PYSCHOLOGICAL ASSESMENT

ALL LESSONS FROM PRELIMS TO FINALS| ASSES311

BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
INTRODUCTION TO THE CONCEPT OF and humor)
PSYCHOLOGICAL TESTING AND ASSESSMENT Portfolio
Test ⚫ A file containing the product of one’s work.
⚫ A measurement device or technique used to quantify behavior ⚫ Serve as a sample of one’s abilities and accomplishments
or aid in the understanding and prediction of behavior. Case History Data
Test Scores ⚫ Information preserved in records, transcripts, or other forms.
⚫ Not perfect measures of a behavior or characteristics, but they Behavioral Observation
do add significantly to the prediction process. ⚫ Monitoring the actions of people through visual or electronic
Item means.
⚫ A specific stimulus to which a person responds overtly; this TYPES OF TESTS
response can be scored or evaluated. Individual Tests
⚫ The specific questions or problems that make up a test. ⚫ The examiner or test administrator gives the test to only one
Psychological Test person at a time, the same way that psychotherapists see only
⚫ Educational test is a set of items that are designed to measure person at a time.
characteristics of human beings that pertain to behavior. Group Test
Psychological test vary by content, format, ⚫ Can be administered to more than one person at a time by a
administration, scoring, interpretation, and technical quality single examiner, such as when an instructor gives everyone in
TECHNICALQUALITY OR PSYCHOMETROC the class a test at the same time.
SOUNDNESS Ability Test
Psychometrics ⚫ One can also categorize tests according to the type of behavior
⚫ The science of psychological measurement. The they measure.
psychometric soundness of a test depends on how consistently ⚫ Contain items that can be scored in terms of speed, accuracy,
and accurately the test measures what Id purport to measure. or both.
*Test users are sometimes referred to as ⚫ On an ability test, the faster or the more accurate your
Psychometrists or psychometrician. responses, the better your scores on a particular characteristic.
Testing *Measure skills in terms of speed, accuracy, or both
⚫ The process of measuring psychology-related variables by DIFFERENT TYPES OF ABILITY
means of device or procedures designed to obtain a sample of Achievement
behavior. ⚫ Refers to previous learning.
Assessment Aptitude
⚫ The gathering and integration of psychology-related data for ⚫ Refers to the potential for learning or acquiring a specific
the purpose of making a psychological evaluation through skill.
tools such as tests, interviews, case studies, behavioral Intelligence
observation, and other methods. ⚫ A person’s general potential to solve problems, adapt to
TYPES OF BEHAVIOR (Kaplan and Saccuzzo) changing circumstances, think abstractly, and profit from
Overt Behavior experience.
⚫ An individual’s observable activity. WHAT IS THE DIFFERENCE BETWEEN ABILITY TEST
⚫ Some psychological tests attempt to measure the extent to AND PERSONALITY TEST?
which someone might engage in or “emit” a particular overt Ability Tests
behavior. ⚫ Are related to capacity or potential
Covert Behavior Personality Tests
⚫ It takes place within an individual and cannot be directly ⚫ Are related to the overt and covert dispositions of the
observed. individual
Objective of Testing * Provide an ambiguous test stimulus; response requirements
⚫ Typically to obtain some gauge, usually numerical in nature, are unclear.
with regard to an ability or tribute. Types of Personality tests
Objective of Assessment Structured Personality Tests
⚫ Typically to answer a referral question, solve a problem or ◆ provide a statement, usually of the “selfreport” variety, and
arrive at a decision through the tools of evaluation. require the subject to choose between two or more alternative
Interview responses such as “True or False”
⚫ Method of gathering information through direct Projective Personality Test
communication involving reciprocal exchange. ◆ The stimulus (test materials) or the required response-or both
⚫ Quality of information obtained in an interview often depends - are ambiguous. Rather than being asked to choose among
on the skills of the interviewer (e.g. their pacing, rapport, and alternative response the individual is asked to provide a
their ability to convey genuineness, empathy, spontaneous response.

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BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
WHO ARE THE PARTIES? another, to make the assessment more suitable for an assessed
The Test Developer with exceptional needs.
⚫ Tests are created for research studies, publication (as WHERE TO GO FOR INFORMAITON OF TESTS?
commercially available instruments) or as modifications of Test Catalogue
existing tests. ⚫ catalogues distributed by publishers of tests. Usually brief,
The Test User and UN-critical, descriptions of tests.
⚫ Test are used by a wide range of professionals Test Manuals
⚫ The standards contains guidelines for who should be ⚫ Detailed information concerning the development of a
administering psychological tests but many countries have no particular test and technical information.
ethical or legal guidelines for test use. Reference Volumes
WHO ARE THE PARTIES? ⚫ Reference volumes like the mental
The Test-Taker measurements yearbook or tests in print provide detailed
⚫ Anyone who is the subject of an assessment or evaluation is a information on many tests.
test-taker. Journal Articles
⚫ Test-takers may differ on a number of variables at the time of ⚫ Contain reviews of a tests, updated or independent studies of
testing (e.g. test anxiety, emotional) its psychometric soundness, or examples of how the
Society at Large instrument was used in either research or an applied context.
⚫ Test developers create tests to meet the needs of an evolving LESSON 2: HISTORY
society. Historical Perspective
⚫ Laws and court decisions may play a major role in test ⚫ We now briefly provide the historical context of
development, administration, and interpretation. psychological testing .
Other Parties China
⚫ Organizations, companies, and governmental agencies ⚫ It is believed that tests and testing programs first came into
sponsor the development of tests. being in china as early ad 2200 B.C.E.
⚫ Companies may offer test scoring and interpretation ⚫ Testing was instituted as a means of selecting who, of many
⚫ Researchers may review tests and evaluate their psychometric applicants, would obtain government jobs.
soundness. Han Dynasty (206-220 B.C.E)
WHAT TYPE OF SETTINGS? ⚫ The use of test batteries was quite common.
Educational Settings Civil law
⚫ Student typically undergo school ability tests and Military affaire
achievement tests. Geography
⚫ Diagnostic tests may be used to identify areas for educational Revenue
intervention. Agriculture Ming Dynasty
⚫ Educators may be also make informal evaluations of their (1368-1644 C.E) ⚫ A national
students. Clinical Settings multistage testing program.
⚫ Includes hospitals, inpatient and outpatient clinics, private- ⚫ Local level provincial capitals for more extensive essay
practice consulting rooms examinations
⚫ Assessment tools are used to help screen for or diagnose ⚫ Second testing, those with the highest test scores went on to
behavior problems. the nation; capital
Business and Military Settings ⚫ Final round only those who passed this third set of tests were
⚫ Decisions regarding careers of personnel are made with a eligible for public office.
variety of achievement, aptitude, interest, motivational, and Western world
other tests. ⚫ Most likely learned about testing programs through the
Government and Organizational Credentials Chinese.
⚫ Includes governmental licensing, certification, or general Reports by British Missionaries
credentialing of professionals ⚫ Diplomats encouraged the English East India Company in
HOW ARE ASSESSMENTS CONDUCTED? 1832 to copy the Chinese system as a method of selecting
There are many different methods used. Ethical testers have employees for overseas duty.
responsibilities before, during, and after testing. ⚫ Because testing programs worked well for the company, the
Obligations Include: British government adopted a similar system of testing for its
◆ Familiarity with test materials and civil service in 1855.
procedures ⚫ After the British endorsement of a civil service testing system,
◆ Room is suitable and conducive to the testing the French and German Government followed suit.
◆ Establish rapport during test administration US. Government 1883
Accommodations need to be made - the adaptation of a test,
procedure, or situation, or the substitution of one test for
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⚫ Established the American Civil Service Commision, which the test takers rather than to differences in the conditions
developed and administered competitive examinations for under which the test is administered.
certain government jobs. James Mckeen Cattell
Wiggins 1973 ⚫ Wundt’s students at Leipzig
⚫ The impetus of the testing movement in the Western world ⚫ Completed a doctoral dissertation that dealt with individual
grew rapidly at that time. differences-specifically, individual differences in reaction
CHARLES DARWIN AND INDIVIDUAL time.
DIFFERENCES ⚫ Coined the term mental test.
⚫ Perhaps the most basic concept underlying psychological and OTHER STUDENT OF WUNDT
educational testing pertains to individual differences. ⚫ Spearman is credited with originating the concept of test
⚫ No two snowflakes are identical, no two finger prints the reliability as well as building the mathematical framework for
same. the statistical technique of factor analysis.
⚫ Similarly, no two people are exactly alike in ability and ⚫ Victor Henri is the Frenchman who would collaborate with
typical behavior. Alfred Binet on papers suggesting how mental tests could be
Individual Differences Came with the Publication of used to measure higher mental processes.
Charles Darwin’s book the origin of species in 1859 Psychiatrist Emil Kraepelin
⚫ Darwin argued that chance variation in species would be ⚫ An early experimenter with the word association technique
selected or rejected by nature according to adaptivity and as formal test.
survival value ⚫ Kraepelin (1912) devised a series of examinations for
⚫ He further argued that humans had descended from the ape as evaluating emotionally impaired people. Similarly, one of the
a result of such chance genetic variations. earliest test resembling current procedures, the Seguin Form
⚫ Through this process, he argued, life has evolved to its Board Test (Seguin, 1866/1907), was developed in an effort
currently complex and intelligent levels. to educate and evaluate the mentally disabled
Sir Francis Galton Lightner Witmer
⚫ Given the concepts of survival of the fittest and individual ⚫ Been cited as the “little-know founder of clinical
differences, Galton set out to show that some people psychology”. founded the first psychology clinic in the United
possessed characteristics that made them more fit than others. Stated at the University of Pennsylvania. In 1907 Witmer
⚫ He concentrated on demonstrating that individual differences founded the journal Psychological Clinic.
exist in human sensory and motor functioning, such as THE MEASUREMENT OF INTELLIGENCE
reaction time, visual acuity, and physical strength. ⚫ Binet and collaborator Theodore Simon (1895) published a
⚫ Galton would be credited with devising or contributing to the 30-item “measuring scale of intelligence” designed to help
development of many contemporary tools pf psychological identify Paris school children with intellectual disability.
assessment, including questionnaires, rating scales, and self ⚫ A representative sample is one that comprises individuals
report inventories. similar to those for whom the test is to be used.
Psychological testing developed from at least two ⚫ The Binet-Simon (1908) Scale determined a child’s mental
lines of inquiry: age.
⚫ Based on the work of Darwin, Galton, and Cattell on the L.M. Terman
measurement of individual differences, and the other ⚫ In 1911, the Binet-Simon Scale received a
⚫ Based on the work of the German psychophysicists minor revision.
Herbart, Weber, Fechner, and Wundt (more theoretically ⚫ By 1916, Stanford University had revised the Binet test for
relevant and probably stronger) use in the United States.
⚫ Experimental psychology developed from the latter. ⚫ Terman’s revision, known as the Stanford-
Wilhelm Max Wundt Binet
⚫ Founded the first experimental psychology laboratory at the Intelligence Scale (1916)
University of Leipzig in Germany Intelligence
⚫ Wundt and his student tried to formulate a general description ⚫ “the aggregate or global capacity of the individual to act
of human abilities with respect to variables such as reaction purposefully, to think rationally, and to deal effectively with
time, perception, and attention span. his environment” (wechsler, 1939).
The objective is to ensure that any observed differences in Wechsler-Bellevue Intelligence Scale
performance are indeed due to differences between the people ⚫ Renamed the Wechsler Adult Intelligence Scale (WAIS)
being measured and not to any extraneous variables. Manuals ⚫ The WAIS has been revised several times since then, and
for the administration of many tests provide explicit versions of Wechsler’s test have been published that extend
instructions design to hold constant or “standardize” the the age range of test takers from early childhood through
conditions under which the test is administered. This is so that senior adulthood.
any differences in scores on the test are due to differences in WORLD WAR I

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⚫ Army requested the assistance of Robert Yerkes, who was ⚫ A method of finding the minimum number of dimensions
then the president of the American Psychological (characteristics, attributes), called factors, to account for a
Association large number of variables.
Army Alpha - required reading ability ⚫ We may say a person is outgoing, is gregarious, seeks
Army Beta - measured the intelligence of illiterate company, is talkative, and enjoy relating to others. However,
adults. these descriptions contain a certain amount of redundancy.
⚫ Stanford-Binet Intelligence Scale had appeared at a time of ⚫ A factory analysis can identify how much they overlap and
strong demand and high optimism for the potential of whether they can all be accounted for subsumed under a
measuring human behavior through tests. single dimension (or factor) such as extroversion.
⚫ World War I and the creation of group tests had then added SUMMARY OF PERSONALITY TESTS
momentum to the testing movement. Shortly after the Woodworth Personal Data Sheet
appearance of the 1916 Stanford-Binet Intelligence Scale and ⚫ An early structured personality test that assumed that a test
the Army Alpha test, schools, colleges, and industry began response can be taken at face value.
using tests. The Rorschach Inkblot Test
RISING TO THE CHALLENGE ⚫ A highly controversial projective test that provided an
⚫ The Stanford-Binet test had long been criticized because of ambiguous stimulus (an inkblot) and asked the subject what it
its emphasis on language and verbal skills, making it might be.
inappropriate for many individuals, such as those who cannot The Thematic Apperception Test (TAT)
speak or who cannot read. In addition, few people believed ⚫ A projective test that provided ambiguous pictures and asked
that language or verbal skills play an exclusive role in human subjects to make up a story
intelligence. The Minnesota Multiphasic Personality Inventory
⚫ Wechsler’s inclusion of a nonverbal scale thus helped (MMPI)
overcome some of the practical and theoretical weaknesses of ⚫ A structured personality test that made no assumptions about
the Binet test. the meaning of a test response. Such meaning was to be
⚫ In 1986, the Binet test was drastically revised to include determine by empirical research
performance subtests. The California Psychological Inventory (CPI)
WORLD WAR II ⚫ A structured personality test developed according to the same
⚫ Personality tests based on fewer or different assumptions principles as the MMPI
were introduced, thereby rescuing the structured personality The Sixteen Personality Factor Questionnaire (16PF)
test. ⚫ A structured personality test based on the statistical procedure
⚫ Projective personality tests provide an ambiguous stimulus of factor analysis.
and unclear response requirements. Furthermore, the scoring
of projective tests is often subjective
⚫ The Rorschach test was first published by Herman
Rorschach of Switzerland in 1921.
⚫ The first Rorschach doctoral dissertation written in a U.S.
university was not completed until 1932, when Sam Beck,
Levy’s student, decided to investigate the properties of the
Rorschach test scientifically.
THEMATIC APPERCEPTION TEST (TAT)
⚫ Henry Murray and Christina Morgan in 1935.
⚫ More structured. Its stimuli consisted of ambiguous picture
depicting a variety of scenes and situations, such as a boy
sitting in front of a table with a violin on it.
⚫ Required the subject to make up a story about the ambiguous
scene.
MINNESOTA MULTIPHASIC PERSONALITY
INVENTORY (MMPI)
⚫ To use empirical methods to determine the meaning of a test
response-helped revolutionize structured personality tests.
⚫ Assesses personality traits and psychopathology.
Traits are relatively enduring dispositions (tendencies to act,
think, or feel in a certain manner in any given circumstance)
that distinguish one individual from another.
FACTOR ANALYSIS

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LESSON 3: ⚫ Only purpose is to name object

PSYCHOLOGICAL ASSESSMENT ⚫ Simplest form of measurement
Statistical methods serve two important purposes in the ⚫ These scales involve classification or categorization
quest for scientific understanding: 1. Statistics are used for based on one or more distinguishing characteristics, where
purpose of description all things measured must be placed into mutually exclusive
⚫ Numbers provide convenient summaries and allow us to and exhaustive categories.
evaluate some observations relative to others Ordinal Scales
2. We can use statistics to make inferences ⚫ This scale allows you to rank individuals or objects but not
⚫ Which are logical deductions about events that cannot be to say anything about the meaning of the differences
observed directly. between the ranks.
DESCRIPTIVE STATISTICS Interval Scale
⚫ Methods used to provide a concise description of a ⚫ When a scale has the properties of magnitude and equal
collection of quantitative information interval but not absolute 0
INFERENTIAL STATISTICS ⚫ We have reached a level of measurement at which it is
⚫ Methods used to make inferences from observations of a possible to average a set of measurements and obtain a
small group of people known as a sample to a larger group of meaningful results.
individuals known as a population. Ratio Scale
SCALES OF MEASUREMENT ⚫ A scale that has all three properties
⚫ Measurement as the application of rules for assigning ⚫ Has a absolute 0
numbers to objects. ⚫ For instance, 0 miles per hour (mph) is the point at which
Properties of Scales there is no speed at all. If you are driving onto a highway at
⚫ A scale is a set of numbers (or other symbols) whose 30 mph and increase your speed to 60 when you merge,
properties model empirical properties of the objects to then you have doubled your speed.
which the numbers are assigned. Scales of Measurement and Their Properties
*measurement always involves error Property
Error Type of Magnitude Equal Absolute
⚫ Refers to the collective influence of all of the factors on a Scale Intervals 0
test score or measurement beyond those specifically Nominal No No No
measured by the test or measurement. Ordinal Yes No No
The three important properties make scales of measurement
Interval Yes Yes No
different from one another: 1. Magnitude
Ratio Yes Yes Yes
2. Equal Intervals
3. An Absolute 0 DESCRIBING DATA
MAGNITUDE Distribution
⚫ Is the property of “moreness” ⚫ May be defined as a set of test scores arrayed for recording
or study.
⚫ A scale has the property of magnitude if we can say that a
particular instance of the attribute represents more, less, or Raw Scores
equal amounts of the given quantity than does another ⚫ Unmodified accounting of performance that is usually
instance (Gravetter & Wallnau, 2016; Howell, 2008; numerical. A raw score may reflect a simple tally
McCall, 2001). FREQUENCY DISTRIBUTIONS
EQUAL INTERVALS ⚫ All scores are listed alongside the number of times each
⚫ A scale has the property of equal intervals if the difference score occurred.
between two points at any place on the scale has the same
meaning.
⚫ As the difference between two other points that differ by
the same number of scale units.
ABSOLUTE 0
⚫ An absolute 0 is obtained when nothing of the property
being measured exists.
TYPE OF SCALES
Nominal Scales
⚫ Really not scales at all

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⚫ Displays scores on a variable or a measure to reflect how

frequently each value was obtained.

Simple Frequency Distribution

⚫ Indicate that individual scores have been used and the data
have not been grouped.
Group Frequency Distribution
⚫ Test-score intervals, also called class intervals, replace the
actual test scores.
⚫ The number of class intervals used and the size or width of
each class interval are for the test user to decide.
*frequency distributions of tests scores can also be
illustrated graphically.
GRAPH FREQUENCY POLYGON
⚫ Is a diagram or chart composed of lines, points, bars, or ⚫ Are expressed by a continuous line connecting the points
other symbols that describe and illustrate data. where test scores or class intervals (as indicated on the X-
Threekindsof graphs used to illustrate frequency axis) meet frequencies (as indicated on the Y-axis).
distributions Whenever you draw a frequency distribution or a frequency
⚫ Histogram polygon, you must decide on the width of the class interval.
⚫ Bar graph ⚫ Refers to the numerical width of any class in a particular
⚫ Frequency polygon
HISTOGRAM
⚫ Histogram is a graph
⚫ With vertical lines drawn at the true limits of each test score
(or class interval), forming a series of contiguous
rectangles.

distribution.
PERCENTILE RANKS
⚫ Percentile ranks replace simple ranks when we want to
adjust for the number of scores in a group.
⚫ A percentile rank describes the percentage of people in the
comparison group who scored below a particular score.
DESCRIBING DISTRIBUTIONS
⚫ Statistics are used to summarize data. If you consider a set
of scores, the mass of information may be too much to
BAR GRAPH
interpret all at once. That is why we need numerical
⚫ Numbers indicative of frequency also appear on the Yaxis,
conveniences to help summarize the information.
and reference to some categorization (e.g.,
yes/no/maybe,male/female) appears on the X-axis.
⚫ Here the rectangular bars typically are not contiguous.

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⚫ The arithmetic average score in a distribution is called the

mean.
⚫ N = number of cases
⚫ Sigma (∑) = summation
An arithmetic means can
also be computed from a
frequency distribution.
The formula for doing this
where
∑(fx)
means “multiply the frequency of each score by its
corresponding score and then sum.”
Data from your measurement course test

Calculating the arithmeticmeanfrom a

grouped
frequency distribution

THE MEDIAN
⚫ Middle score in a distribution to
THE MODE
⚫ The most frequently occurring score in a distribution of
Frequency distribution of scores from your test scores is the mode
MEASURES OF VARIABILITY
⚫ Statistics that describe the amount of variation in a
distribution
VARIABILITY
⚫ Is an indication of how scores in a distribution are scattered
or dispersed.

SOME MEASURES OF VARIABILITY INCLUDE:

⚫ The Range
A grouped frequency distribution ⚫ The Interquartile Range
⚫ The Semi-Interquartile Range
⚫ The Average Deviation
⚫ Standard Deviation ⚫ The Variance
RANGE
⚫ Of a distribution is equal to the difference between the
highest and the lowest scores.
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⚫ Provides a quick but gross description of the spread of ⚫ When relatively few of the scores fall at the high end of the
scores. distribution.
THE INTERQUARTILE AND SEMI- ⚫ Positively skewed examination results may indicate that the
INTERQUARTILE RANGES test was too difficult.
⚫ A distribution of test scores (or any other data, for that NEGATIVE SKEW

The dividing points between the four quarters in the

distributions are the quartiles.

THE INTERQUARTILE RANGE

⚫ A measure of variability equal to the difference between
Q3 and Q1.
matter) can be divided into four parts such that 25% of the ⚫ When relatively few of the scores fall at the low end of the
test scores occur in each quarter. distribution.
SEMI-INTERQUARTILE ⚫ Negatively skewed examination results may indicate that
⚫ Range equal to the interquartile range divided by 2. (Q3- the test was too easy.
Q1)/2
VARIANCE
⚫ Is equal to the arithmetic mean of the squares of the
differences between the scores in a distribution and their
mean.
⚫ The formula used to calculate the variance (s2) using

deviation scores is 2 = (−)2

STANDARD DEVIATION
KURTOSIS
⚫ A statistic that measures the degree of spread or dispersion
⚫ Use to refer to the steepness of a distribution in its center
of a set of scores.
To the root kurtic is added to one of the prefixes
⚫ The value of this statistics is always greater than or equal
to zero. ⚫ Platy⚫ Lepto⚫ Meso-
To describe the peakedness/flatness of three general types
of curves
Distributions are generally described
⚫ Platykurtic - relatively flat
SKEWNESS ⚫ Leptokurtic - relatively peaked
⚫ The nature and extent to which symmetry is absent. ⚫ Mesokurtic - somewhere in the middle
⚫ An indication of how the measurements in a distribution It approaches, but never touches, the axis
are distributed.
POSITIVE SKEW

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The curve is perfectly symmetrical, with no skewness If ⚫ Approximately 34% of all scores occur between the mean

⚫ Different systems for standard scores exist

◆ Z scores
◆ T scores
◆ Stanines
◆ Other standard scores.

THE NORMAL CURVE

⚫ A bell-shaped, smooth, mathematically defined curve
that is highest at its center.
⚫ From the center it tapers on both sides approaching the
x-axis asymptotically

Asymptotically
⚫
⚫
⚫
you folded it in half at the mean, one side would lie exactly and 1 standard deviation below the mean.
on top of the other. ⚫ Approximately 68% of all scores occur between the mean
⚫ Because it is symmetrical, the mean, the media, and the and +/-1 standard deviation.
mode all have the same value. ⚫ Approximately 95% of all scores occur between the mean
The area under the normal curve and +/-2 standard deviations
⚫ The normal curve can be conveniently divided into areas STANDARD SCORES
defined in units of standard deviation. Why concert raw scores to standard scores?
⚫ A normal curve has two tails. The areas on the normal curve ⚫ Standard scores are more easily interpretable than raw
between 2 and 3 standard deviation above the mean is scores
referred to as a tail. ⚫ With a standard score, the position of a test-taker’s
performance relative to other test-takers is readily apparent.
Z SCORES
⚫ The type of standard score scale that may be thought of as
the zero plus or minus one scale.
⚫ Mean set at 0 and a standard deviation set at 1

Crystal’s raw score on the hypothetical main street

⚫ Reading test - 24
⚫ Arithmetic Test was - 42
Converting Crystal’s raw scores to z scores based on the
performance of other students in her class, suppose we find
that her z score
⚫ Reading test - 1.32
⚫ Arithmetic test was - 0.75
⚫ 50% of the scores occur above the mean and 50% of the T SCORES
scores occur below the mean. ⚫ The scale used in the computation of T scores can be called
⚫ Approximately 34% of all scores occur between the mean a fifty plus or minus ten scale.
and 1 standard deviation above the mean. ⚫ Mean 50

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⚫ Standard deviation 10 CORRELATION

⚫ standard score system is composed of a scale that ranges ⚫ An expression of the degree and direction of
from 5 standard deviations below the mean to 5 standard correspondence between two things.
deviations above the mean to 5 standard deviations above Positively (or directly) correlated
the mean. ⚫ If two variables simultaneously increase or simultaneously
STATINE decrease.
⚫ Divided into nine units, the scale was christened a statine, A Negative (or inverse) correlation
a term that was a contraction of the words standard and ⚫ Occurs when one variable increases while the other
nine. variable decreases.
⚫ Different from other standard scores in that they on whole “Perfectly no correlation” (correlation is zero)
values from 1 to 9 ⚫ Absolutely no relationship exists between
the two variables.
⚫ Just as it is nearly impossible in psychological work to
identify two variables that have a perfect correlation, so it
is nearly impossible to identify two variables that have a
zero correlation.
Pearson r
⚫ A method of computing correlation when both variables are
linearly related and continuous.
⚫ Interval/ratio + interval/ratio
⚫ Once a correlation coefficient is obtained, it needs to be
DEVIATION IQ checked for statistical significance.
⚫ Or deviation intelligence quotient. Spearman Rho
⚫ Most IQ tests, the distribution of raw scores is converted to ⚫ A method for computing correlation, used primarily when
IQ scores, whose distribution typically has a mean set at sample sizes are small or the variable are ordinal in nature.
100 and a standard deviation set at 15. GRAPHIC REPRESENTATIONS OF
⚫ The typical mean and standard deviation for IQ tests results CORRELATION
in approximately 95% of deviation IQs ranging from 70 to

130, which is 2 standard deviations below and above the

mean.
CORRELATION AND INFERENCE
Coefficient of correlation (or correlation coefficient) (r)
⚫ A number that provides us with an index of the strength of
the relationship between two things.
⚫ Expresses a linear relationship between two (and only two)
variables, usually continuous in nature.
⚫ It reflects the degree of concomitant variation between
variable X and variable Y.
SCATTERPLOT
⚫ The coefficient of correlation is the numerical index that
⚫ Involves simply plotting one variable on
expresses this relationship: It tells us the extent to which
the X
x and y are “co-related.”
(horizontal) axis and the other on the Y (vertical) axis
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BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
Scatterplots of strong correlations feature points
tightly clustered together in a diagonal line. For
positive correlations the line goes from bottom
left to top right.

7 PRELIM
 PYSCHOLOGICAL ASSESMENT
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BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
ASSESSMENT ADDMINISTER ⚫ Completion time: 60 - 90 minutes for core sub-tests
WECHSLER INTELLIGENCE SCALE ⚫ Requirements: paper and pencil or digital
Proponent ✓ The test is conducted in a quite, distraction-free
⚫ David Wechsler environment to ensure accurate results.
✓ American psychologist and inventor ✓ The WAIS comprises 10 core sub-tests and 5
✓ Studied at the City College of New York and Columbia supplemental sub-test
University “I’ll be asking you to do a number of things today.”
✓ Receiving his doctorate in 1925 “Some of the things may be really easy for you, but
✓ Long association with Bellevue Psychiatric Hospital in New some may be hard.”
York City “Most people do not answer every question correctly or
✓ Serving as chief psychologist from 1932 to 1967 finish every item, but please try your best.”
⚫ Used intelligence tests for adults and children “Do you have any questions?”
⚫ Wechsler Bellevue Intelligence Scale was develop for Subtests - Administration Order (See Record Form)
adults Block Design Visual Puzzles
⚫ Verbal comprehension, perceptual reasoning, working
Similarities Information
memory and processing speed.
⚫ Test provides a standardized score based Digit Span Coding
on the individual’s performance Matrix Reasoning Letter-Number
⚫ WAIS test is age appropriate and is widely used in various Sequencing
setting such as: clinical, educational evaluations and
Vocabulary Figure Weights
vocational settings
Introduction Arithmetic Cancellation
⚫ First published in 1955 and designed to measure Symbol Search Picture Completion
intelligence in adults and older adolescents ADMINISTRATION GUIDELINES
⚫ Commonly administered in psychiatric
Demonstration Items Examiner explains task
clinics and hospitals
⚫ Comprehensive assessment of an individual’s cognitive Sample Items Examinee practices
abilities intelligence Teaching Items Examiner teaches if
Background needed and prescribed
⚫ He described intelligence as “the global capacity of a ⚫ Queries - for responses that are marginal, generalized,
person to act purposefully, think rationally, and to deal functional, made with hand gestures
effectively with his environment” ⚫ Prompts (e.g., “Do you have an answer?”)
⚫ One of the important things he highlighted “did not ⚫ Repetition
consider that intellectual performance could deteriorate
RECORDING RESPONSES
as a person grew older.”
A Historical Perspective Symbol Use
Wechsler - Bellevue 1939 Q Administered query
Wechsler - Bellevue 1946 P Administered prompt
II R Repeated item
WAIS 1955 DK Examinee indicated s/he
WAIS - R 1981 did not know
WAIS - III 1997 NR Examinee did not respond
WAIS - IV 2008 Test Scoring/ Interpretation
⚫ WAIS-IV is scored on a scale of 45 to 155
Age Consideration
⚫ Mean of 100 and a standard deviation of 15
It has gone through several revisions with
different categories namely: 1. For adults: 16 - 90 ⚫ Test consists of 10 core sub-tests and five supplemental
years sub-tests
The core sub-tests calculate four composite scores:
2. For school-going children: 6 - 16 years
⚫ Verbal Comprehension Index (VCI)
3. For preschoolers: 21/2- 7 years
✓ A measure of vocabulary, verbal
Administration
reasoning, and knowledge acquired from one’s
⚫ Level C
environment
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 PYSCHOLOGICAL ASSESMENT
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BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
⚫ Perceptual Reasoning Index (PRI) 9. ADHS
✓ Is a measure of perceptual and fluid reasoning, spatial 10. TBI
processing, and visual-motor integration. 11. Mild Cognitive Impairment
⚫ Working Memory Index (WMI) 12. Dementia of the Alzheimer’s Type
✓ Is a measure of working memory abilities, which involves 13. Depression
attention, concentration, ,mental control and reasoning. MINNESOTA MULTIPHASIC PERSONALITY INVENTORY
✓ Working memory task require the ability to temporarily (MMPI)
retain information in memory, perform some of the History
person some operation or manipulation with it, and ⚫ Developed in 1939
produce a result
⚫ Starke R. Hathway (Clinical psychologist)
Processing Speed Index (PSI) and J.C.
✓ Composed of sub-tests measuring the speed of mental Mckinley (Neuropsychiatrist)
and fine motor control.
Published in 1943
✓ The PSI provides a measure of the person’s ability to
To diagnose mental health disorders and assess severity
quickly and correctly scan, sequence, or discriminate
⚫ To assess personality traits and psychopathology
simple visual information
⚫ One of the most commonly and frequently used
✓ Composite also measures short-term memory, attention,
psychological tests
and visual-motor coordination
⚫ One of the most researched
The supplemental sub-tests can supplement the
History of the MMPI (Different Version)
composite scores or provide additional information about
the test taker’s cognitive abilities. MMPI - 2 (1989)
⚫ VCI : Similarities, Vocabulary, Information ⚫ The revised edition of the test was released in 1989
⚫ PRI: Block Design, Matrix Reasoning, Visual Puzzles ⚫ It is designed for all adults over the age of 18 requires a
sixth-grade reading level
⚫ WMI: Digit Span, Arithmetic ⚫ PSI: Symbol Search,
Coding ⚫ Contains 576 true/false items that typically take around
one to two hours to complete
Computation of Scores
MMPI-2-RF (2008)
⚫ Raw scores
⚫ Published in 2008, known as the Minnesota Multiphasic
✓ The raw score of each sub-test is the number of items the
test taker answered correctly Personality Inventory - 2 Restructured Form
⚫ Scaled scores
⚫ 338 questions, significantly fewer than the MMPI-2
✓ Scaled scores are converted from raw scores using a table ⚫ It takes around 35-50 minutes to complete
provided in the WAIS-IV manual. MMPI-A (1992)
✓ Scaled scores have a mean of 10 and a standard deviation ⚫ Published in 1992
of 3 ⚫ Geared toward adolescent aged 14 to 18 years old
⚫ Standard scores ⚫ It takes about an hour to complete
✓ Converted from scaled scores using a table provided in the MMPI-A-RF (2016)
WAIS-IV manual. ⚫ Published in 2016
✓ Mean of 100 and a standard deviation of 15 ⚫ Minnesota Multiphasic Personality Inventory Adolescent -
⚫ Composite scores Restructured Form
✓ Calculated by averaging the scale scores for the subtests ⚫ Contain 241 true/false items less than half the number of
that make up the composite. items of the original MMPI-A to help combat the
✓ The four composite scores on the WAIS-IV as verbal challenges of adolescent attention span and
comprehension, perceptual reasoning, working memory concentration
and processing speed ⚫ One of the most commonly used psychological tools
The WAIS scale helps to determine the following: among the adolescent population
1. Intellectual Disability: Mild severity MMPI-3 (2020)
2. Intellectual Disability: Moderate severity ⚫ Published in 2020
3. Borderline Intellectual Functioning ⚫ The latest version of the test
4. Gifted Intellectual Functioning ⚫ The test takes 25 to 50 minutes to complete with 335
5. Autistic Disorder items and is available in English, Spanish, and French for
Canada formats.
6. Asperger’s Disorder
7. Learning Disability: Reading HOW THE MMPI IS USED
8. Learning Disability: Math By Mental Health Professionals

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BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
⚫ To assess personality traits and psychopathology
⚫ To diagnose mental health disorder and assess severity
By Lawyers (Forensics)
⚫ To support forensic evidence in court
By Employers (Job Screening)
⚫ To determine which candidate
possesses the characteristics best suited for
the role
⚫ An employer can immediately see any red flags during the
application process and reduce the risk of turnover rate or
workplace issues.
Other Uses
⚫ To evaluate effectiveness (e.g. treatment programs)
⚫ Using the MMPI as a Pre-test and Post-test to determine if
there were positive or negative changes in the client
because of the treatment.

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BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
What The MMPI - 2 Measures ⚫ Verbal response
Number Abbreviation Description What is measured No. Computerized Administration
of
⚫ Takes less time
items
1 Hs Hypochondriasis Concern with bodily 32 ⚫ Same software is used for administration and scoring
symptoms
MYERS - BRIGGS TYPE INDICATIOR
2 D Depression Depressive symptoms 57
3 Hy Hysteria Awareness of 60 Proponent
problems and
vulnerabilities ⚫ Isabel Briggs Myers
4 Pd Psychopathic Deviate Conflict, struggle, anger, 50 Katherine Cook Briggs
respect for society’s rules
5 MF Masculinity/Femininity Stereotypingmasculine or 56
Carl Jung
feminine
interests/behaviors
History
6 Pa Paranoia Level of 40 ⚫ One of the most popular test in world
trust,
suspiciousness, ⚫ Based on the Carl Jung’s work
sensitivity
⚫ Katherine Briggs and her daughter, Isabel Myers
7 Pt Psychasthenia Worry, anxiety, tension, 48
doubts, obsessiveness expanded in Jung’s work and created the MBTI as we
8 Sc Schizophrenia Odd thinking and social
alienation
78 know it today
9 Ma Hypomania Level of excitability 46 ⚫ The model uses a series of questions to categorize
0 Si Social Introversion People orientation 69 people into one of 16 different personality types
⚫ These 16 personality types are based on the four distinct
TEST ADMINISTRATION dichotomies
Test Description ⚫ The MBTI instrument was first published in 1962
⚫ 567 true - false self report items The Key Moments in MBTI
⚫ Has 10 clinical scales that are used to indicate different 1919 - Isabel Briggs Myres graduates from Swathmore
psychological conditions college. Isabel’ mother, Katharine Briggs, starts to research
⚫ Can be administered individually or by group personality type theory
⚫ Qualification: Level C 1921 - Carl Jung Publishes Psychological
⚫ 18 years old and older ⚫ 6th grade reading level Types: The
⚫ Ability to follow standard instructions Psychology Of Individuation
Administering the MMPI-2 1943- Form A Of The Instrument Is Copyrighted
⚫ Establish rapport before administering 1962 - Isabel Self-Publishes Introduction to type.
⚫ Follow standard instructions in the manual Educational Testing Services (ETS) publishes research
⚫ Avoid defining words or helping interpret meaning of version of the MBTI instrument and the MBTI Manual
items 1968 - Katharine Cook Briggs Dies. MBTI
⚫ Determine the test ability of the test taker (physical questionnaire published in Japan by Industrial
condition, emotional state and reading and Psychologist Takeshi Ohsawa. It’s the first MBTI translation
comprehension skills) 1969 - Isabel Briggs Myers and Clinical
⚫ Testing conditions – adequate space, good lighting, Psychologist Mary Mccaulley start Typology Lab
comfortable chair and quiet surroundings 1975 - CPP, Inc. (Formerly Consulting Psychologists Press)
⚫ When administering to large groups, special measures to publishes the MBTI instrument. Typology Lab becomes
ensure maximal cooperation and care should be The Center For Applications Of Psychological Type (Capt).
considered It is the Center For Research, Data Collection, Information,
Test Forms Training and Publications
Printed Booklet (paper and pencil) 1977 - Capt PublishesFirst Issue Of The
⚫ Takes 60-90 minutes JournalOf
⚫ Have to manually enter the responses into the scoring Psychological Type
software 1980 - Isabel Briggs Myers Dies. Peter And Katharine
⚫ Hand Scoring is still an option but it takes time and is error Myers become Co-Owners of the MBTI Copyrights 1985 -
prone MBTI Manual Second Edition Published 1990 - Form K
Published. It is the precursor to the step II assessment
Standard Audio Tape/CD (avoid reading item aloud)
(Form Q)
⚫ For test takers with visual impairments
1998 - Step I™ (Form M) Updated. MBTI Manual Third
⚫ Test taker listens to statements through a CD
Edition
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BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
Published focused on concrete information from their senses and
2001 - Step II™ (Form Q) and MBTI Step II Manual the present reality.
Published JUDGING (J) VS. PERCEIVING (P)
2007 - MBTI Complete Launched ⚫ This dimension reflects how individuals approach the
2009 - Step III™ Published outside world. Judging types prefer structure and
2017 - Cpp, Inc. Buys Opp Ltd organization, seeking closure and making plans. Perceiving
2018 - Cpp, Inc. Becomes The Myers-Briggs types are more flexible and adaptable, preferring to keep
Company 2019 - New Global Versions Of MBTI Step I And their options open and explore possibilities.
Step II BENDER VISUAL - MOTOR GESTALT TEST II
Assessments Published. Proponent
New Version Of MBTI Online Launched ⚫ Lauretta Bender
TEST ⚫ 1938
DESCRIPTION Age Administration
⚫ Adolescent and adults Materials
⚫ 14 and older ⚫ 16 stimulus cards
⚫ Maturity and cognitive development of the individual ⚫ Two supplemental tests: Motor Test and Perception
Qualification Test
⚫ Level: B ⚫ Observation form (for recording time and different types
⚫ Administered by certified MBTI practitioners of testtaking behavior)
⚫ These practitioners have completed training programs Two number 2 pencils with erasers
accredited by the Myers & Briggs Foundation 3-5 Sheet of papers
Psychologists, Career Counselors, and other professionals ⚫ Timer or stopwatch
often administer the MBTI settings. Procedure
⚫ Organizations may also have in-house certified Administration of the Bender-Gestalt II involves two
professionals who can administer the MBTI to employees phases: The copy phase and the Recall Phase. The
Administration Time examinee is shown stimulus cards with different designs.
⚫ 15 to 30 minutes to complete the questionnaire Start and End Items for Specified Ages From 4 to Adult
Where MBTI is Administered
Ages Start Item End Item
⚫ Psychologist or counselor's offices
⚫ Career development workshops 4 to 7 and 11 1 13
⚫ Corporate team-building sessions months
⚫ Educational institutions for student guidance 8 years and older 5 16
⚫ Online platforms offering personality assessments Directions for Administering the Copy Phase
INTROVERSION (I) VS. EXTRAVERSION (E) ⚫ Although the test has no time limits, use a stopwatch or
⚫ This dimension reflects how individuals direct their other timing device to measure how long the examinee
energy. Introverts tend to focus inwardly, feeling more takes to complete the items.
energized by spending time alone or in small groups, while ⚫ Place the stopwatch out of the examinee ' s sight in an
Extravert are energized by interacting with others and the inconspicuous location, such as your lap.
external world. ⚫ Position the drawing paper on the table, centering it
THINKING (T) VS. FEELING (F) vertically on front of the examinee.
⚫ This dimension relates to how individuals make decisions. ⚫ The examinee is asked to copy each of the designs on a
Thinkers tend to make decisions based on logic and blank sheet of paper. Say: “I have a number of cards here.
objective criteria, focusing on impersonal analysis. Each card has a different drawing on it. I will show you the
Feelers, on the other hand, make decisions based on cards one at a time. Use a pencil to copy the drawing from
personal values and the impact on others, considering each card onto the sheet of paper. Try to make your
emotions and empathy. drawings look just like the drawings on the cards. There
INTUITION (N) VS. SENSING (S) are no time limits, so take as much time as you need.”
⚫ This dimension describes how individuals take in Directions for Administering the Recall Phase
information. Intuitive types are more focused on abstract ⚫ Although the test has no time limits, the examiner records
ideas and possibilities, relying on their intuition and how long it takes the examinee to reproduce the designs.
imagination. Sensing types, on the other hand, are more
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⚫ Ask the examinee is asked to redraw the designs from ⚫ This test was divided into five dimensions, openness,
memory. Say: “Now I want you to draw as many of the conscientiousness, extraversion/introversion, and
designs that I just showed you as you can remember. Draw neuroticism
them on the new sheet of paper. Try to make your Openness
drawings just like the ones on the cards that you saw ⚫ It is for measuring the creativity and imagination of an
earlier. There are no time limits, so take as much time as individual. Their thoughts about a certain things, their
you need.” preferences and their openness in a new knowledge.
Test Scoring Conscientiousness
Global Scoring System ⚫ It is all about mindfulness or being aware in a certain
⚫ Used to evaluate the examinee overall representation of scenario. How an individual would react and having a good
each design during copy and recall phases of impulse, including also an organized decision in a specific
administration situation.
⚫ Consist of a 5-point rating scale Extaversion/Introversion
⚫ Higher scores indicate better performance. ⚫ It measures the socialization of an individual in relation to
0 No resemblance, random drawing, scribbling, their peers. How well they socialize with other people.
lack of design Agreeableness
⚫ In this part, it reveals how an individual reacts in different
1 Slight - vague
situations, either positive or negative. How they
2 Some - moderate resemblance sympathize with others, being a considerate person
3 Strong - close resemblance, accurate Neuroticism
reproduction ⚫ It measures the emotional reactions or emotional stability
4 Nearly perfect of an individual. Are their reactions too much or it lacks
emotions.
BIG FIVE (OCEAN)
ADMINISTRATION
History
1. Select a Reliable and Valid Questionnaire: Choose a
⚫ Gordon Allport and Henry Odbert in 1936 ⚫ Identified
questionnaire that has been well-validated and widely
4,500 personality traits.
used, such as the NEO-PI-R or the Big Five Inventory
⚫ Raymond Cattell later applied factor analysis to these
(BFI).
terms, creating 16 larger categories
2. Explain the Purpose: Provide participants with an
⚫ 16 traits could be encapsulated within five broader
explanation of the purpose of the assessment and ensure
dimensions of personality. Five-Factor Model (FFM)
they understand that there are no right or wrong answers.
⚫ Paul Costa and Robert McCrae published the Big Five
3. Instructions: Read or provide written instructions for
personality traits in 1985
completing the questionnaire. Explain the response
⚫ Personality across five core dimensions: openness to format (e.g., Likert scale) and ensure participants
experience, conscientiousness, extraversion, understand how to respond
agreeableness, and neuroticism
4. Scoring: Once the questionnaire is completed, score each
Big Five Inventory - A (BFI-A) trait (Openness, Conscientiousness, Extraversion,
⚫ The Big Five Inventory-A (BFI-A) gives a measure of an Agreeableness, Neuroticism) based on the responses.
individual’s personality. Higher autistic traits are Some questionnaires may provide a total score for each
predisposed to specific personality traits trait, while others may provide scores for facets of each
⚫ Authors: J.M. Digman & Lewis Goldberg trait.
⚫ Duration: 5–10 minutes 5. Interpretation: Interpret the scores in the context of the
⚫ 44 item individual’s personality profile. High and low scores on
⚫ Age 10+, of average or higher intelligence each trait can provide insights into the individual’s
Purpose personality characteristics
⚫ Big Five Personality Test is to measure an individual's 6. Confidentiality: Ensure that responses
personality and to know themselves more are kept confidential and that the
⚫ Being aware of their own personality can help them to individual’s privacy is respected throughout
know what are the roles or characteristics best suited to the process.
them. Common Settings Where The Questionnaires Could Be
Administered:

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⚫ Clinical settings
⚫ Workplace settings
⚫ Educational settings
Age: 10 and above
Requirement: level B
Time: 20 minutes
THE BASIC PERSONALITY INVENTORY (BPI)
Proponent
⚫ Dr. Douglas N. Jackson
Introduction
⚫ To identify sources of maladjustment and personal
strengths
⚫ It is composed of 240 true/false self-report
⚫ Measure of general domain of psychopathology
⚫ Containing 11 bipolar personality scales and 1 critical item
in total of 12 scales
⚫ 12 scales measure broad dimensions of personality that
relate an individual’s intrapsychic and interpersonal
functioning
12 scales:
⚫ Hypochondriasis
⚫ Depression
⚫ Denial
⚫ Interpersonal problems
⚫ Alienation
⚫ Persecutory ideas
⚫ Anxiety
⚫ Thinking disorder

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BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
Impulse disorder Paper
⚫ Social introversion Administration For
⚫ Self depreciation ⚫ Deviation each examinee:
TEST DESCRIPTION ⚫ 1 test booklet
Age: 12 years old and older ⚫ 1 answer sheet
Qualification: level C ⚫ Pencil with eraser
Administration Time: 30 - 40 minutes For examiner:
Where: in public institutions, private ⚫ Extra booklet
psychological, psychiatric, and counseling practices ⚫ Extra answer sheet
When: in juvenile and adult correctional facilities or court ⚫ Stopwatch or other timing device
referrals, personnel screening and selection Who: ⚫ Scoring template (if hand scoring is preferred)
research with alcoholism, eating disorders, and juvenile 3 types of RPM
delinquency Raven’s Standard Progressive Matrices
Test ⚫ 60 items
⚫ It can be administered either ✓ A-E = 12 each
individually or in supervised group ⚫ For age 4 - 90
⚫ it is helpful to familiarize respondents with what is ⚫ Present items in increasing (progressive) difficulty
required by reading aloud the instructions on the BPI ⚫ Black patterns w/white background
cover Raven’s Colored Progressive Matrices
⚫ Materials: Test Booklet, Answer Sheet, Pencil ⚫ 36 items
RAVEN’S 2 PROGRESSIVE MATRICES ✓ A = 12
Proponent ✓ Ab = 12
⚫ John C. Raven ✓ B = 12
⚫ Report aims to explore the life and contributions of John ⚫ For young children and old people
C. Raven, shedding light on the visionary mind behind the ⚫ Colored background to be visually stimulating
revolutionary cognitive assessment tool, RPM Raven’s Advance Progressive Matrices
Introduction ⚫ 48 items
⚫ In the 1930s, John C. Raven introduced a non-verbal ✓ Set 1 = 12
cognitive test, minimizing cultural bias. ✓ Set 2 = 36
⚫ It relies on visual patterns to assess abstract reasoning and ⚫ For adults and adolescent of above average intelligence
fluid intelligence. ⚫ Black patterns w/white background
⚫ The Standard and Advanced Progressive Matrices versions CULTURAL FAIR INTELLIGENCE TEST
have sustained its widespread use, highlighting the lasting
Introduction
impact of Raven's pioneering work
⚫ Raymond B. Cattell
⚫ It’s a non-verbal test intelligence test designed to measure
⚫ Developed to be a measure of intelligence without cultural
abstract reasoning ability.
biases. Aiming at deriving a culture-free intelligence test
⚫ The test was developed by John C . Raven in 1983.
based on a research of the literature, the author decided
⚫ Raven was a British psychologist who aimed to create a
on seven sub-steps
test that could assess person’s cognitive abilities without
Seven Sub-Steps:
relying on language or specific cultural knowledge
⚫ 1-2: Mazes, series
Age Consideration
⚫ 3: Classification
⚫ 4 to 90 years of age (the administration time depends on
⚫ 4: Progressive Matrices I relation matrix first order
the age of the individual)
⚫ 5: Progressive Matrices II relation matrix second order
⚫ Qualification Level: B
⚫ 6: Progressive Matrices III sequence matrix
Age Starting Item # of Time
Item Set Set Item Limit ⚫ 7: Mirror images
4-8 A A,B, C 36 30 Crystallized Intelligence
9- B B,C,D,E 48 45 ⚫ Represents knowledge acquired through experience. Are
79 thought to reflect the influence of culture and schooling
80- A A,B,C 36 45 such as verbal memory and general knowledge.
90 Fluid intelligence

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BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
⚫ Represents the biological ability to acquire knowledge and ⚫ Pencil
solve problems. Are thought to reflect intelligence ⚫ Eraser
independent of learning such as reasoning speed, spatial ⚫ CFIT Manual
reasoning, and inductive reasoning. ⚫ CFIT Technical Manual ⚫ Response Sheets
The Need For The Culture-Fair test Arises Because: Description of the Sub-Test
⚫ Certain ethnic groups may be naturally favored by the 1. Series
nature of an exam, particularly if the examination contains ⚫ The individual is presented with incomplete,
things or language unique to that group. progressive matrices. The task is to select, from among the
⚫ The test's administration might be biased, possibly giving choices provided, the answer which best continues the
some sub-cultural groups more weight than others series. Administration: 13 items, 3 Minutes
through its guidelines or practices. 2. Classifications
⚫ Various cultural views may lead to various analyses and ⚫ The individual is presented with 5 figures. In scale 2, they
conclusions dependent on how test findings are must select one which is different from the other four. In
interpreted. scale 3, they must correctly identify two figures which are
History in some way different from three others.
⚫ Late 1920' s: Began in the work undertaken by Cattell, Administration: 14 items, 4 Minutes
sparked the precise scientific research of Charles 3. Matrices
Spearman into the nature and accurate measurement of ⚫ Task is to correctly complete the design or matrix presented
intelligence. at the left of each row.
⚫ 1930: Resulted in the publication of the Cattell Group and Administration: 13 items, 3 Minutes
Inventory (particularly intended for use with children) 4. Conditions (Topology)
were revised and recast into non-verbal form to diminish
⚫ Requires the individual to select, from the 5 choices
the unwanted and unnecessary effects of verbal fluency in
provided, the one which duplicates the conditions given in
the pure measurement of intelligence
the far left box.
⚫ 1940: Another revision of the test appeared. Items had
Administration: 10 items, 2.5 Minutes
become completely perceptual and were organized into 6
sub test, 3 of which have been retained in the present
format of the 159 items analyzes, 72 of satisfactory validity
and reliability were retained for the published edition
⚫ 1949: Another revision and adopted the format consisting
of 4 sub-test (Series, Classification, Matrices and
Conditions)
⚫ 1961: Primary outcome of this revision were slight
adjustments in the difficulty level and sequencing of few
items. At the same time the few samples were expanded
to achieve better national representation in the final
tables.
Requirements
⚫ Level B: Available only if the test administrator has
completed an advanced level course in testing in a
university, or its equivalent in training under the direction
of a qualified superior or consultant.
Age Range
⚫ Scale 1: Ages 4 to 8 years and older, mentally handicapped
individuals
⚫ Scale 2: Ages 8 to 14 years and average adults
⚫ Scale 3: 14 to college students and adults of superior
intelligence
Materials Required
⚫ CFIT Form A and B test booklet
⚫ Stopwatch
⚫ Screen
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TEST AND TESTING ⚫ Cumulative Scoring – assumption that the more the test-
Assumptions in Psychological Testing and Assessment taker responds in a particular direction keyed by the test
Assumption 1: Psychological Traits and States Exist manual as correct or consistent with a
Trait: particular trait, the higher that test-taker is
⚫ “Any distinguishable, relatively enduring way in which one ⚫ Presumed to be on the targeted ability or trait Assumption
individual varies from another” (Guilford, 1959, p. 3: Test-Related Behavior Predicts Non-Test Related
6). Behavior
⚫ Permit people predict the present from the past. ⚫ Responses on tests are thought to predict real world
⚫ Characteristics pattern of thinking, feeling, and behaving behavior. The obtained sample of behavior is expected to
the generalize across similar situations, differ predict future behavior.
systematically between individuals, and remain rather ⚫ The tasks in some tests mimics the actual behaviors that
stable across time. the test user is attempting to understand
⚫ Constructs - an informed, scientific concept developed or ⚫ Such tests only yield a sample of the behavior that can be
constructed to describe or explain behavior. expected to be emitted under non-test conditions
⚫ We can’t see, hear, or touch constructs, but we can infer Assumption 4: Test and other Measurement Techniques
their existence from overt behavior, such as test scores. Have Strengths and Weaknesses
States: ⚫ Competent test users understand and appreciate the
⚫ Distinguish one person from another but are relatively less limitations of the test they use as well as how those
enduring (Chaplin et al., 1988). limitations might be compensated for by data from other
⚫ Characteristics pattern of thinking, feeling, and behaving in sources.
a concrete situation at a specific moment in time. Assumption 5: VariousSourcesof Error are
Part of
⚫ Identify those behaviors that can be controlled by
manipulating the situation. Assessment Process
Error:
Construct: An informed, scientific concept developed or
constructed to explain a behavior, inferred from overt ⚫ Refers to something that is more than expected; it is
behavior component of the measurement process
Overt Behavior : An observable action or the product of an ⚫ Refers to a long-standing assumption that factors other
observable action than what a test attempts to measure will influence
performance on the test
⚫ Trait is not expected to be manifested in behavior 100% of
the time Error Variance - The component of a test score attributable
to sources other than the trait or ability measured
⚫ Whether a trait manifests itself in observable behavior,
and to what degree it manifests, is presumed to depend Potential Sources of Error Variance:
not only on the strength of the trait in the individual but 1. Assessors
also on the nature of the action (situation-dependent) 2. Measuring Instruments
⚫ Context within which behavior occurs also plays a role in 3. Random errors such as luck
helping us select appropriate trait terms for observed Classical Test Theory - each test-taker has true score on a
behaviors test that would be obtained but for the action of
⚫ Definition of trait and state also refer to a way in which one measurement error
individual varies from another Assumption 6: Testing and Assessment can be Conducted
⚫ Assessors may make comparisons among people who, in a Fair and unbiased Manner
because of their membership in some group or for any ⚫ All major test publishers strive to develop instruments that
number of other reasons, are decidedly not average are fair when used in strict accordance with guidelines in
Assumption 2: Psychological Traits and States Can Be the test manual.
Quantified and Measured ⚫ Problems arise if the test is used with people for whom it
⚫ Different test developers consider the types of item was not intended.
content that would provide insights to it, to gauge the ⚫ Some problems are more political than psychometric in
strength of that trait. nature
⚫ Measuring traits and states means of a test entail ⚫ Despite best efforts of many professionals, fairnessrelated
developing not only appropriate tests items but also questions and problems do occasionally rise
appropriate ways to score the test and interpret the
results

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⚫ In all questions about tests with regards to fairness, it is ⚫ Test developers select a population, for which the test is
important to keep in mind that tests are tools they can be intended, that has at least one common, observable
used properly or improperly characteristic.
Assumption 7: Testing and Assessment Benefit Society ⚫ Stratified sampling: Sampling that includes different
⚫ Considering the many critical decisions that are based on subgroups, or strata, from the population.
testing and assessment procedures, we can readily ⚫ Stratified-random sampling: Every member of the
appreciate the need for tests population has an equal opportunity of being included in
⚫ There is a great need for tests, especially good tests, a sample.
considering the many areas of our lives that they benefit. ⚫ Purposive sample: Arbitrarily selecting a sample that is
WHAT’S A “GOOD TEST”? believed to be representative of the population.
⚫ Reliability: The consistency of the measuring tool: the ⚫ Incidental/convenience sample: A sample that is
precision with which the test measures and the extent to convenient or available for use. May not be representative
which error is present in measurements. of the population.
⚫ Validity: The test measures what it purports to measure. Generalization of findings from convenience samples must
⚫ Other considerations: Administration, scoring, be made with caution.
interpretation should be straightforward for trained Developing norms for a standardized test
examiners. A good test is a useful test that will ultimately Having obtained a sample test developers:
benefit individual test-takers or society at large. ⚫ Administer the test with standard set of instructions
Norms ⚫ Recommend a setting for test administration
⚫ Norms are the test performance data of a particular group ⚫ Collect and analyze data
of test-takers that are designed for use as a reference ⚫ Summarize data using descriptive statistics including
when evaluating or interpreting individual test scores. measures of central tendency and variability
⚫ A normative sample is the reference group to which Standardization Sample and Normative
testtakers are compared. Sample
⚫ Norm-referenced testing and assessment ⚫ The test remains standardized based on data from the
✓ a method of evaluation and a way of deriving meaning from original standardization sample; it’s just that new
test scores by evaluating an individual test-taker’s score normative data are developed based on an administration
and comparing it to scores of a group of testtakers. of the test to a new normative sample.
⚫ A normative sample is the reference group to which test- Types of Norms
takers are compared. We can classify norms are as follows:
✓ Group of people whose performance on a particular test is ⚫ Age norms
analyzed for reference in evaluating the performance of ◆ Average performance of different samples of testtakers
individual test-takers. who were at various ages when the test was
⚫ Norming administered
✓ Refer to the process of deriving norms. Norming may be ⚫ Grade norms
modified to describe a particular type of norm derivation. ◆ The average test performance of test-takers in a given
⚫ Race norming school grade
✓ Controversial practice of norming on the basis of race or ◆ Developmental norms: a term applied broadly to norms
ethnic background. developed on the basis of any trait, ability, skill, or other
Sampling to Develop Norms characteristic that is presumed to develop, deteriorate, or
Standardization or test standardization otherwise be affected by
⚫ The process of administering a test to a representative chronological age, school grade, or stage of life
sample of test-takers for the purpose of establishing ⚫ National norms
norms. ◆ Derived from a normative sample that was nationally
STANDARDIZED representative of the population at the time the norming
⚫ When it has clear specification of procedures for study was conducted
administration and scoring, typically including normative ⚫ National anchor norms
data. ◆ An equivalency table for scores on two different tests.
Sampling Allows for a basis of comparison
⚫ The process of selecting the portion of the universe ⚫ Local norms
deemed to be representative of the whole population.

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◆ Provide normative information with respect to the local true score variance to observed score variance (Kaplan and
population’s performance on some test. Saccuzzo, 2011)
⚫ Norms from a fixed reference group ⚫ The consistency in measurement; In the psychometric
⚫ Subgroup norms sense it really only refers to something that is consistent—
◆ A normative sample can be segmented by any of the not necessarily consistently good or bad, but simply
criteria initially used in selecting subjects for the sample consistent. RELIABILITY (Cohen and Swerdlik, 2018).
⚫ Percentile norms ⚫ Dependability or consistency of the instrument or scores
Fixed Reference Group Scoring Systems: obtained by the same person when re-examined with the
The distribution of scores obtained on the test from one same test on different occasions, or with different sets of
group of test-takers is used as the basis for the calculation equivalent items
of test scores for future administrations of the test. Dichotomous
EXAMPLE: SAT ⚫ Can be answered with only one of two alternative
Norm-Referenced Versus Criterion-Referenced responses

Evaluation Power Tests

Criterion ⚫ When time limit is long enough to allow test takers to
⚫ A standard on which a judgment or decision may be based. attempt all times
Criterion-referenced testing and assessment Speed Tests
⚫ May be defined as a method of evaluation and a way of ⚫ Generally contains items of uniform level of difficulty with
deriving meaning from test scores by evaluating an time limit
individual’s score with reference to a set standard. Classical Test Theory (True Score Theory)
Norm referenced ⚫ Assumes that each person has a true score that would be
⚫ Tests involve comparing individuals to the normative obtained if there were no errors in measurement.
group. ⚫ A major assumption in classical test theory is that errors of
Criterion referenced measurement are random.
⚫ Tests test-takers are evaluated as to whether they meet a Domain Sampling Model
set standard ⚫ Seek to estimate the extent to which specific sources of
Culture and Inference variation under defined conditions are contributing to the
⚫ In selecting a test for use, responsible test users should test score.
research the test’s available norms to check how ⚫ Considers problem created by using a limited number of
appropriate they are for use with the targeted test-taker items to represent a larger and more complicated
population. construct
⚫ When interpreting test results it helps to know about the Item Response Theory
culture and era of the test-taker. ⚫ The probability that a person with X ability will be able to
⚫ It is important to conduct perform at a level of Y in a test
culturally informed assessment. ⚫ Focus: item difficulty
PSYCHOLOGICAL ASSESSMENT Measurement Error
RELIABILITY ⚫ Collectively, all of the factors associated with the process
⚫ Extent to which a score or measure is free from of measuring some variable, other than the variable being
measurement error. Theoretically, reliability is the ratio of measured.
* Can be categorized as being either systematic or random
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Random error ✓ Each form of the test, the means, and the error variances,
⚫ Source of error in measuring a targeted variable caused by are EQUAL; same items, different
unpredictable fluctuations and inconsistencies of other positionings/numberings
variables in measurement process (e.g., noise, ✓ True score must be the same for two test.
temperature, weather) Alternate Forms
Systematic error ⚫ Simply different version of a test that has been constructed
⚫ Source of error in a measuring a variable that is typically so as to be parallel - test should contain the same number
constant or proportionate to what is presumed to be the of items and the items should be expressed in the same
true values of the variable being measured - has consistent form and should cover the same type of content; range
effect on the true score and difficulty must also be equal - if there is a test leakage,
RELIABILITY - ERROR use the form that is not mostly administered
a.Item Sampling/Content Sampling: Inter-item consistency / Internal consistency reliability
✓ Refer to variation among items within a test as well as to ⚫ Refers to the degree of correlation among all the items on
variation among items between tests a scale.
✓ The extent to which testtaker’s score is affected by the ⚫ Calculated from a single administration of a single form of
content sampled on a test and by the way the a test.
content is sampled is a source of error variance ⚫ Useful in assessing the homogeneity of the test.
RELIABILITY - SOURCES OF ERROR ⚫ A way to measure the validity of the test and each item on
VARIANCE b. Test Administration the test.
✓ Testtaker’s motivation or attention, environment, etc. ⚫ Such as whether the items in a questionnaire are all
measuring the same construct.
c.Test Scoring and Interpretation
Split-Half Reliability
✓ May employ objective-type items amenable to computer
scoring of well-documented reliability ⚫ Obtained by correlating two pairs of scores obtained from
equivalent halves of a single test administered ONCE
⚫ Test reliability is usually estimated using
different method ⚫ Useful when it is impractical or undesirable to assess
reliability with two tests or to administer a test twice
RELIABILITY ESTIMATES
⚫ Cannot just divide the items in the middle because it might
Time Sampling: The Test–Retest Method
spuriously raise or lower the reliability coefficient
⚫ Estimates are used to evaluate the error associated with
The Spearman–Brown formula
administering a test at two different times. This type of
analysis is of value only when we measure “traits” or ⚫ It is a specific application of a more general formula to
characteristics that do not change over time estimate the reliability of a test that is lengthened or
shortened by any number of items.
Carryover Effects:
⚫ Could also be used to determine the number of items
⚫ Happened when the test-retest interval is short, wherein
needed to attain a desired level of reliability.
the second test is influenced by the first test because they
remember or practiced the previous test Practice effects: KR20 Formula
⚫ One important type of carryover effect. ⚫ Used to measure the internal consistency reliability of a
test
⚫ Scores on the second session are higher due to their
experience of the first session of testing ⚫ Used for items that have varying difficulty
Mortality KR21 Formula
⚫ Problems in absences in second session ⚫ Used for a test where the items are all about the same
difficulty.
Coefficient alpha
⚫ Appropriate for use on tests
containing nondichotomous items.
⚫ Calculated to help answer questions about how similar
Statistical tool: Pearson R, Spearman Rho sets of data are.
Test-retest reliability ⚫ On a scale from 0 (absolutely no similarity)
⚫ Estimate of reliability obtained by correlating pairs of to 1
scores from the same people on two different (perfectly identical)
administrations of the same test Inter-scorer reliability
Parallel Forms Method
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⚫ Is the degree of agreement or consistency between two or ⚫ The reliability of a test depends on the extent to which all

more scorers (or judges or raters) with regard to a of the items measure one common characteristic
particular measure. ⚫ More number of items = higher reliability
⚫ Often used when coding nonverbal behavior. ⚫ Minimizing error
Measures of Inter-Scorer Reliability ⚫ Using only representative sample to obtain an observed
Fleiss Kappa score
⚫ Determine the level between TWO or MORE raters when ⚫ True score cannot be found
the method of assessment is measured on CATEGORICAL
SCALE Cohen’s Kappa VALIDITY
⚫ Two raters ⚫ A judgment or estimate of how well a test measures what
Krippendorff’s Alpha it purports to measure in a particular context (Cohen and
⚫ Two or more rater, based on observed disagreement Swerdlik, 2018).
corrected for disagreement expected by chance ⚫ The agreement between a test score or measure and the
Basic research quality it is believed to measure (Kaplan and
⚫ It has been suggested that reliability estimates in the range Sacuzzo (2018).
of .70 and .80 are good enough for most purposes in . Validation
⚫ Some people have argued that it would be a waste of time ⚫ Is the process of gathering and evaluating evidence about
and effort to refine research instruments beyond a validity
reliability of .90. Face Validity
How Reliable Is Reliable? ⚫ Relates more to what a test appears to measure to the
Clinical settings person being tested than to what the test actually
⚫ High reliability is extremely important. measures.
⚫ A test with a reliability of .90 might not be good enough. ⚫ Face validity is really not validity at all because it does not
⚫ For a test used to make a decision that affects some offer evidence to support conclusions drawn from test
person’s future, evaluators should attempt to find a test scores.
with a reliability greater than .95. ⚫ These appearances can help motivate
Increase the Number of Items test takers because they can see that the test is
⚫ The larger the sample, the more likely that the test will relevant
represent the true characteristic. Three Aspects of Validity
Factor and Item Analysis ⚫ Content Validity
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⚫ Criterion-related validity ⚫ Construct validity Miss rate
Content validity ⚫ May be defined as the proportion of people the test fails
⚫ Whether the test covers the behavior domain to be to identify as having, or not having, a particular
measured which is built through the choice of appropriate characteristic or attribute
content areas, questions, tasks and items. The category of misses may be further subdivided:
⚫ Content validation is not done by statistical analysis but by False positive
the inspection of items. A panel of experts can review the ⚫ Predicted success does not occur
test items and rate them in terms of how closely they False negative
match the objective or domain specification. ⚫ Predicted failure but succeed
⚫ Content-related evidence for validity of a test or measure Incremental validity
considers the adequacy of representation of the ⚫ The degree to which an additional predictor explains
conceptual domain the test is designed to cover. something about the criterion measure that is not
⚫ The only type of evidence besides face validity that is explained by predictors already in use;
logical rather than statistical. ⚫ Used to improve the domain
Test Blueprint CONSTRUCT VALIDITY
⚫ A plan regarding the types of information to be covered by ⚫ A judgment about the appropriateness of inferences
the items, the no. of items tapping each area of coverage, drawn from test scores regarding individual standings on a
the organization of the items, and so forth variable called a construct.
⚫ Concerned with the extent to which the test is Construct
representative of defined body of content consisting the ⚫ Is an informed, scientific idea developed or hypothesized
topics and processes to describe or explain behavior.
Criterion Validity ⚫ Constructs are unobservable, presupposed (underlying)
⚫ A judgment of how adequately a test score can be used to traits that a test developer may invoke to describe test
infer an individual’s most probable standing on some behavior or criterion performance.
measure of interest—the measure of interest being the Convergent Evidence
criterion. ⚫ if scores on the test undergoing construct validation tend
⚫ Tells us just how well a test corresponds with a particular to highly correlated with another established, validated
criterion test that measures the same construct
⚫ Criterion: standard on which a judgement or decision may Discriminant Evidence
be made ⚫ a validity coefficient showing little relationship between
Concurrent validity test scores and/or other variables with which scores on the
⚫ Is an index of the degree to which a test score is related to test being construct-validated should not be
some criterion measure obtained at the same time correlated
(concurrently) ⚫ Multitrait-multimethod Matrix: useful for examining both
Predictive validity convergent and discriminant validity evidence
⚫ Is an index of the degree to which a test score predicts ✓ Multitrait: two or more traits
some criterion measure. ✓ Multimethod: two or more methods
Criterion-Related Validity Factor Analysis
⚫ When evaluating the predictive validity of a test, ⚫ Designed to identify factors or specific variables that are
researchers must take into consideration the base rate of typically attributes, characteristics, or dimensions on
the occurrence of the variable in question, both as that which people may differ
variable exists in the general population and as it exists in ⚫ Used to study the interrelationships among set of variables
the sample being studied
⚫ Identify the factor or factors in common between test
Base rate scores on subscales within a particular test
⚫ The extent to which a particular trait, behavior, Explanatory Factor Analysis:
characteristic, or attribute exists in the population
⚫ Estimating or extracting factors; deciding how many
(expressed as a proportion). factors must be retained
Hit rate
Confirmatory Factor Analysis:
⚫ Defined as the proportion of people a test accurately
⚫ Researchers test the degree to which a hypothetical model
identifies as possessing or exhibiting a particular trait, fits the actual data
behavior, characteristic, or attribute.
Factor Loading:
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⚫ Conveys information about the extent to which the factor
determines the test score or scores
⚫ Can be used to obtain both convergent and discriminant
validity
Rating
⚫ Numerical or verbal judgement that places a person or an
attribute along a continuum identified by a scale of
numerical or word descriptors known as Rating Scale
Rating Error:
⚫ Intentional or unintentional misuse of the scale
Leniency Error (Generosity
Error) ⚫ Rater is lenient in
scoring
Severity Error: ⚫ Rater
is strict in scoring
Central Tendency Error:
⚫ Rater’s rating would tend to cluster in the middle of the
rating scale
⚫ One way to overcome rating errors is to use rankings
Halo Effect:
⚫ Tendency to give high score due to failure to discriminate
among conceptually distinct and potentially independent
aspects of a rate’s behavior
* Attempting to define the validity of the test will be futile
if the test is NOT reliable

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CODE OF ETHICS ⚫ Integrity is vital to the advancement of scientific
FOR PHILIPPINES PSYCHOLOGISTS knowledge and to the maintenance of public confidence in
Republic Act No. 10029 the discipline of psychology.
⚫ Also known as the Philippines Psychology Act of 2009 ⚫ Integrity is based on honesty, and on truthful, open and
⚫ Mandates the Professional Regulatory Board of Psychology accurate communications.
(Board) to monitor the conditions and circumstances ⚫ It includes recognizing, monitoring, and managing
affecting the practice of Psychology and Psychometrics in potential biases, multiple relationships, and other conflicts
the Philippines of interest that could result in harm and exploitation of
⚫ To adopt such measures as may be deemed lawful and persons or peoples.
proper for the enhancement and maintenance of high ⚫ Complete openness and disclosure of information must be
professional, ethical and technical standards of the balanced with other ethical considerations, including the
profession need to protect the safety or confidentiality of persons and
⚫ Objectives of the Universal Declaration are to provide a peoples, and the need to respect cultural expectations
moral framework and generic set of ethical principles for PRINCIPLE IV: Professional and Scientific Responsibilities
Psychology organizations worldwide as a mean to: to Society
A. Evaluate the ethical and moral relevance of their ⚫ Psychology functions as a discipline within the context of
Codes of Ethics human society.
B. Guide the development or evolution of their Code of ⚫ As a science and a profession, it has responsibilities to
Ethics society.
C. Encourage global thinking about ethics, whole also GENERAL ETHICAL STANDARDS AND PROCEDURES
encouraging action that is sensitive and responsive to local I. How we resolve ethical issues in our professional lives
needs and values and D. Speak with a collective voice on and communities
matters of ethical concern. II. How we adhere to the highest standards of
PRINCIPLE I: Respect for the Dignity of Persons and professional competence
Peoples III. How we respect for the rights and dignity of our
⚫ Respect for the dignity of persons is the most fundamental clients, our peers, our students, and our other
and universally found ethical principle across geographical stakeholders in the profession and scientific discipline
and cultural boundaries, and across professional IV. How we maintain confidentiality in the important
disciplines. aspects of our professional and scholarly functions
⚫ Respect for dignity recognizes the inherent worth of all V. How we ensure truthfulness and accuracy in all our
human beings, regardless of perceived or real differences public statement; and
in social status, ethnic origin, gender, capacities, or other VI. How we observe professionalism in our records and
such characteristics. fees
⚫ Respect for the dignity of persons and peoples is expressed I. REDOLVING ETHICAL ISSUES
in different ways in different communities and cultures. A. Misuse of Psychologist’s Works
PRINCIPLE II: Competent Caring for the Well-Being of ⚫ In instances where misuse or misrepresentation of our work
Persons and Peoples comes to our attention, we take appropriate and
⚫ Competent caring for the well-being of persons and reasonable steps to correct or minimize effects of such
peoples involves working for their benefit and, above all, misuse or misrepresentation.
doing no harm. B. Conflicts between Ethics and Law, Regulations or
⚫ It includes maximizing benefits, minimizing potential other Governing Legal Authority
harm, and offsetting or correcting harm. ⚫ In instances where our code of ethics conflicts with the
⚫ It also requires the ability to establish interpersonal law, regulations or governing legal authority, our first step
relationships that enhance potential benefits and reduce is to take appropriate actions to resolve the conflicts while
potential harm. being committed to our code of ethics.
⚫ Another requirement is adequate self-knowledge of how ⚫ However, if the conflicts cannot be resolved by such
one's values, experiences, culture, and social context means, we adhere to the law, regulations or governing
might influence one's actions and interpretations. legal authority.
PRINCIPLE III: Integrity C. Conflict between Ethics and Organizational Demands
⚫ In instances where our code of ethics conflicts with
organizational demands, we make our code of ethics
known to the organization.
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⚫ We also declare our commitment and adherence to this 4. So as not to deprive individuals or groups of necessary
code when resolving the conflicts. services, which we do not have existing competence, we
D. Informal Resolution of Ethical Violations may provide the service, as long as:
⚫ When we become aware that another psychologist a. we have closely related prior training or experience, and
violated our code of ethics, we may resolve the issue by b. we make a reasonable effort to obtain the competence
bringing it to the attention of the psychologist. required by undergoing relevant research, training,
⚫ We do so if informal resolution is sufficient and if the consultation, or thorough study. 5. In those emerging
intervention does not violate confidentiality rights. areas in which generally recognized standards for
E. Reporting Ethical Violations preparatory training do not yet exist, but in which we are
1. If there is likely to have substantial harm to a person required or requested to make available our services, we
or organization, we take further action to report violation shall take reasonable steps to ensure the competence of
of the code of ethics to appropriate institutional our work and to protect our clients/patients, students,
authorities. supervisees, research participants, organizational clients,
2. However, this does not apply when an intervention and others from harm.
would violate confidentiality rights or when we are called 6. We shall be reasonably familiar with the relevant judicial
to review the work of another psychologist whose or administrative rules when assuming forensic roles.
professional conduct is in question. B. Providing Services in Emergencies
F. Cooperating with Ethics Committee ⚫ We shall make available our services in emergency
⚫ We cooperate with the ethics investigation, proceedings and situations to individuals for whom the necessary mental
requirements of any psychological association we belong health services are not available even if we lack the
to. training appropriate to the case to ensure these individuals
G. Improper Complaints are not deprived of the emergency services they require at
⚫ We refrain from filing ethical complaints with reckless that time.
disregard or willful ignorance of facts that would disprove ⚫ However, we shall immediately discontinue said services
allegations of ethical violations. We also refrain from filing as soon as the emergency has ended, and ensure that
complaints without supporting factual evidence. appropria
H. Unfair Discrimination Against Complainants
and Respondents
1. We do not discriminate against complainants and
respondents of ethical complaints by denying them
employment, advancement, admissions to academic,
tenure or promotion.
2. This does not rule out taking appropriate actions
based on outcomes of proceedings.
II. COMPETENCIES
A. Boundaries of Competence
1. We shall provide services, teach, and conduct
research with persons, populations in areas only within the
boundaries of our competence, based on our education,
training, supervised internship, consultation, thorough
study, or professional experience.
2. We shall make appropriate referrals, except as
provided in Standard A.2, Providing Services in
Emergencies, where our existing competencies are not
sufficient to ensure effective implementation or provision
of our services.
3. When we plan to provide services, teach, or conduct
research involving populations, areas, techniques, or
technologies that are new to us and/or are beyond our
existing competence, we must undertake relevant
education, training, supervised experience, consultation,
or thorough study.
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UTILITY ⚫ Defined as a family of techniques that entail a cost– benefit
⚫ Refer to the usefulness of some thing or some process. analysis designed to yield information relevant to a
⚫ also referred to as test utility decision about the usefulness and/or practical value of a
⚫ It refers to how useful a test is tool of assessment
⚫ It refers to the practical value of using a test to aid in ⚫ utility analysis is an umbrella term covering various
decision making possible methods, each requiring various kinds of data to
What is Utility? be inputted and yielding various kinds of output
⚫ Utility in the context of testing and assessment as the Expectancy data
usefulness or practical value of testing to improve ⚫ require little more than converting a scatterplot of test
efficiency data to an expectancy table
⚫ Refers to anything from a single test to a large-scale testing ⚫ Expectancy table can provide an indication of the
program that employs a battery of tests. likelihood that a testtaker will score within some interval
Factors That Affect a Test’s Utility of scores on a criterion measure—an interval that may be
categorized as “passing,” “acceptable,” or
Psychometric soundness
“failing.”
⚫ refer—as you probably know by now—to the reliability
and validity of a test. Hit Rate
⚫ A test is said to be psychometrically sound for a particular ⚫ A correct classification
purpose if reliability and validity coefficients are Miss
acceptably high. ⚫ An incorrect classification; a mistake
⚫ An index of reliability can tell us something about how Hit rate
consistently a test measures what it measures; and an ⚫ The proportion of people that an assessment tool
index of validity can tell us something about whether a test accurately identifies as possessing or exhibiting a
measures what it purports to measure. particular trait, ability, behavior, or attribute
Cost Miss rate
⚫ one of the most basic elements in any utility analysis is the ⚫ The proportion of people that an assessment tool
financial cost of the selection device inaccurately identifies as possessing or exhibiting a
⚫ cost in the context of test utility refers to disadvantages, particular trait, ability, behavior, or attribute
losses, or expenses in both economic and noneconomic False positive
terms ⚫ A specific type of miss whereby an assessment tool falsely
⚫ term costs can be interpreted in the traditional, economic indicates that the testtaker possesses or exhibits a
sense; that is, relating to expenditures associated with particular trait, ability, behavior, or attribute
testing or not testing False negative
Benefits ⚫ A specific type of miss whereby an assessment tool falsely
⚫ Judgments regarding the utility of a test may take into indicates that the testtaker does not possess or exhibit a
account whether the benefits of testing justify the costs of particular trait, ability, behavior, or attribute
administering, scoring, and interpreting the test. Some Practical Considerations
⚫ Benefit refers to profits, gains, or advantages The pool of job applicants
⚫ As we did in discussing costs associated with testing (and ⚫ If you were to read a number of articles in the utility
not testing), we can view benefits in both economic and analysis literature on personnel selection, you might come
noneconomic terms. to the conclusion that there exists, “out there,” what
⚫ In industrial settings, a partial list of such noneconomic seems to be a limitless supply of potential employees just
benefits—many carrying with them economic benefits as waiting to be evaluated and possibly selected for
well—would include: employment
◆ an increase in the quality of workers’ The complexity of the job
performance; ⚫ In general, the same sorts of approaches to utility analysis
◆ an increase in the quantity of workers’ performance; are put to work for positions that vary greatly in terms of
◆ a decrease in the time needed to train workers; complexity.
◆ a reduction in the number of accidents; ⚫ The same sorts of data are gathered, the same sorts of
◆ a reduction in worker turnover analytic methods may be applied, and the same sorts of
Utility Analysis utility models may be invoked for corporate positions

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 PYSCHOLOGICAL ASSESMENT
ALL LESSONS FROM PRELIMS TO FINALS | ASSES311
BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA
ranging from assembly line worker to computer
programmer
The cut score in use
⚫ Also called a cutoff score, we have previously defined a cut
score as a (usually numerical) reference point derived as a
result of a judgment and used to divide a set of data into
two or more classifications, with some action to be taken
or some inference to be made on the basis of these
classifications.
⚫ Type of cut score is set with reference to the performance
of a group (or some target segment of a group), it is also
referred to as a norm-referenced cut score
⚫ Fixed cut score, which we may define as a reference
point—in a distribution of test scores used to divide a set
of data into two or more classifications—that is typically
set with reference to a judgment concerning a minimum
level of proficiency required to be included in a particular
classification
⚫ Multiple cut scores refer to the use of two or more cut
scores with reference to one predictor for the purpose of
categorizing testtakers.
⚫ Multistage (or multiple hurdle) selection process, a cut
score is in place for each predictor used
✓ multiple hurdles may be thought of as one collective
element of a multistage decision-making
⚫ Compensatory model of selection, an assumption is made
that high scores on one attribute can, in fact, “balance out”
or compensate for low scores on another attribute.
⚫ Angoff method for setting fixed cut scores can be applied
to personnel selection tasks as well as to questions
regarding the presence or absence of a particular trait,
attribute, or ability.
The Known Group Method
⚫ Entails collection of data on the predictor of interest from
groups known to possess, and not to possess, a trait,
attribute, or ability of interest. Based on an analysis of this
data, a cut score is set on the test that best discriminates
the two groups’ test performance.

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ALL LESSONS FROM PRELIMS TO FINALS | ASSES311
BS Psychology 3-YB-1 | College of Arts and Science | Second Semester | OLFU – LAGUNA

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