REVIEW IN PSY NOTES: Psychological Assessment refers to the

PSYCHOLOGICAL ASSESSMENT gathering of psychology related data

through a broad array of evaluatie
Introduction to testing and procedures for the purpose of making a
psychological evaluation and informed
Assessment
decision. The process of assessment
typically goes like this:
Testing vs Assessment
To gauge an ability or To answer a referral Processes of assessment:
attribute (usually question, to solve a 1. Referal for assessment (one or more)
numerical in nature) problem or arrive at a 2. Pre asssessment meeting for
decision through clarifications
evaluation 3. Selecting assessment tools
May be individual or Typically 4. Formal Assessment
group. Usually just individualized since 5. Evaluation of Writing of report to
adding up responses it focuses more on answer referral question
with little regard of the how an individual 6. Feedback sessions with assesee or other
mechanics of such processes rather than party.
content. simply the result of Tools of Psychological Assessment
the processes.
Tester is not the key Assessor is the key 1. Psychological Tests
to the process. to the process.  A device procedure designed to
measure variables related to
- results are the same, - subjective view (ex. psychology (such as intelligence,
because the objective Different views from personality, aptitude, interests,
data presented a psychoanalytic attitudes, or values)
perspective compared  Differs in terms of content, format,
to a behaviorist and administration, scoring and
the like…) interpretation and technical quality.
Requires technician- Requires educated
like skills in terms of selection of tools of 2. Interview
admnistering scoring evaluation, skills in  A method of gathering information
and interpreting test evaluating and through direct communication
results. organization and involving reciprocal exchange.
integration of data.  Typically involves taking note of
Yields a test score or Entails a logical the content (verbal) and how it is
series of test scores. problem solving being said by the interviewee
approach that requires (non-verbal).
many resources of  Interviews differ with regard to
data to shed light on a many variables, such as their
referral question. purpose, length, and nature.
Interviews may be used by
- going beyond the psychlogist in various specialty
test results, entails areas (clinical, industrial-
going back to the organization, forensic) to help
referal questions make diagnostic treatment,
selection, or other decisions.
Examples from lecture:
Stress interviews - in military, managerial
positions, and the like… interviewees are
placed in a position to test their how they
handle a certain situation.

3. Behavioral Observation
 - Integrative reports employ previously
 Monitoring other’s actions or oneself collected data into the test report.
by visual or electronic means whie
recording quntitative/qualitative -Consultative reprts are written for
information regarding those actions. appropriate communication between
 Behavioral observation (especially professionals.
naturalistic) tends to be used for
classrooms, clinics, prisons, and other 8. Computer Assisted Psychological
types of facilities where observers have Assessment (CAPA)
ready access to assesses.  The word assisted typically refers to the
assistance computers provide the test
4. Portfolio user, not the testtaker.
 Work products - whether retained on  Computer adaptive testing (CAT): The
paper, canvas, film, video, audio, or adaptive in this term is a reference to
some other medium - constitue what is the computer;s abiity to tailor the test to
a called a portfolio. the testtaker’s ability or test taking
 Hiring decisions for jobs such as pattern.
commercial artists, on-air radio talents,
instructors, etc., may be done using the WHO ARE INVOLVED IN
portfolio ASSESSMENT?

5. Case History data  Test users (psychologists, counselors,

 Records, transcripts, and other accounts educators)
on written, pictorial or other form that  Test developers and publishers
preserve archival information, official  Test takers
and informal accounts, and other data  Society
and items relevant to an assessee
(postings on social media, artwork, SETTINGS WHERE ASSESSMENTS
letters, etc.) ARE CONDUCTED:

6. Role play tests  Educational (diagnostic, achievement)

 A tool assessment wherein assesses are  Clinical (intelligence, personality,
directed to act as if they were in a neurpsychological)
particular situation.  Counseling
 Role play is used quite extensively,  Geriatric (quality of life, dementia)
especially in situations where it is too  Business and Military (achievement,
time-consuming, too expensive, or aptitude test, motivational..)
simply too inconvenient to assess a real  Governmental and organizational
situation. credentialing (certification, credentials)
 May be used in different settings (IO,  Academic Research
military, clinical, etc. )
HOW ARE ASSESSMENTS
7. Computers CONDUCTED?
 May serve as test administrators
and highly efficient scores( may be  Test users select the appropriate tests
local processing on-site or central  Test users have the responsibility to
processing conducted at some make sure the room is conducive
central location.  Rapport (working relationship) is built
 A simple scoring report (listing  Test users then safeguard test protocols
of scores) or an extended scoring  Note anything out of the ordinary to
report (includes statistical standardization.
analysis) may be prodcued.
 An interpretative report includes both
numerial and narrative interpretations.
Assessments for People with disabilities…
 Assessing people with disabilities  Skewness: negative skew - above the
requires accommodation- - ar mean (ex. Departmentals - daghan naka
adaptation of a test or pasar ), positive skew - lower the mean
procedure/substitution of one test fo (ex. daghan wala ka pasar)But in terms
another to make the assessment more of test development - don’t have
suitable for the persor with special skewed norms which means the test
needs. wasn’t able to adequately discriminate
 Accommodation of special needs who is good or not. Data should be
allows for alternate assessments- the normally distributed so avoid
evaluative or diagnostic procedure that skewness.
varies from the standardized way of  Kurtosis:
measurement  Platykurtic - extreme scores
 Forms of accommodation:  Mesokurtic - normal curve
 (1) the form of the test as  Leptokurtic - - peakness entails
presented to the test taker, many extreme scores
 (2) the way responses to the test The Normal curve
are obtained
 (3) Modification of the physical
environment,
 (4) Modification: of the
interpersonal environment

STATISTICS REFRESHER

Scales of Measurement:
Property
Type of Magnitude Equal Absolute
scale *the intervals 0
moreness* (distance (
between
…)
Nominal No No No Correlation concepts
Ordinal Yes No No - It is an expressuon of the degree
Interval Yes Yes No and direction of correspondence between
Ratio Yes Yes Yes two things (index of relationshiop is called a
TAKE NOTE: coefficient of correlation)
*For nominal - there exists no property
May be described through the ff ways:
*Ordinal - no equal intervals and absolute 1. Direction (positive or negative)
zero because you are simply labeling 2. Magnitude
without considering the difference in 3. Significance
minutes(for example)

*Interval - used in parametrical test such as

ANOVA, T-test, Likert test…
- no absolute zero because the zero here has
meaning like in likert type 0 means neutral
(example only)

Describing Data
 Measures of central tendency: Mean,
Median, Mode
 Measures of variability: range,
variance, SD
Regression core concepts
- builds on correlation by enabing us not
only to quantify the relation between two
variables but also to predict a score on a
dependent variable from a score on an ASSUMPTIONS:
independent variable.
- Uses the regression equation  Assumption 1: Psychological Traits
and States Exists
a is the intercept (predicted value of Y when  Assumption 2 : Psychological Traits
X is 0) and States Can be Quantified and
Measured
b is the slope (amount that Y is predicted to  Assumption 3: Test Related Behavior
an increase for an increase of 1 in X) Predicts Non-Test Related Behavior
 Assumption 4: Test and Other
X is the raw score on the IV Measurement Techniques Have
Strengths and Weaknesses
Y is the predicted raw score on the DV  Assumption 5: Various Sources of
Error Are Part of the Assessment
The line of best fit Process
 Assumption 6: Testing and Assessment
- it is the line that best fits the points on the Can be Conducted in a Fair and
scatterplot Unbiased Manner
- Statistically, the regression line is the line  Assumption 7: Testing and Assessment
that leads to the LEAST amount of error. Benefits Society - it is meant to address
or answer any societal need.
Factor Analysis Core Concepts NORMS:
 helps us compare test takers from the
1. Exploratory factor analysis (EFA) past, present
attempts to discover the nature of the
cosntructs influencing a set of responses. 1. Criterion referenced vs norm-referenced
Determines the number of common factors tests
influencing a set of measures and strength
of the relationship between each factor and - Criterion-referenced tests provide
each observed measure. information about a student's level of
proficiency in or mastery of some skill or
2. Confirmatory Factor Analysis (CFA) set of skills. This is accomplished by
tests whether a specified set of constructs is comparing a student's performance to a
influencing responses in a predicted way. standard of mastery called a criterion.
The primary objective of a CFA is to
determine the ability of a predefines factor Norm-referenced testing and assessment
model to fit an observed set of data. is the method of comparing a test taker's
score with scores of a group of test
takers.The goal is to understand the test
taker's standing or ranking relative to scores
of a group of test takers
Types of Norms
 Race norms- differential cut off scores
for different cultural groups
 Age norms- average performance of
different samples of test-takers who
were at various ages at the time of test
administration
 Grade norms- average performance of
test-takers over a range of consecutive
grade levels
 National norms- testing large number
of people representative of different
variables of interest (age gender,
racial/ethnic background or
socioeconomicurgio.
ceoerdonicanocation. eLG
 National anchor norms- through the
equipercentile method. equivalency of
scores on two different tests are
calculated
 Subgroup norms- a normative sample
segmented according to the criteria
used in selecting subjects
 Local norms- provide norms with
respect to local population's
performance on some test (abbreviated
forms of existing tests, substituting
subtests, etc.)
 Percentile norms - xth percentile is
equal to the score at or below which ×
% of scores fall. Example, 15th
percentile is the score at or below
which 15% of the scores in the
distribution tall

- In order to best assist future users of the

test, test developers are encouraged to:
describe the population(s) represented by
any norms or comparison group (s)
the dates the data were gathered
the process used to select the samples of
test-takers