PSYCHOLOGICAL TEST

It basically refers to a self-report study where the answers or the responses are measured and
combined to get a total score.

Also, we can use the terms “scale” and “questionnaire” interchangeably and the both would
imply to a set of question whose answers are combined to form a total score. The most
important aspects therefore are (a) a set of questions for an individual to answer, and (b) a
combined score that comes from measuring their answers. This set of questions in
conjunction is known as a “scale,” “test,” or “measure.”

Purpose of a Psychological Test

There are two objectives of a test whether in education or psychology:

1. An attempt to compare the same person on two or more aspects or variables of

characteristics or trait.
2. A comparison to be made between two individuals on the basis of a common trait.
This test can either be qualitative or quantitative.

VALIDITY

It is apparent from the description of statistical inferences that all tests do not have a common
degree of validity, it being completely dependent upon the extent to which it has been used to
measure the same dimension; along with its norms in detail judgment based upon the test’s
result is objective. For example, validity for intelligence tests may be attributed only to those
tests that actually succeed in testing the individual’s level of intelligence. A test can be
accepted as valid only to that degree to which it can correctly gauge the mentioned dimension
of the participant, which it claims to measure. In this way, validity of a test is that quality on
the basis of which the correctness or incorrectness of judgments based upon it is evaluated.

Types of Validity
1) Face validity: It only focuses on the form of the test. Such validity is attributed only
to the test which provides an item or subject that just appears to be valid.
2) Content validity: Another kind of validity is content validity in which the validity of
the content forms the basis of the validity of the test. In order to obtain this kind of
validity in a particular test, it becomes imperative that the items of the test achieve the
objective for which they are originally designed. For example, content validity in the
case of an intelligence test will be attributed only in the event of its succeeding in
discovering all the factors that are concerned with intelligence.
3) Factorial validity: This is inclusive of the validity of the factors in the test and in
order to judge whether a test has factorial validity, it is examined by the method of
 factor analysis, and a correlation between this result and the evident factor resultant of
tests is established.
4) Predictive validity: This is the most popular form of validity. In this, results are
obtained on the basis of a particular criterion, and the correlation between the scores
and the criterion is established. In this, the choice of a criterion requires much care
and attention. The coefficient obtained by this correlation between scores and
criterion is called the validity coefficient. The validity coefficient varies between 0.5
and 0.8. A lower coefficient makes the test inapplicable and lacking in utility, while a
higher coefficient is not normally obtained.
5) Concurrent validity: It resembles the predictive validity since in it, also, a
correlation between the test and some definite standard is established. But, despite
these common features, there are also some definite variations.

RELIABILITY

The term reliability basically refers to the extent to which a test can be relied upon, i.e. it
gives consistency in scores even if it is tested on the same group after frequent intervals/ time
gap.

Reliability of a test refers to the quality of the test that may inspire confidence and trust for
the measurement. And this quality can be attributed to only that test which provides the same
score every time it is performed on the same individual.

Measuring Reliability
Reliability can be measured in the following four ways:

1) Test retest method: One method of gauging reliability is to perform the same test on
the same group of individuals at two different occasions, and then the scores or results
obtained are compared. For example a group of individuals can be subjected to the
Binet intelligence test. Then later on the same group of individuals can again be
subjected to the Binet intelligence test. If the results obtained in each case do not tally,
then the tests cannot be considered reliable.
2) Parallel form method: In the parallel form of reliability, same group is provided two
different tests measuring the same dimension or construct. Finally, the results scores
of the two can be compared or corrected to judge the reliability of the test. Gulliksen
has suggested that more than one parallel method be devised for greater accuracy. It is
also known as equivalent form of reliability.
3) Split half method: The reliability of a test can also be judged by dividing the
components of the test into even and odd times whose results can be individually
obtained. Now the results can be compared between the groups to check the reliability
of the test.
 4) Inter item consistency: In this method of measuring the reliability only one method
is applied at one time. The mutual relation between the scores obtained for each
specific item in the test is observed. At the same time the relation between the marks
obtained for one specific question and the marks obtained for the whole test is also
ascertained. This method of measuring reliability involves considerable statistical.
Skill in correlation, psychologist Kuder and Richardson have devised some formulae
for application in this method.

NORMS

Norm refers to the typical performance level for a certain group of individuals. Any
psychological test with just the raw score is meaningless until it is supplemented by
additional data to interpret it further. Therefore, the cumulative total of a psychological test is
generally inferred through referring to the norms that depict the score of the standardized
sample. Norms are factually demonstrated by establishing the performance of individuals
from a specific group in a test. To determine accurately a subject’s (individual’s) position
with respect to the standard sample, the raw score is transformed into a relative measure.

There are two purposes of this derived score:

1) They provide an indication to the individuals standing in relation to the normative

sample and help in evaluating the performance.
2) To give measures that can be compared and allow gauging of individuals performance
on various tests

Types of Norms
Fundamentally, norms are expressed in two within group norms. Ways, developmental norms
and within group norms.

1) Developmental Norms

These depict the normal developmental path for an individual’s progression. They can be
very useful in providing description but are not well suited for accurate statistical purpose.
Developmental norms can be classified as mental age norms, grade equivalent norms and
ordinal scale norms.

2) Within Group Norms

This type of norm is used for comparison of an individual’s performance to the most closely
related groups’ performance. They carry a clear and well defined quantitative meaning which
can be applied to most statistical analysis.

a) Percentiles P(n) and PR: They refer to the percentage of people in a

standardized sample that are below a certain set of score. They depict an
individual’s position with respect to the sample. Here the counting begins from
 bottom, so the higher the percentile the better the rank. For example if a
person gets 97 percentile in a competitive exam, it means 97% of the
participants have scored less than him/her.
b) Standard Score: It signifies the gap between the individuals score and the
mean depicted as standard deviation of the distribution. It can be derived by
linear or nonlinear transformation of the original raw scores. They are also
known as T and Z scores.
c) Age Norms: To obtain this, we take the mean raw score gathered from all in
the common age group inside a standardized sample. Hence, the 15 year norm
would be represented and be applicable by the mean raw score of students
aged 15 years.
d) Grade Norms: It is calculated by finding the mean raw score earned by
students in a specific grade.

Types of psychological tests

Verbal Tests:

Verbal tests assess cognitive abilities primarily through language-based tasks, including
vocabulary, comprehension, and verbal reasoning.

They are often used to measure verbal intelligence and language proficiency.

Verbal tests are beneficial for evaluating linguistic abilities and verbal problem-solving skills.

Examples include verbal sections of IQ tests, language proficiency exams, and tests of verbal
fluency.

Nonverbal Tests:

Nonverbal tests evaluate cognitive abilities without relying on language, making them
suitable for individuals with language barriers or cultural differences.

These tests assess skills such as spatial reasoning, visual perception, and pattern recognition.

Nonverbal tests are useful for assessing cognitive abilities independently of language skills.
Examples include tasks like block design, picture completion, and matrix reasoning from IQ
tests.

Performance Tests:

Performance tests measure an individual's ability to perform specific tasks or activities, often
involving motor skills, spatial abilities, and problem-solving.

They assess practical skills and abilities relevant to daily functioning.

Performance tests can provide insights into an individual's ability to manipulate objects and
solve real-world problems.
Examples include assembling puzzles, constructing objects from blocks, and completing
mazes.

Speed Tests:

Speed tests focus on the speed and accuracy of cognitive processing, measuring how quickly
individuals can complete mental tasks.

These tests assess processing speed, attention, and mental agility.

Speed tests are often used to evaluate cognitive efficiency and processing capacity.

Examples include timed tests of mental arithmetic, symbol coding, and rapid naming tasks.
Power Tests:

Power tests measure an individual's maximum performance level on a particular task,

providing a comprehensive assessment of cognitive abilities.

They include challenging items that assess a wide range of cognitive skills and abilities.

Power tests are useful for identifying an individual's intellectual potential and strengths.

Examples include comprehensive IQ tests like the Wechsler Intelligence Scales and Stanford-
Binet Intelligence Scales.

Individual Tests:

Individual tests are administered to one person at a time, allowing for personalized
assessment and tailored feedback.

They provide detailed insights into an individual's cognitive abilities, personality traits, or
emotional functioning.

Individual tests are commonly used in clinical settings for diagnostic purposes or in
educational settings for personalized learning plans.

Examples include individual intelligence tests, personality assessments, and diagnostic

interviews.
Group Tests:

Group tests are administered to multiple individuals simultaneously, making them efficient
for assessing large groups of people.

They are useful for screening purposes, identifying trends or patterns within a population, and
making general comparisons.

Group tests are commonly used in educational settings for assessing student populations or in
organizational settings for personnel selection and placement.

Examples include standardized achievement tests, aptitude tests, and occupational

assessments administered to groups of individuals simultaneously.
Understanding the distinctions between these types of psychological tests is essential for
selecting the most appropriate assessment tool for a particular context and ensuring accurate
interpretation of results. Each type has its unique strengths and limitations, and professionals
should consider these factors when choosing a test for assessment purposes.