Types of psychological tests

 Tool: This is the most encompassing term. A tool is any method used for gathering
information relevant to psychological functioning. This includes formal tests,
informal observations, interviews, physiological measures, etc. It's the broadest
category.
o Example: A clinical interview, a behavioural observation checklist, a heart rate
monitor, and a personality test are all considered tools.
 Test: A test is a standardized procedure for measuring a sample of behaviour or a
psychological construct. It involves a set of tasks or questions administered and
scored in a consistent manner, often with norms for comparison. It's a specific type of
tool.
o Key characteristics: Standardization, specific scoring rules, and often norms.
o Example: The Wechsler Adult Intelligence Scale (WAIS), the SAT.
 Scale: A scale refers to a specific set of items within a test (or sometimes used
independently) designed to measure a particular aspect or dimension of a construct. It
yields a specific score. A test can have multiple scales.
o Example: Within the MMPI, there are scales for depression, paranoia, etc. The
Beck Depression Inventory (BDI) is itself a scale measuring depressive
symptoms.
 Inventory: An inventory is similar to a scale, often consisting of self-report questions
or statements where individuals indicate the degree to which something applies to
them. It's often used to assess personality traits, interests, or behaviors. The term often
implies that there are no "right" or "wrong" answers, but rather a description of typical
characteristics.
o Example: The Strong Interest Inventory (assesses vocational interests), the
NEO PI-R (assesses personality traits). While sometimes called "tests,"
inventories emphasize self-description rather than performance on tasks.
 Assessment: Assessment is the most comprehensive term. It's a process of gathering
and integrating information from multiple sources to understand an individual's
psychological functioning. It often includes multiple tools, such as tests, interviews,
observations, and background information.
o Key characteristics: A process, uses multiple data sources, aims for a holistic
understanding.
o Example: A psychologist conducting an assessment of a child with learning
difficulties might use intelligence tests, achievement tests, behavioral
observations, and interviews with parents and teachers.

1. By What They Measure:

 Intelligence Tests: Measure cognitive abilities such as reasoning, problem-solving,

memory, and general knowledge.
o Examples: Wechsler Adult Intelligence Scale (WAIS), Stanford-Binet
Intelligence Scales
 Personality Tests: Assess personality traits, characteristics, and styles.
o Examples: Minnesota Multiphasic Personality Inventory (MMPI), Big Five
Inventory, Myers-Briggs Type Indicator (MBTI)
  Achievement Tests: Measure knowledge and skills in specific academic or
vocational areas.
o Examples: Standardized tests in math, reading, or writing; professional
licensure exams
 Aptitude Tests: Assess potential for future learning or performance in a particular
area.
o Examples: SAT, GRE, Differential Aptitude Tests (DAT)
 Neuropsychological Tests: Evaluate cognitive functions related to brain function,
such as attention, memory, language, and executive functions.
o Examples: Wisconsin Card Sorting Test, Trail Making Test
 Clinical Tests: Assess symptoms and diagnoses of mental disorders.
o Examples: Beck Depression Inventory (BDI), State-Trait Anxiety Inventory
(STAI)

2. By How They Are Administered:

 Individual Tests: Administered to one person at a time. Often require trained

examiners.
o Examples: WAIS, Rorschach Inkblot Test
 Group Tests: Administered to multiple people simultaneously. Often use paper-and-
pencil or online formats.
o Examples: SAT, many classroom tests

Koffman Intelligence Test

3. By the Type of Responses Required:

 Objective Tests: Have clear, specific scoring criteria. Responses are typically
multiple-choice, true/false, or rating scales.
o Examples: MMPI, BDI
 Projective Tests: Present ambiguous stimuli (like inkblots or pictures) and ask for
open-ended responses, which are then interpreted by the examiner.
o Examples: Rorschach Inkblot Test, Thematic Apperception Test (TAT)

4. By Speed vs. Power:

 Speed Tests: Have time limits, and the focus is on how many items can be completed
accurately within that time.
o Examples: Some clerical or perceptual speed tests
 Power Tests: Have no strict time limits, and the focus is on the difficulty of the items
that can be answered correctly. Items generally increase in difficulty.
o Examples: Many intelligence and achievement tests

5. By Content:

 Verbal Tests: Rely on language and verbal comprehension.

 Nonverbal Tests: Minimize the use of language, using visual or performance-based
tasks.
 Performance Tests: Require physical manipulation of objects or tasks.
Important Considerations:

 Many tests can fall into multiple categories. For example, the WAIS is an intelligence
test, an individual test, a power test, and includes both verbal and nonverbal subtests.
 It's crucial to choose the right test for the specific purpose and population being
assessed.
 Ethical considerations, such as informed consent and confidentiality, are essential in
psychological testing

Test or not a test?

For each item, ask the class: "Is this a psychological test?" Lead a brief discussion about why
or why not. Guide the discussion by asking questions like:

 Is it standardized? Are there specific procedures for giving and scoring it?
 Are there norms or comparison data?
 Is it designed to measure a psychological construct?
 Is there evidence of reliability and validity?

Formal Psychological Tests (or closely related standardized assessments):

 Wechsler Adult Intelligence Scale (WAIS): Measures cognitive

abilities/intelligence. Standardized administration, scoring, and norms. Strong
evidence of reliability and validity.
 Minnesota Multiphasic Personality Inventory (MMPI): Assesses personality and
psychopathology. Standardized with established norms and validity scales.
 Rorschach Inkblot Test: A projective personality test. While its psychometric
properties are debated, it has standardized administration and interpretation
guidelines.
 Thematic Apperception Test (TAT): Another projective test involving interpreting
ambiguous pictures. Similar to the Rorschach in terms of standardized administration
but with debated psychometrics.
 Beck Depression Inventory (BDI): A self-report questionnaire measuring the
severity of depressive symptoms. Standardized scoring and norms.
 State-Trait Anxiety Inventory (STAI): Measures both current (state) and general
(trait) anxiety. Standardized.
 Stanford-Binet Intelligence Scales: Another widely used intelligence test with
standardized administration and scoring.
 SAT (Scholastic Assessment Test): While an educational test, it's highly
standardized with norms and measures academic aptitude, making it relevant for
discussion of psychometric principles.
 GRE (Graduate Record Examinations): Similar to the SAT, used for graduate
school admissions and designed with standardized procedures and norms.

NOT Formal Psychological Tests (but often used in assessment or everyday life):

 Job Interview: Assesses skills, experience, and fit, but lacks standardization, norms,
and rigorous psychometric properties. Highly subjective.
  Classroom Quiz/Exam: Measures knowledge of specific subject matter. While there
might be grading rubrics, they lack the standardization and norms of formal tests.
Focus is on content mastery, not broader psychological constructs.
 Doctor Taking Your Blood Pressure: A physiological measurement, not a
psychological one. Highly objective and standardized in procedure, but measures a
physical, not psychological, construct.
 Online "Personality Quiz" on a Website (e.g., Buzzfeed quizzes): Often
entertaining but lack any real psychometric basis. No standardization, norms, or
evidence of reliability/validity.
 Observing Someone's Behaviour in a Social Setting: Can provide valuable
information, but highly subjective and prone to bias. Lacks standardization and
norms.
 Handwriting Analysis (Graphology): Claims to reveal personality traits through
handwriting, but lacks scientific support and has not demonstrated reliability or
validity.
 Astrology/Horoscopes: Based on astrological beliefs, not scientific evidence. No
standardization, norms, or psychometric properties.
 Casual Conversation with a Friend: Provides social support and connection, but not
a structured assessment of psychological constructs.
 Checking the Weather Forecast: Measures atmospheric conditions, not
psychological attributes. Objective and based on scientific data, but not related to
psychology.

Tips for the Activity:

 Mix up the order: Don't present all the "tests" first and then all the "not tests." Mix
them up to keep the students engaged.
 Encourage discussion: After each item, ask questions like:
o "What is this measuring?"
o "How is it administered?"
o "Are there any comparison scores or norms?"
o "Do you think it's a reliable and valid measure?"
 Focus on the key characteristics: Emphasize the importance of standardization,
norms, reliability, and validity in defining a formal psychological test.
 Tailor to your course: If your course focuses on specific types of tests (e.g.,
personality, intelligence), you can adjust the examples accordingly.

This expanded list should give you plenty of material for a robust and engaging introductory
activity. Remember to emphasize the why behind each answer to solidify the students'
understanding of what makes something a formal psychological test.