IOP4861 Exam
PACK 100+ QUESTIONS AND
ANSWERS 2023 WITH
COMPLETE ANSWERS .
lOMoARcPSD|
Key focus areas
1. ORIGIN AND DEVELOPMENT OF PSYCHOLOICAL ASSESSMENT
Origin and development of psychological assessment in general and in the South
African context
Assessment is the process of measuring o...
IOP4861 Exam
PACK 100+ QUESTIONS AND
ANSWERS 2023 WITH
COMPLETE ANSWERS .
, lOMoARcPSD|8436517
Key focus areas
1. ORIGIN AND DEVELOPMENT OF PSYCHOLOICAL ASSESSMENT
Origin and development of psychological assessment in general and in the South
African context
Assessment is the process of measuring one or several variables of interest in order to
make decisions about individuals or inferences about a population. It is the process of
determining the presence of and/or the extent to which an object, person, group or
system possesses a particular property, characteristic or attribute.
Cognitive and personality tests were imported from Europe into South Africa in the early
1900s. These imported tests were applied to all sectors of the community. The OTIS
mental ability test was, for example applied with US norms to white applicants in
industry. Different tests were also applied for black people, for example, the GAB.
From 1920 research on the assessment of black was conducted. Through these studies
it was realised that imported tests were inappropriate because of the inappropriateness
of the instruments which were used. This led to the rejection of imported tests as
standards of measurement.
In the 1940s and 1950s work in psychometric domain in South Africa focused on the
educability and trainability of black South Africans. Through continuous studies it was
realised that cultural differences influence testing outcomes, however, attempts to
create culture free tests were fashionable (in vogue).
Throughout the years to come the development of tests of adaptability dominated
psychometric interest. No attempt was made to assess cognitive competence in a
culturally relevant framework. Different tests were used for different races, or different
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norm groups. Tests were developed to compared across races on the same test (e.g.
the GSAT). However, black people were still compared against white norms.
In the 1970s and 1980s there was growing recognition of the fact that culture exerts
subtle and pervasive effects in the testing domain. It was also realised that it is not
possible to remove culture from the equation. Culture affects behaviour and
consequently the psychological constructs being measured. Therefore, culture was
perceived as an important moderator of test performance. Psychometric tests started
to consider the inherent cultural bias in tests. This idea strengthened the notion that
culture may constitute a source of systemic error in test results.
In the apartheid South Africa, psychometrics was developed and standardised for
whites only. Psychometric testing was misused and applied in favour of white people in
the workplace.
In the changing sociopolitical context of the 1990s, new measures were developed for
different racial groups. During this period (late 1980s to early 1990s) research in terms
of bias was also initiated and bias was proved to exist. This resulted in growing
skepticism about the value of psychological assessment in South Africa.
DEVELOPMENT IN PSYCHOLOGICAL THEORY/ RECENT DEVELOPMENTS IN
THE FIELDS OF PSYCHOLOGICAL ASSESSMENT
Developments pertains to competency-based assessment, misuse of tests and their
results, professional practice standards, training guidelines for assessment practitioners,
computerised testing and item response theory as well as the continued use of tests
that are appropriate to the socio-economic and political context of the day.
Competency based assessment
A competency is what a person must be able (and willing) to do to achieve above-
average performance in a specific role. Competence is needed for effective
performance.
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Competencies are the traits or characteristics, including an individual’s knowledge,
skills, and thought patterns, aspects of self-esteem and social roles that are used to
achieve successful or exemplary performance of any type.
Competencies are:
• Personal characteristics that are proven to drive superior job performance
• Describe what makes people effective in a given role
• Include behaviour patterns, including knowledge, skills and abilities a job holder
is required to demonstrate in order to perform the relevant job tasks
Assessment of competency
This is done by direct observation and then by indirectly assessing whether the person
knows what has to be done and is motivated to meet these requirements.
Direct observation involves watching a person in a work and/or social situation as well
as examining outputs generated by specific situations. Competencies are performance
based and the assessment is behavioural.
Indirect measures include discussions with people affected by the particular task
(clients, patients, etc). as well with the person’s superior. Examples: A teacher or
lecturer’s competence in teaching - feedback from the students becomes an indirect
measure of competence; reports from the HOD or colleague can be considered.
Levels of competence
Five levels of competence can be identified:
• Not yet competent: The person is basically unable to perform the task or to
meet the minimum standards required.
• Threshold competence: This means the person is able to carry out the task
related to the job at a level that is acceptable to the organisation in terms of
quality and efficiency.
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