Written Test Report

Prepared by: Jeel Christine C. de Egurrola

written report of a standardized test

The type of report depends on:

purpose of the testingwho will receive the test report

• Psychometric assessment reports address the profile of individuals.

• These profiles examine and discuss in an objective manner the attributes of the individual in terms of their ability, aptitude and approach to work. Individuals’ preferred style of managing their interpersonal relations at work, including the level and implications of their compatibility or incompatibility with specific individuals is examined within psychometric assessment reports also.

• Profiles can show the unique strengths, limitations and potential for development within different individuals, and contrast these factors between individuals, thereby helping to inform an employer’s selection and development decisions.

• Name, address, date of birth/chronological age, date of examination, race, sex, grade/school, parents or guardians, examiner

Demographic information

• Problem indicated by the client; person(s) referring client; relevant educational, social, and medical information; family information and history; previous testing results; other personal information

Reason for referral and relevant background

information

• During initial intake, during testing, in non-testing situations, in classroom or work settings

Behavioral observations of the client

• Tests given: total, scale and subscale scores: range and spread of scores; basal and ceiling age levels; test items passed or failed

Test results

• Strengths and weaknesses, factors affecting performance, diagnostic interpretationsDiagnostic impressions

• Specific answers to referral questions, predictions, cautions, suggestionsRecommendations

• Brief integrated statement of statement findingsSummary

Factors to be considered

in writing a report

• Focus of the report– Test-oriented (concentrating on the objective test results, items,

scales, technical aspects of the examinee’s performance)– Examinee-oriented (characteristics)

• What test/s to use– Background of the examinee should cite supporting evidence of

diagnostic impressions– With consistent evidence from a number of sources, the

examiner can be more sure of the interpretations and conclusions.

– “everything observed from the initial encounter to the termination of the contact with the examinee constitute data for analysis” (Sattler, 1982)

Overuse of jargon

Focus on test results

rather than the

individual

Downplay of test

results

Poor organization of

the report

Failure of the examiner

to take a position

Poor written

communication skills

Common problems in psychological/psychometric

report writing (Katz, 1985)

Content

Interpretation

Examiner attitude and orientation

Communication

Science and the profession

Major Categories of problems in writing psychological reports

(Tallent, 1983)

• Communicate clearly the result

• Include the purposes of the testing, decisions that gave rise to the testing, behavioral descriptions, & sources of information

• Clearly identify opinions/professional judgments

• DO NOT INCLUDE hearsay, unverified opinions, generalized statements, or potentially harmful/damaging information

Writing the report

General guidelines for good report writing (Katz, 1985)

• Write the report the day of testing at least within 24 hours of seeing the client

• Remember the basics – (date, demographics, behavioral observations, test

categories, diagnostic suggestions, recommendation, summary)

• Proper organization of report• How long the report should be

– Aim for clarity and accuracy but keep brevity

• Report findings clearly and accurately using straightforward statement

Patterns in organizingpsychometric reports (Klupfer, 1960)

• Utilizing a personality/psychometric theory as frame of reference

Theory-oriented report

• Focuses on test information, explain in detail how interpretations were derived

Test-oriented report

• Focuses on the question asked in referralProblem-oriented

report

• Focuses on the examinee rather than sources of information

person-centered report

• Focuses on the assets and strengths of the individual coping with life’s demands

Ego-Psychological report

Technical Aspects to be considered

in writing psychometric reports

• Familiarization with the Publication Manual of the American Psychological Association, 6th

ed. (2010) – chapter 3– Style of writing, punctuations, spelling,

capitalization, italics, abbreviations, footnotes, references (APA format)

• Refer to the suggested Psychometric report format of the publisher of the test you are using

• Be specific and concrete

• Avoid ambiguous sentences

– WRONG: “Mary lacks mechanical aptitude.”

– RIGHT: “Mary is unable to use the screwdriver or put washers on the bolt.”

– WRONG: “John is an introvert.”

– RIGHT: “John likes to be with people and be the center of attention. He talks and laughs loudly and makes sure he introduces himself to everyone in the room.”

Language

• Present factual test data directly and accurately, basing interpretations and recommendations on reliable and valid data

• DO NOT overgeneralize from limited test information

– WRONG: “The examinee is tall for his age and may feel a deficit in his affiliation need.” (a subject may have a low score on the affiliation scale, but is not necessarily a result of his being tall for his age.)

• Informational statements should be precise

Language

• Are there real advantages to computerized interpretation of tests?

• Will these interpretative reports reach the hands of inexperienced or unqualified individuals who will respond to the halo effect of objectivity projected by computerized report?

• Will publishers and developers of computerized interpretative programs reveal decision rules? (i.e., classification of assessment standards) for professional review?

• Will computer reviews be sufficiently validated?

Four Major Concerns in Computer-Generated Reports (Matarazzo, 1983)

1. Do the sentences convey the intended information?

2. Is the information presented in an objective manner?

3. Are statements clear and precise?

4. Are recommendations based on reliable and sufficient data?

5. Are data factual?

6. Were client records and files reviewed?

7. Are the test results valid and reliable indicator of client behavior and performance?

8. Are inferences and generalizations based on factual supporting data?

9. Have factors (previous test results, anecdotal records; behavioral observations; parent, spouse, teacher, or peer reports and observations; medical history; grades; work history; and educational attainment) been considered in the synthesis, analysis, and evaluation of current test information?

10. Is the case overstated? Are irrelevant statements eliminated?

11. Is the report organized into logical parts with smooth transition from part to part and paragraph to paragraph?

12. Are technical details, technical vocabulary, and fancy words minimized terms defined and translated into a common-sense vocabulary

13. Are sources of information documents

Revising and Editing the Report

Advantages of Computerized Test Interpretations (Klupfer, 1960)

1. Accuracy of scoring and retrieval of norms from complex norm tables

2. Time saved by counselors, HR practitioners and clinicians

3. Ability of computer to follow complex decisions rules in a fraction of a

4. Ability to show moderating effects on test interpretation

5. Ability to complete elaborate profile and statistical analysis

Types of Computer Generated Programs (Roid &

Gorsuch)

Scoring only

• Descriptive statements - “average,” “above average,” “indicates mastery of..”Descriptive

• Generate interpretations based on the interpretative decisions of a renowned clinician or group of experts

• Minnesota Multiphasic Personality Inventory, Louisville Behavior Checklist

Clinician modeled approach

• To identify intelligence, achievement, adaptive behavior scores related to quantitative judgments about learning disability status

• Minnesota Multiphasic Personality Inventory, The Sixteen Personality Factor Questionnaire, Strong Campbell Vocational Interest Inventory

Clinical actuarial systems