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1

accommodation

the adaptation of a test, assessment, procedure or situation; or substitution of one test for another, to make an assessment more suitable for an assessee with exceptional needs - p.31

2

achievement test

evaluates accomplishment or the degree of learning that has taken place - p.22

3

alternate assessment

- evaluative or diagnostic procedure/process which varies from usual, customary, or standardised way a measurement is obtained

e.g., via some special accommodation made to assessee - or alternative method designed to measure same variable(s). - p.31

4

behavioural observation

assessment professionals - monitor actions of self or others - visual or electronic means - records QUANTITATIVE & QUALITATIVE information about those actions. - Often used as diagnostic aid in variety of settings - inpatient facilities, behavioural research laboratories, and classrooms. - p.12

5

CAPA

"Computer Assisted Psychological Testing" - assisted refers to test user - not the testtaker - p.15

6

case history

report or illustrative account compiled on basis of case history data: (also referred to as a case study) p.12

7

case history data

- records, transcripts & other accounts - written, pictorial or other forms that preserve archival information (i.e., official & informal accounts, & other data & items relevant to an assessee - p.11

8

case study

report or illustrative account compiled on basis of case history data: (also referred to as a case history) p.12

9

central processing

computerized scoring, interpretation or other conversion of RAW test data that is physically transported from the same or other test sites to a central location. Transported by phone lines (teleprocessing), mail, or courier. (contrast with teleprocessing & local processing) p.14

10

collaborative psychological assessment

process of assessment where assessee & assessor work as partners from initial contact through final feedback - p.4

11

What is a consultative report?

type of INTERPRETIVE report - provides EXPERT & DETAILED ANALYSIS of test data - mimics work of an expert consultant p.15

12

cut score

- (also cutoff score or cutoff)

- reference point (usually numerical) - derived as a result of judgement

- divides set of data into 2 or more classifications - with some action to be taken or inference to be made - e.g., aids in decision making by employers etc p.7 & I-9

13

dementia

- loss of cognitive functioning

- may affect memory, reasoning, thinking, psychomotor speed, attention, personality & related abilities - caused by damage or loss of brain cells

- p.24

14

diagnosis

- description/conclusion reached on basis of EVIDENCE AND OPINION

- through process of DISTINGUISHING the nature of something & RULING OUT ALTERNATIVE CONCLUSIONS - p.22

15

diagnostic test

A tool used to make a diagnosis - usually to identify areas of deficit to be targeted for intervention - p.22

16

dynamic assessment

- interactive approach to assessment

- based on a test-intervention-retest model (p.361)

- usually follows 1) evaluation, 2) intervention 3) evaluation model (p.6)

17

extended scoring report

provides STATISTICAL DATA on top of just a scoring report - p.14

18

format

- pertains to the FORM, PLAN, STRUCTURE, ARRANGEMENT & LAYOUT of test items

- also includes related considerations e.g., time limits, software etc p.7 & I-11

19

groupthink

- Collective decision-making

- characterized more by a drive for CONSENSUS than critical analysis & evaluation.

- May lead to less reasoned & riskier decisions that may have been made by an individual. - p.12

20

health psychology

focusses on understanding the role of psychological variables in the onset, course, treatment & prevention of illness, disease & disability - p.26

21

informal evaluation

- typically nonsystematic, relatively brief "off the record" assessment LEADING to the formation of an opinion or attitude.

- Not subject to same Ethics or Standards as evaluation by a professional; contrast with formal evaluation - p.22

22

integrative report

a form of INTERPRETIVE REPORT of psychological assessment - Usually computer generated

- PURPOSE: to integrate data from multiple sources e.g., behavioural, medical, administrative &/or other sources; contrast with scoring report)

23

interpretive report

- a step up from a scoring report - distinguished by its inclusion of NUMERICAL or NARRATIVE INTERPRETIVE STATEMENTS. - Three types 1) DESCRIPTIVE, 2) SCREENING and 3) CONSULTATIVE (which is at the high end of interpretive reports) - p. 15

24

interview

- tool of assessment

- information gathered thru direct, reciprocal communication - p.9-10

25

local processing

ON-SITE computerised scoring, interpretation, or other conversion of raw test data

: (contrast with central processing & teleprocessing). p14

26

naturalistic observation

- behavioural observation that takes place in naturally occurring setting

- purpose:  evaluation and information gathering

- p.13

27

panel interview

- also board interview

- more than one interviewer participates in the assessment

- ADVANTAGE (lone interviewer biases minimised) - DISADVANTAGE > (Utility - cost of multiple interviewers may not be justified) p.10

28

portfolio

- sample of ones work

- referred to as portfolio assessment when utilized as tool in evaluative or diagnostic process

29

protocol

(1) The form for testtakers responses

(2) a method or procedure for evaluation or scoring

- p.27

30

pseudodementia

- loss of cognitive functioning that mimics dementia - but no loss or damage to brain cells

- p.24

31

psychological assessment

- gathering & integrating psychological data for psychological evaluation

- thru use of tests, interviews, case studies, behavioural observation, & specially designed apparatuses and measurement procedures

p I-21

32

psychological autopsy

reconstruction of a deceased individuals psychological profile - archival records, artifacts & interviews with the living assessee or people who knew the deceased

33

psychological test

measuring device or procedure designed to measure psychology-related variables p.5 & I-21 - almost always involves analysis of a sample of behaviour

34

psychological testing

- measuring psychology-related variables

- using means/devices/procedures designed to obtain samples of human behaviour - p.2 & I-21

35

psychometrician

- noun variant of psychometric

- a professional who uses, analyzes, & interprets psychological test data p.9

36

psychometrics

the science of psychological measurement

p.9

37

psychometric soundness

- technical quality

- i.e., how consistently (reliably) & how accurately (validly) a tests measures what it purports to measure p.9

38

psychometrist

- noun variant of psychometric

- a professional who uses, analyzes, & interprets psychological test data

p.9

39

quality of life

- evaluation of variables such as - perceived stress - loneliness - sources of satisfaction - personal values - quality of living conditions - quality of friendships - other social support

- p.23

40

rapport

a working relationship between examiner & examinee in testing & assessment

p.27

41

role play

acting an improvised or partially improvised part in a simulated situation

42

role-play test

- assessment tool

- assessees instructed to act 'as if' in a particular situation

- p.14

43

score

a code or summary statement

p.7

44

scoring

- process of assigning evaluative codes/statements to performance on a test, task, interview or other behaviour sample

p.7

45

scoring report

- formal or official computer-generated account of test performance

- usually numerical.

- two varieties 1) simple scoring report  and 2) extended scoring report

46

simple scoring report

- one of the two types of scoring report

- provides only a list of scores

- p.14

47

social facilitation

- process by which presence of one or more people can influence performance of other persons

- specifically the influence of third parties on performance of an assessee

- p.20

48

teleprocessing

test related data sent to & returned to a central location (central processing) via phone lines

49

test

measuring device or procedure

50

test catalogue

- distributed by publisher of test

- usually only brief description of the test

- seldom has detailed info needed by test user

- catalogue objective is to sell the test - so will not find critical reviews of a test in a test catalogue

- p.33

51

test developer

- creates tests & other forms of assessment

- APA estimates 20,000 new tests each year

- STANDARDS of ETHICAL BEHAVIOUR specifically address responsible test development & use (American Ed Res Ass - American Psych Ass - Nat Council of Measurement NCME) - referred to as "the standards" Standards for Educational and Psychological Testing  - covers test construction & evaluation, administration & use plus other special considerations

52

test manual

- detailed description of a test

- available from test publisher

- ideally provides key information needed by test users to make an informed decision about whether the test is appropriate for use with a particular testtaker for a particular purpose

- p.34

53

testtaker

- anyone who is the subject of an assessment or evaluation

- testtakers vary with respect to many variables (anxiety, understanding, willingness, pain, emotional distress, alertness, predispositions to agree/disagree, coaching, portrayal of self in good/bad light - also known as assessee

- p.19

54

test user

- wide range of professionals inc clinicians, counsellors, school psychologists, human resources personnell, consumer psychologists, experimental psychologists & social psychologists

- 'the standards' & other published guidelines identify who is a qualified test user & who should have access to which tests

55

therapeutic psychological assessment

- collaborative approach

- insights about self encouraged & actively encouraged by assessor

- p4 - I27 - also refer to p.5 Meet Dr Stephen Finn

56

third parties in psychological assessment

may be supervisor, friend or relative of assessee, translator, attorney, or anyone. Robert J McCaffrey (2007) said "No, third parties should not be allowed to be present during an assessment" - SOCIAL INFLUENCE by mere presence - may affect performance - referred to as SOCIAL FACILITATION and INHIBITION p.20 (CLOSE-UP)

57

utility

the usefulness or practical value a test or other assessment tool has for a particular purpose p.9

58

JUST THINK: In addition to psychologists, who should be permitted access to, as well as the privilege of using, psychological tests?

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59

JUST THINK: What tools of assessment could be used to address a student's reading ability? p.22

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60

JUST THINK: What kind of issues do psychologists have to consider when assessing prisoners in contrast to assessing workplace managers? p.23

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61

What recently deceased public figure would you like to see a psychological autopsy done on? Why? What results might you expect? p.21

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62

JUST THINK: What cautions should internet test users keep in mind regarding the source of their test data? p.17

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63

JUST THINK: What are the pros and cons of NATURALISTIC OBSERVATION as tools of assessment? p.13

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64

JUST THINK: What are the pros and cons of using CASE HISTORY DATA as a tool of assessment? p.12

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65

JUST THINK: If you were preparing a portfolio representing "who you are" in terms of your educational career, your hobbies, and your values, what would you include in your portfolio? p.10

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66

JUST THINK: What type of interviewing skills must the host of a talk show possess to be considered an effective interviewer? Do these skills differ from those needed by a professional in the field of psychological assessment? If so, how? p.10

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67

JUST THINK: How might one test of intelligence have more utility than another test of intelligence in the same school setting? p.9

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68

JUST THINK: What type of interview situation would you envision as ideal for being carried out entirely through the medium of text messaging? p.9

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69

JUST THINK: Imagine you wanted to develop a test for a personality trait you termed "goth". How would you define this trait? What kinds of items would you include in the test? Why would you include those kinds of items? p.7

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70

JUST THINK: What qualities makes a good leader? How might these qualities be measured? p.4

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71

JUST THINK: Describe a situation in which testing is more appropriate than assessment. By contrast, describe a situation in which assessment is more appropriate than testing. p.2

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