PSYCHOLOGICAL

TESTING
Psychological Testing &
Assessment
• “A test is a measurement device or technique used to quantify
behavior or aid in the understanding and prediction of
behavior” (Kaplan, & Saccuzzo, 2001)
• Assessment includes more than just tests. A typical
assessment plan may include a test or a battery of tests,
interview, behavioral observation, and case history data. In
many cases even more sources of information regarding a
person’s behavior and mental processes are also used e.g.
portfolios containing samples of a person’s (mostly a student
or a job candidate) skill or work such as photographs,
drawings, stories, or essays.
Remember!!!
• • A test is just one tool. In order to make more precise and
accurate predictions one should supplement tests with other
sources of data as well, e.g., observation, case history etc.
• • Psychological tests do not, and they cannot, always present
a 100% accurate picture of behavior and/or mental processes.
There can always be some chance of error; and we should be
able to gauge the amount of error.
• • Tests present a picture of only those characteristics or
variables that have been covered in the content of the test.
They do not capture behavior in entirety.
• • The precision of test results or conclusion depends, to a
great extent, on the subjects’ state of mind and attitude
toward the test as well as the testing process.
Types of Tests:
• Although there is no limit to constructs, traits, attributes, or
objectives for which test are available, one can categorize
psychological tests on the following basis:
• 1. Individual versus group tests
• 2. Ability, achievement, or aptitude tests
• 3. Intelligence versus personality tests
• 4. Speed test versus ability tests
• 5. Structured personality tests versus projective tests
• 6. Verbal versus non-verbal/performance tests.
• 7. Commercial copyrighted tests versus available to all tests
1- Individual Versus Group Tests:
• Some tests are meant to be administered to only one person at a time,
whereas some can be taken by a number of persons together on one
occasion. Individual tests require one examiner and one subject. In case
of group tests one examiner works with many subjects together. For
example, WAIS and WISC, Stanford-Binet Scales, and Kaufman Scales are
tests that are to be administered individually. Many paper and pencil
tests are also available for group administration. Raven’s Progressive
Matrices (RPM) are available for individual as well as group
administration. Three forms of RPM are available. These forms differ in
difficulty level. Otis self administering tests of mental ability are group
tests. Group tests are quick, easy to administer, and easy to score. These
are usually based on multiple choice items. The examiner’s role is not as
important as it is in case of individual tests. Even tape recorded
instructions can be used for administration. Computer administration is
quite common. However such tests are not suitable for situations where
subject-examiner rapport is important.
2- Ability, Achievement, or Aptitude Tests:
• Ability tests measure intellectual ability or cognitive behavior.
Intelligence tests fall in this category. Such tests yield a value or
score for IQ of the examinee. A test of ability covers a sample of
what the person knows at the time of being tested. It usually may
cover more than one ability; and is an indicator of the level of
development attained in those abilities.
• Achievement tests on the other hand are meant and designed for
measuring the effect of educational programs or trainings.
Programs of training and instructions are conceived and tailored
with specific objectives to be achieved. Achievement tests are given
at the end of the program, or after certain stages or sub-sections of
the same are covered, to measure if the objectives have been
achieved. SAT is an example of such tests.
• Aptitude tests measure cumulative influence of multiplicity of
experiences in daily living (Anastasi, and Urbina, 1997). In
short aptitude is based upon learning under uncontrolled,
general conditions in life. It is not rooted in any program of
instructions as such. An aptitude test is used for predicting
future performance. Aptitude tests measure the potential for
learning a specific skill. If a child has learnt mathematics and
he is given a test that measures how many mathematics based
problems can he solve, then it will be a test of mathematical
achievement. On the other hand if a test measures as to how
many problems, or how well, can he solve if provided the
requisite training and education, then it will be a test of
mathematical aptitude. Differential aptitude tests (DAT) are
the most widely used aptitude test batteries.
Intelligence Verses Personality Tests:
• Although there is no need to make this distinction because the
very titles suggest what the tests measure, we still need to
clarify the concept. Many people confuse the two types as
one. We should be clear that personality tests do not yield
information regarding I.Q and I.Q tests cannot be used for
assessing personality traits. Varieties of both types of tests are
available. Both types of tests are available in large numbers.
4. Speed Tests versus Ability Tests:
• In case of ability tests, the level or amount of ability is
measured, for example I.Q in intelligence tests. Time for
completion of test is not of utmost importance. In some tests
there is no time limit as such e.g. Raven’s Progressive
Matrices. On the other hand, speed of performance matters in
many other tests. Individual differences depend upon this
variable e.g. Clerical Speed and Accuracy Test in DAT. A similar
variety is that of power tests. Such tests do have a time limit,
but that is long enough to allow every man to complete all
items.
5. Structured Personality Tests versus
Projective Tests:
• Personality tests are found in a number of varieties. These
tests measure typical behavior e.g. dispositions and traits.
There are two broad categories of measures of personality;
structured personality tests (objective tests of personality) and
projective tests. In case of structured tests, fixed response
options are provided for each item and the examinees choose
or mark the one that describes them, or that represents them
the best. The item response options may be of alternate
response style e.g., true/false, or may have three, four or
more options e.g. MCQs. Such tests are usually “self-report”
type.
 • Example:
I love animals Yes No  
Animal are one’s best friends Yes No  
• The interpretation and scoring of structured tests is quite
simple. Anybody can score these tools. All that is required is
an answer key. That is why these are called objective tests.
EPPS or Edwards Personal Preference Schedule is an example
of this variety of personality tests.
• On the contrary, the projective tests are not easy to score or
interpret. Their administration too requires care. A vague or
ambiguous test stimulus is presented to the subjects who describe
or explain whatever they see or find in the stimulus e.g. Rorschach’s
Inkblots. The subject’s descriptions are then interpreted. In some
cases the subject has to narrate or write a story about whatever
they perceive as happening in a picture, e.g. TAT or Thematic
Apperception Test. The narration is supposed to reflect subject’s
personality. The subject may also be required to draw something
e.g. HTP or House, Tree, Person. The drawings are analyzed to
identify the subject’s traits or predispositions. In some other tests
the subject has to complete an incomplete sentence e.g. RISB or
Rotter’s Incomplete Sentence Blank, or has to give prompt answer
to stimulus words presented by the examinee one by one e.g., WAT
or Word Association Test.
6. Verbal versus Nonverbal/ Performance
Tests:
• Most tests are either fully verbal in nature, or have verbal
ability or the use of language as a major component. This is
truer of IQ tests. In case of structured personality tests, they
all depend upon the use of language. But some tests do not
involve the use or measurement of verbal ability e.g. RPM or
Raven’s Progressive Matrices.
7. Commercial-Copyrighted Tests Versus
“Available To All”/Online Tests:
• Most standardized IQ tests are copyrighted. They cannot and
should not be reproduced, photocopied, or used where
prohibited e.g. WAIS or WISC. Such tests have to be purchased
from the author or the agency which has the rights to sell.
Disclosing items of these tests to general public would be
unethical and would make their use meaningless if the
examinees are already familiar with the contents
• However some tests are ‘available to all’. Contents of these
tests are available online as well as in many textbooks. But
these tests are primarily meant for research purpose and not
for diagnostic or screening purpose. Tests or scales measuring
personality traits and other aspects are more commonly
available online as compared to IQ tests. For example the
authors of Multidimensional Health Locus of Control Scale
(Wallston and Walston) and Self Efficacy Scale (Schwarzer and
Jerusalem) have placed their scales on websites and anybody
can borrow and use them. These can be downloaded, copied,
and printed. The use of these scales has yielded very valuable
empirical evidence in many spheres.
Neuropsychological tests
• Neuropsychological tests are specifically designed tasks used
to measure a psychological function known to be linked to a
particular brain structure or pathway. They usually involve the
systematic administration of clearly defined procedures in a
formal environment. Neuropsychological tests are typically
administered to a single person working with an examiner in a
quiet office environment, free from distractions. As such, it
can be argued that neuropsychological tests at times offer an
estimate of a person's peak level of cognitive performance.
Neuropsychological tests are a core component of the process
of conducting neuropsychological assessment.
Major Contexts of
Current Test Use
i) Educational Testing:
• Testing is used in the educational systems and set ups at all
levels and for various purposes. However school is the setting
where maximum use of tests takes place; the type of tests
used in this context will depend on who uses the test; the
school counselor, the school psychologist or the teacher.
Achievement, intelligence, special and multiple aptitude, and
personality tests are used in the educational system. Tests may
be used in the following forms in the educational settings:
a. General Achievement
batteries
• These batteries generate profiles of scores on individual
subsets or in major academic areas. These can be used by
those in the primary grades up to adult level. Varieties of
these tests are available and for various levels. Batteries
comprising combinations of tests are also used. Examples
include Stanford Achievement Test Series with the Otis-
Lennon School Ability Test; The IOWA Test Series and Tests of
Achievement and Proficiency with the Cognitive Abilities Test;
California Achievement Test and Comprehensive Test of Basic
Skills with the Test of Cognitive Skills.
b. Tests of Minimum
Competency in Basic Skills
• These tests measure mastery of basic skills in children as well
as adults. An example of these tests is the TABE battery or
Tests of Adult Basic Education. This battery of tests covers five
graduated levels of difficulty across five different content
areas. These areas include reading, language and applied
mathematics. The results are to be found in two forms;
competency-based information, and as norm referenced
scores.
• c. Teacher-made class room tests Teacher made tests can be
objective as well as subjective; great care is required in
designing test and writing test items.
• d. Tests for the college level The most widely known test
program of this type is the Scholastic Assessment Tests (SAT)
Program of the College Board. The tests include the Reasoning
Test (SAT I) and the Subject Tests (SAT II).
e. Graduate School Admission
• Tests are also available for use at the time of admission to
graduate and professional schools. The test that most people
are familiar with is GRE or Graduate Record Examinations. The
test is used in most countries of the world. It is primarily
meant for admission to American universities/colleges, but
some local universities also use it for screening purpose. Also,
it is used for candidates’ selection for honors and scholarships.
The test has a general tests as well as subject tests in a variety
of disciplines.
ii) Occupational Testing:
• Psychological tests are used for a variety of objectives to be
attained in occupational or workplace settings. These tests are
available for screening and short listing at the time of
induction, assessment of performance, for job analysis,
prediction of job performance, and similar reasons. •
Academic Intelligence Tests: e.g. Wonderlic Personnel Test •
Aptitude tests: e.g. GATB or General Aptitude Test Battery;
ASVAB or Armed Services Vocational Aptitude Battery. •
Personality tests: e.g. Five Factor Model Personality
Inventories are used. MMPI is also used when there is a need
to trace or identify psychopathology; CPI and HPI e.g, Hogan
Personality Inventory are also used.
iii) Tests used in Clinical and
Counseling Psychology:
• In these settings psychological tests are used for diagnosis,
induction in treatment groups or hospitals, for general
assessment, and for gauging the rate of recovery. All
intelligence and personality tests may be used. For example
HTP can depict psychopathology. Tests for neuropsychological
assessment are also available. Two more commonly used such
tests are The Bender Visual Motor Gestalt Test (Bender Gestalt
Test/BGT) and Benton Visual Retention Test (BVRT). Some tests
are used for diagnosing specific learning disabilities e.g.
Kaufman Test of Educational Achievement (K-TEA).