Chapter 1

A device or procedure in which a sample of an individual's behavior is obtained, evaluated, and scored using standardized procedures

A set of rules for assigning numbers to represent objects, traits, attributes, or behaviors

Process for collecting information that is used to make inferences about the characteristics of people. Often involves multiple procedures such as tests, interviews, observations, and the review of historical documents

Activity that involves judging or appraising the value or worth of something

Refers to the stability, accuracy, or consistency of the test scores

Refers to the appropriateness or accuracy of the interpretations of test scores

Code or summary statement, typically numerical, which reflects performance on a test or some other sample of behavior

Relatively stable differences between people in behavior, abilities, interests, preferences, beliefs, and other characteristics

• 1) Achievement & Aptitude Tests
• 2) Speed & Power Tests
• 3) Objective & Subjective Maximum Performance Tests

Presents a question stem and a set of possible answers. Scored using objective, clearly defined rules

• 1) True/False items
• 2) Matching items
• 3) Multipl-choice items

Presents a question stem without a set of possible set of answers. THe test taker has no basis on which to guess the correct answer

• 1) Fill-in-The Blank items
• 2) Short/Brief Answer
• 3) Essay Items

Can be scored in a reliable manner, but subject to random guessing. Not all abilities lend themselves to these formats

not subject to random quessing and well suited for some abilities. Subject to feigning and notoriously difficult to score in a reliable manner.

Measures constructs such as personality, behavior, attitudes, or interests

• 1) Objective Personality Tests
• 2) Projective Personality Tests

Responding in amanner that distorts the test taker's actual characteristic

The presentation and interpretation of ambiguous stimuli elicits a process in which the test taker "prjects" his/her feelings, needs, and inner experiences

• 1) Verbal Formats - sentence completion tests & Free association tasks
• 2) Projective Drawings - house-tree-person & Draw-A-Person Test
• 3) Pictorial Techniques - Inkblot Tests & Apperception Tests

Can be scored in a reliable maner, but subject to response biases. Validity scores are often developed to detect Response Bias

Reportedly more difficult to fake, major concerns about reliability and validity

• 1) Psychological Constructs exist
• 2) Psychological constructs can be measured
• 3) While we can measure constructs, our measurement is not perfect
• 4) There are different ways to measure any given construct
• 5) All assessment procedures have strengths and limitations
• 6) Multiple sources of information should be part of the assessment process
• 7) Performance on tests can be generalized to nontests behaviors
• 8) Assessment can provide information that helps psychologists make better decisions
• 9) Assessments can be conducted in a fair manner
• 10) Testing and assessment can benefit our society as a whole

• 1) Standard set of questions or stimuli that the test taker responds to
• 2) Standard procedures for administration
• 3) Standard procedures for scoring

differences in test performance reflects true individual differences, not differences in the questions asked

• 1) Interviews are more flexible
• 2) The price of flexibility is reduced reliability
• 3) Structured interviews are currently being used to enhance reliability

• 1) Diagnosis
• 2) Treatment Planning
• 3) Selection, placement, and classification
• 4) Self-understanding/counseling & Guidance
• 5) Evaluation
• 6) Licensing
• 7) Program Evaluation
• 8) Scientific Research

• 1) Psychologists should understand the basic mathematical and statistical concepts related to measurement
• 2) Psychologists should understand the basic principles of classical and modern test theory
• 3) Psychologists should be familiar with the wide variety of assessments used in psychological settings
• 4) Psychologists should be proficient in selecting professionally developed assessment procedures for applied and research applications
• 5) Psychologists should be proficient in administering, scoring, and interpreting assessments
• 6) Psychologists should be proficient in using the results of assessments to answer research questions and make clinical decisions
• 7) Psychologists should be proficient in communicating assessment results to clients and other professionals
• 8) Psychologists should understand current professional standards taht govern test development, use, and interpretation
• 9) Psychologists should be familiar with the ethical and legal issues that govern the use of assessments