PSYCHOLOGICAL TESTING AND ASSESSMENT

UST Guidance Board Exam Review

July 15, 2017

Janice Triguero Ocray, M.A., RGC

 TESTING VS. ASSESSMENT
TESTING ASSESSMENT
OBJECTIVE:
Typically, to obtain some gauge, usually numerical Typically, to answer a referral question, solve a
in nature, with regard to an ability or attribute. problem, or arrive at a decision through the use of
tools of evaluation.
PROCESS:
Testing may be individual or group in nature. Is typically individualized. In contrast to testing,
Focuses on the results of the test. assessment more typically focuses on how an
individual processes rather than simply the results
of that processing.
ROLE OF EVALUATOR:
The tester is not the key to the process. The assessor is key to the process of selecting
tests and/or other tools of evaluation as well as in
drawing conclusions from the entire evaluation.
SKILL OF EVALUATOR:
Testing typically requires technician-like skills in Typically requires an educated selection of tools of
terms of administering and scoring a test as well evaluation, skill in evaluation, and thoughtful
as in interpreting test results. organization ad integration of data.
OUTCOME:
Typically, testing yields a test score or series of Typically, it entails a logical problem-solving
test scores. approach that brings to bear many sources of data
designed to shed light on a referral question.
 PSYCHOLOGICAL PSYCHOLOGICAL
ASSESSMENT TESTING
- the gathering and - the process of measuring
integration of psychology- psychology-related
related data for the variables by means of
purpose of making a devices or procedures
psychological evaluation designed to obtain a
that is accomplished sample of behavior.
through the use of tools
such as tests, interviews,
case studies, behavioral
observation, and specially
designed apparatuses and
measurement procedures.
TOOLS OF PSYCHOLOGICAL ASSESSMENT

Specific or systematic procedures

•Selecting a set of items

•Specifying the conditions under which
a test is administered
TEST •Developing a system of scoring and
interpreting responses

Scoring of responses

Provides sample of behavior

 OTHER ASSESSMENT TOOLS
Portfolio – evaluation of one’s work samples

Case History Data – 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.

Behavioral Observation – monitoring the actions of others or

oneself by visual or electronic means while recording
quantitative and/or qualitative information regarding the
actions.

Role play – a method wherein assessees are directed to act as

if they were in a particular situation and may then be
evaluated with regard to their expressed thoughts, behaviors,
abilities and other variables.
 OTHER ASSESSMENT TOOLS
Peer Appraisal – evaluation made by individual’s peer
group.

Checklist - questionnaire on which a person marks items

to indicate the presence or absence of a specified
behavior, thought, event or circumstances.

Rating Scale – a form completed by an evaluator to make

a judgment of relative standing with regard to a specified
variable.

Interview – provides two kinds of information: (1) direct

observation of a sample of behavior manifested during
the interview situation and (2) life-history data
 Rating
Placement
Selection
USE OF TEST
Competency and
Proficiency
Diagnosis
Outcome
evaluation
 Characteristics of a Good Test
Psychometric
Design Properties
Properties

1. a clearly defined purpose 1. reliability

2. a specific and standard 2. validity
content 3. Item analysis
3. a standardized
administration procedure
4. a set of scoring rules
 Sources of Information about Tests
Tests in Print Tests in Print (TIP) is published in multiple volumes. Each
(multiple volumes) volume contains descriptive listings of commercially published
psychology and achievement tests that are available for
purchase. TIP also serves as a comprehensive index to the
contents of previously published Mental Measurements
Yearbooks
Mental The Mental Measurements Yearbook (MMY) is published in
Measurements multiple volumes. Each volume contains descriptive
Yearbook information and test reviews of new English language,
commercially published tests and tests that have been revised
(multiple volumes)
since the publication of the previous MMY edition. The MMY
is cumulative, meaning that later volumes build on earlier
ones rather than replace them.
Tests Tests contains descriptions of a broad range of tests for use by
psychologists, educators, and human resource professionals.
Each entry includes the test title, the author, the publisher, the
intended population, the test purpose, major features, the
administration time, the cost, and the availability.
 Sources of Information about Tests
Test Critiques Test Critiques is published in multiple volumes. Each volume
(multiple volumes) contains reviews of frequently used psychological, business, and
educational tests. Each review includes descriptive information
about the test (for example, author, attribute measured,
norms) and information on practical applications and uses. Test
Critiques also contains in-depth information on reliability,
validity, and test construction.
Personality Test Personality Test and Reviews is published in volumes. Each
and Reviews volume contains a bibliography of personality tests that are
(multiple volumes) contained in the MMY. Each entry contains descriptive
information about the test as well as test reviews.
Tests in Tests in Education contains descriptive and detailed information
Education about educational tests for use by teachers, administrators, and
educational advisers.
Measures for Measures for Psychological Assessment contains annotated
Psychological references to journal articles and other publications in which
Assessment measures of primarily mental health are described.
 3 General Categories of Test
1. Tests of Performance – examinee
performs some specific tasks (e.g. essay
writing, answering multiple choice
items

2. Behavioral Observations – tests that

involve observations of the examinees’
behaviors within a particular context.

3. Self-reports – examinees describe their

feelings, attitudes, beliefs and interests.
 Types of Tests
Test Domain
Maximal-Performance Typical-Performance
commonly referred to as focus on everyday
ability tests characteristics and behaviors

 achievement vs. aptitude  personality tests

tests • objective vs. projective

 speed vs. power tests  attitude tests

Interest tests
 Types of Tests

Test Audience

Age Abilities Language

 Types of Tests
Test Score Type
Norm-referenced Criterion-referenced
scores scores
may be used with either maximal or  used primarily with maximal or tests
typical performance tests
used primarily with tests of a single
used both with tests of a single domain
domain and tests covering several
different domains  compares your performance to a
criterion; indicates how much of the
compares your performance to the domain you have mastered
performance of others in a specified
norm group  Percent correct
 Percentile rank
 Types of Tests
Test Score Type
Normative scores Ipsative scores
 used with either maximal or used only with typical
typical performance tests performance tests

used both with tests of a single used only with tests of more than
domain and tests covering several one domain; characteristics are
different domains assessed relative to each other

 typically are transformed to often are transformed to norm-

norm-referenced scores for each referenced scores for each domain
domain measured measured
 Types of Tests

Test Content
Knowledge/ Behavior Construct
Skills Domains Domains Domains

Test Administration Format

Individual Group Computer-
Administration Administration Assisted
STATISTICAL FOUNDATION
Scales of Measurement
 STATISTICAL FOUNDATION
Interpreting Test Results
Raw Score – a straightforward, unmodified accounting of performance

Frequency Distribution – all scores are listed alongside the number of

times each score occurred.

Three kinds of graphs used to illustrate frequency distributions are the

histogram, the bar graph and the frequency polygon.
STATISTICAL FOUNDATION
Measures of Central Tendency
STATISTICAL FOUNDATION
Measures of Variability
 STATISTICAL FOUNDATION
Question:

The minimum score for a data is 5, whereas the

maximum score is 25. The range would be

Correct Answer:
20 Or 21
 STATISTICAL FOUNDATION
Question:

Calculate the average deviation for the following

distribution of test scores:
85 100 90 95 80

Correct Answer:
6
 STATISTICAL FOUNDATION
Question:

Calculate the standard deviation and variance for

the following distribution of scores:
4 2 5 8 6

Correct Answer:

Standard deviation = 2.24

Variance = 5
STATISTICAL FOUNDATION
Skewness of Distribution
STATISTICAL FOUNDATION
Kurtosis
 STATISTICAL FOUNDATION
Interpreting Test Scores
Standard Score – a derived score based on standard
deviation units between a raw score and the mean of its
score distribution
 STATISTICAL FOUNDATION
Question:

What percent of a normally distributed

population’s scores fall between +1 standard
deviation?

Correct Answer:
68%
 STATISTICAL FOUNDATION
Types of Derived Scores:
A. Based on Mean and Standard Deviation
 Linear Standard Scores – preserve the absolute
position of a raw score relative to its mean
• z-score – a standard score derived by calculating the
difference between a particular raw score and the
mean, divided by the standard deviation

• T-score – a standard score calculated using a scale

with a mean = 50 and a standard deviation = 10

• Deviation IQ – a variety of standard score with a

mean = 100 and a standard deviation = 15
 STATISTICAL FOUNDATION
Question:

If a student scored 45 on an exam with a mean of

35 and a standard deviation of 5, what would be
the student’s z– score? T-score?

Correct Answer:
z-score = 2
T-score = 70
 STATISTICAL FOUNDATION
B. Based on Rank within Groups
 Percentile - an expression of the percentage of
people whose score on a test falls below a particular
raw score
 Normalized Standard Scores – create a score
distribution which approximates the standard
normal curve
• Stanine – score based on dividing the normal
distribution into nine parts, with a mean of 5 and
a standard deviation of approximately 2
• Normal Curve Equivalent (NCE) – has a mean =
50 and SD = 21.06 with a range from 1 to 99
• Sten – has a mean of 5.5 and SD of 2
 STATISTICAL FOUNDATION
Question:

You have been asked to estimate percentile ranks for

employees from a customer service staff development
program. There were 62 junior level employees who
participated in the 8 hours training course. Scores are:
94 93 92 91 87 86 84 83 82 81 78 74 73 72 71
1 2 3 3 5 6 10 9 7 5 2 2 3 3 1

Calculate an estimated percentile rank for a score of 93.

Correct Answer:
97
 STATISTICAL FOUNDATION
Question:

If a student scored an 82 on an exam with a mean of 80

and a standard deviation of 2, what would be the
student’s normal curve equivalent?

Correct Answer:
71.06
 STATISTICAL FOUNDATION
Types of Score Interpretation:

 Norm-referenced – the individual’s performance

score is compared to others

 Criterion-referenced – the individual’s performance

is compared to a defined and ordered content
and/or skill domain
 STATISTICAL FOUNDATION
Types of Norms:
• Percentile norms – raw data from a test’s
standardization sample converted to percentile form
• Age norms – indicate the average performance of
different samples of test takers who were at various
ages
• Grade norms – indicate the average test performance
of test takers in a given school grade
• National norms – derived from a normative sample
that was nationally representative of the population
• Local norms – normative information with respect to
the local population’s performance on some test.
 STATISTICAL FOUNDATION
RELIABILITY
- Consistency in measurement
Type of Number of Number of Sources of Error
Reliability Testing Test Forms Variance Statistical Procedures
Sessions
Test-retest 2 1 Administration Pearson r or Spearman rho
Alternate- 1 or 2 2 Test construction or Pearson r or Spearman rho
forms administration
Pearson r between
equivalent test halves with
Spearman Brown
Internal correction or
1 1 Test construction Kuder-Richardson for
consistency
dichotomous items or
coefficient alpha for
multipoint items
Inter-scorer 1 1 Scoring and Pearson r or Spearman rho
Interpretation
 STATISTICAL FOUNDATION
RELIABILITY
- The higher the reliability of a test (or individual subtest
within a test), the lower the standard error of
measurement (SEm )

SEm
- is used to estimate or infer the extent to which an
observed score deviates from a true score.
- also known as the standard error of score, an index of
the extent to which one individual’s scores vary over tests
presumed to be parallel.
 STATISTICAL FOUNDATION

confidence interval – range of scores that has a high

probability of including the examinee’s “true” score.
 approximately 68% of the scores would be expected to
occur within + 1σmeas of the true score;
 approximately 95% of the scores would be expected to
occur within + 2σmeas of the true score;
 approximately 99% of the scores would be expected to
occur within + 3σmeas of the true score;
STATISTICAL FOUNDATION
 STATISTICAL FOUNDATION
Question:
If an individual’s mean score after multiple test
administrations is 84 and the SEm is 5, what can be said
about the distribution of his observed scores?
a. 95% of the time his observed scores will fall between
89 and 79
b. 68% of the time his observed scores will fall between
89 and 79
c. 68% of the time his observed scores will fall between
91 and 74
d. There is not enough information provided t o make a
determination.

Correct Answer:
68% of the time his observed scores will fall
between 89 and 79
 STATISTICAL FOUNDATION
RELIABILITY
Theoretical Models
TRUE SCORE GENERALIZABILITY ITEM RESPONSE
THEORY THEORY THEORY
- Also referred to as - Also referred to as domain - Also referred to as
classical test theory, a sampling theory, a system latent-trait theory or the
system of assumptions of assumptions about latent-trait model, a
about measurement that measurement that include system of assumptions
include the notion that a the notion that a test score about measurement
test score (and even a (and even a response to an (including the assumption
response to an individual individual item) consists of that a trait being
item) is composed of a a relatively stable measured by a test is
relatively stable component that actually is unidimensional) and the
component that actually is what the test or individual extent to which each test
what the test or individual item is designed to measure item measures the trait
item is designed to as well as relatively unstable
measure as well as a components that
random component that is collectively can be
error accounted for as error
 STATISTICAL FOUNDATION
Validity
- How well a test what it purports to measure

VALIDITY

CRITERION CONTENT CONSTRUCT

VALIDITY VALIDITY VALIDITY

CONCURRENT PREDICTIVE CONVERGENT DIVERGENT

VALIDITY VALIDITY VALIDITY VALIDITY
STATISTICAL FOUNDATION
Validity
- How well a test what it purports to measure
 UTILITY
- Refers to the practical value of using a test to aid in a
decision-making

Psychometric • Reliability and validity of test

Soundness

Costs • Economic and noneconomic factors

Benefits • Profits, gains or advantages

Utility Analysis
- A family of techniques that entail a cost-benefit analysis designed to yield
information relevant to a decision about the usefulness and/or practical value
of a tool of assessment.
 TEST DEVELOPMENT
1 Test conceptualization
2 Test construction
3 Test tryout
4 Item analysis
5 Revision
 1 Test conceptualization

Pilot Work - the preliminary research

surrounding the creation of a prototype test; a
general objective of pilot work is to determine
how best to measure, gauge, assess, or evaluate
the targeted constructs
 1 Test conceptualization
Test Specifications

 Test description specifies aspects of the planned test

such as the test purpose, the target examinee
population, the overall test length, and more.

 Test blueprint, sometimes also called the table of

specifications, provides a listing of the major content
areas and cognitive levels intended to be included on
each test form. It also includes the number of items each
test form should include within each of these content
and cognitive areas.
1 Test conceptualization
 1 Test conceptualization

Knowledge or Behavioral Construct

Skill Domains Domains Domains
• Test Plan • Task Analysis • Construct
• Content Explication
Objectives
• Behavioral
Objectives
 2 Test construction
Scaling – the process of setting rules for assigning numbers in
measurement.
Scaling methods:
 summative scale - rating scale, Likert scale
 method of paired comparisons – test takers are presented
with pairs of stimuli which they are asked to compare
 comparative scaling – entails judgments of a stimulus in
comparison with every other stimulus on the scale.
 categorical scaling – stimuli are placed into one of two or
more alternative categories that differ quantitatively with
respect to some continuum.
 Guttman scaling (scalogram analysis) – a scale wherein
items range sequentially from weaker to stronger
expressions of the attitude or belief being measured.
 2 Test construction
Writing Items
• range of content should the items cover
• type of item format should be employed
• number of items should be written
Item pool – the collection of items to be further evaluated for
possible selection for use in an item bank
Item bank – a collection of questions to be used in the
construction of tests
Item format – referred to variables such as the form, plan,
structure, arrangement, and layout of individual test items
• selected-response format – require test takers to select a
response from a set of alternative responses
• constructed-response format – require test takers to
supply or to create the correct answer
 2 Test construction
• selected-response format – require test takers to select a
response from a set of alternative responses
Three types:
multiple choice – (1) a stem, (2) a correct option, and (3)
distractors or foils
 matching – two columns: premises and responses
 true-false – binary choice item

• constructed-response format – require test takers to supply or

to create the correct answer
Three types:
 completion item
 short answer
 essay
 3 Test tryout
Remember:

• The test should be tried out on people who are

similar in critical aspects to the people for
whom the test was designed.

• The test should be executed under conditions

as identical as possible to the conditions under
which the standardized test will be
administered.
 4 Item analysis
Quantitative Item Analysis:

• Item-difficulty index – how many test takers responded

correctly to an item.
• Item-reliability index – provide an indication of a test’s internal
consistency; the higher the item-reliability index, the greater
the test’s internal consistency
• Item-validity index – the degree to which a test measures
what it purports to measure; the higher the item-validation
index, the greater the test’s criterion-related validity
• Item-discrimination index - indicate how adequately a test
item discriminates between high and low scores
 STATISTICAL FOUNDATION
Item Difficulty Analysis:

Maximal performance tests:

p = no of people correct
total no. of people
Note:
• The optimal level for an acceptable p value
depends on the number of options per item.
e.g. 4 alternatives = .63
• Norm-referenced tests: optimal p value = .5
• Criterion-referenced tests: optimal p value =
proportion of test takers expected to pass the test
 STATISTICAL FOUNDATION
Item Difficulty Analysis:

Typical performance tests:

% endorsement = no of people selecting an answer

total no. of people
 STATISTICAL FOUNDATION
Item Discrimination Analysis:

 Item Discrimination Index:

• Maximal Performance Tests:

d = U p – Lp
U
Where:
Up and Lp indicate the number of test takers in the
upper and lower groups who pass the item, and
U is the total number of test takers in the upper group
 STATISTICAL FOUNDATION
Item Discrimination Analysis:

 Item Discrimination Index:

• Typical Performance Tests:

d = PF - PU
Where:

PF = the proportion of people with favorable attitude

PU = the proportion of people with unfavorable attitude
 STATISTICAL FOUNDATION
Item Discrimination Analysis:

 Item-Total Correlation:
- Determine how high or low a D value is good enough

Note:
• Pearson correlation formula = use when item types that
generated a variety of scores (e.g. free response, projective,
Likert)
• Point-biserial correlation = use when item performance is
dichotomous
• The closer the correlation is to 1.0, the more likely it is the
item and the overall test measure the same characteristic.
 STATISTICAL FOUNDATION
Question:

Compute the difficulty (p) and discrimination (d) indices

of a test item administered to 84 people if 52 test-takers
answered the item correctly; 20 in the upper group
(upper 27% of total test score distribution) and 12 in the
lower group (lower 27% of total test score distribution)
got the item right. (Note: k=4).

Correct Answer:
p = .62
d = .40
 4 Item analysis
Qualitative Item Analysis:

• Interviewing test takers

• “Think aloud” test administration – proposed by Cohen et al.

• Sensitive review of expert panels – items are examined for

fairness to all prospective test takers and for the presence of
offensive language, stereotypes, or situations.
 5 Test revision
A key step in the development of all tests – brand new
or revised editions – is cross validation = revalidation of
a test on a sample of test takers other than those on
whom test performance was originally found to be a
valid predictor of some criterion.

Co-validation – test validation process conducted on

two or more tests using the same sample of test takers.
Cognitive Assessment

Personality Assessment

Career Assessment

Neuropsychological Assessment
 COGNITIVE ASSESSMENT

• Cognitive tests – include assessment of

intelligence

• Achievement tests – measure learning or

accomplishment in a subject matter or a task

• Aptitude tests – measure capability for a

relatively specific task or type of skill
 COGNITIVE ASSESSMENT

• Cognitive Theories and Models

• Cognitive Tests
 Cognitive Theories and Models

Binet’s Theory of
Intelligence
Cognitive ability
developed with age
like physical abilities.
Intelligence is
expressed in the
performance of
complex mental acts.
 Cognitive Theories and Models
Thorndike’s Multi-factored Approach

Intelligence consists of multitude of separate

factors or elements each being a minute element or
ability.

Abstract intelligence has four general dimensions:

altitude - complexity of tasks
width - the variety of tasks of a given difficulty
area - a function of width and altitude
speed - the number of tasks one can complete
in a given time
 Cognitive Theories and Models

Unitary or Monarchy Theory

Intelligence consists of all pervasive capacities.

According to this theory, if one has a fund of
intelligence he can utilize it to any area of his life.
 Cognitive Theories and Models
Spearman’s Two-Factor Theory
 General intellectual ability factor g
specific components (s)
 error components (e) of the general factor.
 Cognitive Theories and Models

Thurstone and Group Factors

He contends that there are other factors common to
groups of tests, labeled group factors, that are related
to but not identical to g.
• verbal comprehension
• word fluency
• number
• space
• associative memory
• perceptual speed
• reasoning
 Cognitive Theories and Models
Vernon’s Hierarchical Model
General factor, g, pervades all tests of intelligence and
can be broken down into two major categories called
major group factors minor factors specific factors.
 Cognitive Theories and Models
Guilford’s Structure of
Intellect Model
 Operations - what a
person does
 Contents - the material
on which operations
are performed
 Products - the form in
which information is
stored and processed
 Cognitive Theories and Models
Cattell’s Fluid and Crystallized Intelligence
 Fluid intelligence - reasoning ability
 Crystallized intelligence - stored knowledge
Cognitive Theories and Models
Gardner’s Theory of Multiple Intelligence
 Cognitive Theories and Models
Sternberg’s Triarchic Theory
 ‘successful intelligence’ is comprised of 3 different
factors:
 Cognitive Theories and Models
Carroll’s Three-Stratum Theory of Cognitive Abilities
 Cognitive Theories and Models
McGrew and Flanagan’s
CHC Model
It features 10 “broad
stratum” abilities, and
over seventy “narrow-
stratum” abilities, with
each broad-stratum
ability subsuming two
or more narrow-
stratum abilities.
 Cognitive Theories and Models
Theory of Mental Self-Government
There are many ways of managing or governing our
activities.
There are 13 thinking styles that fall along five
dimensions of mental self-government:
a) functions – legislative, executive and judicial;
b) forms – monarchic, hierarchical, oligarchic, and
anarchic;
c) levels – local and global;
d) scope – internal and external; and
e) leanings of government – liberal and conservative.
 Cognitive Theories and Models
Luria’s Information-Processing
This approach focuses on the mechanisms by which
information is processed – how information is
processed, rather than what is processed.
 There are two basic types of information-
processing styles:
a)Simultaneous processing – information is integrated
and synthesized at once and as a whole;
b)successive (or sequential) processing – each bit of
information is individually processed in sequence.
Cognitive Theories and Models
PASS Theory
In this model, planning refers to
strategy development for problem
solving; attention refers to receptivity
to information; and simultaneous and
successive refer to the type of
information processing employed.

 The theory provides an important

taxonomy for understanding gender
differences in basic cognitive processes.
 Cognitive Theories and Models
Piaget’s Cognitive Theory
Schema/schemata: cognitive
framework that grows and
differentiates with experience
Assimilation – organizing
new info to fit in with old
schema
Accommodation – changing
old schema to fit with new info
 Cognitive Tests
• The Thinking Styles Inventory (1991)
- based on the Sternberg’s theory of
mental self-government.
• Legislative
• Executive
• Judicial
• Monarchic
• Oligarchic
• Hierarchical
• Anarchic
• Local
• Global
• Internal
• External
• Liberal
• Conservative
 Cognitive Tests
•Das-Naglieri Cognitive Assessment
System (CAS)
- Norm-referenced measure of
intelligence based on the PASS theory
that provides a thorough assessment of
cognitive functioning in individuals
between 5 – 17 years of age.

- Widely used for differential diagnosis,

identification of ADHD, traumatic brain
injury, learning disabilities, mental
retardation and giftedness.
 Cognitive Tests

• Stanford-Binet Intelligence Scales

- It was developed by Binet and Simon in 1905.
- Measures individual’s intelligence by comparing
one’s performance on these tasks to the
performance of an appropriate norm group.
- Revisions: 1916 (alternate items), 1937 (L & M
forms), 1960/1972 (L-M form & use of deviation IQ
tables), 1986 (point scale), 2003 (for 2-85 years of
age; SB5 factors – fluid reasoning, knowledge,
quantitative reasoning, visual-spatial processing
and working memory)
 Cognitive Tests
• Wechsler Tests
- David Wechsler viewed intelligence as an effect rather
than a cause, and asserted that non-intellective factors,
such as personality, contribute to the development of
intelligence.
-Wechsler Adult Intelligence Scale-Third Edition (WAIS-
III) – for ages 16-89 years
-Wechsler Intelligence Scale for Children-R (WISC-IV) –
for ages 6-16 years & 11 months
-Wechsler Preschool and Primary Scale of Intelligence
(WPPSI-III) – for ages 3 -7 years & 3 months
-Wechsler Abbreviated Scale of Intelligence (WASI) –
short form
 Cognitive Tests
• Kaufman Tests
-Kaufman Assessment Battery for Children (K-ABC) –
based on dual theoretical foundation: Luria
neuropsychological model and the Cattell-Horn-Carroll
(CHC) model; for ages 2 ½ - 12 ½
-Kaufman Adolescent and Adult Intelligence Test (KAIT)
– was designed as a measure of intelligence for ages 11-
85 years or older; attempted to integrate the theory of
fluid and crystallized intelligence by Horn and Cattell
-Kaufman Brief Intelligence Test (K-BIT) – quick
screening instrument for ages 4-90 years
 Cognitive Tests
•Armed Services Vocational Aptitude
Battery (ASVAB)
-Administered to prospective new
recruits in all the armed services; also for
high school and young adults who seek
guidance and counseling

•Otis-Lennon School Ability Test (OLSAT)

-Designed to measure abstract thinking
and reasoning ability and assist in school
evaluation and placement decision-
making.
 Cognitive Tests
•Differential Ability Scales (DAS)
-For individuals from 2 years 6 months of age – 17
years 11 months; consists of 17 cognitive subtests
and 3 achievement subtests
•Raven’s Progressive Matrices (RPM)
-Designed primarily as a measure of Spearman’s g
factor or general intelligence
-Standard Progressive Matrices – for average
individuals between the ages of 6-80 years
-Colored Progressive Matrices – available for
younger children and for special groups
-Advanced Progressive Matrices – for above-
average adolescents and adults
 Cognitive Tests
•Differential Aptitude Tests (DAT)
- Most widely used multiple aptitude
batteries in educational and career
counseling consisting of 8 tests:
•verbal reasoning
•numerical reasoning
•abstract reasoning
•perceptual speed and accuracy
•mechanical reasoning
•space relations
•spelling
•language usage
 Cognitive Tests
•Multidimensional Aptitude Battery
(MAB)
- Machine-scoreable counterpart of the
WAIS-R developed by Jackson (1984).

Verbal: Information, Comprehension,

Arithmetic, Similarities, Vocabulary

Performance: Digit Symbol, Picture

Completion, Spatial Visualization, Picture
Arrangement, and Object Assembly
 Cognitive Tests
• Panukat ng Katalinuhang Pilipino (PKP) /
• Filipino Intelligence Test (FIT)
- Designed to measure the verbal and
non-verbal skills of a Filipino adult 16
years old or older.
• Vocabulary
• Analogy
• Numerical Ability
• Abstract Reasoning
 Cognitive Tests
• The Philippine Indigenized Preschool
and Primary Intelligence Test (PIPPIT)
- It is composed of 8 test of abilities
with a total of 113 content-indigenous
items which are in picture forms.
- For children 5-9 years old
• Verbal: General Comprehension (Pang-
unawa), Vocabulary (Talasalitaan),
Numerical Ability (Matematika) and
Discrimination Ability (Katulad)
• Performance: Visual Acuity (Maling
Larawan), Logical Reasoning (Pagbuo ng
Kwento), Rote Learning (Pagsasaulo) and
Spatial Relations (Pag-aayos ng Disenyo)
 Cognitive Tests
• Scholastic Aptitude Test (SAT)
- Is designed to measure critical reading, math and
writing skills.

• Language Assessment for Primary Grades (LAPG)

- Is a national examination in the Philippines for
grade 3 learners of public schools only which aims
to evaluate the effectiveness of Mother Tongue-
Based Multilingual Education (MTB-MLE)
instruction across 19 languages

• National Achievement Test for Grade Six (NAT G6)

- is a Philippine‐made standardized test designed to
determine pupils/students’ achievement level,
strengths and weaknesses in five key curricular
subject areas at the end of the school year.
 Cognitive Tests
• National Career Assessment Examination
- It is an aptitude test geared toward providing information through
test results for self-assessment, career awareness and career
guidance of junior high school students of the K to 12 Basic
Education Program (BEP).
A.General Scholastic Aptitude (GSA) – 155 items
Scientific Ability (SA) – 40 items
Reading Comprehension (RC) – 30 items
Verbal Ability (VA) – 30 items
Mathematical Ability (MA) – 40 items
Logical Reasoning Ability (LRA) – 15 items
B.Occupational Interest Inventory for Students in Secondary Schools (OIISSS) –
This is a 215-item inventory / checklist of occupational interests which provides an
assessment on inclinations / preferences for comprehensive career guidance.
C. Aptitude for Academic Tracks _150 items
Humanities and Social Sciences (HUMSS) – 50 items
Science, Technology, Engineering and Math (STEM) – 50 items
Accountancy, Business and Management (ABM) – 50 items
D. Technical-Vocational Aptitude (TVA) – 60 items
 PERSONALITY ASSESSMENT

• Personality Theories and Models

• Personality Tests
 Personality Theories and Models
Larsen & Buss, 2010
Personality theories are organized into the following domains:

1.Dispositional domain – personality traits that are stable over

time
2.Biological domain – evolutionary, genetic, and physiological
underpinnings of personality
3.Intrapsychic domain – mental mechanisms of personality
which operate outside of consciousness
4.Cognitive-experiential domain – how people experience the
world and process information about it
5.Social and cultural domains – personality affects, and is
affected by, the social and cultural context
6.Adjustment domain – personality affects how people cope and
function
Personality Tests

Methods:

• Objective

• Projective

• Other behavioral assessment

Personality Tests
Objective Methods
•Eysenck Personality Inventory (EPI)
-Measures two pervasive, independent
dimensions of personality: Extraversion-
Introversion and Neuroticism

•Cattell’s 16 Personality Factor System

(16PF)
-Self report assessment that measures 16
normal adult personality dimensions and
provides scores for five Global factors:
Extraversion, Anxiety, Tough-Mindedness,
Independence and Self-Control
Personality Tests
•Costa and McCrea’s Revised NEO
Personality Inventory (NEO PI-R)
-A 240-item which measures the Five
Factor Model of personality:
•Extraversion
•Neuroticism
•Openness
•Agreeableness
•Conscientiousness
-Use with individuals 17 years of age and
older and is self-administered
Personality Tests
•Millon Multiaxial Inventory III
-Is grounded on Millon’s biopsychosocial
views of personality functioning and
psychopathology
-Millon Adolescent Clinical Inventory
(MACI) – for adolescents between 13-19
years of age in clinical settings
-Millon Index of Personality Styles
(MIPS) – for normal adults who seek
assistance in various counseling settings.
 Personality Tests
•Myers-Briggs Type Indicator (MBTI)
-Based on Carl Jung’s typology, which
summarizes 16 types based on Jung’s
distinction between extraversion-introversion
(E-I), thinking-feeling (T-F), and sensation-
intuition (S-N) plus Isabel Myer’s distinction
between judging and perceiving (J-P)
•Edwards Personal Preference Schedule
(EPPS)
-Based on Murray’s need-press theory of
personality consisting of 225 pairs of
statements concerning individual likes and
feelings. EPPS has 14 personality variables.
 Personality Tests
•Minnesota Multiphasic Personality Inventory (MMPI)
-Published in 1943, originally called as Medical and
Psychiatric Inventory
-It was developed by psychologist Starke R. Hathaway and
psychiatrist/neurologist John Charnley McKinley containing
566 true/false items designed as an aid to psychiatric
diagnosis with adolescents and adults 14 years of age and
older.
•MMPI – 2 – more representative standardization sample
(normal control group) used
•MMPI-A – a 478-item, true/false test designed for use in
clinical, counseling and school settings for the purpose of
assessing psychopathology and identifying personal, social
and behavioral problems among adolescents.
Personality Tests
• Self-rating Scale (of Self-Acceptance)
- Developed by Munarriz based on the
personality theories of Maslow,
Sullivan and Rogers.
- The scale meant for the Filipino
adolescent, covers four dimensions:
physical, academic, social and
personal.
- The instrumental is bilingual, Filipino
and English.
 Personality Tests
• Pasao Self-Concept Rating Scale
- Pasao generated self-concept items
among Filipino high school students.
- An item pool of 170 statements was
gathered and classified into the
following:
a. sense of self-worth
b. accepting oneself
c. concern for interpersonal relations
d. feeling of belonging.
 Personality Tests
• Emotional Quotient Scale for Children (EQS-C)
- Developed by Ma. Trinidad Parco (2001) based on
Goleman’s concept of emotional intelligence consisting
of self-awareness, managing emotions, self-motivation,
empathy and handling relationships.
•Emotional Quotient Scale for Adults (EQS-A)
- Developed by Anna Marquez (2002)
- Being a professional and being “maka-tao” and maka-
Diyos”
•Orias Emotional Intelligence Inventory (O-EII)
- Based on the results of a survey by Renato Orias (2006)
- Behavior manifestations of emotionally intelligent
Filipinos
Personality Tests
Projective Methods
•The Rorschach
-Called “form interpretation test” using
inkblots as the forms

•Holtzman Inkblot Technique

-Was developed in an attempt to
minimize certain statistical difficulties
that arise in the analysis of Rorschach
results. In this test, the subject is
permitted to make only one response
per inkblot.
 Personality Tests
•Murray’s Thematic Apperception Test
(TAT)
-Was originally designed as an aid to eliciting
fantasy material from patients in
psychoanalysis using stimulus materials
consisting of 31 cards, one of which is blank.
•Word Association Test
-Semi-structured, individually administered
projective technique that entails the
presentation of a list of stimulus words
-Kent-Rosanoff Free Association Test (1910)
–standardized test using words as projective
stimuli
Personality Tests
•Sentence Completion Test
-Use verbal material as projective stimuli
•Rotter Incomplete Sentence Blank
– use with population from grade 9
through adulthood and is available in 3
levels: high school, college and adult.
•Figure-Drawing Tests
-Entails the production of drawing which
is analyzed on the basis of its content
and related variables.
-Machover Draw A Person (DAP) test
-Buck House-Tree-Person (HTP) test
Personality Tests
• The Bender Visual Motor Gestalt Test
- Named after Lauretta Bender, it is
actually an expressive projective
measure, though first and foremost it is
known for its ability to discern whether
brain damage is evident.
- Suitable for ages 4 and beyond. The
client is instructed to copy nine geometric
figures which the client can look at while
constructing his or her drawing.
 Personality Tests
Behavioral Assessment Methods
•Behavioral observation and rating scales
-Entails watching and recording the activities of targeted client
•Behavior rating scale - observer notes the presence or
intensity of targeted behaviors
•Self-monitoring – systematically observing and recording
aspects of one’s own behavior and/or events related to that
behavior.
•Analogue behavioral observation – observation of a person
or persons in an environment
•Situational performance measure – observation and
evaluation of an individual under a standard set of
circumstances
•Role play
•Psychophysiological methods – biofeedback
 CAREER ASSESSMENT

• Career Theories and Models

• Career Tests
Career Theories and Models

 Trait-Factor Theories

•John Holland: Theory of Vocational

Personalities in Work Environment
(RIASEC Theory)

•Lofquist and Dawis: Theory of Work

Adjustment / Person-Environment
Correspondence (PEC)
Career Theories and Models
Developmental Theories

•Donald Super: Self-Concept Theory of

Career Development / Career Life Span
Approach

•Ginzberg Group: Theory of

Occupational Choice

•Linda Gottfredson: Theory of

Circumscription and Compromise
Career Theories and Models

Social Learning and Cognitive Theories

•John Krumboltz: Learning Theory of

Career Counseling

•Peterson, Sampson and Reardon: Career

Information Processing Perspective

•Lent, Brown and Hackett: Social Cognitive

Career Theory
 Career Tests
•Career Development Inventory (CDI)
-Designed to measure the readiness for
making educational and vocational
choices for adolescents

•Work Values Inventory (WVI)

-Designed to measure work-related value
dimensions

•Adult Career Concerns Inventory (ACCI)

-Designed to facilitate adult career
planning and exploration
 Career Tests
•Salience Inventory (SI)
-Self-report measure of life role salience:
commitment, participation and value
expectations

•Strong Interest Inventory

-Designed to assess children’s interest in
various recreational pursuits
-Strong Vocational Interest Blank (SVIB) -
originally designed for use with men only,
published in 1928; SVIB for women was
published in 1935
 Career Tests
•Campbell Interest and Skill Survey
-Focuses on occupations that require
four or more years of postsecondary
education

•Career Interest Inventory

-Introduces test takers (grades 7-12 and
adults) to the world of occupational and
educational alternatives
 Career Tests
•Jackson Vocational Interest Survey
-A forced-choice measure of interests as
they relate to 26 work roles and 8 work
styles

•Kuder Occupational Interest Survey

(KOIS)
-This is an outgrowth of the Kuder
Preference Survey, which was originally
published in 1939; currently provides
both occupational scores and 10 broad,
homogeneous basic interest scores,
labeled Vocational Interest Estimates
(VIE)
 Career Tests
•Reading-Free Vocational Interest
Inventory
-Designed for use with people 10 years
of age and older with special needs, the
test measures vocational likes and
dislikes using pictures of people at work
in different occupations

•Self-Directed Search
-Developed by John L. Holland, this is a
self-administered, self-scored, and self-
interpreted interest inventory for
individuals 12 years of age and older.
 Career Tests
•The Career Competency Scale for
College Students (CCS–CS)
-Developed by Vicentita M. Cervera
-Consists of 80 positively- and negatively-
worded statements distributed among
the following areas of competencies:
•Knowledge and Skills (KS)
•Attitude (A)
•Behavior (B)
•Concept of Success (CS)
•Attitude towards Change (ATC)
•Overall Competency (OC)
 Career Tests
• Filipino Work Values Scale ©1988, 2013
-By Vicentita M. Cervera, Ed.D.,RGC
-The Filipino Work Values Scale (FWVS), Student Edition, is an
instrument designed to determine a student's work values. The
scale consists of eighty (80) items and it takes approximately 15
to 20 minutes to accomplish it.
•Environmental
•Familial
•Intellectual-Achievement Oriented
•Interpersonal
•Managerial
•Material
•Occupational
•Organizational
•Religious
•Variety
 NEUROPSYCHOLOGICAL
ASSESSMENT

• Neuropsychology

• Neuropsychological Tests
 Neuropsychology
Neuropsychology – is the branch of psychology that focuses on
the relationship between brain functioning and behavior.

Neuropsychological Assessment - is the evaluation of brain and

nervous system functioning as it relates to behavior.

Neurological damage – impairment, injury, harm, or loss of

function of any part or process of the CNS or PNS
lesion – a pathological alteration of tissue

Organicity – organic brain damage; derived from the post-WW I

research of the German neurologist Kurt Goldstein
 Neuropsychology
Neuropsychological Examination
-to draw inferences about the structural and functional
characteristics of a person’s brain by evaluating an individual’s
behavior in defined stimulus-response situations (Benton, 1994).
• Hard sign – indicator of definite neurological deficit
e.g. abnormal reflex performance
• Soft sign - indicator of merely suggestive neurological deficit
e.g. 15-point discrepancy between the verbal and
performance scales on a Wechsler intelligence test

Tools:
• Case history and case studies
• Interviews
• Physical examination
 Neuropsychological Tests
• Tests of General Intellectual Ability
- Wechsler Tests
• Tests of Abstract Thinking
- Wechsler Similarities subtest
- Object Sorting Test
- Color-Form Sorting Test (Weigl’s Test)
- Wisconsin Card Sorting Test-64 Card Version – sorting of 64
cards that contain different geometric figures printed in
different colors.
• Tests of Executive Function
- Tower of Hanoi – it is set up by stacking the rings on one of the
pegs, beginning with the largest diameter ring, with no
succeeding ring resting on a smaller one.
- Porteus Maze Test
- Clock-Drawing Test
 Neuropsychological Tests
• Tests of Perceptual, Motor and Perceptual-Motor Function
-Wepman Auditory Discrimination Test – consists of 40 pairs of
monosyllabic meaning full words
-Bruininks-Oseretsky Test of Motor Proficiency – used with
children aged 4 ½ to 14 1/2 , this includes subtests that assess
running speed and agility, balance, strength, response speed and
dexterity.
- Purdue Pegboard Test – measure manual dexterity
- Bender Visual-Motor Gestalt Test

• Tests of Verbal Functioning

- Controlled Word Association Test
- Reitan-Indiana Aphasia Screening Test – naming common
objects, following verbal instructions and writing familiar words
 Neuropsychological Tests

• Tests of Memory
-California Verbal Learning Test II – the task is to repeat a list of
words that are read by the examiner.
- Wechsler Memory Scale (WMS-IV) – for test takers from ages
16-90

• Neuropsychological Test Batteries

-Halstead-Reitan Neuropsychological Battery – subtests include
Category, Tactual Performance, Rhythm, Speech Sounds
Perception, Finger-tapping, Time Sense and other tests
-Luria-Nebraska Neurological Battery - contains clinical scales
designed to assess cognitive processes and functions.
 ELEMENTS OF A TYPICAL REPORT OF
PSYCHOLOGICAL ASSESSMENT
Demographic Data
• Reason for Referral
• Tests Administered
• Findings
• Recommendations
• Summary – statement concerning the reasons for referral,
the findings and the recommendation in “short form”

Barnum effect: The consequence of one’s belief that a vague

personality description truly describes oneself when in reality
that description may apply to almost anyone; sometimes
referred to as the “Aunt Fanny effect”
 ETHICAL CONSIDERATIONS

The Rights of Test Takers

• The right of informed consent - Test takers have a right to

know why they are being evaluated, how the test data will be
used, and what (if any) information will be released to whom.

• The right to be informed of test findings – test takers have a

right to be informed, in language they can understand, of the
nature of the findings with respect to a test they have taken.
They are also entitled to know what recommendations are
being made as a consequence of the test data.
 ETHICAL CONSIDERATIONS
The Rights of Test Takers

• The right to privacy and confidentiality

 Privacy right – recognizes the freedom of the individual to
pick and choose for himself the time, circumstances, and
particularly the extent to which he wishes to share or
withhold from others his attitudes, beliefs, behavior, and
opinions (Shah, 1969).
 Confidentiality versus Privilege – confidentiality concerns
matters of communication outside the courtroom,
privilege protects clients from disclosure in judicial
proceedings.

• The right to the least stigmatizing label – the least

stigmatizing labels should always be assigned when reporting
test results.
CODE OR MANUAL OF TECHNICAL STANDARDS FOR REGISTERED
AND LICENSED GUIDANCE COUNSELORS (Republic Act 9258)

On Assessment and Report

Practitioners…
• should select standardized psychological tests that
meet the purpose for which they are to be used and
that are appropriate for their intended clients.

• must have the professional knowledge, skills, and

competencies in test administration, test
interpretation and preparing reports.
CODE OR MANUAL OF TECHNICAL STANDARDS FOR REGISTERED
AND LICENSED GUIDANCE COUNSELORS (Republic Act 9258)

Practitioners…
• should interpret test scores based on appropriate
norms.

• should examine and understand the specimen sets,

test booklets, manuals, directions, answer sheets,
scoring templates, and score reports before
administering and assessing.

• should take into account any differences in test

administration practices or the client’s familiarity
with the test items.
CODE OR MANUAL OF TECHNICAL STANDARDS FOR REGISTERED
AND LICENSED GUIDANCE COUNSELORS (Republic Act 9258)

Practitioners…
• should use tests that are culturally-fair in terms of
gender, ethnic background, religion, race and
handicapped conditions.

• should be aware of client’s limitations in

understanding language usage and technical
terminology.

• should ask the consent of a parent or guardian of a

minor before giving an assessment tool and explain
the purpose of this.
CODE OR MANUAL OF TECHNICAL STANDARDS FOR REGISTERED
AND LICENSED GUIDANCE COUNSELORS (Republic Act 9258)

Practitioners…
• should comply with the test administration, test
scoring and test interpretation procedures as
prescribed in the Test Manual.

• should inform the client of the assessment results in a

manner that is clearly understood.

• A copy of the psychological report stamped with the

word CONFIDENTIAL may be provided by the
practitioner to the client.
CODE OR MANUAL OF TECHNICAL STANDARDS FOR REGISTERED
AND LICENSED GUIDANCE COUNSELORS (Republic Act 9258)

Practitioners…
• should use assessment data by taking into account
various factors and characteristics of the client being
assessed that might affect the practitioner’s
judgment or reduce the accuracy of interpretation.

• do not base assessments, recommendations or test

results that are outdated for the current purpose.

• make reasonable efforts to maintain the integrity or

security of tests and other assessment techniques.
I’m not telling you it is going to be easy —
I’m telling you it’s going to be worth it”
~ Arthur Williams (1939 – )
a former professional basketball player in America

Thank you and God bless…

UST_jtocray 08/16/16