Midterm Reviewer

Psychometrics

defined as “the branch of psychology concerned with the quantification and measurement of mental attributes, behavior, performance, and the like, as well as with the design, analysis, and improvement of the tests, questionnaires, and other instruments used in such measurement”

Psychological Assessment

• It involves integration of information from multiple sources, such as tests of normal and/or abnormal personality, test of ability or intelligence, test of interest or attitudes, as well as information from personal interviews and observations.

• Concerned with quantification and measurement of mental attributes, behavior, performance, etc.

• “Process for collecting relevant information in an effort to reach a conclusion to understand an individual, to predict behavior, to plan treatment, and to evaluate treatment outcome”

Testing

• It focuses on how one person or group compares with others

• Actual test questionnaires

• Is just one component of assessment

• Testing sets formal tests such as questionnaires or checklists.

• based on norms or ages, and are standardized where all those taking the tests are evaluated similarly.

• It focuses on how one person or group compares with others

Assessment

• Test, interview, observations, records (many other sources)

• Involves the use of several components like standardized tests, informal & formal or clinical interviews and observations, and school & medical record reviews, among others.

Screening

• is short and straightforward

• Narrow, for one area only

Francis Galton

• Focused on individual differences

• focused on sensory and motor functioning of people or mental ability. E.g. reaction time using a calibrated pendulum

• used standardized procedures of objective tests and initiated the use of test battery

O. Edouard Seuin

• wrote the first major textbook on the assessment and treatment of mental retardation

• The book titled “idiocy, and its treatment by the Physiological Method” was published in the year 1866.

• His and Esquirol’s studies influenced the need and creation for Binet’s Intelligence Tests.

Wilhemn Wundt

• studied conscious human experience using the first experimental laboratory

• he acknowledged individual differences, but his inclination was more on the study of the human min

• his legacy was on the rigorous experimental control of procedures, which is very experimental control of procedures, which is very important in test administration under standardized conditions (i.e.reliability)

James McKeen Cattell

• did an elaborate reaction time studies and invented the term “mental test” for his Galtonian Test Battery

• He developed 16 Personality Factors

• Some of his famous students were: Thorndike, Woodworth, Wissler, & E.K. Strong who assisted him in objective experimental methods of mental testing.

Clark Wisler

• correlated mental tests and academic performance which showed relationship between reaction time and sensory discrimination as measures of intelligence

• abandonment of reaction time Wissler even had desirable development in the

• history of psychological testing, specifically on abandonment of reaction time (RT) and sensory discrimination.

Robert Woodworth

• gave importance to looking into correct norming like mental function, size of participants, and skin color.

• created the recognized first personality test called woodworth personal data sheet that measures emotional stability, and later on neuroticism.

Alfred Binet

• developed his test to identify children in Paris school system who could not profit or benefit from ordinary instruction

• Theodore Simon (+Binet) - they established Simon-Binet Scale or the first modern intelligence test

William Stern

• introduced the IQ test: mental age/chronological age

• Quotient: Mental age divided by chronological age (to which Terman later improved by multiplying the score by 100 to get the whole number)

• Stern suggested the use of standardized way of comparing scores across populations of children.

Lewis Terman

• improved IQ test

• focused on diagnosing intellectual and developmental deficiencies in Young children

• Stanford-Binet Intelligence Scale

Robert Yerkes

• used Psych tests to recruit soldiers

• Army Alpha (verbal test)

• Army Beta (used simple pictorial/nonverbal instructional

• for selection of individuals for military

Henry Goddard

• Translated Simon-Binet from French to English

• was invited to Ellis Island to help detect morons among immigrants

• Goddard’s Intelligence Classification of Immigrants of Different Nationalities, he asserted that most of the Ellis Island immigrants were mentally deficient (results indicate that most are feeble-minded leading to immigrants sent back to Europe)

• american test given to Europeans which resulted to low IQ results

• age of discrimination

Operational Definition

How it is used for

Internal structure

composite/multiple subscales, and/or use of dissimulation and reverse scored items

Content Area

Are areas related the purpose of your study

Manifestations

These are the ways in which the content areas may manifest themselves

Background infromation

these are the demographic profiles and other information about the respondents.

Face Validity

• is determined by a review of the items and not through statistical analyses.

• Just by looking at what is written, it measures what it intends to measure

Content Validity

• Refers to the connections between the test items and the subject-related task.

• the test should evaluate only the content that is related to the field of study in a manner sufficiently representative, relevant, and comprehensible.

Expert Validation

• under content validity

• look for experts that will validate the content of your test

Construct validity

• Implies the use of the construct correctly

• seeks agreement between a theoretical

Convergent validity

• The test correlates with other tests measuring the same construct.

• aims to seek how closely the new test is related to other variables of the same construct. Thus, this uses statistical treatment or analysis

• Positive correlation.

Divergent validity

• The test does not correlate with unrelated constructs.

• if there is no valid test close/related to the construct of the new test.

• Negative correlation.

Criterion validity

• shows the accuracy of a test/ questionnaire when compared to another test that had already demonstrated to be valid. There are valid tests that are exactly the same as yours.

Concurrent

• is the measure that the more test presents or remonstrates the same underlying concepts with an already existing or known standardized tool.

• Only applies if there is an exactly the same construct.

Predictive

• estimates the relationship of the new test scores of an examinee’s future performance. The more the relationship or correlation between the two, the higher the Predictive Validity of the test.

Reliability

Consistency of result

Inter-rather reliability

• two or more individuals agree. Assesses the consistency of how a measuring system is implemented.

• It assess the degree to which different raters give consistent estimate of the same phenomenon

Test-Restest Reliability

consistency of the measuring tests over time. This is when a test is repeated on the same participants at a future date, where results are correlated with the initial test.

Inter-item Reliability

is the extent to which the test and its items assess the same characteristic, skill, or quality. It is a measure of the precision between the measuring items of the instruments.

Parallel forms reliability

is used to assess the consistency of the results of two tests constructed in the same way from the same content and domain. It is determined by relating two sets of test scores to one another.

Alternate form

create two tests measuring the same construct. Observe correlation, if both tests are answered consistently.

Split half

one test split in half, observe consistent answering for the different group of items.

Standardization

the test is administered the same way to all respondents (present and future)

Norming

is the process of establishing norms or reference standards for a test by administering it to a large, representative sample. These norms help interpret individual scores by comparing them to the performance of the standardized group.