DEPARTMENT OF PSYCHOLOGY

AMAL COLLEGE OF ADVANCED STUDIES, NILAMBUR

Module II: Nature and Use of Psychological Tests
2022 Admission
PSY3B01 PSYCHOLOGICAL MEASUREMENT AND TESTING
Answer in two or three sentences. Each question Carries 2 Marks

1.Psychological test
According to Singh(2008), a psychological test is a standardized procedure to measure
quantitatively or qualitatively one or more than one aspects of a triat by means of a sample of
verbal or non verbal behavior.
“Psychological test is a measurement deviceor technique used to quantifybehavior or to
understand and prediction of behavior. “(Kepaln 2009)
2.Objectivity
A good test should be free from all kinds of subjectivity with respect to testing
procedures,scoring and interpretation so that there is no complete interpersonal agreement
among experts regarding the meaning of the items and scoring of the test. Objectivity relates
two aspects of test- Objectivity of the item and Objectivity of the scoring system
3.Reliability
A test must be reliable. Reliability refers to the temporal consistency of the test. That is , a test
should be capable of yielding similar results when administered at different point of time. There
are different methods to calculate the reliability of the test.
4.Validity
Validity is a quality maker of a measurement tool. It represents how accurately a test and what
it is intended to measure. There are different aspects of validity- face validity,content validity,
criterion related validity and consruct validity.
5.Norms
Norms refer to the average performance of a representative sample on a given test. There are
four common types of norms- age norms, grade norms, percentile norms and standard score
norms. Depending upon the purpose and use, a test constructor prepares any of these norms
for his test. Norms help in interpretation of the scores. In the absence of norms no meaning can
be added to the score obtained on the test.
6.Practicability
A test must also be practicable from the point of view of the time taken in its completion,
length,scoring, etc. That means ,a test which is reliable,valid, and having norms may not be
useful if it is too lengthy,or if the scoring procedure is very complex and vulnerable. So,
practicability refers to the easiness with which the test could be used with regard to time ,cost,
energy, and content.
7.Standardization
Test standardization is a process to ensure uniformity across individuals and
situations.According to the American Psychological Association (APA) Dictionary, standardization
is defined as the steps undertaken by the test developer to ensure the use of uniform
procedures while administering and scoring a test so that the results obtained can be compared
to each other.
8.Confidentiality
Confidentiality in psychological testing means the personal details of the participants and their
responses must be kept confidential. Names of the participants should not be published and for
basic identification purposes, initial letters of their name or even codes can be given.
9.APA
The American Psychological Association is the largest scientific and professional organization of
psychologists in the United States. APA provide the Guideline for psychological testing know as
APA style or APA format.
10.Informed consent
The participant has the right to know details about the test such as the Nature of the test, Role
of the participant, Purpose of the test result would be used by the examiner. The participant
should give his consent for being a subject for this test. An Adult can provide consent on their
own and for children parents or guardians can fo it.
11.Response bias
When in a test response to a test item gets altered in such a way that it indicates something
other than that which we intended it to measure, it is termed as Response Bias. These biases
are usually determined by mental sets of the testee.
12.Deception
Deception refers to the experimenters right to cheat or deceive the purpose of the Test,if
revealing it to the subject will affect the result.
13.Debriefing
Debriefing refers to summarizing various aspects of the test after the testing is completed.
During debriefing, the rationale behind deception, if any , should be revealed.
14.Divided Loyalty
Psychologists face conflicts when individuals welfare is is put at odds on handand that of the
institute that employed psychologist n the other. Psychologist is to maintain test security, but
also not violate the person’s right
To know the basis of an adverse decision, this decisions when explained to aperson might out
go to others with same problems, who rightly can decide to outsmart the test.
15.Test administration
Test administration involves the process of conducting and overseeing the implementation of
assessments, ensuring standardized procedures are followed to evaluate individuals’ abilities,
knowledge, or characteristics in a fair and consistent manner.
16.Expetency effect
Also known as Rosenthal effect and Pygmalian effect. Invented by Robert Rosanthal, Harvard
University. Subjects perform in a manner consistent with experiment’s expectations. Expectancy
effects have small and varied influence on test outcomes ; careful study is required.
17.Confirmation bias
Confirmation bias is the tendency to seek out and prefer information that supports our
preexisting beliefs. As a result, we tend to ignore any information that contradicts those beliefs.
18.Demand characteristics
In research, demand characteristics are cues that might indicate the research objectives to
participants. These cues can lead participants to change their behaviors or responses based on
what they think the research is about. Demand characteristics are problematic because they can
bias your research findings.
19.Rapport
One of the most important components of test administration is rapport, the “connection”
between examiner and examinee for the subject to be cooperative, engaged in the work, and
motivated to pay attention and provide their best effort. Outside variables might have a
significant impact on such motivation.
20.Speed test
According to the rate of performance, psychological tests can be classified into speed test and
power test. Speed tests are timed tests, that is, they examine the subject's speed of responding
within the required period of time. The primary objective of speed tests is to measure the
person’s ability to process information quickly and accurately, while under duress. Example of a
speed test is the clinical speed and accuracy test.
21.Power test
According to the rate of performance, psychological tests can be classified into speed tests and
power tests. In a power test, the items are arranged according to their increasing order of
difficulty, and certain items are such that they are too difficult for anyone to solve. Test offer
enough time for the subject to attempt all the questions. In a power test, the items are
arranged according to their increasing order of difficulty and certain items are such that they
are too difficult for anyone to solve. Raven’s Progressive Matrices is an example of a power test.
22.Individual test
According to the mode of administration, psychological tests can be classified into individual
tests and group tests. Individual tests are administered to one person at a time and are useful
for collecting comprehensive information about the testee. They are often used in clinical
evaluatiors. An example of individual tests is the Children’s Individual Test for Creativity.
23.Group tests
According to the mode of administration, psychological tests can be classified into individual
tests and group tests. Group tests are primarily designed for mass testing,that is, they can be
administered to more than one individual at a time. They are economical and time-saving. For
example, Army Alpha and Army Beta tests.
24.Verbal test
Verbal test is a type of test where language is used to ask questions and demonstrate answers.
There is no need for a subject to manipulate. Also this test is limited to literate people only. The
test requires subject to give verbal responses, speaking or writing.
25.Non verbal test
In this test there only need minimal or no use of language in solving the problems. Subject
requires manipulation of objects, sketching maze, arranging pictures and completing patterns.
Both literate and illiterate can take the Test. Visual spatial tasks are used, non-
verbal.nResponses are yielded.
26.Performance Test
Performance tests are those in which the subjects are required to perform something such as
block designing, picture construction etc. Koh’s block design test is an example.
27.Culture specific test
It is a test which is applicable only to a specific culture. Results are biased due to cultural
influence. Population which is influenced by cultural elements display either law or high scores
in association with test norms.
Eg: Wechsler Adult Intelligence Scale(WAIS).
28.Culture free test
It is a test designed to eliminate cultural bias completely by constructing questions. Results are
not biased due to cultural influences. Administered to identify innate abilities that is not
affected by culture.
Eg:Malin’s Intelligence Scale for Children (MISC).
29.Culture fair test
It is a test designed to eliminate cultural bias completely by constructing questions. Results are
not biased due to cultural influences. Administered to identify innate abilities that is not
affected by culture.
Eg:Malin’s Intelligence Scale for Children (MISC).
30.Objective Test
An objective test is a type of assessment that typically consists of questions with specific,
predetermined correct answers. These tests often include multiple-choice, true/false, or
matching questions, allowing for a straightforward grading process based on the accuracy of the
responses.
31.Subjective Test
A subjective test is an assessment that relies on personal judgment or opinion. It typically
involves open-ended questions or prompts where individuals provide their thoughts, feelings, or
viewpoints, which can vary based on their interpretation or perspective. Examples include
essays, discussions, or questions that don’t have a single correct answer.
32.Projective Test
Projective tests are psychological assessments designed to reveal a person’s thoughts, feelings,
attitudes, and perceptions by interpreting their responses to ambiguous stimuli. These tests
often involve presenting individuals with vague or unstructured stimuli, such as images,
pictures, or open-ended prompts, and analyzing their responses to gain insights into their
unconscious thoughts or emotions. Examples include the Rorschach inkblot test and the
Thematic Apperception Test (TAT). These tests are often used in clinical settings or research to
understand a person’s personality, emotions, or underlying psychological issues.
33.Personality Tests
Personality tests are assessments designed to reveal various aspects of an individual’s character,
traits, preferences, and behaviors. They aim to categorize individuals into specific personality
types or traits based on their responses to questions or scenarios. Tests like the Myers-Briggs
Type Indicator (MBTI), the Big Five personality traits, or the Enneagram are popular examples.
They can offer insights into strengths, weaknesses, communication styles, and career
preferences.
34.Intelligence test
Intelligence refers to a person’s capacity to think abstractly, to judge rationally and to deal
effectively with one’s environment. A child’s level of academic performance can be attributed to
his or her intelligence, provided all other factors are normal. Tests like Wechsler intelligence
scale (for children and adults), Binet-Kamet Intelligence Test(BKT)etc. are intelligence test.
35.Aptitude test
Aptitude refers to an individual’s potential to learn a specified task under provision of training.
Aptitude tests are designed to measure the subjects’ capability of learning specific task or
acquiring specific skill. Examples of aptitude tests are Seashore Measure of Musical Talent
(Seashore et al. 1940),Assessment and Scholastic Aptitude Tests used for college admissions,
Guilford and Zimmerman Aptitude Survey, General Aptitude Test Battery (1948), and so on.
36.Attitude test
Attitude refers to our evaluation about various aspects of the world and tests of attitude
measure a person’s tendency to evaluate—favourably or unfavourably—a class of events,
objects or persons. Examples of attitude tests are Criminal Attitude Scale (CATS) (Taylor 1968);
Attitude towards Retarded (Efron and Efron 1967).
37.Test battery
Test battery is a combination of several tests or subsets administered simultaneously to an
individual.
Eg: Bhatia’s Battery of Performance Intelligence Tests, Halstead-Reitan Neuropsychological
Battery.

Answer all questions with minimum of 100 words. Each Carries 5 marks
38.What are the uses of Psychological Tests?
Psychological tests are widely used for many purposes. It is very convenient to distinguish the
Following five uses of tests:
In classification: Psychological tests are popularly used in making classification of people, that is,
for
Assigning the people to one category rather than to another one. Psychological tests assist in
classifying individuals into different categories based on their psychological characteristics,
enabling professionals to make informed decisions in various domains, including healthcare,
education, and
Employment.
Important types of categories of classification are placement, screening, certification and
selection, where psychological tests play a significant role in each of these types. Placement
sorts based on skills, screening identifies special needs or charactereistics, certification shows
proficiency in some activity, and selection grants privileges based on test scores, like admission
or employment.
In diagnosis and planning for treatment: Psychological tests play a significant role in making
diagnosis and in planning for treatment. Diagnosis means determining the nature of a person’s
abnormal behaviour and classifying the behaviour pattern within an accepted system.A proper
diagnostic programme not only provide assignment of a label, but also the choice for treatment.
In self-knowledge: Psychological tests are also useful in providing self-knowledge to the test
takers. When individuals take these tests, they receive feedback on their traits, skills, or abilities
being assessed. This feedback can provide valuable insights into their strengths, weaknesses,
preferences, and behavioral tendencies.As a consequence, they bring a change in the desired
direction and mould
Their path for betterment.
For instance, if someone takes a career aptitude test and discovers they have a strong
inclination towards analytical thinking and problem-solving, this feedback can help them realize
their potential for roles that require these skills, such as data analysis, engineering, or research.
In evaluation of programmes: Psychological tests play a vital role in assessing the effectiveness
of
Educational and social programs. For instance, in schools and colleges, various programs aim to
improve academic achievement. Using different types of achievement and intelligence tests
allows administrators and educators to measure the impact of these initiatives.
In theoretical and applied branches of behavioural research: Psychological tests serve as
valuable tools in both theoretical and applied branches of behavioral research. In theoretical
research, these tests facilitate exploration of abstract concepts that lack immediate practical
applications.In applied research, psychological tests play a crucial role in examining hypotheses
that have practical Implications.

39.Characteristics of a good test.

For a test to be scientifically sound, it must possess the following characteristics.
Objectivity
A test must have the trait of objectivity, i.e., it must be free from the subjective elements so that
there is complete interpersonal agreement among experts regarding the meaning of the items
and scoring of the test.
Objectivity relates to two aspects of the test—
Item Objectivity: Questions are phrased to ensure consistent interpretation by all test-takers.
They should be clear and follow a uniform order of presentation (either ascending or
descending).Scoring
System Objectivity: The scoring method used should be standardized to maintain consistency
Across different experts and times.
Reliability
Reliability refers to the consistency of a test. That is, a test should be capable of yeilding similar
results when administered at different points of time. Consistency in results obtained in a single
administration is the index of internal consistency of the test and consistency in results obtained
upon testing and retesting is an index of temporal consistency. Reliability, thus, includes both
internal consistency as well as temporal consistency.
Validity
Validity in psychological testing refers to how accurately a test measures what it’s intended to
Measure. To establish validity, the test’s performance is compared with an independent
criterion—a separate measure or standard that’s considered the best indicator of the trait or
ability being measured.
Validity is indeed dependent on reliability.if a test isn’t reliable (meaning it doesn’t consistently
produce the same results), it’s less likely to be valid because it’s challenging to establish
accuracy or validity when the test itself isn’t consistently measuring what it’s supposed to
measure.
Norms
A norm is a standard of reference which represent the score distribution of a test in a particular
sample. A good test always has clearly defined norms against which test results could be
compared. In the absence of norms, no meaning can be added to the score obtained on the
test.
Therefore, Norms help in interpretation of the scores. Test constructors prepare specific types of
norms—age norms, grade norms, percentile norms, and standard score norms—based on the
purpose and intended use of the test.
Practicability
A test must also be practicable from the point of view of the time taken in its completion,
length, scoring, etc. In other words, the test should not be lengthy and the scoring method must
not be difficult nor one which can only be done by highly specialized persons

40.Highlight the major limitations of psychological testing. Some of the important limitations of
psychological tests are:
(i) Psychological tests represent an invasion of privacy: Psychological tests may be
invasion of
Privacy if they are used without the permission of the testees to obtain personal and sensitive
Information.
(ii) Psychological tests permanently categorise the people: Psychological tests categorize
individuals, labeling them as mentally retarded, gifted, or brain-damaged based on
performance. It’s crucial to interpret and use test results carefully, recognising that
individuals can change over time.
(iii) Psychological tests measure only limited and beneficial aspects of behaviour: The
narrow scope of these tests may not capture the complexity and depth of essential
human qualities, potentially influencing decisions in a way that overlooks more
profound aspects of an individual’s character or abilities.
(iv) Psychological tests create anxiety: The examinees feel anxious and this anxiety affect their
performances. However, the examinees who are familiar with specific types of tests are less
anxious than those who are familiar with the test contents.
(iv) Psychological tests penalise bright and creative examinees: Psychological tests are
insensitive to atypical and creative responses. Such responses are not given much
credit thus providing a discrimination against the talented examinees.
 (v) Psychological tests penalise bright and creative examinees: Psychological tests are
insensitive to atypical and creative responses. Such responses are not given much
credit thus providing a discrimination against the talented examinees.

Answer all questions in 300 to 350 words. Each Carries 10 marks

1.Explain the various Ethical issues in psychological testing.

Psychological testing refers to all the possible uses, applications and underlying
Important concepts of psychological and educational tests. To maintain its proper
Uses and applications, the American Psychological Association (APA) has officially
Adopted a set of standards and rules in 1953 which have undergo continual review
And refinement.The main ethical and moral issues relating to psychological testing are as
follows:
•ISSUES OF HUMAN RIGHT
Various types of human rights have been recognized in the psychological testing.
Among these rights is, right to not to be tested. In fact, persons who don’t want to subject
themselves to testing, should not and ethically can’t be forced to accept this. Moreover,
individuals who finally decide to subject themselves to testing, have rights to know their test
scores, their interpretations as well as basis of any decisions that affect their lives. Likewise,
these days other human rights such as the right to who will have the access to data of
psychological testing, and the right to confidentiality of test results are being popularly
discussed. Experimenter has the right to cheat or deceive the subject purpose of the test,if
revealing it to the subject will affect the result. The test administrator can debrief about the
test. During debriefing, the rationale behind deception, if any , should be revealed.
•ISSUES OF INVASION OF PRIVACY
When people responds to items of psychological tests, they have little idea of what
Is being revealed by their responses, but somehow they feel that their privacy has
Been invaded. Psychological tests have very limited and pinpointed aim and they can’t invade
the privacy of the person. Psychologists don’t consider it wrong, evil or detrimental to find out
or collect information about the person, often the subjects privacy is invaded when information
is misused
Psychologists are legally and ethically bound to maintain confidentiality and
Don’t reveal any more information than that is necessary to accomplish the
Purpose of testing.
Ethical code of APA(1992) has included confidentiality, i.e., which obviously
Indicates that personal information obtained by psychologists from any source is communicated
to any others only with their consent. Exception to this exist only if holding the information pose
danger for them, others .
•ISSUE OF LABELLING
On the basis of psychological testing, a person is given a certain label or diagnosed
Ha having a certain psychiatric disorder. This labeling has many harmful effects
Labeling can stigmatize a person for life and it also affects one’s access to help.
Such a labeling creates additional problems
It also lower tolerance for stress and make treatment difficult. In view of these potential
negative effect and dangers of labeling a person should have right to not to be labeled.
•ISSUES OF DIVIDED LOYALITIES
Psychologists face conflicts when individuals welfare is is put at odds on hand and that of the
institute that employed psychologist on the other.
Psychologist is to maintain test security, but also not violate the person’s right to know the basis
of an adverse decision, this decisions when explained to a person might out go to others with
same problems, who rightly can decide to outsmart the test.
•RESPONSIBILITY OF TEST CONSTRUCTORS AND TEST USERS
Ethical issues also put some responsibilities on test constructors,or developers, and test users.
The test constructor is responsible for providing all the necessary information.
Test constructors must provide a test manual which may clearly state the appropriate uses of
the test, including data relating to reliability, validity and norms clearly specify about the scoring
and administration standards.
Test users should have adequate knowledge. He should be aware of psychometric qualities of
the test being used as well as the relevant literature. At any cost, a test user can not claim
ignorance. Also the test constructor should be a trained person.
•WORKING WITH ANIMALS
Never do the experiment by harming the animals life.
2.Discuss various types of psychological tests with suitable examples.
A Psychological test is a measuring tool or instrument designed to measure psychological
attributes and variables. The development and application of psychological tests is considered
one of the major achievements of psychologists in the last century. Defining formally, a
psychological test is an objective procedure for sampling and quantifying human behavior to
make an inference about a particular psychological construct using standardized stimuli, and
methods of administration and scoring. Psychological tests can be classified in many ways.
1. According to the mode of administration, psychological tests can be classified into
individual tests and group tests.
Individual tests: Individual tests are those tests that are administered to one person at a time.
Kohs Block Design Test is an example of the individual test. Individual tests are often used by
school psychologists and counsellors to motivate children and to observe how they respond.
Some individually administered tests are given orally, and they require the constant attention of
the examiner. Individual tests have two limitations, i.e. such tests are time-consuming and
require the services of trained and experienced examiners.
Group tests: Group tests are tests which can be used among more than one person or in a group
at a time. Bell Adjustment inventory is an example of the group test. Besides assessing
adjustment, group tests are adequate for measuring cognitive skills to survey the achievements,
strengths and weaknesses of the students in the classroom, etc.
2. According to the rate of performance, psychological tests can be classified into speed
test and power test.
Speed tests: Speed tests are timed tests, that is, they examine the subject’s speed of responding
within the period of time. A pure speed test is a test composed of easy items so that the subject
responding never gives a wrong
Answer and his score is equal to number of questions attempted by him. Example of a speed
test is
The Clinical Speed and Accuracy Test.
Power Test: Power tests offer enough time for the subject to attempt all the questions. In a
Power test, the items are arranged according to their increasing order of difficulty and certain
items are such that they are too difficult for anyone to solve. Raven’s Progressive Matrices is an
example of power test.
3. According to the nature or content of the item, psychological tests can be classified into
verbal test, non verbal test and performance test.
Verbal test: verbal test is one whose items emphasize reading, writing and oral expression as
the primary mode of communication. Herein instructions are printed or written. These are read
by the examinees and, accordingly, items are answered. Jalota Group General Intelligence Test
and Mehta Group Test of Intelligence are some common examples. Verbal tests are also called
paper-pencil tests because the examinee has to write on a piece of paper while answering the
test items.
Nonverbal tests : are those that emphasize but don’t altogether eliminate the role of language
by using symbolic materials like pictures, figures, etc. Such tests use the language in instruction
but in items they don’t use language. Test items present the problem with the help of symbols.
Nonverbal tests are commonly used with young children as an attempt to assess the nonverbal
aspects of intelligence such as spatial perception. Raven Progressive Matrices is a good example
of nonverbal test.
Performance tests: are those that require the examinees to perform a task rather than answer
some questions. Such tests prohibit the use of language in items. Occasionally, oral
Language is used to give instruction, or, the instruction may also be given through gesture.
Different kinds of performance tests are available. Some tests require examinees to assemble a
puzzle, place pictures in a correct sequence, place pages in the boards as rapidly as possible,
etc. They are usually administered individually so that the examiner can count the errors
committed by the student and can assess how long it takes him to complete the given task.
4. According to the mode of scoring, psychological tests can be classified into objective test
and Subjective tests.
Objective test: Objective tests are those whose items are scored by competent examiners or
observers in such a way that no scope for subjective judgement or opinion exists and thus, the
scoring remains unambiguous. Tests having multiple-choice, true-false and matching items are
usually called objective tests. In such items the problem as well
As its answer is given along with the distractor.
Subjective tests: are tests whose items are scored by the competent examiners or observers in a
way in which there exists some scope for subjective judgement and opinion. As a consequence
some elements of vagueness and ambiguity remain in their scoring. These are also called essay
tests. Such tests are intended to assess an examinee’s ability to organize a comprehensive
answer, recall and select important information, and present the same logically and effectively.
Since in these tests the examinee is free to write and organize the answer, they are also known
as free answer tests.
5. According to the scope/applicability, psychological tests can be classified into culture
specific tests and culture free tests.
Culture specific tests: These types of test are designed for a specific population and show biased
results for specific group, culture, and population due to cultural influence. A particular
population influenced by cultural elements display either low or high scores relative to the test
norms.
Culture-free Test: Culture-free tests, in contrast, are those that are relatively free of specific
cultural influences of the test designer and administrator. Items are designed to measure innate
abilities not affected by culture. Example: Maze tests and Block design tests.
A psychological test is an objective procedure for sampling and quantifying human behavior
to make an inference about a particular psychological construct. Psychological tests are used
across the globe for various purposes like counseling, selection, diagnosis , placement etc. Used
in a variety of settings, the results of psychological tests are used to explain and predict the
behaviors.

3.Define test administration. What are the major factors that can influence test administration.
Factors influencing test administration.
Any influences that are specific to the test situation constitute error variance and reduce test
validity. It is therefore important to identify any test related influences
That may limit or impair the generalizability of test result.
The main factors that influencing test administration are:
1. Test administrator/ examiner
2. Test taker
3. Testing condition.
1. Test administrator/ examiner :
• Expertise of the test administrator :
The examiner should be trained person otherwise it will affect the test .
• Expectancy effect/ Rosenthal effect : Its invented by Robert Rosenthal.
It refers to how the perceived expectation of the examiner can Influence the people being
tested or participated.
• Confirmation bias: Confirmation bias is the tendency to seek out and prefer information that
supports our preexisting beliefs. As a result, we tend to ignore any information that contradicts
those beliefs.
2. Test taker:
 • In test administration, it’s crucial to be mindful of the ethnicity, culture, and religion of test
takers to ensure fair and unbiased assessments.
• Consideration of gender in test administration involves ensuring that assessments are free
from gender bias and that accommodations are provided to address specific needs, fostering an
inclusive testing environment.
• Language skills are integral in test administration, and efforts should be made to offer
assessments in multiple languages, avoid linguistic biases, and provide accommodations to
ensure fair evaluation across diverse language proficiencies.
• Consideration of illness in test administration involves providing accommodations, such as
flexible scheduling, to ensure fair evaluation for individuals facing health challenges.
• Addressing test anxiety in test administration is crucial, necessitating supportive measures
like relaxation techniques, extended time, or alternative testing environments to create an
equitable evaluation for individuals prone to heightened stress during assessments.
• In test administration, attention to the influence of drugs is important, as certain substances
can impact cognitive function; considerations may include adjusting testing conditions or
allowing for alternative assessment methods when necessary.
• In test administration, awareness of hormonal influences is essential, recognizing that
hormonal variations, particularly in certain demographic groups, may impact cognitive
performance and should be considered when interpreting test results.
• Guarding against deception in test administration is crucial, and measures such as
incorporating validity checks and using well-designed assessments help maintain the integrity of
the evaluation process.
• Response bias : It is the tendency to respond falsely. The reason for response bias is
Hawthorne effect ( giving favorable response to the administrator).
• Demand characteristics : It is the cues that might indicate the research objectives to
participants. These cues can lead participants to change their behaviors or responses based on
what they think the research is about.
3. Testing condition
• Minimizing noise or distractions in testing conditions during test administration is vital to
create an environment conducive to focused concentration, ensuring accurate and fair
assessments for all individuals.
• Maintaining a comfortable room temperature is important in test administration to create
optimal testing conditions, ensuring that individuals can focus without distraction or discomfort
during the assessment.
 • Establishing rapport in test administration is vital for creating a comfortable environment,
fostering trust between the test administrator and the individual being assessed, ultimately
contributing to more accurate and reliable test results.
• Reinforcement in test administration involves providing positive feedback or incentives to
encourage optimal performance, contributing to a supportive testing environment and
motivating test takers.
• Optimal lighting and ventilation in testing conditions during test administration are essential
considerations, as they contribute to a comfortable and conducive environment for test takers,
minimizing distractions and ensuring a fair evaluation.

4.Elucidate the historical perspective of psychological testing.

HISTORICAL BACKGROUND
•Psychological testing in its modern form originated little 100 years ago in
Laboratory studies of sensory discrimination and reaction time.
•It was the English biologist Sir Francis Galton who was primarily
Responsible for launching the testing movement.
•A unifying factor in Galton’s numerous and varied research activities was his
Interest in human heredity.He invented the first battery of tests for accessing sensory and motor
aspects.
•He also set up an anthropometric laboratory at the International Exposition Of 1884 where, by
paying three pence, visitors could be measured in certain Physical traits and could take tests of
keenness of vision and hearing, Muscular strength, reaction time, and other simple
sensorimotor functions.
•It was Galton’s belief that tests of sensory discrimination could serve as a Means of gauging a
person’s intellect.
•American psychologist James McKeen Cattell Newly established science of Experimental
psychology and the still newer testing movement merged in Cattell’s work.
•Kraepelin (1895), was interested primarily in the clinical examination of Psychiatric patients, he
prepared a long series of tests to measure what he regarded as basic factors in the
characterization of an individual. The tests employing chiefly simple arithmetic operations, were
designed to measure Practice effects, memory, and susceptibility to fatique and to distraction.
•A few years earlier. Oehm (1889), a pupil of Kraepelin, had employed tests Of perception,
memory, association, and motor functions in an investigation On the interrelations of
psychological functions.
•Another German psychologist Ebbinghaus (1897), administered tests of Arithmetic
computation memory span, and sentence completion to School children The most complex of
the three tests, sentence completion, Was the only that showed a clear correspondence with
the children’s Scholastic achievement
•Like Kraepelin, the Italian psychologist Ferrari and his students were Interested primarily in the
use of tests with pathological cases.
•An extensive and varied list of tests was proposed, covering such functions As memory
imagination attention, comprehension Suggestibility, aesthetic Appreciation, and many others.
In these tests we can recognize the Brends That were eventually to lead to the development of
the famous Binet
Intelligence Scale.
•The examination of the mentally ill around the middle of the 19 th century resulted in the
development of numerous early tests.
•In 1865 German physician Hubert Von Grashey developed the antecedent of Memory drum as
a means testing brain injured patients, shortly thereafter German psychiatrist Conrad Riger
developed a test battery for brain damage.
•Experimental psychology flourished in the late 1800’s in Europe and Great Britain pioneers
such as Wundt, Galton, Cattle, Weschler showed that it was Possible to expose the mind to
scientific scrutiny and measurement. William Wundt founded the first psychological laboratory
in 1879. Leipzig in Germany, followed by Galton in Britain.
•Cattle studied the new experimental psychology with both Wundt and Galton. He invented the
term mental test in1819,
•Thorndike studied under Cattle and made monumental contributions in learning theory and
educational psychology Cattle’s other scholar R S Woodworth authored the very popular and
influential book Experimental Psychology.
•Another scholar of Cattle, EK Strong developed a vocational interest, and the most influential
scholar of Cattle, Weschler studied extensively on Intelligence.
•The first modern intelligence test was invented in 1905 by Alfred Binet. Later in 1908, Binet
and Simon published the revised version of the 1905 Scale In 1911 a third revision of the Binet
Simon scale appeared.
•Later Stanford-Binet was published in 1916 by incorporating verbal And performance tests.
•The projective approach in psychology was associated with the word Asutation mated
developed by Francis Chalton Rorschach developed a Personality test which is projective in
nature known as the Rorschach Inkblottast. In 1935 Morgan Murray developed Thematic
Apperception Test (TAT) to study personality. In 1928 Payme developed a sentence completion.