Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
83 Cards in this Set
- Front
- Back
|
Types of test |
Ability test Personality test |
|
|
Tests that sample knowledge, skills, or cognitive functions |
Ability tests |
|
|
By contrast, can be administered to more than one person at a time by a single examiner, such as when an instructor gives everyone in the class a test at the same time |
Group test |
|
|
Refers to previous learning |
Achievement |
|
|
An example of this is a test that measures or evaluates how many words you can spell correctly |
Achievement test |
|
|
By contrast, refers to the potential for learning or acquiring a specific skill |
Aptitude |
|
|
Measures how many words you might be able to spell given a certain amount of training, education, and experience |
Spelling aptitude test |
|
|
Refers to a person's general potential to solve problems, adapt to changing circumstances, think abstractly, and profit from experience |
Intelligence |
|
|
Are related to the overt and covert dispositions of the individual |
Personality tests |
|
|
Types of personality test |
Structured personality tests Projective personality tests |
|
|
Provide a statement, usually of the "self-report" variety, and require the.subject to choose between two or more alternative responses such as "True" or "False" |
Structured personality tests |
|
|
Either the stimulus (test materials) or the required response -- or both -- are ambiguous |
Projective personality test |
|
|
Basic elements of the definition of psychological tests. |
Psychological tests are systematic procedures Psychological tests are samples og behavior The behaviors sampled by tests are relevant to cognitive, affective, or interpersonal functioning. Test results are evaluated and scored To evaluate test results it is.necessary to have standards based on empirical data |
|
|
They are characterized by planning, uniformity, and thoroughness |
Psychological tests are systematic procedures |
|
|
They are small subsets of a much larger whole |
Psychological tests are samples of behavior |
|
|
The samples are selected for their empirical or practical psychological significance |
The behaviors sampled by tests are relevant to cognitive, affective, or interpersonal functioning |
|
|
Some numerical or category system is applied to test results, according to pre-established rules |
Test results are evaluated and scored |
|
|
There has to be a way of applying a common yardstick or criterion to test results |
To evaluate test results it is necessary to have standards based on empirical data |
|
|
Basis of the difference of psychological testing and assessment |
Degree of complexity Duration Sources of data Focus Qualifications for use Procedural basis Cost Purpose Degree of structure Evaluation of results |
|
|
Ancient chinese empire for Chinese civil service examination |
200 BCE |
|
|
Great Britain was inspired with the.system of civil service and applied it to their country |
1850s |
|
|
US was stimulated by the movement of Great Britain and created US civil service examination |
1860s |
|
|
First universities in Europe in 13th century; Eventually oral exams were replaced by written exams |
Middle ages |
|
|
Exams in US and Europe were well-established |
Late 19th century |
|
|
Distinguished psychosis and mental retardation |
Jean Esquirol (French) |
|
|
When Jean Esquirol distinguished psychosis and mental retardation |
1838 |
|
|
Problems in testing occurred; Germany |
Late 19th century |
|
|
Reasons why problems in testing occurred |
Misconceptions and superstitions Lack of standardization |
|
|
Wihelm Wundt, first experimental laboratory in Leipzig, Germany; Francis Galton, anthropometric data; James McKeen Cattell, mental tests |
1879 |
|
|
First experimental lab in Leipzig, Germany |
Wilhelm Wundt |
|
|
Anthropometric data |
Francis Galton |
|
|
Mental tests |
James McKeen Cattell |
|
|
Hermann Ebbinghaus, devised fill-in-the-blank; Alfred Binet, inspired to use the completion technique and other complex mental tasks |
Late 1800s |
|
|
Devised fill-in-the-blank |
Herman Ebbinghaus |
|
|
Inspired to use the completion technique and other complex mental tasks |
Alfred Binet |
|
|
Uses of psychological test |
Decision making Psychological research Self-understanding and personal development |
|
|
Roles of a registered psychometrician (as defined by RA 10029 "Philippine Psychology Act of 2009) |
- Administer, score and interpret psychological tests (paper and pencil intelligence, achievement, and interest tests, objective personality tests) - Preparing written reports of assessment results - Initial intake interviews - Works under the supervision of a licensed psychologist at all times |
|
|
The Universal Declaration of Ethical Principles for Psychologists (2008) |
International Union of Psychological Science International Association of Applied Psychology |
|
|
Principle 1 - Respect for the dignity of all human beings |
Unique worth Inherent dignity Diversity |
|
|
Principle 2 - Competent caring for the Well-being of others |
- Demonstrate an active concern for the Well-being of individuals, families, groups, and communities - Uphold the value of taking care to do no harm to individuals, families, groups, and communities - Uphold the values - Maximizing benefits - Minimizing potential harms - Taking responsibility for correcting or offsetting harmful effects that have occurred as a result of developing and maintaining competence - self knowledge |
|
|
Principle 3 - Integrity |
- Uphold the value of truthfulness - Honest, accurate and open communications - Avoid incomplete disclosure of information - Maximizing impartiality and minimizing biasis - Not exploiting others for personal, professional, or financial gain - Avoid conflicts of interest |
|
|
Principle 4 - Professional and scientific responsibilities to society |
-Uphold the discipline's responsibility -increase scientific and professional knowledge to promote well-being -use of knowledge for beneficial purposes. -conduct its affairs in ways that promote well-being -promote and maintain the highest standards of the discipline -ensure that members are adequately trained in their ethical responsibilities and required competencies -develop its ethical awareness and sensitivity, and to be self-correcting and sensitivity, and to be self-correcting |
|
|
Bases for assessment |
- use of appropriate assessment techniques - expert opinions regarding the psychological characteristics of a person - discuss limitations of opinions and the basis of our conclusions and recommendations - informed consent prior to the assessment except when it is mandated by the law - when it is implied such as in routine educational, institutional and organizational activity - when the purpose of the assessment is to determine the individual's decisional capacity |
|
|
We educate our clients |
- nature of our services - financial arrangements - potential risks |
|
|
Third party interpreter |
- the confidentiality of test results - security of the tests - limitations of the obtained data |
|
|
Assessment tools |
- select and administer only those tests which are pertinent - data collection, methods, and procedures are consistent with current scientific and professional developments - tests - standardized, valid, reliable and has relevant normative data - appropriate to the language, competence and other relevant characteristics of client |
|
|
Obsolete and outdated test results |
- we do not base our interpretations, conclusions, and recommendations on the outdated test results - we do not provide interpretations, conclusions, and recommendations on the basis of obsolete tests |
|
|
Interpreting assessment results |
- consider validity, reliability, and appropriateness of the test - we should therefore indicate our reservations regarding the interpretations - consider the purpose of the assessment and other factors such as the client's test taking abilities, characteristics, situational, personal, and cultural differences |
|
|
Release of test data |
- test results and interpretations are not used by persons other than those explicitly agreed upon by the referral sources - we do not release test data in the forms of raw and scaled scores, client's responses to test questions or stimuli |
|
|
Explaining assessment results |
- release test results only to the sources of referral - use non-technical language - we explain findings and test results to our clients or designated representatives - when test results need to be shared with schools, social agencies, the courts or industry, we supervise such releases |
|
|
The administration and handling of all test materials (manuals, keys, answer sheets, reusable booklets, etc) shall be handled only by qualified users or personnel |
Test security |
|
|
Assessment by Unqualified Persons |
- we do not promote the use of assessment tools and methods by unqualified persons except for training purposes with adequate supervision - we ensure that test protocols, their interpretations and all other records are kept |
|
|
Test construction |
- we develop tests and other assessment tools using current scientific findings and knowledge - appropriate psychometric properties, validation, and standardization procedures |
|
|
Used by the ancient Chinese empire to select the meritorious individuals for government positions |
Civil service |
|
|
When civil service was used by the ancient Chinese empire to select the meritorious individuals for government positions |
Early precursor |
|
|
Use testing as an adjunct to the educational process |
Ancient Greeks |
|
|
Tests are used to assess mastery of _______ |
Physical and intellectual skills |
|
|
Devoted more than 100 pages to what is now termed as mental retardation, concluding that language is the most dependable criterion of intellectual level |
1838, French physician Esquirol |
|
|
Experimented with what he termed as the physiological method of training which employs sense training and muscle training techniques to assess intelligence of individuals with mental retardation. These measures are still part of non-verbal tests of intelligence e.g. Seguin Form Board |
1837, French physician Seguin |
|
|
Was appointed to a commission charged with devising a method for evaluating children who, due to mental retardation and other developmentsl delays, could not profit |
Alfred Binet |
|
|
Published the first useful instrument in measurement of general cognitive abilities or global intelligence |
Alfred Binet and Theodore Simon, 1905 |
|
|
Test published by Alfred Binet and Theodore Simon |
Binet-Simon scale |
|
|
American version of the Binet-Simon scale |
Stanford-Binet scale |
|
|
Author of Stanford-Binet scale |
Lewis Terman from Stanford University |
|
|
Proposed that a mental level can be calculated to represent quality of performance |
William Stern, 1901 |
|
|
Mental age/ chronological age x 100 |
Intelligence quotient or IQ |
|
|
Organized a committee of psychologists to assemble an intelligence test for selecting new recruits |
APA president Robert Yerkes, 1917 APA president Robert Yerkes, 1917 |
|
|
General routine testing |
Army alpha |
|
|
Non-language scale employed for illiterates and foreign-born recruits unable to take a test in English |
Army beta |
|
|
Started the group IQ test movement; soon were released for use of the general public, resulting in growth of the testing movement |
Army tests |
|
|
Psychologists also saw the need for special ______ to supplement global intelligence tests |
Aptitude tests |
|
|
Widely used aptitude tests |
Mechanical Clerical Musical Artistic |
|
|
Statistical investigations on the nature of intelligence, especially using factor analysis, lead to the development of ______ |
Multi-aptitude batteries (Differential Ability Tests) |
|
|
An early precursor of personality testing is illustrated by __________'s use of _______ with psychiatric patients |
Kraepelin; free association test |
|
|
The prototype of the personality questionnaire, or self-report inventory is the _______ developed by _______ during World War I |
Personal Data Sheet, Woodworth |
|
|
It consists of 200 yes-no questions dealing with symptoms of psychopathology |
Personal Data Sheet |
|
|
Personality also came to be measured using _______ which simulate life situations quite closely |
Performance or situational tests |
|
|
First extensive application is that of ______________ which measured behaviors like cheating, cooperativeness, stealing etc in school children |
Hartsthorne, May and Associates |
|
|
Two important projective tests that grew during the 1930s in measuring personality by exploring the unconscious |
The Rorschach Inkblot Test and TAT (Thematic Apperception Test) |
|
|
A measurement device or technique used to quantify behavior or aid in the understanding and prediction of behavior |
Test |
|
|
A specific stimulus to which a person responds overtly; this response can be scored or evaluated |
Item |
|
|
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 |
Psychological test |
|
|
A set of items that are designed to measure characteristics of human beings that pertain to behavior |
Psychological test or educational test |
