Psychological Testing: History, Principles, and Applications, Global Edition
This is a visual English summary of the Measuring & Diagnosing 1 psychology course at the VU Amsterdam (first years). There is also a bundle available where this summary is combined with the Social Psychology course, you can find that bundle on this page as well. Good luck!
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Extensive SUMMARY for Psychometrics (Radboud University Nijmegen)
Samenvatting Meten en Diagnostiek 1 Jaar 1.4 Psychologie
Summary Measurement Theory and Assessment 1 Year 1.4 Psychology
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Psychologie
Meten en Diagnostiek 1
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Week 1 : cha
Diagnosing =
getting to know a situation through and through in order to be able to make decision
Psychodiagnostics =
getting to know an individual psychosocial functioning
↳ find for
goals : •
possible explanations problems
•
To test these explanations
find reliable & valid description of
•
a
psychosocial reality
↳ Concerns 2 factors : 1) Diagnostic assessment is ideally repeatable ( only influenced by the individual being tested )
2) Diagnostic assessment ideally approaches reality ( as close to someone's true behaviour as possible )
Psychodiagnosticshasseimitatiostodeawitho.TO
The constructs it deals with are difficult ,
complex & not
easily defined leg .
IQ )
⑦ There's only a Limited amount of time during which the diagnoses must be made
③ Examiners may
be vulnerable to confirmation bias
⑨ Examiners may be Vulnerable to availability heuristics
→ For diagnosing we use tests =
gather scientifically sound ,
reliable & objective information for decision
making
Testudo :
⑦ Problem analysis
② Classification & diagnosis
③ Treatment planning
④ Program 1 treatment evaluation
⑤ Self knowledge
-
⑥ Scientific research
A good test •
Permits the examiner to predict behaviors (doesn't need to mirror the to be -
predicted behaviors )
• Is standardized & has an instruction manual
•
Permits the deriv i cation of scores lnumbers and categories (makes it quantifiable )
2
types of test ⑦ Norm - referenced test = The performance of each examinee is interpreted in reference to a
-
relevant standardization sample ( the norm ) ←
most common in psych tests
.
② Criterion -
referenced test =
The performance of each examinee is interpreted in reference to
meeting or not -
meeting an
appropriate ,
specified criterion
Norm > criterion bc it takes prevalence of the disorder into account
,
criterion can over
diagnose
,Every test score contains measurement errors → leads to the formula of classical test
theory
Observed score = true score terror component to X -
-
Tt e
Measurement influence can be because of 1) Individual factors P
e.g .
Sleep deprivation .
test anxiety ,
mood
21 Situational factors → e.
g .
environment sounds ,
weather
,
cultural differences
3) Teserror5 P e.g . imperfectly defined constructs ,
bad question
I neglect use of a manual
easier to avoid with standardized tests = a test for which the procedures for administering it are uniform from
one examiner and setting to another
standardized :
⑦ Is repeatable as You should always get the same score ( if reliability I validity are present )
② Has integrality is You measure one
sample of behavior through a limited number of items
③ Will result in scores to
expressing the construct in numbers ↳ can have drawbacks :
① These scores can be interpreted → either norm or criterion Kat off - value •
Q 's can become overly specific
⑤ The test predicts specific behavior Q 's become
overgeneralizing
•
-
score non - test can
AssessmentsltestusageintheNetherlarfc.NL
P = Dutch association OC psychologists
↳ provide guidelines of professional ethics
↳ give
quality assurance through registration of educated psychologists & courses
•
COTA N = Dutch institute that assesses test quality
↳ Inform users about the quality of instruments
↳ Provide feedback to instrument developers
for each test 1 instrument there are psychometric criteria ( by COTA N ) & ethical use guidelines ( by hip )
COTANcriter
① Clear principles of test construction ( what's the goal focus group function etc . )
, ,
② Good standardization ( quality of test materials & manual )
③ Appropriately defined norms ( representative't y -
or the reference group to focus group )
④ Good reliability ( consistency / repeatability of scores )
⑤ Good validity ( the test should assess what it aims to assess )
NIP code of ethics Ethics for test developers
⑦ Only assess what is relevant
⑦ Psychometric characteristics must be up to date
⑦ Assessment must only be done by qualified individuals ③ Only qualified people are allowed to buy d use tests
③ Role integrity of the professional in question
③ Digital test use is not allowed
⑦ Confidentiality
⑤ Informed by
consent must
given by an informed client
⑥ Professional must take an independent & objective position
⑦ The professional must report without jargon
, Week 2 :
Classicaltesttheoryemeasurementerrorsclassical
test
theory = the theory of true & error scores
↳ It is based on the idea that observed test scores result from the true score t a measurement error
-
f ↳ Note that this can be :
Observed score = true score t measurement error - o X = Tt e ↳ Positive X >T =
positive e
l l
r t ↳
Negative x ' negative
-
-
tw÷i÷s÷÷÷%%i;y÷@
to measure ( e.g .
depression )
Sourcesofmeasurementerro
⑦ There is an actual difference I inconsistency in the construct we're
trying to assess
e.g .
a child is hyperactive at school ,
but not at home
③ Something caused there to be a measurement error
⑦ Item selection Since construct and thus take
to we cannot assess
every aspect of a we
only a
just the fact that you
'
the
'
sample of behavior items you choose or now
,
have less items can affect the e
② Test The the
administration To examinee ,
examiner and environment can also cause
inconsistency
in test results (e) .
E.g .
A
noisy room has a
negative effect f- e ) on T
③ Type of test scoring E Multiple choice questions are clear cut
,
however when
working with open
there subjectivity into
essay questions always play
comes = e
,
⑨ Systematic errors To This type of error is not random I thus does not fluctuate .
Mainly caused by
of measurement
test
↳
in asses ed construct
= "
construction or manual errors or
inconsistency
:÷÷÷÷:::::
Characteristics of systematic errors ( within population)
i÷÷÷÷÷÷÷i÷÷÷÷÷i÷÷:÷:i÷ be the individual be
→ e 's will either positive one negative thus average too
Systematic
•
errors are also referred to as a measure of
validity
→ bc these errors affect whether you are measuring the intended construct or not
Bo All other influences on e are
unsystematic (random) errors = Eu
÷÷:÷i÷÷÷÷÷÷÷÷ ::÷÷÷÷i÷÷÷i÷÷÷i÷i
characteristicsofunsystematicerrors-lwit.tnin population)
Classical test theory focusses This measurement
•
error ku ) is random and can thus be positive for one leg .
nice examiner)
fore seen as non existent
.
:÷÷÷÷:÷÷÷÷÷÷÷÷÷÷÷÷÷÷
Unsystematic referred to the
-
. •
errors are also as a measure of reliability as Eu 's affect
consistency of the scores
The do calculations
normally distributed
•
measurement errors are →
why we can
, We use CTT to determine confidence intervals around the scores since that C I .
.
will be more representative
of the true score
for this (unsystematic, to be
normally distributed
.
→ we assume measurement errors
↳ we use a normal distribution to figure out how
(ab ) normal a
giver average obtained score is
population variance = 02
population =
'
sample Variance = SD
Sample =
-
3 SD -
2 SD * ISD M t y SD +2 SD t 3 SD
→
We also know that in
large enough sample that the measurement will equal to 0 (everything cancels
a
average error
eachother out )
↳ so X = Tt e -
D µ× =
Htt t O -
D
Hx a flt → so
average test score =
average true score
↳ But in reality this is not possible ( can't assess
everyone) so we take a sample
↳ To calculate for a sample we use the variability of the test score
↳ so X -
Tt e b of, = of to :-D So variance or the test
-1
-
-
Variance of the true score t variance of m errors
.
.
O
population term
'
note .
O is still a
Example
Q : What is the measurement error of the scale ?
→ Stand on the scale 1000 X
Result : weight varies from 57.8 to 62.5 but has a mean of
60kg (M -
-
Go ) & SD -
-
I -0 So T -
-
60kg
+ The average measurement error = o ( large enough sample)
↳ The
'
variance of e is SD so 12 = 1
Reliability
of
measure
consistency
= a in measurement over several assessments
Reliability = r and it shows the ratio of true scores to observed scores
↳ so r =
Ix →
reliability =
-
true
Observed scores
scores
→ thus the closer TIX are ,
the higher r will be ( bc I -
-
t -
-
perfect r )
( in terms
of test scores
LD r will always be between o d l
)
Example
In a depression questionnaire : true score = 15 I observed score -
-
16
↳ 15/16 =
0.93 D
highly reliable
-
But it could 've also been : true score = 15 I observed score = 21
LD 15/21 = 0.71 → less reliable
Reliabilitycoefficient
However ,
in general you do not knew people's true scores
, you get only the observed scores
Thats with the coefficient terms the
→
why reliability ,
we calculate reliability in of variance of obtained scores
' '
Variance population = o Variance in a sample = SD
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