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Summary Measuring & Diagnosing 1 - English - Year 1, Period 4 - VU Psychology

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  • Course
  • Meten en Diagnostiek 1
  • Institution
  • Vrije Universiteit Amsterdam (VU)
  • Book
  • 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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  • Unknown
  • March 16, 2020
  • 31
  • 2019/2020
  • Summary

Subjects

  • measuring diagnostics measuring diagnostics measuring and diagnostics measuring diagnostics diagnostics 1 vu free university english

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  • Vrije Universiteit Amsterdam (VU)
  • 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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