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Testing and Assessment

This document discusses key concepts in psychological testing including reliability, validity, and norms. It provides details on different types of reliability such as test-retest, inter-rater, parallel forms, and internal consistency reliability. It also discusses different types of validity including face validity, content validity, construct validity, criterion validity, and internal validity. Finally, it outlines steps to develop norms and different types of norms including descriptive/injunctive norms, age norms, percentile norms, and standard score norms. The conclusion emphasizes the importance of norms, reliability, and validity in psychological testing while noting it's also important to consider individual characteristics when interpreting test results.

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anikaafreenansari
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24 views

Testing and Assessment

This document discusses key concepts in psychological testing including reliability, validity, and norms. It provides details on different types of reliability such as test-retest, inter-rater, parallel forms, and internal consistency reliability. It also discusses different types of validity including face validity, content validity, construct validity, criterion validity, and internal validity. Finally, it outlines steps to develop norms and different types of norms including descriptive/injunctive norms, age norms, percentile norms, and standard score norms. The conclusion emphasizes the importance of norms, reliability, and validity in psychological testing while noting it's also important to consider individual characteristics when interpreting test results.

Uploaded by

anikaafreenansari
Copyright
© © All Rights Reserved
Available Formats
Download as ODP, PDF, TXT or read online on Scribd
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Arya Mahila P.G.

College
Chetganj, Varanasi

Name : Anika Afreen


Roll No. : 21235PSY003
Paper Name : Psychological Testing
and Assessment (BSP- 311)
Semester – 5th
PSYCHOLOGICAL
TESTING AND
ASSESSMENT

Assignment
Presented by :
Anika Afreen
Reliability
• Reliability is the ability of a test or assessment to yield the
same results when administered repeatedly. It would be
hard to trust the results of a test that yields strikingly
different results when administered to the same
participant in close proximity in time to one another. A
test that is reliable is not necessarily valid or measuring
what it is intended to measure. A test can be reliably
inaccurate.
Types of Reliability
• Test-retest reliability : It is determined by administering the same test repeatedly. This often
involves using different versions of the test so that the person taking the test doesn’t receive
the same questions each time they take it. For example, a reliable intelligence test should show
high levels of test-retest reliability since intelligence is thought to be a fairly stable trait.
• Inter-Rater Reliability : Psychological tests often involve observations on behalf of the
researchers administering the test. Inter-rater reliability is the extent to which the observations
made by different observers are consistent. For example, studies often involve two separate
researchers that are given the responsibility of recording test-takers’ responses.
• Parallel forms reliability : It measures the correlation between two
equivalent versions of a test. You use it when you have two different
assessment tools or sets of questions designed to measure the same
thing.
• Internal consistency : It assesses the correlation between multiple items
in a test thatare intended to measure the same construct. You can
calculate internal consistency without repeating the test or involving
other researchers, so it’s a good way of assessing reliability when you
only have one data set.
Validity
Validity in research, statistics, psychology, and testing evaluates
how well test scores reflect what they’re supposed to measure.
Validity addresses the appropriateness of the data rather
than whether measurements are repeatable (reliability). However,
for a test to be valid, it must first be reliable (consistent)
•
Types of Validity
• Face validity : is how valid your results seem based on what they look like.
This is the least scientific method of validity, as it is not quantified using
statistical methods.Face validity is not validity in a technical sense of the
term. It is concerned with whether it seems like measure what we claim.
• Content validity : is whether or not the measure used in the research covers
all of the content in the underlying construct (the thing you are trying to
measure).This is also a subjective measure, but unlike face validity, we ask
whether the content of a measure covers the full domain of the content.
• Contrast Validity : A construct represents a collection of behaviors that are
associated in a meaningful way to create an image or an idea invented for a
research purpose. Construct validity is the degree to which your research
measures the construct (as compared to things outside the construct).
• Criterion Validity : It evaluates how well a test can predict a concrete outcome,
or how well the results of your test approximate the results of another test.
Internal Validity : It relates to the way a test is performed, while external
validity examines how well the findings may apply in other settings.
NORMS
• Norms of psychological tests refer to the standard scores or average scores of a given population that have
taken the test. These scores serve as a reference point to compare an individual’s performance with others
of the same age, gender, education, or cultural background.

Steps to develop norms in psychological testing :


1. Defining the target population: Choose what to measure and how to define it and Decide who will be
taking the test and choose what question to ask how to word them and how many to include. 2. Selecting the
sample: Choose response format for each question. Collect population and take the test to collect feedback
from them.
3. Standardised conditions for proper implementation for the test
Make changes to the test based on the feedback repeat step 5 and 6 as much as
needed. Compare the test to other tests that measured similar or opposite
concepts performed statistical analysis during the intra process to make sure
the test is reliable and valid.
Types of Norms :
1. Descriptive and injunctive norms : These are perceptions of the way people
behave in a group or feel that others ought to behave in a group. While a descriptive
norm describes how you think people actually behave (i.e. My parents do not drink
often) . An injunctive norm is how you think people feel about a behavior (i.e. My
parents think drinking is wrong). 2. Age norms : age norms find out only those
variables which increase with age height, weight, intelligence, reading ability,
vocabulary, mental age etc this type of norms was used in Binet’s Intelligence test.
3. Percentile Norms : by percentile norms in a text test is went the different
percentiles obtained by a large group of students in order to know percent tile
value a test is administered on a large group and different percentile values
are calculated based on scores obtained by students these percentile values
are percentile norms. 4. Standard Score: By standard score norms are meant
to change the raw course of candidates into standard scores .This type of
norms is found out with the help of standard deviations or SD . This standard
deviation is a measurement of the expense of scores of a group standard
norms are based on normative group.
Conclusion:
In conclusion, norms, reliability and validity are an essential aspect
of psychological testing, as they provide a standard for interpreting
test results and help to ensure the validity and reliability of the
assessment process. However, it is crucial to critically evaluate the
limitations of norms and consider the unique characteristics and
experiences of the tested individual when interpreting test results.
Thank you.

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