PSYCHOLOGICAL TESTING SECTION- B
Problems of test construction-
Validity- refers to the extent to which the test measures what its supposed to measure or
what it claims to measure or what it is deisgned for. Is the purpose for which the test is
designed is it fulfilling that. Types-
- Content validity- process where connections between test items and job related tasks
are established. Does the test assess all the relevant aspects of the construct it
intends to measure.
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Test standardization-
Definition- refers to the process of estabilishing uniform procedures for administering,
scoring and interpreting psychological tests. The consistency of procedures used for
conducting and scoring of a test.
To compare the scores of different individuals the settings and directions must be the same.
The first and major step in this is formulating directions. Like the materials to be used, verbal
instructions, time taken, smaller details of the testing environment. Estabilishing
norms(average performance) is also important. To standardize a test it is administered to a
large group(representative sample) of people it was designed for. They set the norms. Test is
administered on a large group after which scores are modified using percentile rank, zscore,
tscore, stanine score, etc.
Procedure of test standardisation-
Standardization of test content- make a sample test with the contents, administer it
to a few people and then analyze the posts
Standardization of test method- after posts selection is done on the baisis of validity,
now the time, rules, instructions , method, etc are determined.
Standardization of conclusion from the test- test is administered by a large group to
standardize conclusions by satistically analyzing scores.
I. Percentile- used to determine under which limit 80% value is spread
II. Age based- standards are determined based on age
III. Average standard deviation- to create frequency distribution.
NORMS- behaviour that is usual average, normal or standard.
The performance data of several groups is taken that are designed for use in reference while
evaluating and interpreting the test scores.
Types of norms
1.develomental norms-
2. group norms-
- Age norms-
- Percentile norms
- Grade norms
- Standard norms
PSYCHOLOGICAL TESTING-
Unit 8 tests of interest and aptitude-
Aptitude- innate ability to perform an activity or task. Combination of skills. Probability of
rate of learning and potential in an individual.
Nature- unique in everyone, largely acquired and learnt, not a unitary trait.
Aptitude tests-
Goal- Assess one’s capabilities, to predict the future ability to learn new skills
Determine individual’s ability in a certain area to help predict whether you are likely to
succeed or not.
Assesses strengths and weaknesses.
They assess specific skills, like academic potential
Uses-
Career counselling
Clinics
Personnel selection
On the job training
Admissions
Advantages-
Allow objective comparisons
They are efficient- accurate predictability, are standardized, reliable.
Help in assessing training needs
Less time consumption, inexpensive
Limitations-
Need constant modification
Good prediction does not mean good result
Culturally biased
Examples-
Differential aptitude test DAT- used in education and career counselling, two sets in a
test grade 7-9, 10-12. Includes 8 tests almost all are multiple choice
Multidimensional aptitude battery MAB- pen and paper test, group test includes 10
subtest 5 verbal 5 performance.
General aptitude test battery GATB- multiple aptitude test used to predict job
performances in 100 diff occupations.
Academic success test-
1. Scholastic assessment test SAT
2. Graduate record exam GRE
Types of aptitude test-
1) Verbal reasoning- language skills and reading
2) Logical reasoning-
3) Numerical reasoning- good at math
4) Abstract reasoning
5) Spatial ability- objects patterns
6) Creative and artisitic aptitude
Interest test-
Interest is a favourable subjective attitude towards objects, internal motivation, curiosity
towards things.
Can be intrinsic or extrinsic.
Types of interest tests-
1. strong vocational interest blank- 400 items, likes and dislikes on a 3 point scale
2. kuder preference record- 9 scales, explores career options based on their interests
3. campbell intrest and skill survey
4. Thurstone vocational interest schedule- after factor analysis he arrived at 8 diff areas.
Limitation-
Some tests reveal ability rather than interest
Only present interests can be revealed
Not entirely factual and honest and the subject does not revel everything
Overlapping activites and interests
Unit 9 tests pf personality-
Projective techniques- observing an individual’s response to a stimulus or how they project
their feelings and emotions, and the personality is then assessed.
Verbal non verbal
T.A.T-
Developed by henry murray
Consists of 30 pictures, all black and white. One blank card. Each picture has a scene
Some cards vary for male and females, 20 cards are enough for one.
People are asked to look at ambigioius scenes (dark) and they are asked to make up a
story and tell whats happening in the picture and the scene. All in detail.
Content is analyzed in reference to murray’s list of needs.
The examiner tries to look for revealing statements or things.
Criticism- not standardised, no administration rules, no formal scoring available.
Uses- to learn more about an individual. Assess psychological condtions.
Rorschach ink blot test –
developed by Hermann Rorschach, blots were originally made by dropping ink on a piece
of paper and folding them in half.
10 in blots, 5 black ink on white background, 2 w red, 3 pastel colours. Symmetrical
design no particular shape. 7*10 size usually.
Rorschach asked individuals to tell what they can observe and interpret. Responses are
scored using predecided categories.
Used for personality description, mental disorders diagnosis,
Administered in two phases-
1) Phase 1(performance proper)- after rapport is established, cards are shown and
subject is asked to tell what they see. Examinee needs to be careful about the
following thing-
a. Reaction time-
b. Position of the card
c. Exact reponses to be recorded
d. Total time taken
2) Phase 2 (inquiry)- happens after getting all responses, then a detailed report of
responses is prepared. It is done to collect all necessary data for accurate scoring,
on what basis and by looking at which part was the response given.
The use and interpretation requires training for fine judgement. Computer techniques
have also been developed for the same.
Scoring- scoring of location is imp, refers to the part of the plot with which the response
is associated. The determinants of the response- form, colour shading, movement.
Criticism- multiple scoring systems which are inconsistent, it lacks reliability, poor
validity.
SELF REPORT INVENTORIES-
Used to assess attitudes and traits, individual can fill out a survery or qurstionnaire
without an invigilator.
They ask direrct questions, no correct answers, responses are subjective.
Can be computer bases or pen and paper
It is time efffcient and usually finished within 15 mins, reliable, inexpensive
Weakness- time consuming, one could also fake their responses.
Usually developed using one of the three approaches-
1. Theory guided- constructed around a theory
2. Factor analysis- use statistical methods to group related items
3. Criterion keyed- include questions that are statistically discriminative between the
testing groups or dimensions.
