PSYCHOLOGICAL ASSESSMENT – PSYCH08L

INTRODUCTION TO PSYCHOLOGICAL ASSESSMENT & PROCESS OF TELE-ASSESSMENT

ASSUMPTIONS IN PSYCHOLOGICAL TESTING 1. Referral
2. Test Selection & Assessment Battery – test na
kailangan i-take.
Alfred Binet 3. Determine Model of Assessment – ftf ba or list of
➢ Created the first test for mentally retarded children. assessment techniques ang gagawin.
(intelligence test) 4. Pre-Testing Screening & Client Operation – build a
➢ Helped a place in Paris School Children appropriate rapport.
class. 5. Platform of Choice – application for clinics; best
➢ After a decade, English language version of test was platform is ZOOM.
used in schools in the United States. 6. Administration Protocol – giving of different tests
➢ Used in WWI in 1917 and WWII. Before entering the 7. Periodical Protocol Evaluation
military, they needed to be tested if they are
mentally prepared for war. ASSESSMENT TECHNIQUES:
1. Technician Assisted – same building, different room.
PSYCHOLOGOCAL TESTING (eg. clinician is in room 178, and client is in room 179)
• Process of measuring psychology related variables by 2. Hybrid Stage – hindi inaassist, but same building
means of devices or procedures and obtaining the parin.
numerical value. 3. Modified FTF – may araw na FTF.
• Numerical in Nature 4. Direct to Home – clinician and client are both homes.
• To obtain some gauge, usually numerical in nature, with
regard to an ability. 2 APPROACHES IN ASSESSMENT:
• Test - Device/procedure to obtain sample procedures.
• Psych Testing - process 1. Collaborative Psychological Assessment
• Raw score or the interpretation of the score ang ➢ Working together as partners; from
kinukuha sa psych testing. initial contact through final feedback
session.
➢ After having a raw score, you can endorse it ➢ Kung ano sabihin ni clinician, susundin
to the psychologist to have a psychological ni client.
assessment. ➢ Mas firm relationship ng collaborative
kesa sa Dynamic.
PSYCHOLOGICAL ASESSESSMENT 2. Dynamic Assessment
➢ Educational setting, interactive
• Making a psychological evaluation.
approach to psychological assessment
• Kung ano yung nakikitang problem or concern sa client.
that usually follows a model. (1. Eval,
• Must have a referral first.
2. Intervention, 3. Eval)
• Objective: answer a referral question, to solve a
➢ Not intact
problem, and arrive a decision for an evaluation,
➢ Can also be used in correctional (prison),
• Example: client went up to you, has low corporate employees, neuropsychological,
performance at work. Give them a level B test. If there clinical, and other settings.
is a Level C test, psychologist must be supervising.
ASSESSMENT MODELS: how the results are communicated

PROCESS OF TRADITIONAL ASSESSMENT 1. Test Oriented Model

1. Referral ➢ result discussed by the clinician to the
2. Preparation of tools for assessment client is on a test-by-test basis.
3. Formal Assessment – meeting of client (eg. Kung ➢ Communicate every test.
kailan babalik) ➢ At least 3 tests.
➢ pwede mapag-usapan kung ilang session, ➢ Example: if the client took three tests, the
gaano katagal ang duration, at tuwing kailan clinician would communicate the results
bumalik sa clinic. each.
➢ 3-5 sessions 2. Domain Oriented Model
➢ maximum duration of assessment is 1hr ➢ Grouped according to abilities or
30mins. “functional domains” based on the results.
➢ Preparatory Interview – background of the ➢ 16PF
client. ➢ Kung ano yung mataas at mababa
4. Writing a psychological report – general result, nyang factor ang sasabihin kay client.
personal info (family, personal, educational ➢ Results per factor included in tests.
background) of the clients test taken by client, list of ➢ Factors will only be discussed. If there are 5
psychological test, result of psychological test and factors, you will only discuss the high and
result of assessment. low.
5. Feedback Session – to the client, to discuss the
situation. Communicate the result to the client.
PSYCHOLOGICAL ASSESSMENT – PSYCH08L

3. Hypothesis Oriented Model 6. Role Play Test – applicable to children, they can ask
➢ Answer to the referral question. them to act. Assess them using acting.
➢ The general answer. ➢ Directed to act as if they were in a
➢ Mas broad, mas general. particular situation.
➢ Free Chair Test
➢ Role play may be defined as acting an
TOOLS OF PSYCHOLOGICAL ASSESSMENT: improvised or partially improvised part in
a simulated situation.
1. Test – device/procedure designed to measure their
7. Computer As Tools – used in test administration,
attitudes, intelligence, personalities, and interests.
scoring and interpretation.
o Content – subject matter of the test, ➢ Not all psychological tests has their own
depends on the theoretical orientation, software.
unique way to define the construct of ➢ Context of generating simulations.
interest. ➢ CAPA – Computer Assisted Psychological
o Format – Face Validity. Form, plan, Assessment
structure, layout of test items & other o Simple Scoring Report – mere
considerations. (eg. Time limits) listing of score/s.
o Administration – require certain tasks o Extended Scoring Report –
to be performed, trained observations of includes statistical analysis of
performance, or little involvement by the the test takers performance.
test administrator. (how will you score it, o Interpretive –
how will you interpret it.) numeral/narrative statements
o Scoring & Interpretation – process of in the report.
assigning evaluative codes or statements o Consultative Report –
to perf or tests, tasks, interviews, or assessment by the professional,
other behavior samples. appropriate for
o Score – code or summary statement that communicationbetween
reflects an evaluation (summary of raw assessment professionals.
score) o Integrative – employ
o Cut Score – reference point, may limit previously collected data.
lang kung hanggang saan.
WHO, WHAT, WHY, HOW AND WHERE
2. Interview – direct method of gathering information.
involving reciprocal exchange; taking note of both WHO?
verbal.
3. Portfolio – compiled work products- whether 1. Test Developers – APA, estimated more than 20k
retained on paper, canvas, film, video, audio, or some new psychological tests are developed each year.
other medium. NCME.
o Compiled work at their present moment. 2. Test User – controversy exists about which
4. Case History Data – consists of their record, professionals with what type of training should have
transcripts, and other accounts on written pictorial access to which tests. Who are or who should be test
or other form that preserve archival information, users?
official and informal accounts. o Clinicians
o Letters Written o Counselors
o Photos and Family Albums o School Psychologists
o Newspaper & Magazine o Human Resources Personnel
o Home Videos, movies, and audiotapes. o Consumer Psychologists
5. Behavioral Observation – monitoring the action, o Experimental Psychologists
their body language, mannerism. o Social Psychologists
➢ Recording quantitative/qualitative
information regarding their actions. 3. Test Taker – anyone who is the subject of an
o Inpatient Facilities, behavioral assessment or any evaluation.
research laboratories, classrooms. ➢ Psych Autopsy – the record of the
o May be used for selection purposes deceased individual for the use of
to perform a particular tasks or assessment. Reconstruction of a deceased.
job. OTHER VARIABLES:
o Test Anxiety
o The extent to which they understand
and agree with the rationale for the
assessment.
o Willingness to cooperate with the
examiner.
o Physical pain/distress.
PSYCHOLOGICAL ASSESSMENT – PSYCH08L

o Physical discomfort ETHICAL GUIDELINES:

o Alertness/Wide Awake
1. Tests should be stored in a way that reasonably
4. Society at Large – felt a need for some way of ensures that its specific contents will not be made
organizing/systemizing the many faceted complexity known in advance.
of individual differences. 2. Trained persons administer the tests properly.
➢ Social Facilitation – nagbabago yung 3. Examiner must be familiar with the test materials
behavior kasi may nakatingin sayo. and procedures.
4. Ensuring that the room in which the test will be
conducted is suitable and conductive to the testing.
TYPES OF SETTINGS: 5. Create a rapport between the administrator and the
test taker.
1. Educational
o Achievement Test ✓ Assessment of People with Disabilities – to obtain
o School Ability Test – to help identify employment, to earn a professional credential, to be
children who may have special needs. screened for psychopathology, etc,.
o Achievement Tests – evaluates ✓ Alternate Assessment –
accomplishment/the degree of learning o Evaluative or diagnostic procedure or process.
that has taken place. o To measure the same variables.
o Diagnostic Test – helps narrow down; o Special accommodations made to the assessee.
identify areas of deficit, targeted for o Measurement is derived either by virtue.
intervention.
o Informal Evaluation – non-systematic ASSUMPTIONS ABOUT PSYCHOLOGICAL TESTING AND
assessment. Leads to the formation of an ASSESSMENT
opinion or attitude.

2. Clinical & Counseling Setting Assumption 1: Psychological Traits and States Exist
➢ Private psychotherapy – client wishes to
be evaluated. 1. Trait – defined as any distinguishable, relatively,
➢ Psychologist – consultant retained by enduring way in which one individual varies from
insurance company. other. (Guilford, 1959, p.6)
➢ Court Appointed Psychologist – asked to o Lahat may ganito, but nagkakaiba lang.
give an opinion. 2. States – pattern of thinking and telling and how you
➢ Prison Psychologist – to give an opinion behave in a certain situation.
regarding the extent of a convicted violent o Also distinguish one person from another
prisoner’s rehab. but are relatively less enduring.
3. Geriatic – older individuals reside, inquire 3. Psychological Traits as Constructs
psychological assessment to evaluate cognitive,
psychological, adaptive or other functioning.
o Quality of Life – refer to one’s own self Assumption 2: Psychological Traits and States can be
report. Quantified and Measured

4. Business, Military, Government, Organization • Different test developers may define and measure
Settings constructs in different ways.
o Concerned with career of personnel, job • Once defined, test developers turn to item content
satisfaction and item weighing.
o Application of measurement is in • Scoring system and a way to interpret results need
governmental licensing, to be devised.
certification/general credentialing of
professionals. Assumption 3: Test Related Behavior Predicts Non-Test
Related Behavior
HOW ARE ASSESSMENTS CONDUCTED?
• Responses on tests are thought to predict real world
• How the assessor prepares for the assessment. behavior.
• How the assessment is administered. • Not verified.
• Know the scores/results of the assessment are used. • Obtained sample of behavior is expected to predict
• How the entire record of the assessment is stored. future behavior.

Rapport – between the examiner and the examinee can also be

critically important, it may be defined as a working
relationship between the examiner and the examinee.
o Need to get the trust of the client and their
comfortability.
PSYCHOLOGICAL ASSESSMENT – PSYCH08L

Assumption 4: Tests and Other Measurement Techniques

have Strengths and Weaknesses

• Competent test users understand and appreciate the

limitations of the tests.
• Limitations might be compensated for by data from
other sources.

Assumption 5: Various Sources of Error Are Part Of The

Assessment Process

1. Error – long standing assumption.

o Something that is more than expected
o Test attempts to measure will influence
performance on the test.
2. Error Variance – problem is the test administration,
scoring. Component of a test score.

Remember:

1. Error does not have something to do with the test

takers’ ability.
o Random Error – surroundings influenced
the test takers' ability.
o Systemic Error – test paper is wrong.

2. Sources of Error Variance

o Test Construction
o Test Administration
o Test Scoring and Interpretation

POTENTIAL SOURCES OF ERROR VARIANCE

1. Assessors
2. Measuring Instruments
3. Random Errors such as luck

Classical Test Theory – has true score on a test that would be

obtained but for the action of measurement error.

Assumption 6: Testing and Assessment can be Conducted

in a Pair and Unbiased Manner

• All major tests publishers strive to develop

instruments that are fair when used in strict
accordance with guidelines in the test manual.
• Problems arise if the test is used with people for
whom it was not intended.

Assumption 7: Testing And Assessment Benefit Society

• There is a great need for tests, especially

good tests, considering the many areas of
our lives that they benefit.
PSYCHOLOGICAL ASSESSMENT – PSYCH08L

WEEK 2: HISTORICAL CULTURAL AND LEGAL

➢ Collaborated with Alfred Binet suggesting how
- The first systematic test was developed in China as mental test could be used to measure higher mental
early as 2200 BCE. processes.
- They originated in China/Chinese Government.
- High Test Scores: acquired wisdom of the past = EMIL KRAEPLIN
government position.
• Song Dynasty, Classical Literature was ➢ Early experimenter with the word association
given importance. technique as a formal test.

ANTIQUITY TO 19TH CENTURY LIGHTNER WITMER

➢ State sponsored examinations. ➢ Founder of Clinical Psychology

➢ Government Job. ➢ Founded the 1st Psychological Clinic in U.S.
➢ Special Garb
➢ Exemption from Taxes ALFRED BINET AND THEODORE SIMON
➢ Exemption from Government sponsored
interrogation by torture if the individual was ➢ Published a 30 item measuring scale of intelligence
suspected of committing a crime. designed to help identify mentally retarded Paris
school children.
CHARLES DARWIN ➢ Binet also devised a group intelligence test military’s
need for an efficient method of screening the
➢ Issue is the intelligence. intellectual of WWI recruits.
➢ “You are intelligent if you are adaptable.”
➢ Adaptivity and Survival Value LEWIS TERMAN & ROBERT VERKES
➢ People would be rejected/accepted.
➢ Army Test
FRANCIS GALTON (Nature VS. Nuture) ➢ Determine a soldier’s capability of serving, his job
classifications, potential for leadership.
➢ Classifies people according to their natural gifts. o Army Alpha – literate test. (e.g., Analogies,
➢ Questionnaires, rating scales, self-report inventories. number, completion, synonym, antonym
➢ He pioneered the use of statistical concept. test)
➢ Coefficient of correlation. o Army Beta – illiterate test. (e.g.,
incomplete pictures test & coding test)
KARL PEARSON (1857-1936)
DAVID WECHSLER
➢ Developed the Product-Moment Correlation
Technique. ➢ Aggregate or global capacity of the individual to act
➢ PEARSON-R purposefully, to think rationally, and to deal
effectively with his environment. 1939.
WILHELM MAX WUNDT ➢ WAIS – Wechsler Adult Intelligence Scale
➢ WISC – Wechsler Intelligence Scale for Children
➢ Funded the 1st person to establish the experimental ➢ WPTSI – for 4yrs above. Preschool intelligence.
psych lab at the University of Leipzig in Germany.
➢ He focused on how similar people are and viewed
individual differences as frustrating source of error. ROBERT S. WOODWORTH

JAMES MCKEEN CATTEL ➢ Developed personal data sheet. (used in military

recruits)
➢ Sa kanya nagstart ang salitang ‘Mental Test’ in 1890. ➢ Measure of adjustment and emotional stability of
➢ Responsible for launching mental testing on its Recruits
modern form.
PSYCHONEUROTIC INVENTORY
CHARLES SPEARMAN
o Measurement of Personality Test
➢ Concept of test reliability. o Pen and Paper Type of Test
➢ SPEARMAN-ROH o Yes of No format in series of questions.
➢ Statistical concept of SPEARMAN-ROH
➢ Built the mathematical framework for the
statistical analysis.

VICTOR HENRI WOODWORTH PSYCHONEUROTIC INVENTORY

PSYCHOLOGICAL ASSESSMENT – PSYCH08L

• Psychopathological = what is prevailing

1. Projective Test societal standards.
- Assumed to project onto some ambiguous
stimulus. LEGAL AND ETHICAL CONSIDERATIONS
- His/her own unique needs, tears, hopes and
motivation. ▪ Laws – rules that individuals must obey for the good
- Herman Rorschach – series of inkblots of the society.
developed by Hermann Rorschach. ▪ Ethics – body of principles of right, proper, or good
- Only the interpretation. conduct. Code of professional ethics.
▪ Litigation – process of taking legal actions legal
HENRY A. MURRAY & CHRISTIANA D. MORGAN disputes.
o A psychologist acting as an expert
➢ Created thematic Apperception Test (use of pics) witness.
➢ A projective test that involves having people explain  Competence of a defendant to
what is happening in ambiguous scenes. stand trial.
o DPT – Draw a Person Test  Competence of a witness to
o HTP – House Tree Person give testimony.
 Testify the sanity of a
defendant entering a plea of
1943: Minnesota Multiphasic Personality Inventory “not guilty” by “reason of
sanity.”
▪ Factor Analysis – method of finding the minimum
number of dimensions. (factors) to account for a TEST USER QUALIFICATIONS
large number of variables.
▪ JR Guilford – first attempt to use the factor analysis ▪ Level A: test or aids that can adequately be
technique. administered.
▪ Raymond Cattel – introduced the 16PF Test. o no licenses required
o teacher made test
▪ Level B: psychometrician, structured test
✓ Beginning of 1980’s several major branches of (personality, intelligence, interest, career,
applied psychology such as neuropsychology, employment.)
health psychology, forensic psychology, child ▪ Level C: Psychologist, unstructured personality test,
psychology. individually administered test.
o Supporting psychological fields together
with supervised experience.
CULTURE AND ASSESSMENT
❖ Code Fair Testing – professionals to test takers are
▪ Culture – socially transmitted behavior patterns, set forth in a document.
beliefs. Dapat alam ang culture ng isang tao bago nag
conduct ng test. RIGHTS OF TEST TAKERS:
▪ Culture Specific Test – use with people from one
culture but not from another to isolate the cultural 1. Right of Informed Consent
variable. 2. Right of confidentiality
3. Right to be informed in the test findings
4. Right to the least stigmatizing level
HENRY H. GODARO

➢ Using Binet’s test employed a bilingual psychologist.

➢ Coined the term “moron.”
➢ They should be separated with other people.

ISSUES OF CULTURAL

1. Verbal Communication
• Language
• Assessor and assesses must be speaking
the same language.
2. Non-Verbal Communication & Behavior
• Facial expression, finger & hand signs.
3. Standard of Evaluation
• Standard and preferences of evaluation
PSYCHOLOGICAL ASSESSMENT – PSYCH08L

Test Development and Administration 5. Method of Paired Comparisons – produces ordinal

data by presenting with pairs of two stimuli which
An umbrella term for all that goes into the process of creating a they are asked to compare.
test. 6. Comparative Scaling – entails judgments of a
stimulus in comparison with every other stimulus on
i. Test Conceptualization – brain storming of ideas a scale.
about what kind of test a developer want to publish. 7. Categorical Scaling – stimuli are placed into one of
two or more alternative categories that differ
Steps in Standardizing Test Development: quantitatively with respect to some continuum.
1. Identify a need 8. Guttman Scale – yields ordinal-level measures.
2. Decide if theory based or empirical data
3. Practical choices How does one develop items for the item pool?
4. Table of specification or blueprint 1. Write a large number of items from personal to
5. Test tryout and initial refinements academic with the subject matter
6. Gather reliability and validity 2. Interview settings for insights that assist in the item
7. Gather normative data writing,
8. Do further refinements 3. Academic research literature backup.

5 Stages of Developing a Tests: WRITING ITEMS:

1. Test Conceptualization Item Format – form, plan, structure, arrangement, and layout
- Brain storming of ideas. of individual test items.
o Pilot Work/Pilot Study/Pilot Research -
preliminary research surrounding the • Selected-Response Format - require testtakers to
creation of a prototype of the test. select response from a set of alternative responses.
› Attempts to determine how best to
measure a target construct 1. Multiple-Choice Format – has 3 elements:
› Entail lit reviews and stem (question), a correct option and several
experimentation, creation revision, incorrect alternatives (distractors and foils).
and deletion of preliminary items. Should’ve one correct answer, has
grammatically parallel alternatives, similar
2. Test Construction length, alternatives that fit grammatically
- Stage in the process that entails writing with the stem, avoid ridiculous distractors,
items, revisions, formatting, setting scoring not excessively long, “all of the above”, “none
rules. of the above.” Probability of getting the
o Scaling – process of setting rules for correct answer is 25%.
assigning numbers of measurement. 2. Matching Item – test taker is presented with
› measuring device is assigned and 2 columns: Premises and Responses. Should
by which numbers-scale values-are be fairly short and to the point and only one
assigned to different amounts of premise would match to one response.
the trait, attribute, or characteristic 3. Binary Choice – True-False item. Contains
being measured. single idea and not subject to debate.
Probability of obtaining the correct answer is
Types of Scales 50%.

1. Aged-Based – age is of critical interest • Constructed-Response Format - requires testtakers

2. Graded-Based – grade is of critical interest to supple or to create the correct answer, not merely
3. Stanine – if all raw score of the test are to be selecting it.
transformed into scores that range from 1-9.
1. Completion Item – requires the examinee to
4. Uni-dimensional – only one dimension is presumed provide a word or phrase that completes a
to underlie the ratings. sentence. Should be worded properly so that
5. Multi-dimensional – more than one dimension. the correct answer is specific.
2. Short-answer Item – should be written
Methods of Scaling clearly enough that the testtaker can respond
succinctly, with short answer.
1. Rating Scale – group of words, statements, or 3. Essay Item – respond by writing a
symbols on which judgments of the strength of a composition, allows creative integration and
particular trait are indicated by the testtaker. expression of the material. Tends to focus on
2. Summative Scale – final score in obtained by a more limited area than can be covered in
summing the ratings across all the items. the same amount of time when using a series
3. Likert Scale – scale attitudes, usually reliable; of selected-response items or completion
4. Thurstone Scale – involves the collection of a items. Subject to scoring and inter-scorer
variety of different statements about a phenomenon differences.
which are ranked by an expert panel in order to
develop the questionnaire.
PSYCHOLOGICAL ASSESSMENT – PSYCH08L

Writing Items for Computer Administration ▪ To retain items that discriminate 2

groups.
2 advantages of digital media:
4. Item Analysis
Item Banks – relatively large and easily accessible collection of - Statistical procedure used to analyze items.
test questions.
➢ Computerized Adaptive Testing – an interactive, To analyze and select items:
computer administered test-taking process wherein
items presented to the testtaker are based in part on • Item Difficulty – defined by the number of people
the testtaker’s performance on previous items. who get a particular item correct
Reduces floor and ceiling effects. ➢ Item Difficulty Index – calculating the proportion of
o Floor Effect – occurs when there is some the total number of testtakers who answered the
lower limit on a survey or questionnaire item correctly.
and a large percentage of respondents ✓ The larger, the easier the item
score near this lower limit (testtakers have ✓ For achievement testing
low scores. ✓ Item-Endorsement Index for personality
o Ceiling Effect – occurs when there are testing.
some upper limit on a survey or ✓ The optimal average item difficulty is approx.
questionnaire and a large percentage of 50% with items on the testing ranging in
respondents score near this upper limit difficulty from about 30% -80%.
(testtakers have high scores). • Item-Reliability Index – provides an indication of
o Item Branching – ability of the computer the internal consistency of a test.
to tailor the content and order of - The higher this index, the greater the test’s
presentation of items on the basis of internal consistency.
responses to previous items. • Item-Validity Index – designed to provide an
indication of the degree to which a test is measure
SCORING ITEMS: what it purports to measure.
- The higher this index, the greater the test’s
• Cumulative Scoring – the higher score one achieved criterion-related validity.
on the test, the higher the testtaker is on the ability
that the test purports to measure. Item-Discrimination Index – measure of item discrimination.
• Class Scoring/Category Scoring – testtaker Measure of difference between the proportion of high scorers
responses earn credit toward placement in a answering an item correctly and the proportion of low scorers
particular class or category with other testtakers answering the item correctly.
who pattern of responses is presumably similar in ➢ Extreme Group Method – compares people who
some way. have done well with those who have done poorly.
• Ipsative Scoring – comparing a testtaker’s score on ➢ Discrimination Index – difference between these
one scale within a test to another scale within that proportions.
same test. ➢ Point-Biserial Method – correlation between a
• Semantic Differential Rating Technique – dichotomous variable and continuous variable.
measures an individual’s unique, perceived meaning
of an object, a word, or an individual; usually essay • Item-Characteristic Curve – graphic
type, open-ended format. representation of item difficulty and
discrimination
3. Test Tryout • Guessing – one that eluded any universally
- Test should be tried out on people who are accepted solutions
similar in critical respects to the people for • Qualitative Methods – techniques of data
whom the test was designed. generation and analysis that rely primarily on
- Informal rule of thumb should be no fewer verbal than statistical procedures.
than 5 and preferably as many as 10 for each • Qualitative Item Analysis – various
item (the more, the better) nonstatistical procedures designed to explore
- Risk of using few subjects = phantom factors how individual test items work.
emerge.
- Should be executed under conditions as A. Test Revision
identical as possible Approaches:
o Pseudobulbar effect –
neurological disorder 1. Characterized each item according to its strength
characterized by frequent and weaknesses.
involuntary outburst of laughing 2. As revision proceeds, the advantage of writing a
or crying that may or may not be large item pool becomes more apparent because
appropriate to the situation. some items were removed and must be replaced by
- A good test item is one that answered the items in the item pool.
correctly by high scorers as a whole. 3. Administer the revised test under standardized
o Empirical Criterion Keying – conditions to a second appropriate sample of
administering a large pool of test examinee.
items to a sample of individuals • Cross-Validation – revalidation of a test on
who are known to differ on the a sample of testtakers other than those on
construct being measured.
PSYCHOLOGICAL ASSESSMENT – PSYCH08L

who test performance was originally found ➢ Social Intelligence – ability to function
to be a valid predictor of some criterion. successfully in interpersonal situations.
- Often results to validity shrinkage. • Thorndike is cited for his work on what he
• Validity Shrinkage – decrease in item considered as 2 most basic intelligence: trial and
validities that inevitably occurs after cross- error and stimulus response association.
validation • His proposition stated that stimulus response
• Co-validation – conducted on two or more connections that are repeated are strengthened
test using the same sample of testtakers. while those that are not used are weakened.
• Co-norming - creation of norms or the
revision of existing norms • L.L Thurstones Multiple Factors Theory of
Intelligence
What are the conditions for revisions? Factor Analysis
1. Materials are outdated - Statistical procedure that identifies cluster of
2. Vocabulary are outdated related items (called factors)on a test
3. Words perceived inappropriate or offensive - Used to identify different dimensions of
4. Test norms are no longer adequate to age-related performance that underlies one’s total score.
norms.
5. Psychometric soundness needs to improve. 7 PRIMARY MENTAL ABILITIES
6. Theory should be improved significantly
1. Verbal Comprehension
Theory of intelligences, Binet Scales, and Wechsler Scales 2. Word Fluency
3. Number Facility
What is Intelligence? 4. Spatial Visualization
➢ It may be defined as multifaceted capacity that 5. Associative Memory
manifests itself in different ways across the lifespan. In 6. Perceptual Speed
general, Intelligence includes the ability to; acquire and 7. Reasoning.
apply knowledge, reason logically, plan effectively, infer
perceptively, make sound judgment and solve problems, 5. Raymond Cattell’s Theory on Fluid and
grasp and visualize objects, pay attention, be intuitive, Crystallized Intelligence
find the right words and thought facility, cope with, • Fluid Intelligence – essentially non-verbal
adjust to, and make the most of new situation. which involves adaptive and new learning
capabilities, related to mental operations and
Theories & Definition of Intelligence processes on capacity, decay, selection, and
storage of information.
1. The Binet-Simon Scale (Alfred Binet & Theodore (Gf) are non-verbal, relatively culture free
Simon) – defined intelligence based on intelligence and independent of specific instruction.
quotient or IQ is evolved. The IQ is the ratio of
mental age to chronological age with 100 as the • Crystallized Intelligence – accumulation of
average. information, skills and strategies that people
➢ Mental Age – the average of individuals who have learned through experience.
achieve a particular level of performance of a (Gc) – acquired skills and knowledge that
test. are dependent on exposure to a particular culture
as well as formal and informal education.

6. Sternberg’s Triarchic Theory of Intelligence

2. Spearman’s Two Factor Theory of Intelligence
General Intelligence (g) • Contextual Intelligence - emphasized
Factor that Spearman and others believed underlies specific intelligence on its sociocultural context
mental abilities. Measured by every task on an intelligence test. • Experiential Learning – emphasized insight
➢ The performance of any intellectual act and ability to formulate new ideas and
requires combination of “g factor” available combine seemingly unrelated facts or
to same individual to the same degree for all information.
intellectual acts and “s factor” which are • Componential Intelligence - emphasizes the
specific to that act. effectiveness of informational processing.
3. Terman’s Stanford Binet Individual Intelligence ➢ Component – cognitive mechanism
Test – the classical formula for the IQ is: IQ = mental that carry out adaptive behavior to
age divided by chronological age x 100. novel situations
- By far, the Terman’s Stanford Binet Individual ➢ Cognitive mechanisms are equivalent
Intelligence Test is considered as the best to the skills, knowledge and
available individual test of intelligence. competencies that a person would have
4. Thorndike’s Stimulus Response Theory (1920) – acquired mainly through education and
Thorndike drew an important distinction among 3 experience.
broad classes of intellectual functioning:
➢ Intelligence test – measured by standard
intelligence test.
➢ Mechanical Intelligence – ability to
visualize relationships among objects and
understand how the physical world works.
PSYCHOLOGICAL ASSESSMENT – PSYCH08L

2 Kind of Components:
Naturalist Intelligence
1. Performance – used in actual execution of the tasks,
includes encoding, comparing etc. Administering the • Nature Smart – Ability to identify and classify
instructions of metacomponents patterns in nature. A person uses his or her
2. Metacomponents – higher order executive naturalist intelligence in the was he or she relates to
processes used in planning, monitoring and the environment. People who love the outdoors,
evaluating one’s working memory program. Involved animals, field trips. More than this, though, these
in planning what is going to do, monitoring what one students love to pick up on subtle differences in
has done upon completion meanings.

Theory of Multiple Intelligences Other Issues of Intelligence Tests

➢ Flynn Effect – the more the person’s age increase, their
• Gardner’s intelligence theory that proposes that intelligence level also increases.
there are eight distinct spheres of personality. ➢ Personality, Gender, Culture.

Linguistic Intelligence

• Word Smart – ability to use language to excite,

please, convinces, stimulate or convey information.

Logical-Mathematical Intelligence

• Logic Smart – ability to explore patterns, categories

and relationship by manipulating objects or symbols
and to experiments in controlled orderly ways.
People who display an aptitude for numbers,
reasoning and problem solving.

Bodily Kinesthetic Intelligence

• Body Smart – ability to use fine and gross motor

skills in sports, the performing arts and crafts
production. People who experience learning best
through activity: games, movement, hands-on tasks,
building.

Spatial Intelligence

• Picture Smart – ability to perceive and mentally

manipulate a form or object, perceive and create
tension, balance and composition in visual or spatial
display. Children who learn best visually and
organizing things spatially. They like to see what you
are talking about in order to understand.

Musical Intelligence

• Music Smart – ability to enjoy, perform or compose

a musical piece. People who learn well through
songs, patterns, rhythms, instruments and musical
expression.

Interpersonal Intelligence

• People Smart – ability to understand and get along

with others. People who are noticeably people
oriented and outgoing, and do their learning
cooperatively in groups or with a partner.

Intrapersonal Intelligence

• Self Smart – ability to gain access to and understand

one’s inner feelings, dreams and ideas. They may
tend to be more reserved, but they are actually quite
intuitive about what they learn and how it relates to
themselves.