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76 Cards in this Set
- Front
- Back
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Define: Psychological Test
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An objective and standardized measure of sample behavior.
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What are the three basic components of assessment?
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Samples of Behavior, An objective or systemic measure of behavior, and measurement
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What are the two questions one must ask about Samples of Behavior?
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Is the sample behavior indicative of how a client usually behaves?
and Are the inferences being made correct. |
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Why does assessment need to be systematic and objective?
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To ensure that the results are accurate and not skewed based on many factors.
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Define: Assessment and Appraisal
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In the Whiston text they are interchangeable: Procedures for gathering client information that is then used to facilitate clinical decision and provide feedback to clients.
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Delineate between test and Instrument
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Test: individual instrument for the purpose of evaluation
Instrument: includes tests, scales, checklists, and inventories. Does not have to be evaluative. |
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Survey Results: ACA
Frequently Used Tests |
73% said tests are helpful
9& never use or interpret MMPI, WAIS-R, MBTI |
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Define: Confirmatory bias
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Entails the tendency to seek evidence that confirms an individuals preferred hypothesis
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How do instruments help clients make decisions?
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By providing information about their interests or how they approach problems in their life.
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Reasons to be competent in Assessment: 7
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Expectations of being professional
Identification of problems Access to diverse client information Assisting clients in decision-making Verifying client strengths and limitations Can influence credibility Accountability |
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Approach for assessing strengths and limitations:
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Counselors should identify:
1. undermining characteristics of the client 2. client strengths and assets 3.missing and destructive aspects of the clients environment 4. resources and opportunities within the environment |
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Strong's theory of social influence:
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Clients are more likely to accept feedback if they perceive their counselor to be attractive, an expert, and trustworthy.
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Two major areas of competency:
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1 Knowledge of the test and its limitations
2. accepting responsibility for the competent use of the test. |
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2 major APA Task force test qualifications
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1.generic psychometric knowledge and skills that serve as a foundation for most test and
2. specific qualifications for response use of tests administered in particular settings or for specific purposes. |
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Nominal Scale
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1. democrats
2.republicans no magnitude |
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Ordinal Scale
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provides measure of magnitude. No intervals.
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Interval scale
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units are in equal intervals. Weigh i.e.t 5 pounds equals 5 pounds no matter if 75 80 or 12-17.
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Ration scale-
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all the properties of interval but with a real zero score. Temperature height.
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norm referenced intrument
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Compared with scores of other individuals who have taken the same instrument.. COmapring performance with others.
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criterion- referenced instrument
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individuals score is compared with an establish standard. Letter grades. Licenses exams.
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frequency distribution
Polygon |
scores and frequency of scores on a line.
in a graph |
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histogram
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height of a couloumn
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mode
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most frequent score
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median
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score that devides group in half
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mean
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average of scores
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range
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measure of spread of scores indicates variability between scores
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variance
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mean square deviation
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standard deviation
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average deviation from the mean.
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the largerthe std. devia
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the more the scores varied from the mean
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normal distribution
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68, 95, 99.5,
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multimodal distribution
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more than one peak
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skewed distribution
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not symmetrical
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positively skewed
negative |
lower end of range of scores
high end of scores |
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raw score
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has not been converted
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percentile rank
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percentage of people in the norming group who at a score at or below the raw score
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z score
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subtract mean of instrument and divide by std. devi.
mean = 0 stadn devi 1 |
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t score
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mutiply z score by 10 and subtract or add 50.
mean= 50 std. = 10 |
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stanine
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represent a range of scores
4,7,12,17,20 |
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standard scores
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34,13,2
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assessing norming groups depend upon
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clients
purpose way in will be assessed |
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simple random sample
stratified cluster |
all have equal chance
based on demographic info. larger units are sampled. schools. |
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Classical Test Theory
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individual ability plus error
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systematic error
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happens all the time
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unsystematic
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particular to one individual, not consistent
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reliability
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degree to which there is error in the instrument
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correlation
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estimates reliability or sonsitency by comparing scores
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correlation coefficient
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a numerical representation of the relationship of two sets of data
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coefecceint of determination
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shared variance between two varibles
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test retest
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correlating 1 and 2 performances
stable over time can't practice or learn from the first test to score better on the 2nd |
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Problems with test- retest:
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something could happen in the meantime
when long time called a coefience of reliability |
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Alternate or parrall forms
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give an instrument that is siimliar
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cronbach alpha
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takes into consideration the variance of each item.
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non-typical situations
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citterion and speed tests
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interater reliability
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how consistent different raters evaluate answers, like portfolio assessment.
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evaluating reliability coefficients
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purpose of instrument
knowledge of other instrument relaibility tka einto account culture, age,SES |
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Standard error of measurementq
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provides an estimation of scores if a person took a test over and over again
based on standard distribution |
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Standard error of difference
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examine the deffeiernce between two scores to see if it is significant
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Gernazability of domain name theory
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how variation contributes to to the score on a instrument
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validity
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what it measures and how well it does its task. reliability is a pre req for validity.
not something that it has, but informs counselor |
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content
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degree to which the evidence indicates represents the the intended behavior domain.
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criterion
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the extend to which an instrument is related to an outcome criterion
SAT predicts college sucess. |
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validity coefficient
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compares performance of instrument with criterion information
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expectancy table
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criterion related. does a instrument differentiate its groups.
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regression
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criterion related, usefulness of variable
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regression equation
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linear relationship between pridictor and criterion variable
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standard error of estimate
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margin of expected error in predictive criterion scores as a result of imperfect validity.
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false positive
false negative |
have it when they do not
does not have it when they do |
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construct validity
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the extent to which the instrument measures a theoretical construct or trait. Anxiety.
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convergent evidence
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correlates with other variables that it should be. Like other instruments that assess the same traits.
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discriminant evidence
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not correlated with variables that it should differ on. Anxiety should not correlated with depression
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multitrait-multimethod
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correlates traits that it should and shouldn't be correlated with.
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factor analysis
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analyzes interrelationships with a set of data/
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meta-anyalsis
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is the instument consistently related to the construct. many studies.
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validity of generalization
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cognitive ability tests can be generalized to job performance
or combining studies to determine valdiity. |
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item anaylsis
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evualties each item on the instrument
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item response theory
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evalusting each item to deterime if it measures a particular ability.
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