Psychological Assessment: Exam 1

Vocabulary flashcards covering core concepts from pages 1–7 of the lecture notes on psychological assessment, testing, ethics, law, and diagnosis.

Psychological assessment

Process of collecting, evaluating, and integrating information about a person’s mental health and behavioral functioning to answer a referral question and guide decisions.

Referral question

The specific question or problem the assessment aims to resolve.

Purposes of assessment

Infer current state (diagnosis), predict future behavior, inform decisions, and track progression over time.

IQ testing

A measure of general cognitive ability used to understand functioning and support decision-making.

Classification

Putting people into categories based on observed attributes.

Placement

Sorting individuals according to needs or skill sets for services or opportunities.

Screening

Initial broad assessment to decide if a full evaluation is warranted; balance false negatives and false positives.

Certification

Pass/fail standard indicating minimal competence to receive privileges or responsibilities.

Selection

Choosing the person to be offered an opportunity (admission, employment, etc.).

Diagnosis

Name/label for a cluster of symptoms or behaviors used to guide treatment; often refers to dysfunction; may involve additional assessment; can be collaborative and dynamic.

Collaborative assessment

Process that involves working with multiple stakeholders to incorporate ideas and changes.

Dynamic assessment

Assessment that includes intervention and post-test data, often used in education.

Self-knowledge

Insight into one’s own strengths and weaknesses promoting understanding and growth.

Program evaluation

Assessing whether an investment is worthwhile, focusing on group patterns rather than individuals.

Research

Systematic documentation of variables, relationships and effects.

Test

A tool that measures one or more aspects of a person (traits, abilities, symptoms, etc.).

Test domains (types of referral questions)

Possible areas to test when answering a referral question, including neuroticism, mood, IQ, symptoms, health, personality, achievement, interests, attitudes.

Psychometrics

The science of psychological measurement (reliability, validity, utility).

Psychometrist

Professional skilled in administering psychological tests; typically bachelor’s level.

Psychometrician

Psychologist or specialist who develops, constructs, standardizes and evaluates tests; typically requires a doctorate; ensures reliability, validity and utility.

Reliability

Consistency of test scores across time, forms, or raters.

Validity

The extent to which a test measures what it is intended to measure and supports meaningful interpretations.

Operational definition

A clear definition that specifies how a trait will be measured.

Trait vs. state

Trait is an enduring difference between people; state is a temporary condition.

Test-related error

Sources of error beyond trait variation (e.g., illness, misdirection) that affect scores. The test is only going to be as good as the testor

Bias

Unfair or biased testing procedures; fairness issues; identification and reform.

Ethics codes

Professional guidelines governing testing and assessment practice; overseen by professional organizations. Guidelines are designed to protect those taking tests – if followed, they also protect the tester!

Informed consent

Permission to assess with information about process, purpose, risks, and costs; voluntary.

Confidentiality

Privacy of client information; breaches may occur for safety concerns or legal obligations.

Duty to warn

Obligation to warn potential victims if a client intends to harm them.

Duty to protect

Obligation to protect or inform authorities when there is risk of harm; may involve breaking confidentiality.

Privilege

Legal right to keep communications confidential; exceptions allowed.

HIPAA

Health Insurance Portability and Accountability Act; protects privacy of health information.

FERPA

Family Educational Rights and Privacy Act; protects privacy of educational records.

ADA

Americans with Disabilities Act; prohibits discrimination; limits job-related questions; may require accommodations.

A-level tests

Tests requiring minimal training; can be administered by teachers; not necessarily by a trained psychologist.

B-level tests

Tests requiring more training; administered by professionals who understand assessment and test construction.

C-level tests

High-stakes tests requiring advanced degrees and greater testing experience (e.g., IQ tests).

Test security

Protecting test content and maintaining test integrity to prevent cheating and invalid results.Prevents low validity and misuse/unfair use

Rights of test takers

Fair access, unbiased data presentation, and restricting test access to competent users.

Assessment and the Law

Balance fairness, accuracy, safety, privacy; enforce confidentiality and privilege; legal protections for test takers.

Prevalence

How common a disorder is in a population (yearly, lifetime); commonly cited categories include depression, anxiety, and substance use.

Comorbidity

Having more than one disorder at the same time.

Diagnostic heterogeneity

The same disorder may present with different symptoms across individuals.

Pros and Cons for Group Administered Tests

Pros: Receive a lot of data all at once. Save time and money. Some may be more honest because it feels more anonymous. More available to more people

Cons: People may change their answers to sound better in front of others. Risks being less personal. The participants need to be able to read and write.

Pros and Cons for Individually Administered Tests

Pros: More detailed observations on the client. Don’t need to know how to read or write because one on ones are typically oral tests. Increase what you can measure. More intimate time with the client

Cons: Lots of money and time. Unintentional biases. Depending on the individual may lean on social biases. less data overall.

Norm Referenced

score based on the performance of others. compare the individual to a meaningful group. Ex: IQ, SAT, ACT, GRE, MCAT, MMPI

Criterion Referenced

All can pass and all can fail. Just based on whether the person gets the right or wrong answer. Ex: school exams. not based on a population’s standard, just based on where or not they got the question right

Maximum Performance

measuring the best you can do. Ex: IQ tests, Achievement tests

Typical Performance

measuring the usual behavior. Ex:personality tests

11 categories of test review

1. Intelligence, 2. Aptitude, 3. Achievement, 4. Creativity, 5. Personality, 6. Interest Inventories, 7. Emotional Regulation and/or Emotional Intelligence, 8. Diagnostic, 9. Behavior-based procedures, 10. Neuropsychological, 11. Developmental

1, 2, 3, and sometimes 4 are considered to be cognitive ability tests

5, 6, and 7 fit under the label of personality testing

8, 9, 10, and 11 are more specialized (neuropsychological testing)

Intelligence

general ability to solve problems, adapt, gain knowledge and learn from experience

Aptitude

potential for learning a specific skill/area (ex: musical talent, mechanical or clerical skills and dexterity)

Achievement

level of accomplishment in subject or task (measure of previous learning, available for any areas)

Creativity

ability to think “outside the box”, to find unusual or unexpected solutions

Personality

consistent traits, qualities, characteristics behaviors, etc. “what makes them — them?” (often measuring variations in typical or healthy traits, not always about the pathology/disruptive patterns

Interest Inventories

Preference for activities and topic (may be used to determine a job that best fits you)

Emotional Regulation and/or Emotional Intelligence

Includes Impulse control/delay of gratification ability to recognize and manage emotions (yours and others) (more recent interest)

Diagnostic - Clinical

Measure of psychopathology areas of difficulty — may be used to support diagnosis/select treatment. Can overlap with personality

Behavioral Based Procedures

describe + count behavior of interest, find Triggers/consequences (to facilitate intervention)

Neuropsychological

Specific perceptual and cognitive skills are measured; often looking for indicators of brain dysfunction post-injury or suspected disease process. Looking for brain dysfunction which could connect with personality, but it’s more specific.

Ex: Professionals use paper + pencil, puzzles, and MRI testing to check to see if there’s any dysfunction

Developmental

Are they meeting expected age based- milestones? (physical, motor, cognitive, social, emotional?) Are they on target? Yes or no…are they ahead or behind

How do you know what tests are available?

Check: Test catalogs, test manuals, Professional Books, Reference Volumes, Journal Articles, Other online databases, Unpublished Tests

Test Catalogs

flashy magazine type booklets/websites) put out by test publishers — each one may contain 100+ tests. Brief descriptions are provided identified what is measured, how it’s scored and target population. They are designed to sell products but you must check it’s Validity

Test Manuals

Included with your purchase of the item. Provide info on administration, norms, and basic Validity research, but access may be restricted

Professional Books

provides a wealth of info. more detailed interpretations but not necessarily objective - test authors often involved in production

Reference Volumes

search the web on thee titles and learn more about them. they have tests you can print and mental measurements yearbook

Journal Articles

updated and or independent reviews of tests and new tests provides info on the soundness and/or use of tests

Other Online Databases

ERIC (Educational Resources Information Center. Eric.ed.gov) links to many resources and articles on tests, testing and assessments. Various behavioral science databases also helpful. Others out there - but screen to make sure reputable - some tests more for enhancement

Unpublished Tests

must obtain permission of test author to use (Educational Testing Service also known as ETS) Test Collection database and APA PsychTESTS (subscription)

Types of topics that are important when considering assessments:

Interview data, History, Ability/Cognitive Testing, Background, Developmental, Portfolio, Physiological, Personality, Behavioral Observations

Interview Data:

self or sometimes with an informant, Structured or informal, insight about what's going on

History

medical, school, therapy, legal records

Ability/Cognitive Testing

IQ, academic achievement, creativity, aptitude, neuropsychological testing, altruism memory

Background and Psychological Status

Demographics: age, sex, race, SES, ethnicity

• family structure, religion, spirituality, job history social circle and relationships

Development Status

did they hit all their milestones whether that be physical, mentally socially, cognitively

Portfolio

getting samples of things the client produced

Physiological Models

DNA, genes, blood pressure, can impact psychological and well being. Cardio vascular health, hormones, substance use, medications (ex: antidepressants), physical status, sleep patterns, physical trauma (ex: head injury) chronic and acute pain

Personality

traits — healthy variations, psychopathology, emotional intelligence, empathy, interests, morals or values

Behavioral Observation

mental status exam, EMA: ecological, momentary assessment, role plays, virtual reality

Psychological Traits

is relatively enduring way people differ. we can’t see or touch them but we can infer them from behavior/self report

Psychological States

more transitory ways we differ. we can’t see or touch them but we can infer them from behavior/self report

Psych traits and states can be quantified and measured

the amount of a trait that a person can be determined. Called the operational definition (tells how it’s measured)

Tests related behavior predicts non test related behavior

This is the main way to judge the usefulness of the test. The tests provides a sample of behavior thoughts and feelings

All test have limits and imperfections

• What does the research say? What does the test measure? How do you know? Who can give it and who can take it? What are the limits?

• Go by ethical codes whenever you’re administering a test.

Various sources of error are part of the process

things other than variations in traits being measured can impact score. Ex: if the test is sick, you explain the direction wrong to the testee) Must consider these factors to understand scores; The ideal test minimizes these error but they’re inevitable

Unfair

know and respect limits, these are the most difficult and controversial. It’s easier to track biases rather than fairness

Testing and Assessment Benefit Society

perhaps the most important assumption

What are the standards?

many professional organizations provide specific guidelines for ethical 

development, administration, scoring, and interpretation of tests, and training of assessors

What happens if you don’t follow the standards?

You are held accountable…

• If you don’t follow the rules you can get kicked out of the psychological organization. 

• You can get sued for malpractice

• Loss of license of membership in professional organizations 

• Losing your license means losing your ability to practice within the psychological or psychiatric field

Codes of Ethics by Organizations:

• American Counseling Association 

• American Association of Marriage and Family

Training Standards

• School must be accredited for them to meet the training standards

• Jobs like Forensic psychologists need additional trainings 

Responsibilities of a Testor

1. Don’t sell the test prematurely! It must be thorough, valid and of quality 

2. Provide an unbiased presentation of data 

3. Limit access to competent users (when possible)

A level test

• takes minimal training. This can be provided by teachers and not a trained psychologist

B level test

• professionals that understand assessment; needs more training; needs to understand test construction 

C level test

• higher stake tests; requires an advance degree; needs higher experience of testing and assessment; giving IQ test, choosing if that person needs jail time or to 

What is the ethical responsibility of test users

Informed Consent, Standard of Care, Rapport, Accommodations, Cultural Sensitivity, Professional Competence

Informed Consent

for both research and therapy make sure you have permission to assess based on reasonable info about the process and reasons

Standard of Care

the level of competence and quality of service expected from a similarly qualified and reasonable professional in a particular situation

Rapport

show respect/treat humanely choose appropriate language; close and harmonious relationship in which the people or groups concerned understand each other's feelings or ideas and communicate well.