week 3 - test administration

behavior, relationship

both the _______ of the examiner and their _________ to the testtaker can affect test scores

behavior during test administration

• using friendly conversation and verbal reinforcement can increase scores

• using disapproving comments decreases scores

• familiarity with the examiner increases scores

interaction

• in most testing situations, examiners should be aware that the ________ with testtakers can influence the results

subtle cues

given by the test administered can affect the level of performance expected by the examiner

Stereotype Threat

• test takers may face a double threat

• personal concern about how they will be evaluated and whether they will do well on the test

• members of stereotyped groups may experience extra pressure to disconfirm negative stereotypes

simplybeing aware of the negative stereotype may inhibit performanceon tests and academic performance

cues about the testing environment

• People may perform worse on a test when they are reminded of a negative stereotype about their group.

• The testing environment itself can increase anxiety and fear.

  • Example:

    • If students are told that “people from your group usually do poorly on this test,” they may become nervous and actually perform worse.

hypotheses

• people who are threatened may engage in cognitive processes that focus their attention on themselves rather than on the test task

• they overattend to the threat and have less attention to concentrate on the test

efforts to suppress interfering thoughts may deplete working memory

self-handicapping

A person puts in less effort or creates excuses before a possible failure to protect their self-esteem.

Instead of fully trying and risking failure, the person may think:

“If I fail, I can just say I didn’t try hard.”

Example:

not studying before an exam

staying up late before a test

intentionally not preparing

This gives an “excuse” for poor performance.

physical arousal

might facilitate performance on easy tests but can interfere with performance on more challenging assessments

Remedies for Stereotype Threat

means ways to reduce anxiety caused by stereotypes during testing.

Small things in the testing environment can remind people of stereotypes and hurt performance.

Example:

If a test asks for race, age, or sex at the beginning, it may trigger worries like: “People like me usually do poorly on this test.”

A simple solution:

move demographic questions (age, race, sex) to the end of the test

so test-takers focus first on the actual questions

nondiagnostic

• many interventions are effective, not because they change the situation, but rather because they reduce the level of threat

• telling testtakers that they are completing a _________ test can sometimes reduce the amount of threat

growth mindset

• many interventions are effective, not because they change the situation, but rather because they reduce the level of threat

  • interventions promoting a ________ can eliminate the mindset that some groups possess a fixed trait that cannot be changed

language

• some tests are inappropriate for people whose knowledge of the _____ is questionable

validity and reliability

• ______ and _____ of tests are in question for those who do not speak English as an example

external validity

concern about the internal validity of research studies often compromises

external validity

concerns the use of research findings in groups other than those who participated in the original validation studies

best

• for testtakers proficient in two or more languages, the test should be given in the language that the testtakers feel is their _____

interpreters

• should be used only with great caution because they can introduce bias into the testing situation

Training of Test Administrators

• different assessment procedures require different levels of training

• recall that there are certain tests that need to be administered by licensed professionals such as psychometricians and psychologists

• registered psychologists are the only ones trained to administer projective tests

registered psychologists

only ones trained to administer projective tests

expectancy effects

The expectations or beliefs of the person giving or scoring the test can affect the test results.

If the examiner expects someone to do well or poorly, that expectation may unintentionally influence scoring or treatment.

Example:

A teacher who believes a student is “smart” may unconsciously score answers more favorably.

Rosenthal effects

• refers to situations where high expectations lead to improved performance, while low expectations lead to poor performance

• expectancy effect results from subtle nonverbal communication between examiner and subject

• the examiner may not even be aware of their role in the process

• it is important to eliminate bias associated with expectation

reinforcement

• affects behavior, testers should always administer tests under controlled conditions

reward

• ______ can significantly affect test performance

• effects of praise are about as strong as effects of money or candy

praising the process

(”you worked hard”) results in better performance than praising the person (”you are clever”)

strict control over the use of feedback

the potency of reinforcement requires that test administrators exert _______

test manual

should clearly spell out the directions for administration

test manual

• directions should be sufficiently detailed to be duplicated in all situations in which the test is given

• it must give the test examiner instructions that include the exact words to be read to the testtakers

• it must also include questions that testtakers will likely ask and instructions on how administrators should answer them

• most test manuals and interviewer guides insist that no feedback be given

reliable or valid

• whether examiners give a test or supervise others who do, they must consider that the test may not remain ____ or ________ if they deviate from the specified instructions

Mode of Administration

has only small effects in most situations, it should be constant within any evaluation of patients

• in psychiatric disability studies, more distress and disability is reported in self-completed questionnaires compared with questionnaires completed using an interviewer

State of the Subject

• test anxiety → difficulty focusing attention on the test items and being distracted by other thoughts such as “I am not doing well” or “I am running out of time”

  • three components:

    • Worry

    • Emotionality

    • lack of self-confidence

• many variations in health status affect performance in behavior and in thinking those who are experiencing certain types of physical illnesses may not perform well in a test