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C H E D P E R M I T N O. 051 S E R I E S OF 2008
RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
1. Much of the 19th century psychological measurement focused History of Psychological Testing
on_______.
1. Civil Service Examination (2200 B.C.) ** civil law,
a. Intelligence military affairs, agriculture, revenue and geography

b. Ethics and values 2. In Ming Dynasty, the national multistage testing

program involved a broader scope of interests
c. Sensory abilities
3. Westerns learned about this through the English East
d. Personality Traits Indie Company- selection for overseas duty (placement
purposes)
1. Much of the 19th century psychological measurement focused
on_______. 4. British Civil Service Exam -1800s ; French and German
Governments; 1863
a. Intelligence
5. Charles Darwin’s The Origin Of Species 1859
b. Ethics and values
6. Francis Galton’s Hereditary Genius: Concentrated on human
c. Sensory abilities
existence and individual differences in human sensory motor
d. Personality Traits functioning e.g. reaction time, visual acuity, physical strength

2. The first applications of testing can be traced to _____. 7. Charles Spearman: Argued the existence of sensory motor
functioning as the basis of human intelligence; developed the first
a. Chinese testing of officials for office in 2200 BC theory of Intelligence

b. Binet’s 1905 testing of Paris school children 8. James McKeen Cattell’s “Mental Test”

c. Galton’s sensory tests in the late 1800s 9. James Herbart: uses the mathematical models as the basis of
educational theories that strongly influenced the 19th century
d. Cattell’s measurement of intelligence
educational practices
2. The first applications of testing can be traced to _____.
10. Psychiatric Antecedents of Psychological Testing
a. Chinese testing of officials for office in 2200 BC
: Early Psychiatry contributed to the mental test movement by
b. Binet’s 1905 testing of Paris school children showing that standardized procedures could help reveal the
nature and extent of symptoms in the mentally ill and brain
c. Galton’s sensory tests in the late 1800s injured patients

d. Cattell’s measurement of intelligence 11. Experimental Era of Psychological Testing

3. Who coined the term “mental test”? : Psychologists departed from the wholly subjective and
introspective methods, and the human abilities were instead
a. Binet tested in laboratories objectively, capable of replication
b. Galton E.g. Wilhelm Wundt: set up of the 1st Psychological Laboratory in
Leipzig, Germany
c. Cattell
Seguin from Board Test: developed as an effect to evaluate the
d. Goddard
mentally disabled
3. Who coined the term “mental test”?
12. The Birth of the Modern Era for Psychological testing
a. Binet
13. The development of different Intelligence Tests
b. Galton
14. The development of Personality Tests
c. Cattell
15. The development of Projective Tests
d. Goddard
4. Its typical objective is to measure the magnitude of some
psychological trait or attribute as it focuses on the results of
individual testing.
1
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RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
a. Psychological assessment 3. Psychological Testing
4. Psychological Assessment
b. Psychological Tests
Psychological Assessment
c. Measurement
Basic Concepts:
d. Psychological testing
1. PSYCHOMETRICS: “to measure” Quantify (Sukat)
4. Its typical objective is to measure the magnitude of some
psychological trait or attribute as it focuses on the results of : Estimate the measurement of mind’s dimensions
individual testing.
2. Psychological Measurement
a. Psychological assessment
: Computing/ scoring of results
b. Psychological Tests
3. PSYCHOLOGICAL TESTS
c. Measurement
: A tool for psychological measurement
d. Psychological testing
2 Criteria:
5. Which of the following is true about psychological assessment?
1. Measures dimension/s of the Human Mind e.g.
a. It goes first before measurement Personality, Intelligence

b. It can be done without measurement 2. The test should be standardized (Uniformity of

Procedures)
c. The process is used for decision making
4. PSYCHOLOGICAL ASSESSMENT: Making sense and interpreting
d. The process is used to quantify results of numbers
5. Which of the following is true about psychological assessment? End product: DECISION

a. It goes first before measurement Remember: PSYCHOLOGICAL ASSESSMENT is not always based
on PSYCHOLOGICAL TESTS!
b. It can be done without measurement
1. Case History
c. The process is used for decision making
2. Behavioral Observation
d. The process is used to quantify results
3. Psychological Interview
6. Which of the following is false about the relationship of
psychological measurement and psychological assessment? 7. The main reason why the sensorimotor view of intelligence
“collapsed” because
a. Measurement and assessment are two processes.
a. Not all people have sensorimotor skills
b. Assessment must be based on measurement
b. There is a total of 5 sensorimotor skills
c. Measurement must be based on assessment
c. It was observed that good sensory skills cause high
d. Letters a and b are false
intelligence
6. Which of the following is false about the relationship of
d. It was observed that intelligence is not related to
psychological measurement and psychological assessment?
sensorimotor skills
a. Measurement and assessment are two processes.
7. The main reason why the sensorimotor view of intelligence
b. Assessment must be based on measurement “collapsed” because

c. Measurement must be based on assessment a. Not all people have sensorimotor skills

d. Letters a and b are false b. There is a total of 5 sensorimotor skills

1. Psychometrics c. It was observed that good sensory skills cause high

2. Psychological Measurement intelligence
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RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
d. It was observed that intelligence is not related to 4. Performance Test: measures the abilities of an individual in
sensorimotor skills actual tasks e.g. laboratory tasks

8. This is considered as the first self-report that was used in early PERSONALITY TESTS
war era.
Emotional, Motivational, Interpersonal, Attitudinal, and
a. Rorschach Inkblot Test Behavioral (EMIAB)

b. Woodworth Personal Inventory 1. Structured (Objective): provides a self-report statement

to which the person responds
c. TAT
2. Projective Tests: provides an ambiguous test stimulus;
d. MMPI response may vary from person to person

8. This is considered as the first self-report that was used in early 10. A factor loading reflects the correlation between______.
war era.
a. Two different items on the same test
a. Rorschach Inkblot Test
b. An item and a theoretical dimension
b. Woodworth Personal Inventory
c. An item and the total score in the test
c. TAT
d. Two theoretical dimensions
d. MMPI
10. A factor loading reflects the correlation between______.
9. This is a type of test that aims to know the general knowledge
of a person in a specific period of time and this can be used to a. Two different items on the same test
assess the mastery of the person.
b. An item and a theoretical dimension
a. Achievement tests
c. An item and the total score in the test
b. Intelligence tests
d. Two theoretical dimensions
c. Aptitude tests
11. Which of the following are the correct steps of procedure in
d. Projective Tests testing?

9. This is a type of test that aims to know the general knowledge a. Administering, scoring, interpreting
of a person in a specific period of time and this can be used to
assess the mastery of the person. b. Administering, norming, scoring

a. Achievement tests c. Administering, interpreting, norming

b. Intelligence tests d. Administering, interpreting, scoring

c. Aptitude tests 11. Which of the following are the correct steps of procedure in
testing?
d. Projective Tests
a. Administering, scoring, interpreting
Types of Psychological Tests
b. Administering, norming, scoring
ABILITY TESTS
c. Administering, interpreting, norming
1. Intelligence Test: measures potential to solve problems,
adapt to changing circumstances, and profit from d. Administering, interpreting, scoring
experience; Problem solving Skills
12. Number of variables to a smaller number is called______.
** Verbal v. Non Verbal
a. Regression
2. Aptitude Test: measure potential for acquiring a skill
b. Factor loading
3. Achievement Test: measures past learning
c. Factor analysis

3
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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
d. Correlation a. The test measures what it purports to measure

12. Number of variables to a smaller number is called______. b. The test measures consistently

a. Regression c. The test scores are standardized

b. Factor loading d. Norms are uniform

c. Factor analysis 16. Standardization means:

d. Correlation a. Objectivity of scoring

13. Which of the following denotes the strongest correlation? b. The use of standard scores

a. .48 c. Uniformity of procedure

b. .55 d. Uses projective tests

c. -.98 16. Standardization means:

d. .02 a. Objectivity of scoring

13. Which of the following denotes the strongest correlation? b. The use of standard scores

a. .48 c. Uniformity of procedure

b. .55 d. Uses projective tests

c. -.98 17. As a general rule, which of the following is true?

d. .02 a. The shorter the test, the more reliable the test is

14. A battery consists of _______. b. The longer the test, the lower the reliability

a. Tests used only for clinical assessment c. The shorter the test, the less reliable the test is

b. A group of tests d. Tests must be always structured rather than projective

c. Tests that are not standardized 17. As a general rule, which of the following is true?

d. Projective tests a. The shorter the test, the more reliable the test is

14. A battery consists of _______. b. The longer the test, the lower the reliability

a. Tests used only for clinical assessment c. The shorter the test, the less reliable the test is

b. A group of tests d. Tests must be always structured rather than projective

c. Tests that are not standardized 18. A good psychological report must be:

d. Projective tests a. Is individualized rather than general, is theory focused,

and is written and delivered on time
15. Reliability basically means_______.
b. Is general rather than individualized, is theory focused,
a. The test measures what it purports to measure and is written and delivered on time

b. The test measures consistently c. Is general rather than individualized, answers the
referral question and is written and delivered on time
c. The test scores are standardized
d. Is individualized rather than general, answers the
d. Norms are uniform.
referral question and is written and delivered on time
15. Reliability basically means_______.
18. A good psychological report must be:

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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
a. Is individualized rather than general, is theory focused, 21. Psychological tests are generally necessary to obtain
and is written and delivered on time
a. Samples of behavior
b. Is general rather than individualized, is theory focused,
and is written and delivered on time b. Behavioral problems

c. Is general rather than individualized, answers the c. Social behavior response

referral question and is written and delivered on time
d. Behavior dynamics
d. Is individualized rather than general, answers the
22. Which of the following is true in a bell-shaped curve?
referral question and is written and delivered on time
a. Scores are negatively skewed
19. The most valid forms of interview are:
b. Scores are positively skewed
a. Behavioral interviews
c. Scores are normally distributed
b. Structured interviews
d. Scores are unusual than expected
c. Panel interviews
22. Which of the following is true in a bell-shaped curve?
d. Situational Interviews
a. Scores are negatively skewed
19. The most valid forms of interview are:
b. Scores are positively skewed
a. Behavioral interviews
c. Scores are normally distributed
b. Structured interviews
d. Scores are unusual than expected
c. Panel interviews
23. About how many cases fall between -2SD AND +2SD in the
d. Situational Interviews
normal curve?
20. Informed consent refers to an agreement between an agency
a. 34.13
or another person and ______.
b. 68.26
a. The examinee
c. 95.44
b. The examinee’s parents
d. 99.72
c. The examinee’s legal representative
23. About how many cases fall between -2SD AND +2SD in the
d. Any of the above
normal curve?
20. Informed consent refers to an agreement between an agency
a. 34.13
or another person and ______.
b. 68.26
a. The examinee
c. 95.44
b. The examinee’s parents
d. 99.72
c. The examinee’s legal representative
Normal Distribution (Gaussian Curve)
d. Any of the above
 + 1 SD and +1 SD = 68.26%
21. Psychological tests are generally necessary to obtain
 -2SD AND +2SD= 95.44%
a. Samples of behavior
 -3SD AND +3SD= 99.74 %
b. Behavioral problems

c. Social behavior response

d. Behavior dynamics

5
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C H E D P E R M I T N O. 051 S E R I E S OF 2008
RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
24. A type of intelligence test or assessment process designed to Level C tests: Tests that require substantial understanding of
minimize the influence of culture with regards to the evaluation testing and supporting psychological tests together with
and assessment procedures. supervised experience in the use of these devices

a. Culture inclined assessment E.g. Projective Tests, Individual Mental Tests

b. Culture free test 26. Our Psychology law is called the_______

c. Culture fair test a. RA 10029 (IRR-BR 03 series of 2012)

d. Cultural assessment b. RA 10028 (IRR-BR 03 series of 2012)

24. A type of intelligence test or assessment process designed to c. RA 10029 (IRR-BR 04 series of 2012)
minimize the influence of culture with regards to the evaluation
and assessment procedures. d. RA 10028 (IRR-BR 04series of 2012)

a. Culture inclined assessment 26. Our Psychology law is called the_______

b. Culture free test a. RA 10029 (IRR-BR 03 series of 2012)

c. Culture fair test b. RA 10028 (IRR-BR 03 series of 2012)

d. Cultural assessment c. RA 10029 (IRR-BR 04 series of 2012)

25. These tests categorized as____ can be adequately d. RA 10028 (IRR-BR 04series of 2012)
administered, scored, interpreted with the aid of the manual and
27. When participants answer in a way that creates good
general orientation to the kind of institution in which one is
impression or put him in a favorable light, this is called as ______.
working.
a. Acquiescence
a. Level A
b. Social desirability
b. Level B
c. Malingering
c. Level C
d. Extreme responding
d. Level D
27. When participants answer in a way that creates good
25. These tests categorized as____ can be adequately
impression or put him in a favorable light, this is called as ______.
administered, scored, interpreted with the aid of the manual and
general orientation to the kind of institution in which one is a. Acquiescence
working.
b. Social desirability
a. Level A
c. Malingering
b. Level B
d. Extreme responding
c. Level C
28. Prof. X has an attitude of not failing any student in the class
d. Level D and also not giving a grade of A+ to anyone else. This is an
example of______
Levels of Tests
a. Leniency tendency error
Level A tests: Tests that can adequately be administered, scored
and interpreted with the aid of the manual and a general b. Central tendency error
orientation to the kind of institution or organization.
c. Severity error
Level B tests: Tests that require some technical knowledge or test
construction and use of supporting psychological and educational d. None of the above
fields such as statistics, and individual differences
28. Prof. X has an attitude of not failing any student in the class
E.g. Aptitude and Interest Inventories and also not giving a grade of A+ to anyone else. This is an
example of______
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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
a. Leniency tendency error a. Achievement test

b. Central tendency error b. Speed test

c. Severity error c. Power test

d. None of the above d. Interest test

Distribution Error: when the rater was only using one part or 31. Obtained when the test measures what it purports to
dimension of the scale measure

Leniency Error: rater rates an individual at the upper end of the a. Face validity
scale regardless of actual performance
b. Concurrent validity
Central Tendency Error: an individual was rated t the middle of
the scale c. Convergent validity

Strictness Error: rates are at the low end of the scale d. Construct validity

Halo Error: Overshadowing of positive impression that affect the 31. Obtained when the test measures what it purports to
overall impression measure

Horn Error: Overshadowing of negative impression that affect the a. Face validity
overall impression
b. Concurrent validity
Contrast Error: the individual’s ratings was influenced by the
c. Convergent validity
performance of the previously evaluated
d. Construct validity
29. The “Flynn effect” is a reference to the phenomenon of
32. This means that the test fails to capture important
a. Inflation of scores on intelligence tests
components of a construct.
b. Recession in the scores
a. Construct irrelevant variance
c. Gender differences in measured intelligence
b. Criterion validity
d. Culture loading in terms of language
c. Construct underrepresentation
29. The “Flynn effect” is a reference to the phenomenon of
d. Convergent validity
a. Inflation of scores on intelligence tests
32. This means that the test fails to capture important
b. Recession in the scores components of a construct.

c. Gender differences in measured intelligence a. Construct irrelevant variance

d. Culture loading in terms of language b. Criterion validity

30. This type of test contains items that are generally easy but c. Construct underrepresentation
have a short time limit. It is designed in a way that only few can
d. Convergent validity
be able to complete the test.
33. A type of validity that measures the relationship between the
a. Achievement test
test and the criterion at the same time
b. Speed test
a. Concurrent validity
c. Power test
b. Convergent validity
d. Interest test
c. Construct validity
30. This type of test contains items that are generally easy but
d. Divergent validity
have a short time limit. It is designed in a way that only few can
be able to complete the test.
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RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
33. A type of validity that measures the relationship between the d. Predictive and concurrent validity
test and the criterion at the same time
36. These two types of validity are considered to be the minimum
a. Concurrent validity requirement in making a test.

b. Convergent validity a. Content and Face validity

c. Construct validity b. Construct and Face validity

d. Divergent validity c. Convergent and divergent validity

34. Who are the first proponents of the divergent validity? d. Predictive and concurrent validity

a. Cronbach and Meehl Validity

b. Campbell and Fiske : defined as the agreement between a test score or measure and
the quality it is believed to measure
c. Woodworth and Rorschach
: depends on the theory and data available to support its use
d. Galton and Darwin
Alfred Binet: first test developer concerned with validity
34. Who are the first proponents of the divergent validity?
1. FACE VALIDITY- if the test has a mere appearance that will
a. Cronbach and Meehl determine the attributes of an individual “looks like”

b. Campbell and Fiske 2. CONTENT VALIDITY- greatest concern in educational setting

attempts to determine whether a test has been constructed
c. Woodworth and Rorschach
adequately.
d. Galton and Darwin
: determined by expert judgments
35. It is considered as the greatest concern in educational setting
Construct Underrepresentation:
wherein it determines if the test has been constructed
adequately. This means that the test fails to capture important components
of a construct.
a. Face validity
Construct Irrelevant Variance: occurs when scores are influenced
b. Content validity
by factors irrelevant to the construct.
c. Predictive validity
E.g. test anxiety, illness
d. Construct validity
3. CRITERION VALIDITY: tells us how well a test will be when
35. It is considered as the greatest concern in educational setting compared to a particular criterion.
wherein it determines if the test has been constructed
3.1 Predictive Validity: the forecasting function of a test;
adequately.
it predicts future matters.
a. Face validity
3.2 Concurrent Validity: assessments of the
b. Content validity simultaneous relationship between the test and the criterion; it
should measure at the same time
c. Predictive validity
4. CONSTRUCT VALIDITY: is established through a series of
d. Construct validity activities in which a researcher simultaneously defines some
construct and measure
36. These two types of validity are considered to be the minimum
requirement in making a test. : Umbrella Validity

a. Content and Face validity : Developed by Cronbach and Meehl

b. Construct and Face validity 4.1. Convergent Validity: when a measure correlates well within
other tests believed to measure the same construct.
c. Convergent and divergent validity

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RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
4.2 Divergent/ Discriminant Validity: demonstration of 38. A type of reliability that estimates and evaluates the error
uniqueness of a test; should have low correlations with measures associated with administering a test at two different times.
of unrelated constructs or evidence for what the test doesn’t
measure a. Test retest

; developed by Campbell and Fiske b. Internal Consistency

3 Categories of Validating Procedures c. Split half

 Construct Identification Procedures d. Inter rater

Age Diffentiation Technique 39. For behavioral observation systems to be reliable, one needs
several observers to measure the behavior. The best method of
 Convergent Validity assessing the level of agreement among observers is:

 Discriminant Validity a. Pearson R

 Factor Analysis b. Linear Regression

 Contrasted Sample c. Coefficient Alpha

 Criterion Prediction Procedures d. Kappa Statistics

 Concurrent Validity 39. For behavioral observation systems to be reliable, one needs
several observers to measure the behavior. The best method of
 Predictive Validity assessing the level of agreement among observers is:

 Content Description a. Pearson R

 Content Validity b. Linear Regression

 Face Validity c. Coefficient Alpha

37. Which of the following is TRUE? d. Kappa Statistics

a. If a test is valid, it is reliable 40. This principle conceptualizes reliability as the ratio of the
observed score on the shorter test and the variance of long-run
b. If a test is reliable, it is valid
true score; also it connotes the idea of the greater the number of
c. If a test is valid, it can be not reliable items, the higher the reliability.

d. If a test is reliable, it can be not valid a. Domain Sampling Model

37. Which of the following is TRUE? b. Classical test Score theory

a. If a test is valid, it is reliable c. Item Response theory

b. If a test is reliable, it is valid d. Test Retest Method

c. If a test is valid, it can be not reliable 40. This principle conceptualizes reliability as the ratio of the
observed score on the shorter test and the variance of long-run
d. If a test is reliable, it can be not valid true score; also it connotes the idea of the greater the number of
items, the higher the reliability.
38. A type of reliability that estimates and evaluates the error
associated with administering a test at two different times. a. Domain Sampling Model

a. Test retest b. Classical test Score theory

b. Internal Consistency c. Item Response theory

c. Split half d. Test Retest Method

d. Inter rater

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RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
Domain Sampling Model: This principle conceptualizes reliability Best viewed as the continuum ranging from normal consistency
as the ratio of the observed score on the shorter test and the of measured to near perfect repeatability of results
variance of long-run true score; also it connotes the idea of the
greater the number of items, the higher the reliability. It is the CONSISTENCY of the test results

Classical Test Score Theory: a test score is made up of a true score  Testing Procedures
variance and non-systematic variance
 Scoring System
Item Response Theory: It is a theory of testing based on the
 Test Item
relationship between individuals’ performances on a test item
and the test takers’ levels of performance on an overall measure TESTING PROCEDURES
of the ability that item was designed to measure.
A.k.a. TEMPORAL STABILITY or coefficient stability
41. This conveys that findings obtained in one situation can be
applied to another situation.  Test-Retest Method (Time Sampling): Estimates and
evaluates the error associated with administering a test
a. Comprehensiveness at two different times.

b. Generalizability : This is used only when the construct to be measured do

not change over time;
c. Generic attribute
 Parallel Forms Method/Alternate Form Reliability/
d. Collectivity
Equivalent Forms Reliability (Item Sampling) : compares
41. This conveys that findings obtained in one situation can be two equivalent forms of a test that measure the same
applied to another situation. attribute; the two forms use different items, however
the rules used to select items of a particular difficulty
a. Comprehensiveness should be the same

b. Generalizability SCORING SYSTEM

c. Generic attribute Inter-Rater Reliability: a reliability on the correlation of scores of

different raters
d. Collectivity
TEST ITEMS
42. This type of reliability assesses the comparison of two forms
of test that measure the same attribute. A.k.a. Coefficient of Internal Consistency

a. Parallel Forms Method Internal Consistency: Checks the reliability of test items

b. Temporal stability 1. Split Half Reliability: a test is given and divided into
halves that are scored separately. The score of the first
c. Internal consistency half is compared to the score of the other half.

d. All of the above : If the test is long, the best method is to divide the items
randomly into halves
42. This type of reliability assesses the comparison of two forms
of test that measure the same attribute. : If the test items are progressively arranged, it is advised
to use the odd-even system
a. Parallel Forms Method
You can use the following statistical treatments for Internal
b. Temporal stability
Consistency
c. Internal consistency
1. Spearman-Brown Formula
d. All of the above
2. KR20 / KR 21
Reliability
3. Cronbach Alpha
It is the function of variability of the scores
Spearman-Brown Formula: which allows to estimate the
correlation between the two halves would have been

10
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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
KR20: (Kuder-Richardson Formula), measures overall test 45. This means it is the number of the testing population that
reliability; essentially it lets you know whether the exam as a you’ve outscored.
whole discriminated among students who mastered the subject
matter and those who did not. a. Stanine

: For objective tests, dichotomous items and not for Personality b. Sten
Tests
c. Percentile Rank
Cronbach Alpha: it answers the problems of KR20, KR21, and Split
d. Frequency distribution
Half
45. This means it is the number of the testing population that
: This can be used for non-objective, and Likert type of
you’ve outscored.
tests
a. Stanine
: It can be used to answer those responses that do not
include right or wrong items b. Sten

43. An item analysis technique which compares the proportion of c. Percentile Rank
people who got an item correct.
d. Frequency distribution
a. Discriminability analysis
46. How many years does the Flynn effect can have an effect to a
b. Item difficulty test?

c. Optional difficulty level a. 2 years

d. Distractor Power Analysis b. 5 years

43. An item analysis technique which compares the proportion of c. 8 years

people who got an item correct.
d. 10 years
a. Discriminability analysis
46. How many years does the Flynn effect can have an effect to a
b. Item difficulty test?

c. Optional difficulty level a. 2 years

d. Distractor Power Analysis b. 5 years

44. Which of the following is not included in the construct c. 8 years

identification procedures?
d. 10 years
a. Content Validity
47. This compares people who do well good and poorly on a
b. Discriminant Validity certain test

c. Age differentiation Technique a. Item Validity

d. Factor analysis b. Item discriminability

44. Which of the following is not included in the construct c. Item Analysis
identification procedures?
d. Item difficulty
a. Content Validity
47. This compares people who do well good and poorly on a
b. Discriminant Validity certain test

c. Age differentiation Technique a. Item Validity

d. Factor analysis b. Item discriminability

c. Item Analysis

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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
d. Item difficulty d. Psychological Assessment

Item Validity: is the extent to which an individual item measures 49. A score type which compares the test taker’s performance to
what it purports to measure a particular characteristics.
Item discriminability: it is the degree to which students with high
overall exam scores also got a particular item correct. It is often a. Norm reference
referred to as Item Effect, since it is an index of an item’s
b. Criterion reference
effectiveness at discriminating those who know the content from
those who do not. The most common is the point-biserial c. Item reference
correlation
d. Psychological Assessment
Item Analysis: is a process which examines student responses to
individual test items (questions) in order to assess the quality of Norm reference: an individual’s score is interpreted by
those items and of the test as a whole comparing it with the scores obtained by others on the same test;
scores depend on the performance of the norm
Item difficulty: It is a measure of the proportion of examinees
who answered the item correctly; for this reason it is frequently Criterion reference: interpretive frame of reference a specific
called the p-value. As the proportion of examinees who got the content domain rather than the performance of the population;
item right, the p-value might more properly be called the item setting of standards; using of cut-off scores
easiness index
50. Borbs obtained a raw score of 130 on the Psychology test
48. It is a behavior that is usual or typical for members of a group. where the class average was 124 and a SD of 8. He also obtained
a raw score of 100 in his Biology exam where the class mean is 98
a. Norm and the SD of 8. We can conclude that

b. Norms a. He did better in Biology exam

c. Norming b. He did better on Psychology exam

d. Norman c. He did equally on both exams

48. It is a behavior that is usual or typical for members of a group. d. We can’t predict where he scored higher

a. Norm 50. Borbs obtained a raw score of 130 on the Psychology test
where the class average was 124 and a SD of 8. He also obtained
b. Norms
a raw score of 100 in his Biology exam where the class mean is 98
c. Norming and the SD of 8. We can conclude that

d. Norman a. He did better in Biology exam

Norm: it is the behavior or attribute that is usual; or typical for b. He did better on Psychology exam
members of a group; designed as reference for evaluating or
c. He did equally on both exams
interpreting test scores; transformation of raw scores into
meaningful ones d. We can’t predict where he scored higher

Norms: reference scores against which an individual scores are Z SCORE

being compared
51. On the above item, Arthur’s Z score on the Psychology exam
Norming: the process of establishing norms was __ and on Biology exam was ___.

Norman: the test developer who develops the norms a. .75, .33

49. A score type which compares the test taker’s performance to b. -.75,-.33
a particular characteristics.
c. .75, -.25
a. Norm reference
d. .75, .25
b. Criterion reference
51. On the above item, Arthur’s Z score on the Psychology exam
c. Item reference was __ and on Biology exam was ___.

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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
a. .75, .33 d. Cronbach alpha

b. -.75,-.33 54. It is a tool that is used for objectively scored test that uses
dichotomous items.
c. .75, -.25
a. KR20
d. .75, .25
b. Spearman Rho
52. It is a statistical tool that describes the direction and
magnitude of a relationship between two variables. c. Pearson R

a. ANOVA d. Cronbach alpha

b. Correlation 55. Which among the following statistical tools are not included
in measuring dispersion?
c. Regression
a. Mean
d. SD
b. SD
52. It is a statistical tool that describes the direction and
magnitude of a relationship between two variables. c. Range

a. ANOVA d. Skewness

b. Correlation 55. Which among the following statistical tools are not included
in measuring dispersion?
c. Regression
a. Mean
d. SD
b. SD
53. It is a tool that is used for objectively scored test that uses
Likert scoring, and it is the most general method in estimating c. Range
internal consistency.
d. Skewness
a. Pearson R
Central tendency
b. Spearman Rho
- A measure of central tendency (also referred to as measures of
c. Cronbach alpha center or central location) is a summary measure that attempts
to describe a whole set of data with a single value that represents
d. KR20 the middle or center of its distribution.
53. It is a tool that is used for objectively scored test that uses The mode is the most commonly occurring value in a
Likert scoring, and it is the most general method in estimating distribution.
internal consistency.
The median is the middle value in distribution when the values
a. Pearson R are arranged

b. Spearman Rho The mean is the sum of the value of each observation in a dataset
divided by the number of observations. This is also known as the
c. Cronbach alpha
arithmetic average
d. KR20
MEASURES OF DISPERSION
54. It is a tool that is used for objectively scored test that uses
In statistics, dispersion (also called variability, scatter, or spread)
dichotomous items.
is the extent to which a distribution is stretched or squeezed
a. KR20
Standard deviation
b. Spearman Rho
Interquartile Range
c. Pearson R
Range

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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
56. It is a score that has a mean of 0 and an SD of 1. Range= 40-60

a. T score  I.Q. Score: Mean= 100 SD= 15

b. Z score Range= 85-105

c. I.Q score  Scaled Score: Mean= 10 SD= 3

d. Stanine Range= 7-13

56. It is a score that has a mean of 0 and an SD of 1.  Percentile: Mean= 50 SD= 34

a. T score Range= 16-84

b. Z score  Sten: Mean= 5.5 SD= 2

c. I.Q score  Stanine: Mean= 5 SD= 2

d. Stanine 59. About how many cases fall between -3SD AND +3SD in the
normal curve?
57. Is a score that has a mean of 50 SD of 10?
a. 34.13
a. Z score
b. 68.26
b. Sten
c. 95.44
c. T score
d. 99.72
d. I.Q score
59. About how many cases fall between -3SD AND +3SD in the
57. Is a score that has a mean of 50 SD of 10? normal curve?

a. Z score a. 34.13

b. Sten b. 68.26

c. T score c. 95.44

d. I.Q score d. 99.72

58. It is a score that has a mean of 5.5 and SD of 2. 60. Items with very high or very low endorsement frequencies are
generally___
a. Z score
a. Good items
b. Sten
b. Poor items
c. T score
c. Reliable items
d. I.Q score
d. Valid items
58. It is a score that has a mean of 5.5 and SD of 2.
60. Items with very high or very low endorsement frequencies are
a. Z score
generally___
b. Sten
a. Good items
c. T score
b. Poor items
d. I.Q score
c. Reliable items
 Z Score : Mean= 0 SD= 1 Range= -1
d. Valid items
to +1
61. It is a type of scale wherein it has Magnitude, Equal Intervals,
 T Score : Mean= 50 SD= 10
and Absolute zero.
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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
a. Nominal a. Negative

b. Ratio b. Skewed

c. Interval c. Positive

d. Ordinal d. Undetermined

61. It is a type of scale wherein it has Magnitude, Equal Intervals, 63. If both A and B variables increased, this correlation is an
and Absolute zero. example of______.

a. Nominal a. Negative

b. Ratio b. Skewed

c. Interval c. Positive

d. Ordinal d. Undetermined

62. It is one of the properties of measurement wherein it means 64. A test predicts well with the academic success of senior high
“property of moreness”. This implies an idea that an attribute school students but not of elementary students.
represents more, less or equal amounts given to a quantity.
a. Face validity
a. Equal intervals
b. Construct validity
b. Magnitude
c. Convergent validity
c. Absolute zero
d. Differential validity
d. All of the above
64. A test predicts well with the academic success of senior high
62. It is one of the properties of measurement wherein it means school students but not of elementary students.
“property of moreness”. This implies an idea that an attribute
represents more, less or equal amounts given to a quantity. a. Face validity

a. Equal intervals b. Construct validity

b. Magnitude c. Convergent validity

c. Absolute zero d. Differential validity

d. All of the above 65. Mr. RM has ranked the students in his class according to their
obtained scores in the Pre board exam for Psychometrician. He
Scales of Measurement wants to compare this rank with the rank of students in Mr. RR
class. What statistical tool of correlation he will be using?
1. Magnitude: It is one of the properties of measurement
wherein it means “property of moreness”. This implies a. Pearson R
an idea that an attribute represents more, less or equal
amounts given to a quantity b. Mean

2. Equal Intervals: if the difference between two points at c. SD

any place on the scale has the same meaning as the
d. Spearman Rho
other two different points on the scale
65. Mr. RM has ranked the students in his class according to their
3. Absolute Zero: obtained when nothing of the property
obtained scores in the Pre board exam for Psychometrician. He
exists.
wants to compare this rank with the rank of students in Mr. RR
class. What statistical tool of correlation he will be using?

63. If both A and B variables increased, this correlation is an a. Pearson R

example of______.
b. Mean

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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
c. SD E.g. Projective Tests, Individual Mental Tests

d. Spearman Rho 68. It is one of the uses of psychological tests wherein there is
quick and simple test/procedures to identify persons who might
66. Stanine is an example of a (an) have special characteristics or needs.

a. Ordinal scale value a. Selection

b. Standard score b. Screening

c. Z score c. Placement

d. Norm equivalent score d. Certification

66. Stanine is an example of a (an) 68. It is one of the uses of psychological tests wherein there is
quick and simple test/procedures to identify persons who might
a. Ordinal scale value
have special characteristics or needs.
b. Standard score
a. Selection
c. Z score
b. Screening
d. Norm equivalent score
c. Placement
67. A level of tests and aids that require substantial
d. Certification
understanding of testing, supporting psychological tests together
with supervised experience in the use of devices. Uses of Psychological Tests

a. Level A 1. CLASSIFICATION: encompasses a variety of procedures

that purports to assign a person to one category rather
b. Level B
than another.
c. Level C
1.1 Placement: refers to sorting of person into different programs
d. Level D appropriate to their needs/skills

67. A level of tests and aids that require substantial 1.2 Screening: refers to quick and simple tests/procedures to
understanding of testing, supporting psychological tests together identify persons who might have special characteristics or needs
with supervised experience in the use of devices.
1.3 Selection: it has also a pass/fail quality
a. Level A
2. Diagnosis and Treatment Planning
b. Level B
3. Self-Knowledge
c. Level C
4. Research
d. Level D
69. It is a psychological test based on Jung’s psychological types
Levels of Tests and functions.

Level A tests: Tests that can adequately be administered, scored a. MBTI

and interpreted with the aid of the manual and a general
b. NEO PI
orientation to the kind of institution or organization.
c. CFIT
Level B tests: Tests that require some technical knowledge or test
construction and use of supporting psychological and educational d. MMPI
fields such as statistics, and individual differences
69. It is a psychological test based on Jung’s psychological types
E.g. Aptitude and Interest Inventories and functions.

Level C tests: Tests that require substantial understanding of a. MBTI

testing and supporting psychological tests together with
supervised experience in the use of these devices b. NEO PI
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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
c. CFIT c. Panukat ng Katalinuhan Pilipino

d. MMPI d. MMPI

70. It is a psychological test created by Murray and his colleagues 72. It is a tool devised by Ma. Angeles Lapena which measures
which is consists of 31 pictures that depicted a variety of Filipino oriented traits, behavior and attitudes primarily to
situations where the participant is asked to tell a story about the identify inventive talent.
picture.
a. Masaklaw na Panukat ng Loob
a. MMPI
b. Panukat ng Ugali at Pagkatao
b. Rorschach
c. Panukat ng Katalinuhan Pilipino
c. TAT
d. MMPI
d. DAPT
73. It is one of the independent research traditions that examine
70. It is a psychological test created by Murray and his colleagues the elemental structures of a test. The test is examined through
which is consists of 31 pictures that depicted a variety of an evaluation of correlation and underlying dimensions.
situations where the participant is asked to tell a story about the
picture. a. Cognitive Tradition

a. MMPI b. Information Processing

b. Rorschach c. Psychometric approach

c. TAT d. All of the above

d. DAPT 73. It is one of the independent research traditions that examine

the elemental structures of a test. The test is examined through
71. It is a tool devised by Gregorio E.H. Del Pilar in which it is an evaluation of correlation and underlying dimensions.
consist of 188 items that operationalizes the Five-factor model
with Filipino trait construct. a. Cognitive Tradition

a. Masaklaw na Panukat ng Loob b. Information Processing

b. Panukat ng Ugali at Pagkatao c. Psychometric approach

c. Panukat ng Katalinuhan Pilipino d. All of the above

d. TAT T.R. Taylor’s 3 Research Traditions

71. It is a tool devised by Gregorio E.H. Del Pilar in which it is Cognitive Tradition: focuses on how people adapt to real-world
consist of 188 items that operationalizes the Five-factor model demands
with Filipino trait construct.
Information Processing: examines the processes that underlie
a. Masaklaw na Panukat ng Loob how we learn and solve problems

b. Panukat ng Ugali at Pagkatao Psychometric approach: examines the elemental structures of a

test. It examines the properties of a test through an evaluation of
c. Panukat ng Katalinuhan Pilipino its correlation and underlying dimensions.

d. TAT 74. He is the one who proposed (g) or general intelligence that is
a common element in all cognitive tests.
72. It is a tool devised by Ma. Angeles Lapena which measures
Filipino oriented traits, behavior and attitudes primarily to a. Cattell
identify inventive talent.
b. Thurstone
a. Masaklaw na Panukat ng Loob
c. Spearman
b. Panukat ng Ugali at Pagkatao
d. Binet

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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
74. He is the one who proposed (g) or general intelligence that is 2.Word fluency--the ability to produce words rapidly
a common element in all cognitive tests. 3.Number--the ability to solve arithmetic problems
4.Space-the ability to visualize relationships
a. Cattell 5.Memory-the ability to memorize and recall
6.Perception--the ability to see differences and similarities
b. Thurstone
among objects
c. Spearman 7.Reasoning-the ability to find rules

d. Binet 76. Which of the following cognitive theories does Sternberg

establish?
Spearman’s “g”
a. Multiple Intelligence
General intelligence, also known as g factor, refers to the
existence of a broad mental capacity that influences performance b. Primary mental abilities
on cognitive ability measures. According to Spearman,
c. Gf and Gc theory
this g factor was responsible for overall performance on mental
ability tests. Spearman noted that while people certainly could d. Triarchic theory of Intelligence
and often did excel in certain areas, people who did well in one
area tended also to do well in other areas. 76. Which of the following cognitive theories does Sternberg
establish?
- Numerical reasoning
a. Multiple Intelligence
G - Vocabulary
b. Primary mental abilities
- Mechanical
c. Gf and Gc theory
G and s
d. Triarchic theory of Intelligence
Spearman proposed that his two-factor theory has two
components. The general intelligence, g, influences the Triarchic Theory of Intelligence
performance on all mental tasks, while another component
influences abilities on a particular task. To explain the differences In 1985, Robert Sternberg formed the Triarchic Theory
in performance on different tasks, Spearman hypothesized that of Intelligence. Sternberg said that intelligence is divided into
this other component was specific to a certain aspect of three major skills. Let’s see them below:
intelligence. This second factor he named s, for specific ability
o Analytic intelligence
75. He is the proponent of 7 primary mental abilities.
o Creative intelligence
a. Thurstone
o Practical intelligence
b. Pearson
The main difference of the Sternberg’s Triarchic Theory of
c. Piaget Intelligence from the theory of multiple intelligences is that the
three parts relate each other and are divisions of a bigger single
d. Gardner entity.

75. He is the proponent of 7 primary mental abilities. The Analytic draws on the basic cognitive processes. It is the
ability to reason, to process information and to solve problems.
a. Thurstone Also, it is the skill that resembles more with the general concept
of intelligence.
b. Pearson
The Creative is the ability to use past experiences and learn from
c. Piaget
them to deal with new situations in the future.
d. Gardner
The Practical skill is the people’s adaptation ability to the
** Some intelligence tests, such as the Wechsler Adult environment. This seems like the modern definition of
Intelligence Scale (WAIS) intelligence.

1.Verbal comprehension-- the ability to define and understand

words
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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
77. It is the process on how humans perceive and adapt to new explorations of the world. Piaget believed that developing object
information into preexisting cognitive schemas. New experiences permanence
are interpreted to fit into old ideas.
Preoperational Stage: At this stage, kids learn through pretend
a. Accommodation play but still struggle with logic and taking the point of view of
other people. They also often struggle with understanding the
b. Schemas ideal of constancy

c. Assimilation Concrete Operational Stage: Kids at this point of development

begin to think more logically, but their thinking can also be very
d. Object permanence
rigid. They tend to struggle with abstract and hypothetical
77. It is the process on how humans perceive and adapt to new concepts. At this point, children also become less egocentric and
information into preexisting cognitive schemas. New experiences begin to think.
are interpreted to fit into old ideas.
Formal Operational Stage: The final stage of Piaget's theory
a. Accommodation involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas out how other
b. Schemas people might think and feel.

c. Assimilation 79. It is a psychological test that is anchored on the Vernon’s

Hierarchical Theories and proposes that the (g) as the top of
d. Object permanence
hierarchy.
Accommodation v. Assimilation
a. OLSAT
Assimilation
b. DAT
: It is the process on how humans perceive and adapt to new
information into preexisting cognitive schemas. New experiences c. WISC
are interpreted to fit into old ideas.
d. EPI
Accommodation
79. It is a psychological test that is anchored on the Vernon’s
: process of taking new information in one’s environment and Hierarchical Theories and proposes that the (g) as the top of
altering pre-existing schemas in order to fit into old ideas. hierarchy.

78. It is a cognitive stage according to Piaget wherein the child is a. OLSAT

egocentric and intuitive.
b. DAT
a. Sensorimotor stage
c. WISC
b. Preoperational stage
d. EPI
c. Concrete operational stage
80. People tend to accept vague personal description of them.
d. Formal operational stage This is called as ____.

78. It is a cognitive stage according to Piaget wherein the child is a. Barnum effect
egocentric and intuitive.
b. Hawthorne effect
a. Sensorimotor stage
c. Expectancy effect
b. Preoperational stage
d. Galatea effect
c. Concrete operational stage
80. People tend to accept vague personal description of them.
d. Formal operational stage This is called as ____.

Sensorimotor Stage: During this stage, infants and toddlers a. Barnum effect
acquire knowledge through sensory experiences and
manipulating objects. At this point in development, a child's b. Hawthorne effect
intelligence consists of their basic motor and sensory
c. Expectancy effect
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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
d. Galatea effect 83. Who is the proponent of the first theory of intelligence?

81. According to the theory of Vygotsky, it contains that one has a. Binet
already mastered and capable of his own.
b. Spearman
a. Zone 1
c. Galton
b. Zone 2
d. Thurstone
c. Zone 3
84. Prof. C submitted a graph chart about the performance of his
d. Zone 4 students in their exam last week. In the chart, it shows that the
students’ scores are placed on the high end of the distribution.
81. According to the theory of Vygotsky, it contains that one has This means that the exam is ____.
already mastered and capable of his own.
a. Very easy
a. Zone 1
b. Very hard
b. Zone 2
c. Average
c. Zone 3
d. Can’t be determined
d. Zone 4
84. Prof. C submitted a graph chart about the performance of his
ZONE 1: contains information that has already been mastered students in their exam last week. In the chart, it shows that the
and capable of doing by the individual students’ scores are placed on the high end of the distribution.
This means that the exam is ____.
ZONE 2: contains information that can be learned with the
assistance of others a. Very easy

ZONE 3: contains information that are outside the person's b. Very hard
knowledge and capabilities.
c. Average
82. Who are the proponents of the first intelligence test?
d. Can’t be determined
a. Cronbach and Meehl
85. Mr. Fu’s actual age is 22. His mental age is 30. Which of the
b. Campbell and Fiske following statements is true?

c. Woodworth and Rorschach a. Her intellectual capacity is normal for her age

d. Binet and Simon b. Her intellectual capacity is superior compared to people

of her age
82. Who are the proponents of the first intelligence test?
c. Her intellectual capacity is inferior compared to people
a. Cronbach and Meehl
of her age
b. Campbell and Fiske
d. We can’t determine her intellectual capacity
c. Woodworth and Rorschach
Skewness
d. Binet and Simon
The nature and extent to which symmetry is absent
83. Who is the proponent of the first theory of intelligence?
POSITIVELY SKEWED: when relatively far of the scores fell at the
a. Binet high end of the distribution; items are too difficult

b. Spearman Negatively Skewed: when scores fell at the low end of the
distribution; items are too easy
c. Galton

d. Thurstone

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PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
85. Mr. Fu’s actual age is 22. His mental age is 30. Which of the c. Extremely gifted
following statements is true?
d. Profoundly gifted
a. Her intellectual capacity is normal for her age
88. In reliability, what range estimate is good enough for basic
b. Her intellectual capacity is superior compared to people research?
of her age
a. .95
c. Her intellectual capacity is inferior compared to people
of her age b. .90

d. We can’t determine her intellectual capacity c. .80

85. Mr. Fu’s actual age is 22. His mental age is 30. Which of the d. .65
following statements is true?
88. In reliability, what range estimate is good enough for basic
a. Her intellectual capacity is normal for her age research?

b. Her intellectual capacity is superior compared to a. .95

people of her age
b. .90
c. Her intellectual capacity is inferior compared to people
c. .80
of her age
d. .65
d. We can’t determine her intellectual capacity
89. Defining terms based on dictionary, encyclopedia, and
86. In number 85, what is the computed mental age?
research journal is:
a. 135
a. Operational definition
b. 120
b. Conceptual definition
c. 134
c. Logical definition
d. 136
d. Theoretical definition
86. In number 85, what is the computed mental age?
89. Defining terms based on dictionary, encyclopedia, and
a. 135 research journal is:

b. 120 a. Operational definition

c. 134 b. Conceptual definition

d. 136 c. Logical definition

87. According to Binet’s Age differentiation in mental age, in what d. Theoretical definition
category is Mr. Fu should be placed?
90. It is an affirmation of existence of a certain phenomenon
a. Moderately gifted
a. Ha
b. Highly gifted
b. Ho
c. Extremely gifted
c. Hypothesis
d. Profoundly gifted
d. Research problem
87. According to Binet’s Age differentiation in mental age, in what
90. It is an affirmation of existence of a certain phenomenon
category is Mr. Fu should be placed?
a. Ha
a. Moderately gifted
b. Ho
b. Highly gifted
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RGO REVIEW CENTER

C H E D P E R M I T N O. 051 S E R I E S OF 2008
RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
c. Hypothesis b. Purposive sampling

d. Research problem c. Cluster sampling

91. Defining terms based on observable characteristics and how d. Random sampling
it is used in the study is called as
94. The best sampling procedure wherein every member of the
a. Theoretical definition population is given the chance to be selected as representatives.

b. Conceptual definition a. Quota sampling

c. Logical definition b. Purposive sampling

d. Operational definition c. Cluster sampling

91. Defining terms based on observable characteristics and how d. Random sampling
it is used in the study is called as
94. The best sampling procedure wherein every member of the
a. Theoretical definition population is given the chance to be selected as representatives.

b. Conceptual definition a. Quota sampling

c. Logical definition b. Purposive sampling

d. Operational definition c. Cluster sampling

92. Research design wherein the study focuses from the past, d. Random sampling
present and future is called
95. A bell-shaped and symmetrical distribution about the mean is
a. Descriptive called

b. Experimental a. Bivariate distribution

c. Historical b. Chi square distribution

d. Case study c. Normal distribution

92. Research design wherein the study focuses from the past, d. T distribution
present and future is called
95. A bell-shaped and symmetrical distribution about the mean is
a. Descriptive called

b. Experimental a. Bivariate distribution

c. Historical b. Chi square distribution

d. Case study c. Normal distribution

93. Sampling design is based on the selection of the individuals as d. T distribution

samples according to the criteria set by the researcher
96. Mr. K is said to be having a Schizophrenia based on the
a. Quota sampling diagnosis of Dr. A. But according to Dr. B, Mr. K doesn’t have any
presence of Schizophrenia. This phenomenon is called as
b. Purposive sampling
a. Type 1 error
c. Cluster sampling
b. Type 2 error
d. Random sampling
c. Type 3 error
93. Sampling design is based on the selection of the individuals as
samples according to the criteria set by the researcher d. Type 4 error

a. Quota sampling

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RGO REVIEW CENTER

C H E D P E R M I T N O. 051 S E R I E S OF 2008
RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
96. Mr. K is said to be having a Schizophrenia based on the Visual Analog Scale: using this, the respondent is given a 100-mm
diagnosis of Dr. A. But according to Dr. B, Mr. K doesn’t have any line and asked to place a mark between two well-defined
presence of Schizophrenia. This phenomenon is called as endpoints of the scale.

a. Type 1 error Checklist: requires the number of categories; it can be used to

describe oneself or to provide response to others.
b. Type 2 error
98. Bong has just recently passed the BLEPP 2016. He is bound to
c. Type 3 error renew his license for every how many years?

d. Type 4 error a. 5 years

TYPE 1 ERROR: b. 6 years

The incorrect rejection of true Ho c. 3 years

False positive d. 2 years

Type 2 ERROR 98. Bong has just recently passed the BLEPP 2016. He is bound to
renew his license for every how many years?
The failure to reject a false Ho
a. 5 years
False negative
b. 6 years
97. Jordan had been injured in a vehicular accident. At the
hospital, he was asked to assess the level of pain he felt by placing c. 3 years
a mark on a line that had both ends with extreme categories from
“no pain” to “very much pain”. He is probably answering a ___ d. 2 years

a. Guttmann scale 99. A psychology graduate who is aiming to pass the BLEPP must
have a general average of ___ with a rating of not below ___ in
b. Semantic differential scale any subject.

c. Visual Analog Scale a. 75%, 65%

d. Checklist b. 75%, 70%

97. Jordan had been injured in a vehicular accident. At the c. 70%, 60%
hospital, he was asked to assess the level of pain he felt by placing
a mark on a line that had both ends with extreme categories from d. 75 %, 60%
“no pain” to “very much pain”. He is probably answering a ___
99. A psychology graduate who is aiming to pass the BLEPP must
a. Guttmann scale have a general average of ___ with a rating of not below ___ in
any subject.
b. Semantic differential scale
a. 75%, 65%
c. Visual Analog Scale
b. 75%, 70%
d. Checklist
c. 70%, 60%
Guttmann scale: presents a number of items to which the
person is requested to agree or not agree. This is typically done d. 75 %, 60%
in a 'Yes/No' dichotomous format. It is also possible to use a
Likert scale, although this is less commonly used. 100. Which of the following information is not indicated in the
professional identification card?
Semantic differential scale are used to derive the attitude
towards the given object, event or concept; an application of a. Registration date
more general attempt to measure the semantics or meaning of
b. Date of Issuance and Expiration
words, particularly adjectives, and their referent concepts. The
respondent is asked to choose where his or her position lies, on a c. License number
scale between two polar adjectives
d. Date of examination
23
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RGO REVIEW CENTER

C H E D P E R M I T N O. 051 S E R I E S OF 2008
RGO Review for Psychology 09198024027/09184946716

PSYCHOLOGICAL ASSESSMENT
Prepared By:
Prof. Richard M. Campos, RPm
100. Which of the following information is not indicated in the
professional identification card?

a. Registration date

b. Date of Issuance and Expiration

c. License number

d. Date of examination

To God be the Glory!

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