PSYCH ASSESSMENT Flashcards
(101 cards)
1
Q
process of measuring psychology-related variables by means of devices or procedures designed to obtain a sample of behavior
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Psychological Testing
2
Q
gathering and integration of psychology-related data for the purpose of making psychological evaluation
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Psychological Assessment
3
Q
device or procedure designed to measure variables related to psychology
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Psychological Test
4
Q
the science of psychological measurement
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Psychometrics
5
Q
refer to professional who uses, analyzes, and interprets psychological data
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Psychometrist or Psychometrician
6
Q
assess what a person can do
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Ability or Maximal Performance Test
7
Q
measurement of the previous learning
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Achievement Test
8
Q
refers to the potential for learning or acquiring a specific skill
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Aptitude
9
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refers to a person’s general potential to solve problems, adapt to changing environments, abstract thinking, and profit from experience
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Intelligence
10
Q
considerable overlap of achievement, aptitude, and intelligence test
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Human Ability
11
Q
measure usual or habitual thoughts, feelings, and behavior
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Typical Performance Test
12
Q
measures individual dispositions and preferences
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Personality Test
13
Q
provide statement, usually self-report, and require the subject to choose between two or more alternative responses
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Structured Personality tests
14
Q
unstructured, and the stimulus or response are ambiguous.
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Projective Personality Tests
15
Q
elicit personal beliefs and opinions
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Attitude Test
16
Q
measures likes and dislikes as well as one’s personality orientation towards the world of work
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Interest Inventories
17
Q
the interest is the number of times a test taker can answer correctly in a specific period
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Speed Tests
18
Q
reflects the level of difficulty of items the test takers answer correctly
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Power Tests
19
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What are the other tests (mentioned on the reviewer)
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Values Inventory
Trade Test
Neuropsychological Test
Norm-Referenced test
Criterion-Referenced Tests
20
Q
method of gathering information through direct communication involving reciprocal exchange
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Interview
21
Q
This is when the questions are prepared
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Standardized/Structured
22
Q
pursue relevant ideas in depth
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Non-standardized/Unstructured
23
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It may probe further on specific number of questions
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Semi-Standardized/Focused
24
Q
subject is allowed to express his feelings without fear of disapproval
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Non-directive
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determines the ***mental status*** of the patient
Mental Status Examination
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determine ***why the client came for assessment***; chance to inform the client about the policies, fees, and process involved
Intake Interview
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***biographical sketch*** of the client
Social Case
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determine whether the candidate is ***suitable for hiring***
Employment Interview
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***more than one*** interviewer participates in the assessment
Panel Interview (Board Interview)
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***used by counselors and clinicians*** to gather information about some problematic behavior, while simultaneously attempting to ***address it therapeutically***
Motivational Interview
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***samples*** of one's ability and accomplishment
Portfolio
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refers to ***records, transcripts, and other accounts*** in written, pictorial, or other form that preserve archival information, official and informal accounts, and other data and items ***relevant to an assessee***
Case History Data
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a ***report or illustrative account*** concerning a person or an event that was compiled on the ***basis of case history data***
Case study
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result of the varied ***forces that drive decision-makers*** to reach a consensus
Groupthink
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monitoring of actions of others or oneself by visual or electronic means while recording quantitative and/or qualitative information regarding those actions
Behavioral Observation
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observe humans in ***natural setting***
Naturalistic Observation
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**S**timulus, **O**rganismic Valuables, Actual **R**esponse, **C**onsequence
SORC Model
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defined as ***acting an improvised or partially improvised*** part in a stimulated situation
Role Play
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***assesses are directed to act as*** if they are in a particular situation
Role Play Test
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What is the Psychological Assessment Process
1. Determining the Referral Question
2. Acquiring Knowledge relating to the content of the problem
3. Data collection
4. Data Interpretation
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accurately ***predicts success or failure***
HIT RATE
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narrative description, graph, table. Or other representations of the extent to which a person has demonstrated ***certain targeted characteristics*** as a result of the administration or ***application of tools of assessment***
Profile
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an ***approach to evaluation*** characterized by the application of empirically demonstrated ***statistical rules as determining factor*** in assessors’ judgement and actions
Actuarial Assessment
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***application of computer algorithms*** together with statistical rules and probabilities to generate findings and recommendations
Mechanical Prediction
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LEVELS OF INTERPRETATION
**Level I** – there is a minimal amount of any sort of interpretation
**Level II**
a. *Descriptive Generalizations*
b. *Hypothetical Construct*: the assumption of an inner state which goes logically beyond the description of visible behavior
**Level III **– the effort to develop a coherent and inclusive theory of the individual life or a “working image” of the patient
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***observations made by an examiner*** regarding ***what the examinee does and how the examinee reacts during the course of testing*** that are indirectly related to the test’s specific content but of possible significance to interpretation
Extra-Test Behavior
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7 PARTIES IN PSYCHOLOGICAL ASSESSMENT
1. Test Author/Developer
2. Test Publisher
3. Test Reviewers
4. Test Users
5. Test Takers
6. Test Sponsors
7. Society
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Party that ***creates the tests*** or other methods of assessment
Test Author/Developer
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they ***publish***, market, sell, and control the distribution of tests
Test Publisher
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Party that ***prepares evaluative critiques*** based on the technical and practical aspects of the tests
Test Reviewers
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Party that ***uses the test*** of assessment
Test Users
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those parties who ***take*** the tests
Test Takers
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institutions or ***government who contract test developers*** for various testing services
Test Sponsors
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7 Assumptions about Psychological Testing and Assessment
**Assumption 1**: Psychological Traits and States Exist
**Assumption 2**: Psychological Traits and States can be Quantified and Measured
**Assumption 3**: Test-Rlated Behavior Predicts Non-Test-Related Behavior
**Assumption 4**: Test and Other Measurement Techniques have strengths and weaknesses
**Assumption 5:** Various Sources of Error are part of the Assessment Process
**Assumption 6**: Testing and Assessment can be conducted in a Fair and Unbiased Manner
**Assumption 7**: Testing and Assessment Benefit Society
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any distinguishable, relatively enduring way in which ***one individual varies from another***
Trait
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intelligence, ***specific*** intellectual abilities, cognitive style, adjustment, interests, attitudes, sexual orientation and preferences, ***psychopathology***, etc.
Psychological Trait
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***distinguish one person from another*** but are relatively less enduring
States
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Psychological Traits exists as _____________
construct
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an ***informed***, scientific concept developed or constructed to ***explain a behavior, inferred from overt behavior ***
Construct
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an observable action or the product of an observable action
Overt Behavior
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Whether a trait manifests itself in observable behavior, and to what degree it manifests, is ***presumed to depend***, not only on the strength of the trait in the individual, but also on the ***nature of the action***
Situation-dependent
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Once the trait, state or other construct has been defined to be measured, a test developer consider the types of item content that would provide insight to it, to gauge the strength of that trait
***Explanation***: When making a test to measure something like a personality trait, you first decide what to measure and then create questions that help assess how strong that trait is in a person.
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assumption that the ***more the testtaker responds*** in a particular direction keyed by the test manual as correct or consistent with a particular trait, the ***higher that testtaker is presumed to be on the targeted ability or trait***
Cumulative Scoring
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Measuring traits and states means of a test ***entails developing*** not only appropriate tests items but also appropriate ways to score the test and interpret the results
***Explanation***: Making a test involves not just writing questions but also determining how to score the test and understand what the scores mean about the person taking it.
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Competent test users understand and appreciate the limitations of the test they use as well as how those limitations might be compensated for by data from other sources
***Explanation***: People who use tests effectively know the test's weaknesses and understand how to make up for them using information from other places.
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refers to something that is more than expected; it is component of the measurement process
Error
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Refers to a long-standing assumption that factors other than what a test attempts to measure will influence performance on the test
Error
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the component of a test score attributable to sources other than the trait or ability measured
Error Variance
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What are the 3 Potential Sources of error variance
1. Assessors
2. Measuring Instruments
3. Random errors such as luck
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each testtaker has true score on a test that would be obtained but for the action of measurement error
Classical Test Theory
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Considering the many critical decisions that are based on testing and assessment procedures, we can readily appreciate the need for tests
In important decisions that rely on testing and assessments, we understand why tests are necessary.
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dependability or ***CONSISTENCY of the instrument or scores*** obtained by the same person when re-examined with the same test on different occasions, or with different sets of equivalent items
Reliability
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........... number of items = ............. reliability
More, Higher
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The True score can be found. True or False?
**False** (True score cannot be found)
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index of reliability, a proportion that indicates the ratio between the ***true score variance*** on a test and ***the total variance***
Reliability Coefficient
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score on an ability tests is presumed to reflect not only the ***testtaker’s true score on the ability being measured but also the error***
Classical Test Theory (True Score Theory)
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refers to the component of the observed test score that ***does not have to do with the testtaker’s ability***
Error
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# True or False:
Errors of measurement are random.
True
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True Score Formula
**X**=T+E
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# True or False
When you **average all the observed scores** obtained over a period of time, then the **result would be farthest to the true score**
False (Should be ***closest*** to the true score)
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The ........... number of items, the .......... the reliability
Greater, Higher
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Factors the contribute to ***consistency***: .............
stable attributes
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Factors that contribute to ***inconsistency***:
***characteristics of the individual, test, or situation***, which have nothing to do with the attribute being measured, but still affect the scores
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Goals of Reliability
1. Estimate errors
2. Devise techniques to improve testing and reduce errors
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useful in ***describing*** sources of test score ***variability***
Variance
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*variance* from ***true differences***
True Variance
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*variance* from ***irrelevant random sources***
Error Variance
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all of the factors associated with the process of measuring some variable, ***other than the variable being measured***
Measurement Error
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**Positive**: can ............ one’s score
**Negative**: can ............ one’s score
increase, decrease
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3 Sources of Error Variance
1. Item Sampling/Content Sampling
2. Test Administration
3. Test Scoring and Interpretation
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A source of Error variance that refers to ***variation among items within a test*** as well as to variation among items between tests
Item Sampling/Content Sampling
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# True or False
The extent to which ***testtaker’s score is affected by the content sampled on a test*** and by the way the content is sampled is a source of error variance
***TRUE***.
**Explanation**:
The error variance in a test score happens when the score is influenced by the specific topics on the test and how those topics are presented.
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testtaker’s motivation or attention, environment, etc.
Test Administration
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may ***employ objective-type items amenable to computer scoring*** of well-documented reliability
Test Scoring and Interpretation
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source of error in measuring a targeted variable ***caused by unpredictable fluctuations*** and ***inconsistencies of other variables*** in measurement process (e.g., noise, temperature, weather)
Random Error
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source of error in a measuring a variable that is ***typically constant or proportionate*** to what is presumed to be the true values of the variable being measured
Systematic Error
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# True or False
Systematic Error has ***consistent effect*** on the true score
True
98
It refers to the ***proportion of total variance attributed to true variance***
Reliability
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The ............. the proportion of the total variance attributed to true variance, the .............. the test
greater, more reliable
100
# True or False
Error variance ***may increase or decrease a test score*** by varying amounts, consistency of test score, and thus, ***the reliability can be affected***
***TRUE***.
**Explanation**: Errors in measurement can cause a test score to go up or down by different amounts, making the test score less consistent and less reliable.
101
TRUE SCORE FORMULA
True Score = Rxx (x-xbar)+xbar
