6. test as a tool

8/18/2019 6. test as a tool

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Lecture 6.

Test as a tool of psychological assessment –

essential concepts.

Psychological traits.

Types of tests, brief history of testing,

ethical and legal aspects of testing.


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Reference:Reference:

Murphy, K. R. & Davidshofer, C. O. (1998).

Psychological testing. Principles and

applications: International Edition (6/e).

Upper add!e River, ".#.$ %re'ie*a!!,

+. (Chap'ers$ 1 ).


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Trait ApproachTrait Approach ((toto ppersonalityersonality))


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Trait – an early definitionTrait – an early definition

- -eera!ied ad persoa!iedeera!ied ad persoa!ied

de'er0ii 'edeies osis'e'de'er0ii 'edeies osis'e'ad s'a!e 0odes of a idividua!2sad s'a!e 0odes of a idividua!2s

ad3us'0e' 'o his eviro0e'4 ad3us'0e' 'o his eviro0e'4

5!!por' & Oder' (196, p. 6)5!!por' & Oder' (196, p. 6)


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TraitsTraits

7rai's broad dispositions 'o a' ispeifi ays

disposi'io 'edey (e.., peop!e i'hhih a:ie'y 'ed 'o avoid 'hrea'eie:periees)

road as'ra'io (o' speifi is'ae;

ad3e'ives (he!pfu!) ra'her 'ha vers (he!p)


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TraitsTraits

abstractions ased o o00ofea'ures (e.., e:'raversio)

hypothetical < a o'oserved/0easured dire'!y eed'o ='ras!a'e4 'rai' i'o so0e'hi

0easura!e (ehavior)


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TraitsTraits

%ersoa! (>i'era!2) ra'her 'ha si'ua'ioa! (>e:'era!2)%ersoa! (>i'era!2) ra'her 'ha si'ua'ioa! (>e:'era!2)

'a!e ra'her 'ha 'rasi'ory (aross 'i0e)'a!e ra'her 'ha 'rasi'ory (aross 'i0e)

Cosis'e' ra'her 'ha iosis'e' (aross >si0i!ar2Cosis'e' ra'her 'ha iosis'e' (aross >si0i!ar2si'ua'ios)si'ua'ios)

?eera! ra'her 'ha speifi (aross >differe'2?eera! ra'her 'ha speifi (aross >differe'2si'ua'ios)si'ua'ios)

Uiversa! di0esios$ +dividua! differees (arossUiversa! di0esios$ +dividua! differees (arosspeop!e)peop!e)


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Traits are:Traits are:

1. Di0esioa! (orderi of peop!e) o'a'eoria!

. *ypo'he'ia! (o' oserva!e)

. Causa! (i'era!) or Desrip'ive (su00aries)

@. Oraied i a sys'e0

A. Cosis'e' over se''is ad 'i0e


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Trait OrganisationTrait Organisation

Co0prehesive 'rai' 'a:oo0iesCo0prehesive 'rai' 'a:oo0ies

assu0e 'rai's e:is' a' varyi !eve!sassu0e 'rai's e:is' a' varyi !eve!s

of as'ra'io ad are oraiedof as'ra'io ad are oraied

hierarhia!!yhierarhia!!y Ma3or 'a:oo0iesMa3or 'a:oo0ies

B yseyse

B Ca''e!!Ca''e!!

B Eive fa'or 0ode!Eive fa'or 0ode!


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Measurement of TraitsMeasurement of Traits

Hypothetical nature of 'rai' a o' o i'haso!u'e er'ai'y 0easure is 'appi i'eded'rai'

May 0easures of sa0e 'rai'5!! i'h error < variae o' due 'o 'rai' (differe'

'ypes of 0easure have differe' soures of error)

Trait

Measure


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Psychologial Tests as Traits AssessmentPsychologial Tests as Traits Assessment

InstrumentsInstruments

7es's$7es's$B Re!iai!i'yRe!iai!i'y

B Fa!idi'yFa!idi'y

B O3e'ivi'yO3e'ivi'y

B 'adaria'io'adaria'io

B "or0s"or0s

Resposii!i'ies of 'es' au'or adResposii!i'ies of 'es' au'or ad'es' user'es' user


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Use of tests – essential ethical principles

Informed Consent < pa'ie'/!ie'/su3e' 0us' vo!u'ari!y ose' 'o'he assess0e'

B Resposii!i'y 'o ifor0 aou' 'hea'ure ad purpose of 'he assess0e'

(uders'ada!e !auae)B Chi!dre/o'hers of !i0i'ed apai'y <

ose' o'aied fro0 pare' or !ea!

uardia


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Use of tests – essential ethical principles

Knoledge of resultsKnoledge of results < rih' 'o fu!! dis!osure< rih' 'o fu!! dis!osureof 'es' resu!'s (uders'ada!e !auae)of 'es' resu!'s (uders'ada!e !auae)

ConfidentialityConfidentiality < 'es' resu!'s as ofide'ia!< 'es' resu!'s as ofide'ia!ifor0a'ioifor0a'ioB Keepi 'es' resu!'s i a seure 0aerKeepi 'es' resu!'s i a seure 0aer

B "o' referi 'o 'hese da'a ou'side 'he o'e:' ad"o' referi 'o 'hese da'a ou'side 'he o'e:' adpurpose for hih 'hey ere o'aiedpurpose for hih 'hey ere o'aied

B :ep'ios reGuired y !a or our' a'io:ep'ios reGuired y !a or our' a'io

Test securityTest security < eepi 'es' 0a'eria! i seure< eepi 'es' 0a'eria! i seureeviro0e'eviro0e'B 7es' i'e0s are o' 'o e revea!ed i asua! overs'ios7es' i'e0s are o' 'o e revea!ed i asua! overs'ios

ad pu!i 0ediaad pu!i 0edia


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Use of tests – essential ethical principles Test construction and publication < 0ai'aii hih s'adards

of 'es' deve!op0e'B 'es's are e:pe'ed 'o have e:per'ise reardi va!idi'y, re!iai!i'y, ad

or0s

!utomated scoring"interpretation systems < psyho!ois'u'i!ii 'he0 re'ais resposii!i'y for proper i'erpre'a'io of 'es'resu!'s

#n$ualified Persons < psyho!ois' does o' a!!o or odoe'he use of 'es's y uGua!ified persosB %syho!ois' 'aes prude' a'ios oseri suh si'ua'ios

Test user $ualifications ('es' purhaser Gua!ifia'ios) < 'hree <

'ier sys'e0 for 'es' user Gua!ifia'ios (19AH)B Ieve! 5 < 0ii0a! 'raii (edua'ioa! ahieve0e' ad 3o

profiiey)B Ieve! J < so0e o!ede of 'ehia! hara'eris'is of 'es's

reGuired (roup ad0iis'ered 0e'a! ai!i'y ad i'eres'ive'ories)

B Ieve! C < advaed 'raii (idividua!!y ad0iis'ered

i'e!!iee 'es's ad persoa!i'y 'es's)


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Test administration

"o 0a''er ho arefu!!y a 'es' is os'ru'ed, 'he"o 0a''er ho arefu!!y a 'es' is os'ru'ed, 'heresu!'s are or'h!ess u!ess i' is ad0iis'ered adresu!'s are or'h!ess u!ess i' is ad0iis'ered adsored proper!ysored proper!y

+f!uee of e:a0iier2s appearae ad ehavior+f!uee of e:a0iier2s appearae ad ehavioro 'es' resu!'so 'es' resu!'s

speia!!y i0por'a' i ase of idividua! 'es'sspeia!!y i0por'a' i ase of idividua! 'es's i'ua'io varia!es$i'ua'io varia!es$

B 7i0e ad p!ae of 'es'i7i0e ad p!ae of 'es'iB viro0e'a! odi'ios (i!!u0ia'io, 'e0pera'ure,viro0e'a! odi'ios (i!!u0ia'io, 'e0pera'ure,

oise !eve, ve'i!a'io, dis'ra'ios)oise !eve, ve'i!a'io, dis'ra'ios)


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Eaminer!s duties "efore a test

%cheduling%cheduling < 'ai i'o aou'< 'ai i'o aou'

e:a0iee2s a'ivi'iese:a0iee2s a'ivi'ies

B Rih' 'o prepare i'e!!e'ua!!y,Rih' 'o prepare i'e!!e'ua!!y,

e0o'ioa!!y ad physia!!ye0o'ioa!!y ad physia!!y

Informed consentInformed consent &ecoming familiar ith the test&ecoming familiar ith the test

B arefu! s'udies o 0aua!arefu! s'udies o 0aua!

B 'ai 'he 'es' oese!f 'ai 'he 'es' oese!f


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Eaminer!s duties "efore testing

suri sa'isfa'ory 'es'isuri sa'isfa'ory 'es'i

odi'iosodi'ios

Mii0ii hea'iMii0ii hea'i


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Eaminer!s duties during testing

'olloing test directions'olloing test directions

(emaining alert(emaining alert (hea'i, ueessary oise)(hea'i, ueessary oise)

)stablishing rapport)stablishing rapport

B effe' of e:a0iers ehavior o e:a0iee2s 0o'iva'ioeffe' of e:a0iers ehavior o e:a0iee2s 0o'iva'ioB ei fried!y u' o3e'iveei fried!y u' o3e'ive

Preparing for special problemsPreparing for special problemsB :a0iee2s a:ie'y (very you, very o!d, 0e'a!!y dis'ured:a0iee2s a:ie'y (very you, very o!d, 0e'a!!y dis'ured

or re'arded, physia!!y hadiapped or u!'ura!y disadvaaesor re'arded, physia!!y hadiapped or u!'ura!y disadvaaes

persos)persos)

'le*ibility'le*ibilityB %ra'ie o sa0p!e i'e0s%ra'ie o sa0p!e i'e0sB Re!a'ive!y shor' 'es'i periodsRe!a'ive!y shor' 'es'i periodsB ?ivi eourae0e' ad posi'ive reifore0e'?ivi eourae0e' ad posi'ive reifore0e'


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#eing a psychologist and using tests in#eing a psychologist and using tests in

Poland – intro to ethical $ legal issuesPoland – intro to ethical $ legal issues

%syho!ois's Code of %rofessioa! 'hisB 7oarys'o %syho!oie (199). Kodeks etyczno –

zawodowy psychologa. Larsaa$ %7%.h''p$//.p'p.or.p!/0odu!es.phpNa0e"es&fi!ear'i!e&sid9

Psychologist profession and psychologists’ government act B Ustawa z dnia czerwca !""# r. o zawodzie psychologa i

samorz$dzie zawodowym psycholog%w &'z. U. (r )*+ poz.),*- h''p$//.p'p.or.p!/0odu!es.phpNa0e"es&fi!ear'i!e&sid@P

7es's ad opyrih' Co'e0porary us'o0s & reu!a'ios 'adards for 'es's i psyho!oy ad edua'io


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Criterion: the form of recording the examinee’sCriterion: the form of recording the examinee’s

behaviour (Cattell):behaviour (Cattell):

Tests of performanceTests of performance Behavior observationsBehavior observations

Selfreport instrumentsSelfreport instruments

(!uestionnaires"inventories)(!uestionnaires"inventories)

Types of testsTypes of tests


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Tests of PerformanceTests of Performance•• Referred to as "Tests of Maximal Performance"

•• Subjects are given a well-defined task that the tr to !erform

successfull

•• Partici!ant must know what he#she must

do in res!onse to the task

•• The subject exerts maximal effort to

succeed

•• Performance tests are designed to uncover what an individual can do$ given the s!ecific test

conditions

%xam!les

- &ntelligence Tests$ language !roficienc- 'iolog test$ flight simulator


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#)$ Tests in %hich the examinee performs some#)$ Tests in %hich the examinee performs somespecific tas&s test re!uires 'maximalspecific tas&s test re!uires 'maximalperformance (inteligence tests tests ofperformance (inteligence tests tests of

special abilities tests of specific s&ills orspecial abilities tests of specific s&ills orproficienc* tests of ps*chomotorproficienc* tests of ps*chomotorperformance)$performance)$

T*pesmaximal performance tests– 'po%erT*pesmaximal performance tests– 'po%er

tests 'speed tests and tests %ith 'stricttests 'speed tests and tests %ith 'stricttime limits$time limits$

Performance testsPerformance tests


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Behaviour ObservationBehaviour Observation

••

(aturalistic observation(aturalistic observation

•• &nvolves observing the subject)s behaviour and res!onses&nvolves observing the subject)s behaviour and res!onses

in a !articular contextin a !articular context

•• *iffers from !erformance tests in that the subject does*iffers from !erformance tests in that the subject doesnot have a single$ well defined tasknot have a single$ well defined task

•• The observer can record duration +The observer can record duration +

intensitintensitExamples

- Examiner might observe children interacting

or an individual having a conversation or some other social interaction.

- Companies recruit observers to pose as salespeople to observe


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Self Re!ort &nstrumentsSelf Re!ort &nstruments++ Partici!ant is asked to re!ort his or her feelings$Partici!ant is asked to re!ort his or her feelings$

attitudes$ beliefs$ valuesattitudes$ beliefs$ values

,hen self-re!ort makes sense,hen self-re!ort makes sense$$

!elf-report relies upon the test ta%ers a#areness and!elf-report relies upon the test ta%ers a#areness andhonesty.honesty.

&t is the&t is the best best method to measure internal states - thingsmethod to measure internal states - things

only the person themselves can be a#are of and "udge.only the person themselves can be a#are of and "udge.

Peo!le are not alwas good judges of their abilitPeo!le are not alwas good judges of their abilit

Provides an estimateProvides an estimate


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Self Re!ort &nstrumentsSelf Re!ort &nstruments Man !ersonalit inventories such as the MMP& and theMan !ersonalit inventories such as the MMP& and the

.P/ measures are based on self-re!ort.P/ measures are based on self-re!ort

0linicians include self-re!ort measures as !art of their0linicians include self-re!ort measures as !art of their

initial examinations of !resenting clientsinitial examinations of !resenting clients

Self-Re!ort measures are fre1uentl subject to self-Self-Re!ort measures are fre1uentl subject to self-

censorshi!censorshi!

Peo!le know their res!onses are being measured andPeo!le know their res!onses are being measured and

wish to be seen in a favorable light 2wish to be seen in a favorable light 2self-serving biasself-serving bias33

&tems are fre1uentl included to measure the extent to&tems are fre1uentl included to measure the extent to


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4istor of Test *evelo!ment4istor of Test *evelo!mentcirca 555 '0 $ Chinese introduced #ritten tests to help fill civil

service positions Civil 'a#s( Military )ffairs( )griculture( *eography

675 $ The +nited !tates begins civil service examinations.

667 $ *ermans tested people for brain damage

685 $ ,ames Cattell develops a mental test to assess college students .

Test includes measures of strength( resistance to pain( and reaction time.857 $ Binet-!imon scale of mental development used to classify

mentally retarded children in rance.

89 $ /orld /ar & produces need in +.!. to 0uic%ly classify incoming

recruits. )rmy )lpha test and )rmy Beta test developed. 'oo%ed at psychopathology.

8. $ Terman develops !tanford - Binet test and develops the idea of

&ntelligence 1uotient


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4istor of Test *evelo!ment 2cont34istor of Test *evelo!ment 2cont3

8:5 - 895 $ factor analysis( pro"ective tests( and personality inventories

first appear.

89-8.5 $ vocational interest measures developed

8.-865 $ item response theory and neuropsychological testing

developed865 - Present $ /ide spread adaptation of computeri2ed testing.

!mart Tests #hich can give each individual different test items develop


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+ormal classification of tests+ormal classification of tests

,nedimensional tests (onescale,nedimensional tests (onescale

instruments) – interpretation in terms of trait’instruments) – interpretation in terms of trait’

intensit* (!uantitative diagnosis) orintensit* (!uantitative diagnosis) or

t*pological (!ualitative diagnosis)$t*pological (!ualitative diagnosis)$ -ultidimensional tests (multiscales-ultidimensional tests (multiscales

instruments) – interpretation in terms ofinstruments) – interpretation in terms of

profile (model of parallel or hierarchicalprofile (model of parallel or hierarchical

traits) %hich ma* lead to the t*pological ortraits) %hich ma* lead to the t*pological ordifferential (%ithin sub.ect) diagnosis$differential (%ithin sub.ect) diagnosis$


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+ig #$ The test scores assessing the trait+ig #$ The test scores assessing the trait

intensit*intensit*

/verage score – moderate trait intensit*

0o% score – lo% trait intensit* 1igh score – high trait intensit*


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+ig$ 2$ ,nescale test scores serving for+ig$ 2$ ,nescale test scores serving for

t*pological diagnosist*pological diagnosis

Test score similar to the u!!er grou!Test score similar to the lower grou!


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T*pological diagnosis of onescalesT*pological diagnosis of onescales

scoresscores

T*pological (onescale diagnosis) refers toT*pological (onescale diagnosis) refers tothe special onet*pe$the special onet*pe$

T*pological diagnosis ma* refer also to t%oT*pological diagnosis ma* refer also to t%ot*pes classification:t*pes classification:

abnormal (t*pe 3) – normal – abnormal (t*peabnormal (t*pe 3) – normal – abnormal (t*pe33 opposite to t*pe 3)33 opposite to t*pe 3)

Bloc&’s concept of personalit* t*pes basedBloc&’s concept of personalit* t*pes basedon the dimension of selfcontrol:on the dimension of selfcontrol:

overcontrolled (inhibited) t*pe vsovercontrolled (inhibited) t*pe vsunderconstrolled (impulsive) t*pe (normalunderconstrolled (impulsive) t*pe (normalt*pe of personalit* is bet%een clinical t*pes)$t*pe of personalit* is bet%een clinical t*pes)$


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+ig$ 5$ -ultiscale test scores (hierarchical+ig$ 5$ -ultiscale test scores (hierarchical

model %ith parallel subtraits)model %ith parallel subtraits)

6eneral Sensation See&ing

Thrill and Ad%enture &ee'ing

Eperience see'ing#oredom &uscepti"ility

isinhi"ition


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7ifferential diagnosis of the test7ifferential diagnosis of the test

profileprofile Comparisons of the scales %ithin oneComparisons of the scales %ithin one

sub.ect li&e comparison bet%een verbal 38sub.ect li&e comparison bet%een verbal 38

and nonverbal 38 (strictl* !uantitativeand nonverbal 38 (strictl* !uantitative

assessment)$assessment)$


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T*pological diagnosis of the testT*pological diagnosis of the test

profileprofile

,n the basis of ,C9/ traits:,n the basis of ,C9/ traits: ,vercontrolled t*pe: neuroticism ;,vercontrolled t*pe: neuroticism ;

introversion (high ; lo% 9)


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The histor* of %ell&no%n testsThe histor* of %ell&no%n tests

#>?@: Binet ; Simon – the first intelligence#>?@: Binet ; Simon – the first intelligence

scalescale

#>?A: 1e*mans ; iersma – the first#>?A: 1e*mans ; iersma – the first

personalit* assessment (peerrating)#: ood%orth – the first personalit*#>#: ood%orth – the first personalit*

inventor* (ps*chopatholog*)2#>45: Strong"Duder – the first#>2#>45: Strong"Duder – the first

vocational inventories


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The histor* of %ell&no%n testsThe histor* of %ell&no%n tests

#>4>: echsler – echslerBellevue#>4>: echsler – echslerBellevue3ntelligence Scale (#>> /3S333)> /3S333)<

#>54: 1atha%a* ; -cDinle* – -innesota#>54: 1atha%a* ; -cDinle* – -innesota

-ultiphasic Eersonalit* 3nventor* (#>F> -ultiphasic Eersonalit* 3nventor* (#>F> --E3 2)5>: Cattell – #A E+ (Eersonalit* +actors)5>: Cattell – #A E+ (Eersonalit* +actors)< #>@? #>>? 9*senc&ian inventories@? #>>? 9*senc&ian inventories<

#>>? – 2??? – Big +ive inventories (Costa ;#>>? – 2??? – Big +ive inventories (Costa ;-cCrae)$-cCrae)$


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Eresent status of testsEresent status of tests

Thousands of tests in different fields (even inThousands of tests in different fields (even in

Eoland)


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3nformation about tests

Standards for Educational andPsychological Testing (1985 and 1999);

Mental Measurements Yearoo! and Test"riti#ues<


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Gournals presenting tests (and

ps*chometric problems) Psychometri!a Educational and Psychological Measurement

$%%lied Psychological Measurement &ournal of Educational Measurement &ournal of Educational Psychology &ournal of $%%lied Psychology

Personnel Psychology &ournal of "onsulting and "linical

Psychology $


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/dvantages and disadvantages of

the tests Tests 'represent the best fairest and the

most accurate technolog* available forma&ing man* important decisions aboutindividuals but at a time the'ps*chological testing is highl*controversial (-urph* ; 7avidshofer#>F> p$ 2)$


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9thical (controversial) aspects of9thical (controversial) aspects of

testingtesting

The impact of testing on societ* (artificial orThe impact of testing on societ* (artificial or

real differences efficienc* or e!uit* helpingreal differences efficienc* or e!uit* helping

or hurting people)

Documents

6. test as a tool