Appraisal Or Assessment

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Appraisal/Assessment/Evaluation

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Refers to the process that helps determine/estimate nature and intensity of different attributes, abilities, and behaviors of an individual
-Uses formal/standard and informal instruments

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Ethics

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-Best interest of the client
-Informed Consent
-Records
-Competence
-Test security

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Multicultural issues

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-Note that not all tests have been standardized on other cultures, and there can be content bias in the test
-Also, know rights of handicapped individuals
-lastly, mental disorders are defined in cultural context

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Reliability

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A reliability coefficient of .75 to +1.0 is strong
Types:
-Test-retest
-Parallel/Alternative Forms
-Split half
-Internal Consistency Procedures
-Inter-Rater Reliability

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-Test-retest

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Same subjects are given a test twice, with some space in between
- exposure can be a problem

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-Parallel/Alternative Forms

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Two similar tests are given to the same people at different times, thus item consistency can be assessed
-consistency between tests is not always as good as hoped for

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Split-half Procedures

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Examiner creates parallel forms by splitting the one test in half and measuring consistency
-sometimes creates inflated estimates of reliability

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Internal Consistency

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-Most popular reliability assessment
-Coefficient alpha/Chronbach's alpha
-compares each score to the overall test score
-Could use Kuder-Richardson

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Inter-Rater Reliability

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The degree to which different rates arrive at similar judgements
-Each test scores by two or more judges

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Standard Error of Measurement (SEM)

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Statistically checking reliability
-Tests with a small SEM have a high reliability coefficient and visa-versa
-68% of the time an examinees true score falls withing +/- 1 of their obtained score

- Add and subtract the SEM from the obtained score. Those numbers make up the range where the persons true score is

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Types of tests

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Speed: Can't finish the test in the time (WAIS, WRAT)
Power: Some very difficult items which few people can answer.

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Factor affecting reliability

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-Test length: greater (of similar items)= better
-Homogeneity: less variety = better
-Test-retest interval:shorter=better
-Range constriction: greater variance = better
-Other systematic or unsystematic

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Validity

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The degree to which the test measures what it is supposed to measure
-Calculated with validity coefficient (the square of the correlation between test scores and criterion score)
-How much the change in one score can predict/explain the change in the other

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4 Types of Validity

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Face
Content
Criterion Related
Construct

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Face

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-No coefficient
-The degree to which the items on the test appear to be testing the right subject/construct

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Content

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-Degree to which a sample of test items adequately represents/covers content area.
-Test should accurately and evenly sample the domains of interest

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Criterion Related

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-The extent to which a test can predict, diagnose, or classify an individuals behavior in specific situations
Types: Predictive, Diagnostic (current state), Concurrent (test score against external crieterion)

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Construct

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-The extent to which a tests measures a concept, construct, or trait of interest
-Takes years, can use a series of comparisons (convergent and divergent validity coefficients)

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Test construction Issues (item analysis)

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-Item analysis evaluates test items:
-The item Difficulty Index
-The Item Discrimination Index:

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The item Difficulty Index

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describes percentage of persons who answer an item correctly (.50 is ideal)

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The Item Discrimination Index

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Descries the relative performance of the top and bottom quarter of the distribution of the sample on the item
-Tries to see if those who did good overall did good on certain items, and those who did poorly overall did poorly on certain items
-does the item "discriminate" between those who scored highly and those who did not

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In court, what two things should a counselor expect to have to prove

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Competency and training to use and interpret the instrument

The validity and reliability of the instrument itself

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Things to consider for tests

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-Cost
-time limits
-ease of administration
-format
-availability for alternate format
-multiple-level exams
-availability of answer sheets and simple scoring procedures
-ease of interpretation

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Criterion Referenced Test

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Compares performance with a predetermined set of criteria (believed to be essential)

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Normative Referenced

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Compares scores to those who took the test previously

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Subjective Tests

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The answer is formulated by the participant, and is thus harder to score, but can have more validity

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Objective Tests

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Subjects single out the answer from provided answers. Easier to score and stronger reliability
(MMPI, BDI)

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Individual Tests

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-Advantages: rapport building, and understanding of client
-Disadvantages: More time consuming and expensive

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Group Tests

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-Advantages: objective scoring, better norms, economical
-Disadvantages: no chance of individual rapport, can't understand external factors of people, dependent on reading skills of the examinee

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Types of Standardized Tests

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-Achievement Tests
-Aptitude Tests
-Intelligence Tests
-Interests, attitudes, and values
-Psychopathology Tests
-Personality Tests

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Achievement Tests

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Measures levels of information the person has already
(CAT, MET, Iowa)

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Aptitude Tests

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Measures ability to learn skills in specific areas, or predicting future behaviors
(DAT, ACT, SAT, GRE)

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Intelligence tests

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Measures the ability to function in the world, reasoning and verbal ability

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Individual Test of General Intelligence (IQ)

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-Stanford-Binet
-Wechsler Adult Intelligence Scale (WAIS)
WISC (children)
WPPSI (littler children)
-Otis Lennon School Ability Test (OLSAT)
-System of Multicultural Pluralistic -Assessment (SOMPA)

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Stanford-Binet

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IQ determined by formula giving ration between mental age (MA) and chronological ate (CA)
-mean = 100, sd = 15, SEM= 10
-high training level
- not all test items are given, administrator starts at a question and moves up or down

-sensitive to lower levels of mental ability

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Wechsler

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WAIS (age 16-74),
WISC (6-16&11 mo.),
WPPSI (3-7&3 mo.),
WASI

-Mean = 100, sd=15
-Verbal and performance scales
-Highly accepted

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OLSAT

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intelligence test
group
determines gifted students

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(SOMPA)

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System of Multicultural Pluralistic Assessment
-Ages5-11
-Assesses children's cognitive abilities, adaptive behavior, and perceptual motor abilities
-Socio-cultural factors taken into account
-Parent interview and child examination

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Tests for special populations- Young Children

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-Gesell Developmental Schedules: identifies early neurological defects/organic behavior problems

-Bayley Scales of Infant Development: developmental progress of children, eligibility for special services, effectiveness of intervention

-McCarthy Scales of Children's Abilities: Cognitive/motor ability, 6 subscales

-Miller Assessment for preschoolers: identifies mild-moderate developmental delays

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Tests for special populations- Mentally Retarded

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-Vineland Social Maturity Scale
-AAMR Adaptive Behavior Scale
-Columbia Mental Maturity Scale (CMMS)
-Bruininks-Oseretsky Test of Motor Proficiency (age 4-14)

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Tests for special populations- Physically Handicapped

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-Hiskey-Nebraska
-Peabody Picture Vocabulary (for severe handicapped)

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Tests for special populations- Cultural and Ethnic Minorities

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-Leiter International Performance Scale (LIPS): 2-18, complicated
-Culture Fair Intelligence Scale (CDIS): By Cattell, speed
-Raven's Progressive Matrices: 8-65, non-verbal, design matrices

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Multiple Aptitude Tests

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-Differential Aptitude Test (DAT): ability to learn and aptitude in several areas
-General Aptitude Test Battery (GATB): 9 factors, occupational

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Tests of Psychopathology- Adult

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-MMPI
-Millon Clinical Miltitaxial Inventory (MCMI): Self-Report

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MMPI

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Minnesota Miltiphasic Personality Inventory
Validity scales:
-L(Lie Score)
-F (Faking Bad)
-K (Defensiveness)
-VRIN and TRIN (subtle response bias scales)

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10 Clinical MMPI Scales

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Hypocondriasis, Depression, Hysteria, Phsychopathic Deviate, Masculinity-Femininity, Paranoia, Psychasthenia, Schizophrenia, Hypomania, Social Introversion

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Tests of Psychopathology- Child

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-Personality Inventory for Children (PIC)

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Tests of Psychopathology - Brain Damage

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-Bender Visual Motor Gestalt Test (BGT)
-Luria-Nebraska Neuropsychological Battery

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Tests of Psychopathology- Learning Disabilities

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-Illinois Test of Psycholinguistic Abilities (ITPA)
-Porch Index of Communicative Ability in Children (PICAC)
-Assessment of Basic Competencies (Kaufman ABC)

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Personality Tests

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-California Psychological Inventory (CPI)
-Sixteen Personality Factor questionnaire (16PF)
-Edwards Personal Preference Schedule (EPPS)
-Personality Research Form (PRF)

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California Psychological Inventory (CPI)

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-half of items from MMPI
-Designed for normal populations, age 13+
-18 scales

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Sixteen Personality Factor questionnaire (16PF)

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-Cattell, factor analysis to classify personality traits
-Normal populations, age 16+
-there is a low literate ed.

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Edwards Personal Preference Schedule (EPPS)

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-Based on Murray's manifest need system
-pairs of statements, which one characterizes them better
-18+

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Personality Research Form (PRF)

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-Based on Murray's manifest needs system, same 15 scales as EPPS
-ages 6+

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Career and Vocational Testing

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-Strong Interest Inventory(SII)
-Jackson Vocational Interest Survey (JVIS)
-Career Assessment Inventory (CAI)
-Kuder Preference Record
-Self-Directed Search (SDS)

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Hollands Model

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RIASEC
-Realistic
-Investigative
-Artistic
-Social
-Enterprising
-Conventional

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SII

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-Strong Interest Inventory
-Follows Hollands Model
-2 indexes to detect carelessness
-2 Special Scales: Academic orientation, introversion-extroversion
-Male and Female norms

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JVIS

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-Jackson Vocational Interest Survey
-2 Constructs: work roles and work styles

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CAI

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-Career Assessment Inventory
-like the Strong but for people not looking for college degree
-can be used for up to 4 year degree though
-lowered reading level

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Kuder Preference Record

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-Forced choice triad (person chooses between three options listed), which would they like least and most
-Can be used with kids and lower reading level people

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SDS

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-Self-Directed Search
-Holland developed this, self administered, self scored, and self-interpreted
-structured process

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2 important test reference books

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Tests in Print
Mental Measurement Yearbook

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Two types of Thinking

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Divergent: no limit, infinite
Convergent: logical, progressive, theories