Achievement. Early SB-5 is based on a representative sample of 1,800 child
● Qualification : Level C
● SB-5 is not a group test, it is individual
● Used only in a clinical setting, never in educational setting

Henry Goddard
● English translation of Binet- Simon Intelligence Test

WWI
● The need to classify soldiers resulted to the development of two multiple choice IQ test
format- the Army Alpha (with formal education/written test) and Army Beta (no formal
education required) for group administration in the army.
● Robert Yerkes, the Chairman of the Committee on the Psychological Examination of Recruits
● First Group Test

1920- 1930
● Charles Spearman- developed factor analysis as a statistical procedure for his two factor
theory of intelligence
● He believed that people have an innate level of general intelligence or “g” which can be
crystallized into any number of specific skill (s /specific ability).
● Focus is measuring intelligence.

When purchasing a test make sure to have:

– Manual
 – Test booklet
– Answer sheet
– Scoring key
– Norms

Louis Leon Thurstone

● US pioneer in psychometrics and psychophysics
● Proposed that there are no general factor of intelligence but rather 7 primary mental
abilities:
1. Verbal comprehension
2. Reasoning
3. Perceptual speed (how fast/slow, motion)
4. Numerical ability
5. Word fluency
6. Associative memory (we associate the stimulus with response)
7. Spatial visualization (construction, right side of the brain)

Robert Woodworth
● Developed a group administered self- report personality inventory
● Woodworth Personal Data Sheet (Woodworth Psychoneurotic Inventory) released during
WWI for the United States Army. Considered to be a forerunner of the modern personality
inventory. 19 structured personality test
● The first structured personality test.
● To identify military recruits likely to breakdown in combat
● Made up of 116 questions with yes or no response
● Items were selected from lists of known symptoms of emotional disorders and from
questions asked by psychiatrists in their screening interviews

Hermann Rorschach
● Introduced a systematic way to study unconscious motivation in 1921
● This is the technique of using a series of inkblots on cards as a tool for projective diagnostic
investigation of personality- the Rorschach Inkblot Test.
● Projective Test/Techniques
● Highly unstructured test, theres is only 1 vague instructions given.
● Individual test, one on one test.

T.L Kelly, G.M. Ruch, and L.M. Terman

● In 1923 published the Stanford Achievement Test Series, "Stanford 10” or SAT-10.
● Assess children from kindergarten through high school.
Henry A. Murray and Christiana D. Morgan
● Developed a story telling procedure to study unconscious motivations- known as the
Thematic Apperception Test (TAT)
● Ambiguous pictures depicting a variety of scenes and situations
● It requires the subject to make up a story about the ambiguous scene

David Wechsler
● In 1939 published the first version of the Wechsler- Bellevue Intelligence Scale
● It was developed as a response to the controversies of the nature of intelligence
● The test provided an index of general mental ability and revealed patterns of intellectual
strengths and weaknesses
● Quickly became the most widely used adult intelligence test in the U.S.A
● In 1942 - Wechsler issued his first revision
● 1949 - Wechsler Intelligence Scale for Children and updated it in 1974.
● 1955 - the Wechsler Adult Intelligence Scale (WAIS) was developed. It was revised in 1981
(WAIS-R).
● 1967-Wechsler Preschool and Primary Scale of Intelligence

1943
● Minnesota Multiphasic Personality Inventory (MMPI) was developed by Starke Hathaway,
clinical psychologist and J.C. McKinley, neuropsychiatrist of the University of Minnesola.
● The most widely used and referenced
personality test.
● Level C test: Used in a clinical setting
● Assesses personality and psychopathology (psychological disorders/illnesses).
Intended to test individuals suspected of having mental illness or personality disorders and
other clinical issues
● Used in other settings: professional and legal: child custody, substance abuse and
academic, employment

● Two primary versions available:

1. MMPI-2
– self-report inventory with 567 truelfalse questions
– 60 - 90 minutes to complete
2. MMPI-2 Restructured Form (RF)
– shorter version of 338 questions
– 35 - 50 minutes to complete
3. MMPI-A for adolescents 14 - 18 made up of 478 items and 60 minutes to complete
4. MMPI-A-RF (2016) has 241 items and 25-45 minutes to complete.
Clinical Scales: Generally very high scores may indicate a mental health disorder
1. Hypochondriasis - 32 items (unhealthy concern for one's health)
2. Depression - 57 items (satisfaction with life)
3. Hysteria - 60 items ( response to stress)
4. Psychopathic deviate - 50 Items ( presence of psychopathology)
5. Masculinity/Feminintly - 56 Items ( sexuality)
6. Paranoia - 40 ltems ( symptoms of psychosis)
7. Psychasthenia - 48 items (anxiety, depression, compulsive behaviors, OCD)
8. Schizophrenia - 78 items )schizophrenia disorder)
9. Hypomania - 46 items ( high energy, rapld speech, racing thoughts, hallucinations,
Impulsivity, delusions of grandeur)
10. Social Introversion - 69 Items extroversion or Introversion)

1940s Joy Paul Gulford

● Guilford's Structure of Intellect (SI) theory, intelligence is viewed as comprising operations,
contents, and products. Since each of these dimensions is independent, there are
theoretically 180 different components of intelligence.

R.B. Cattell
● Introduced the 16 PF (measures 16 different factors) , one of the most well-constructed
structured personality test using factor analysis

Strong Interest Blank/ Kuder Preference Record- Vocational

● Development of vocational counseling instrument

1960s- 1970s
● Proliferation of large scale educational testing

1980s - 1990s
● Computer- assisted testing and report writing

Current uses of tests

1. For making decisions about people either as individuals or as groups
2. For scientific research on psychological phenomena or individual differences
3. For therapeutic purposes of promoting self-understanding and psychological adjustment
In other words (specific):
1. Identification of abilities
2. Classification
3. Selection & Recruitment
4. Personal adjustment - to make life managable, normal.
 5. Vocational goals - career counseling
6. Research & Evaluation

LESSON 4: Classification of Tests

Classification of Tests (Technical Aspect )

Standardized Test Non-standardized test

- are instruments that have - informal test or teacher made test
prescribed directions for either for formative or summative
administration, scoring and evaluation of student performance.
interpretation Teacher made test
Paper & Pencil test Performance test
- the test taker responds to test - The examinee is required to
questions by writing or marking manipulate objects or perform a
answers. Materials used are paper task using special equipment.
and pencil.
Objective Test Subjective Test
- The person scoring the test is - The test user is required to use
required to exercise little or any considerable personal
judgment; scoring procedure is judgment in scoring/evaluating the
determined in advance. examine's responses.
Oral test Written test
Oral- answers are given orally Written - items are printed and
responses made are written or
marked.
Speed Test Power Test
Speed - administered under a Requires the examine to
prescribed time limit. The examine demonstrate the extent of his
is asked to complete as many items knowledge or depth of his
as possible within a specified time. understanding. Example:
Example. Aptitude Test Achievement Test
Group Test Individual Test
Group - test is administered to Individual - administered one-on-
more than one individual at a time. one.
Verbal test /non-verbal test Norm /criterion referenced test
Verbal - has verbal items Norm-referenced - score
interpretation is based on the
performance of
particular group.
Non-verbal - items are figural/ Criterion-referenced-
geometrical drawings criteria for passing or failing is set
before hand. Use of absolute
standards.
Cognitive test Affective test
measures thinking skills. Measures sentiments like
personality, interests, values,

Maximum Performance Test Ability tests

Asks examinees to do their best in Intelligence or Mental
the test Ability test.
Aptitude test - measure special
abilities that indicate potential for
training.
Achievement test-measures
learning after a period of
instruction
Pseudonyms; mental maturity,
general classification test,
scholastic aptitude, general ability,
primary mental abilities
 Typical Performance Test Tests
Seeks to determine what the Personality - measures emotional,
examinee is likely to do in a given motivational, interpersonal and
situation or in a broad class of attitudinal characteristics.
situations. Interest inventories - measure the
individual's likes and dislikes along
occupational preferences.
Projective techniques
consists of unstructured tasks. The individual projects into the test
Brief general instructions are his inner anxieties, needs and
provided. conflicts.

Classification of Tests (Complexity)

● Level A - can be adequately administered, scored and interpreted using the manual. Non-
psychologists like school principal and business executives.
● Level B - requires some technical knowledge of test construction and use and of supporting
subjects like statistics, individual differences, personnel psychology, psychology of
adjustment and guidance.
● Level C - requires substantial knowledge of testing and supporting psychological topics with
supervised experience.

Take Note:
It is essential that the test user utilize only the test which he is qualified to handle.

USE OF TEST IN DIFFERENT SETTINGS

● Clinical
– Assessment of intelligence and pathology
● Counseling
– Assessment of career interests, skills, social adjustments
● Neuropsychology
– Assessment of brain damage
● School
– Assessment of ability and academic progress, maturity and readiness for school,
handicapped children
● Industrial/ organizational
 – Assessment of managerial potential, training needs, cognitive and psychomotor ability

Core principles
● Tests are samples of behavior
● Tests do not directly reveal traits or capacities, but may allow inferences to be made about
the person being examined
● Tests should have adequate reliability and validity
● Tests scores and other test performances may be adversely affected by temporary states of
fatigue, anxiety, or stress; by disturbances in temperament or personality, or by brain damage
● Test results should be interpreted in light of the person's cultural background, primary
language, and any handicaps
● Tests results are dependent on the person's cooperation and motivation
● Tests purporting to measure the same ability may produce different scores for that ability
● Tests results should be interpreted in relation to other behavioral data and to case history
information, never in isolation.

Final Requirement: Personal Case Study

A. Autobiography
– Personal Information
– Significant Events
– Educational History
– Medical History
– Work History
– Goals in Life
B. Test Results

Lesson 5: Aspects of the Testing Situation

● Test Selection - Select the best test to give to the client.
● Test Administration & Scoring
● Test Interpretation

Sources of information
● Test manuals
● Test catalogues
● Reference volumes
● Journal articles
● Online databases
● Other sources: library
Test manuals
● Provides detailed information covering the development of a particular test, the normative
sample, the test's reliability and validity and other information

Test catalogues
– These are distributed by test publishers
– One of the most readily accessible sources of information about a test, though a brief
description is only included
– Its objective is to sell the test

Reference volumes
● Buros Center for testing (BC), Lincoln, Nebraska
● 2 of the most useful and popular reference series:
1. Mental Measurement Yearbook (MMY)
– Compiled by Oscar Buros, as early as 1933
– Provides a "one stop shopping" for a great deal of test- related information including
lists of test publishers and recently published or newly revised tests as well as
evaluative test reviews
– 139 MMY, latest edition
– Complete MMY are available via electronic subscription services, EBSCO, and Ovid
– Listed alphabetically by title
– Provides descriptive information such as test name, intended population, publication
dates, forms and prices, test author, and publisher
2. Test In Print (TIP)
– A comprehensive bibliography of all tests in English that are commercially available at
the time a given volume of the series is published
Each entry consist of the test title, intended population, publication date, acronym (if
applicable), author, publisher, foreign adaptations and references
– No critical reviews or psychometric information on the tests
– Created to serve as a master index

Journal articles
● Articles relevant to the development and use of various tests and measurement methods are
found in behavioral science journals
– Psychological bulletin
– Psychological Review
– Professional Psychology: Research and
Practice
– Joumal of Personality and Social Psychology
● Are rich source of information regarding important rends in testing and assessment, with
 ●
reference to clinical psychological assessment, the negative impact of managed health care
etc.

Online databases
● The American Psychological Association (APA) maintains a number of databases useful in
locating psychology- related information in, journal articles, book chapters, nad doctoral
dissertations
– PsycINFO- abstracts dating back 1887
– ClinPSYC- abstracts of clinical nature
– PsycSCAN- abstracts to do with pharmacology
– PsycArticles- full- length articles dating back 1988
– PsycLAW- (free) discussions of selected topics about psychology and the law http://
www.psychlaw.org)
– Educational Testing Service (ETS)- largest and most influential testing organization
– Other internet web site addresses for test publishers
Consulting psychologist press- www.cpp-db.com
– Institute for personality and ability testing-www.lpat.com
The psychological corporation-www.psychcorp.com
– Harcourt Brace Educational Measurment-
www.hbem.com

Other sources
● Library- contains a number of other sources that may be used to acquire information about
tests and test- related topics
● 2 sources for exploring unpublished tests and measure:
– Directory of unpublished experimental measures
– Test in microfiche

Test Selection: CHARACTERISTICS OF A GOOD TEST

● Practical Attributes
– Reusable/Non-Reusable.
– Cost.
– Length of the test.
– Simpler to use.
– Short period time
– Easy to score snd interpret.
● Technical attributes
○ Objectivity
– Test must be free from the subjective element so that there is complete interpersonal
agreement among experts regarding the meaning of items and scoring of the test
– Objectivity refers to two aspects of the test:
a. Objectivity of items
– Items are phrased in such a way that they are interpreted in exactly the same way by
all those who are taking the test
– Items must have uniformity of order of presentation (either easiest to the most
difficult)
b. Objectivity of scoring
○ Reliability
– Refers to the degree to which test scores are consistent, dependable, or repeatable
– It is a function off the degree to which test scores are free from errors of measurement
(Drummond, 2000)
– Measure the magnitude of the error (how big/small is the error)
– “The lesser the error the greater the reliability, the greater the error the lesser the
reliability”
○ Validity
○ Norms