Psychological Assessment

Why is Psychological Assessment important?

1. It is a “Trademark” of a psychologist/psychometricians
 Makes you unique
 Psychologist: can sign documents for the patient’s clinical evaluation
 Psychometrician through administration of tests at school
2. “Credibility”
 building credibility through evidence or proof of the given information.

Testing VS Assessment
Psychological Assessment
 gathering and integration of psychology related variable/data for the purpose of making psychological evaluation that is
accomplished through a variety of tools, for the purpose of assessing diverse psychological functions including cognitive
abilities, personality characteristics, attitudes, values, intermotion and motivations among others, in support of psychological
counseling, psychotherapy, and other psychological interventions.
 A process of testing that uses a combination of techniques to help arrive at some hypotheses about a person and their
behavior, personality and capabilities
Notes:
 Clinical Assessment  Psychological Report
 the systematic evaluation of psychological,  the end product of assessment. It represents the
biological, and social factors in a person with a clinician’s efforts to integrate the assessment data
possible psychological disorder into a functional whole so that the information can
 Goals of Clinical Assessment help the client solve problems and make decisions.
 Concentrate on problem areas that seem Referral Question
most relevant  a problem that we want to answer
 Pillars of Psychological Assessment: In-take Interviews
 Interview  it can be conducted by nurses, psychometricians,
 Behavior Observation and psychologists
 Case Conceptualization
Types of Psychological Assessment
 Collaborative Psychological Assessment
 The assessor and the assesse may work as partners from initial contact through final feedback
 Therapeutical Assessment
 Self – discovery and new
 Dynamic Assessment


Testing
 refers to everything from the administration of a test (as in testing in progress) to the interpretation of the test score
 measure the magnitude of some psychological trait or attribute

Psychological Testing
 sampling a behavior from a test
 it is the use of psychological tests
 is the use of specific/systematic procedures to obtain information and convert that information to numbers or scores (Cohen,
2009)
 It refers to all of the possible uses, applications and underlying concepts of psychological and educational tests.
 It’s main use is to evaluate individual differences or variations among individuals (Kaplan and Sacuzzo, 2014)

Psychometrics
 A field of study concerned with the theory, technique and development of psychological measurement (Munariz and Cevera,
2013)

Testing Assessment
1. OBJECTIVE Psychology Related Typically, to answer a referral
Typically, to obtain some gauge, usually question, solve a problem, or arrive at
numerical in nature, with regard to an a decision through the use of tools of
ability or attribute evaluation.
(ex. Industrial Setting – Skills of the
employee)

2. PROCESS May be individual or group in nature Typically individualized (involves

observation and follow-up information
during the one-on-one basis)

3. ROLE OF The tester (psychometrician) is not key The assessor is key to the process of
EVALUATION to the process selecting tests

4. SKILLS OF Typically requires technician – like skills Typically requires an educated

EVALUATION (ex. Able to read and execute tests selection of tools
properly)

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 5. OUTCOME Yields a test score or series of test scores Entails a logical problem-solving
(As basis for qualifications that fit the
criteria)
*Cohen, Swerdlik, and Sturman (2013)

Fitting In

Concept Definition
1. Testing  Uses quantitative data to translate qualitative data
 Process sampling behavior/skill using ready made tests
2. Measurement Process of assigning quantitative principles and end with a score or quantity of
construct
3. Evaluation Process of coming up with judgment to appraise what an individual can and can’t do
for you
4. Assessment Process of gathering and integrating information in order to make judgment and
decisions

In Assessment
Tests
 Are devices or procedure used to obtain information
 Provides teachers with information that can aid them in improving instruction
 Provide students with information that aid them in understanding themselves better
 A measurement device use to quantify behavior or aid in the understanding and prediction of behavior.

Use of Tests
 Instructional Uses
 Tests provide the teacher with information that is helpful in providing more effective instructional guidance for
individual pupils and for the whole class.

 Administrative Uses
 Test results provide information that is needed for “quality control”.

 Guidance Uses
 Test results are useful in predicting an individual’s success in a field of study and thus aid him in choosing an appropriate
course of study.

Classifications of Tests
1. Psychometric Test
2. Impressionistic Test/Projective Test

Notes:
 If a test has unacceptably low reliability, the test constructor might wish to boost the reliability by using factor analysis to
divide the test into homogenous subgroups of items.
 The items in a test must directly cover the behavior of interest, only if a classification decision is to be made

Psychological Test
 Objective and standardized (uniformity) measure of a sample of behavior. Observations are made on a small but
carefully chosen – sample
 A device for measuring characteristics of human beings that pertain to overt (observable) and covert (intraindividual)
behavior. Measures past, present, or future human behavior (Kaplan and Sacuzzo, 2014)
 A device or procedure designed to measure variables related to psychology (ex. Intelligence, interests, attitudes, and values)
 All psychological tests fundamentally depend upon the measurement of behavior samples.
 The behavior sample could range

Use of Psychological Tests

 Diagnostic and Predictive Value of Psychology Test: Prediction – estimate and Diagnosis – present condition (Anastasi and
Urbina, 1997) [ex. Interest tests]

What to look for in test?

1. CONTENT
 Measure what you want to measure, because test develops use different theoretical frameworks in their test.
 Subject matter of the test
2. FORMAT
– Organization of the items in the test (form, plan, structures and arrangement)
3. ADMINISTRATION PROCEDURE
– involve a demonstration of various tasks demanded of the assesse
4. SCORING AND INTERPRETATION PROCEDURES (normative)
– process of assigning evaluative codes or statements to performance on tests
– Cut score:

When is a test a Psychological Test?

 Criteria #1: it measures dimensions of the human mind
 Criteria #2: standardized
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Characteristics/Criterion of a Psychological Test
1. STANDARDIZATION
 Uniformity of procedure in administering and scoring the test
 Need to establish norms
2. OBJECTIVE MEASUREMENT OF DIFFICULTY
 Determination of the difficulty level of an item or of whole test based on objective, and empirical procedures (ex. Maximum
measurement test and personality tests to detect discrimination)
3. VALIDITY
 Degree to which the test measures what is supposed to measure
4. RELIABILITY
 Degree to which the test scores re free of error of measurement

Major Errors in the Use of Psychological Tests

1. The use of test must be controlled
2.

Types of Tests

Individual Group
 a test given one at a time  a test given

Ability Tests Personality Tests

Norm – referenced

Criterion – referenced

Tools of Assessment
1. Portfolio
2. Case History
3. Role Play

Assessment Process

Referral Question > Evaluate The Reason For Referral > Planning Data Collection > Data Collection > Interpreting The Data
> Communicating Assessment

Psychological Assessment is NOT ALWAYS based on Psychological Testing:

1. Interview
 a method of gathering information through direct communication involving reciprocal exchange through talks,
discussions or direct questions.
 a good interview involves 80 – 90% content of the voice of the interviewee
 most important source of data
 one of the most prevalent selection devices for employment (Macan, 2009)
 an essential testing tool in subspecialties such as clinical, industrial, counseling, school and correctional psychology

What to look for during the interview?

 His/her body language, medium of language, facial expression, appearance, tone of voice, manner of speech and
mood

Nature of Interviewing
 Involve mutual interactions that influences one another
 Interview participants affect each other’s mood (Social Facilitation)

Similarities between an Interview and a Test

1. Method for gathering data
2. Used to make predictions
3. Evaluated in terms of reliability
4. Evaluated in terms of validity
5. Group or Individual
6. Structured and Unstructured

Assets of Interview
1. Rapport (religion as a topic is considered not favorable)
2. Probe (follow – up questions and applying skills to continue the flow of the conversation, through having the 1.) proper
attitude, 2.) responses to avoid, 3.) use of effective responses, and 4.) measuring understanding or empathy)
3. Observation (other inputs)
4. Meaningful Context
5. Useful in crisis situations
SUICIDAL RISK ASSESSMENT CRISIS SITUATION
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 1. Ask about the intent: (Do you have thoughts/plans of killing yourself?)
 Passive Ideation
 Active Ideation
2. How will you kill yourself? *Anxiolytics will be given for the
3. Do you plan? client/individual w/ clear plans
4. Do you have access to the materials use? for suicide.
5. Report to the immediate authority
Note: Types of Suicide:
1. Fatalistic – pervasive oppression [ex. Being a slave]
2. Altruistic – benefit of the society [ex. Harakiri in Japan]
3. Anomic – disillusionment or disappointment
4. Egoistic – low social integration [ex. Withdrawing from society]
6. Or other situations where testing is not feasible

Types of Interview
1. Structured – list of questions, which are close – ended (Directive style)
2. Unstructured – open – ended/general questions/spontaneous/facilitation (Nondirective style)
3. Semi – structured – combination of both structured and unstructured interview

Other Types of Interview

1. Intake Interview
 To determine why the client has come for assessment
 To judge whether the agency, facility, policy and services will meet the needs and expectation of the client
 Chance to inform the client about the policies, fees and process involved
2. Social case Interview
 Biographical sketch of the client
 Takes a developmental approach
 Understand the individuals background
3. Mental Status Examination
 Determine the mental status of the patient
 Used primarily to diagnose psychosis, brain damage, and other major mental health problems
 It’s purpose is to evaluate a person suspected of having neurological or emotional problems in terms of variables
known to be related to these problems
4. Employment interview/Selection Interview
 Determine whether the candidate is suitable for hiring or not
 Elicit information pertaining to the clients qualifications and capabilities for particular employment duties
5. Education Interview
 Determine whether the student is suitable for the program of the school
6. Diagnostic Interview
 Centers on the clients emotional functioning rather than qualifications, so that the clinical psychologist can uncover
those feelings, thoughts, and attitudes that might impede or facilitate the client’s competence

Sources of Error in the Interview

1. Interview Validity (meaning of interview data)
 Bias
 Halo Effect
 General Standoutishness
 People tend to judge on the basis of one outstanding characteristic
 Cross-Ethnic. Cross-Cultural, and Cross-class Interviewing
 which leads to Interviewer Bias and Cultural Distortions when the interview is not conducted properly
when facing with international clients/individuals
 Solution: Use of highly structured interview which accomplishes the following three goals:

2. Interview Reliability (dependability)

Threats to Internal Validity

1. History
2. Maturation
3. Testing
4. Instrumentation
5. Statistical regression
6. Selection
7. Subject mortality
8. Selection Interaction

Assumptions about Psychological Assessment and Testing

1. Psychological States and Traits exist

Trait  Is any distinguishable, relatively enduring

characteristic in which one individual varies
from one another.
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 State  Distinguishes one person from another but
relatively less enduring.

2. Psychological traits and States can be quantified and measure

3.
4.
5.
6.

Context and Ethics for Psychometricians & Psychologists

Ethics
 Known as moral philosophy that addresses questions about morality. Ex. Good and evil, right and wrong and etc.

Ethical Practice of Clinical Assessment

 Develop a professional rel. with your client
 The nature, purpose & conditions of the relationship should be clearly defined

APA Ethical Principles

1. Benefiance and Non – Malefiance  Moral Professionals
 Promote well-being and prevent harm 4. Justice
2. Fidelity and responsibility  Promotes equality
 Establish trust and contribute to society 5. Respect for people’s right and dignity
3. Integrity  Respect privacy and differences

Confidentiality
 Protect the information of our clients
 In what situations you can disclose the information?
 Team approach
 Academic purposes
 On going criminal act
 Consent form/ Contract
 Ask permission to use recording devices
 Most of the time, clinicians are tempted to tell other people if they have a celebrity client

Optimize the level of Rapport with the Client

 Be mindful of your expectations. In case of Expectancy Effect

Observe Rights to Privacy

Privacy
 The right of the individual to decide for himself/ herself how much he/she will share/divulge with others his/her
thoughts, feelings, & facts of his personal life. This information can ONLY BE RELEASED WITH THE PERMISSION
OF THE CLIENT – APA, 1992
Confidentiality
In what situation you can disclose the information?
 Team approach
 Academic purposes
 On going criminal act
 Harm to oneself and others
 Consent form/contract
 Ask permission to use recording devices
 Most of the time, clinicians are tempted to tell other people, if they have a celebrity client.
Testers
Psychometrician Psychologist
1. Administering and scoring objective personality tests, structured 1. Psychological Interventions
personality tests
2. Interpreting the results of these tests and preparing a written 2. Psychological Assessment
report on these results, and;
3. Conducting preparatory i-take interviews of clients for 3. Psychological Programs
psychological intervention sessions.
Note: Provided, that these activities conducted by the psychometrician shall be at all times be conducted under the supervision of a
licensed professional psychologist.

Qualification of Testers/Levels of Test

Test User Qualifications: In 1950 the APA published a report called “Ethical Standards for the Distribution of Psychological Tests
and Diagnostic Aids”. It outlined three Levels of tests in terms of expertise:
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o LEVEL A
 Group administered tests of vocational proficiency tests, teacher-made tests, and etc. are examples to be designated them
as appropriate for administration and interpretation by non-psychologists.
o LEVEL B
 “Some technical knowledge of test construction and use and of supporting psychological and educational subjects such as
statistics, individual differences, the psychology of adjustment, personnel psychology and guidance.”
 They may administer objective standardized personality tests that can be group administered.
 For Psychometricians
o LEVEL C
 Individually administered tests of intelligence, personality tests and projective methods/techniques are restricted in their
use to persons with at least a Master’s degree in Psychology who have had at least 1 year of supervised experience under
a psychologist.