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MTA SUMMARY AND CLASS NOTES
Class notes and book summary of MTA(measurement theory and assessment ), containing pictures and examples up until lecture 10.
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Measurement Theory and AssessmentLecture 1
The reason why we do diagnostic it’s because we want to know the situation in order
to know if someone is functioning well or if someone is working correctly. This will
help us make a decision. We also want the data and the information that we gather
to be objective, that is why we use tests.
Diagnostics: getting to know a situation in detail in order to be able to make a
decision. The diagnostic got to be scientific (scientific diagnostic) so as objective as
possible because ideally the diagnostic should be:
o Repeatable (the level of the behavior should stay the same in the tests)
o Should approach reality
Psychodiagnostics: getting to know the individual’s psychosocial functioning or
development. We want
o A reliable and valid description of that specific psychosocial functioning that
we want to know so we can
o Find possible explanation for problems, so we can
o Test explanations to check if the symptoms are actually present
Instruments are not perfect. This is the inter-rater reliability (between items-
agreement) of psychiatric diagnosis:
o 0-50% with non-standardized interviews and test
o 60-70% with standardized interviews and tests
The issues of assessing a diagnose:
o Difficult, constructs are complex
o Limited amount for us and the clients (we cannot make all the tests we
want; we need to make a choice)
o Confirmation bias: We look at things that only confirm our previous beliefs
o Availability heuristic: only check those symptoms related to disorder with a
high prevalence.
The last two are mainly about the assessor, so we need to keep an eye
open
Tests should be scientifically proven, reliable and objective and not steered by ideas
that we have so they can get used for good decision making. These are the steps:
1. Problem analysis
2. Classification and diagnosis
3. Treatment planning
, 4. Program/Treatment evaluation
5. Self-knowledge
6. Scientific research
The importance of objective data also comes from the fact that those might actually
help us predict behaviors (especially if they are dangerous) but we still need to keep
in mind that these might be highly deceiving or manipulated by the assessed
individual (prisoners usually know how to)
There’s different kind of tests:
o Intelligence: for IQ levels
o Aptitude: to check natural abilities
o Achievement: to assess whether a certain level of knowledge was obtained
o Creativity: important for when problem-solving and divergence abilities are
required
o Personality: especially used to see whether someone can fit in a team or a
group
o Interest inventory: to rule out carrier paths
o Behavioral procedures: for psychological / psychosocial functioning
o Neuropsychological: to what extent there’s a brain damage, but a bad score
doesn’t mean immediate assumption of lesion in the brain.
Tests are important cause they allow us to objectify behavior in order to assess it,
and a reference group plays a big role in this process. They also need to be ethical at
all times. Tests need to be a standardized procedure (the same for everyone) for
taking a sample of behavior (because of limited amount of time and questions that
you can ask someone), described in categories or scores (to categorize the
individual).
Every score contains measurement errors, that’s why we have:
The classical test theories
X= observeer score T= True score. e = error component (novice error)
X=T+e
Measurement errors might be due many things :
o Some construct are not clear enough or the constructs are not perfectly
defined because they are complex or there are different ideas about them
o Misinterpretation of questions. Some people might just not understand ( they
gotta be as simple and correct as possible )
o Socially desirable answering / context.
, o Negligent use of manual (we need to strictly follow the manual even if that
means repeating the same questions mire than once, because in our way of
changing the rules we might hint the answer or redirect them.)
o General enironmental novice from environment
To prevent these as much as possible we have standardization procedures :
1. Repeatability : by assessing an individual several times we should always get
the same score if the construct remains the same does not matter when
assessed. Of course it might change under some conditions ( medications,
therapy)
2. Sample of behavior / integrality : the aim is to be as complete as we can with
the limited amount of questions that we have, especially with screening
questionnaire. In this case u want to make sure that every question covers
one of the domain.
3. Use of scores or categories: we have make sure that the score mean
something and refer it against a norm .
4. Use of norm or standard to classify / interpretation of scores : we take what
we call a raw score ( cause we didn’t do anything with it yet) and we convert.
For a conversion there’s two ways:
a) We compare it to a cut off value to say if it’s below or above average)
b) We compare it to other individuals in the same category to see if it stands
out (most used method)
5. Prediction of non-test behavior: to hopefully assess what we want to assess
and actually make a prediction in a specific field. This is why we are assessing
an individual
To ensure quality, so basically making sure that the tests in the market are actually
good to use on people we need either
o A registration before you can make a testing
o Courses that build up a solid background or training
o COTAN that assesses all the instruments and tells us whether we can use it
and what can we do with the results
COTAN also provides feedback on what are the things that the test developers need
to work on so they can keep making a profit out of it. When it comes to their criteria
a) Tells us what group is the test to use for, what can we do with the score
and if it’s actually valid to say something about the severity or the mere
presence of the symptoms ( Group, goal, functioning).
, b) Quality of test and manual and what is allowed to say or not. So
information about the standardization
c) Gives us comparative and reference group.
d) Reliability and consistency
e) Validity
It is also important to use the tests in an ethical way ( NIP ) ensures the ethical ways
of assessing. It is important to have general guidance cause there’s like 800 tests
around and only 50% is used by 1% because many of these did not get assessed on
quality check. With time we also switched to more objective and to intelligence tests.
When it comes to ethics the goal is to have responsibility, integrity, respect and
expertise. In particular we need to follow these rules
o Relevance : only use relevant test to not waste the client’s time
o Assessment by qualified individuals : if the manual says you need a course, we
need to do it.
o Role integrity : make sure to know your role
o Confidentiality : depending on the situation you need to understand if you can
share information or not ( children for example)
o Informed consent (inform client) : you need to let them know honestly what
we are doing
o Independent and objective
¡ Reporting without jargon : do not use big terms, so that the person can
understand what happened
Lecture 2
The classical test theory actually tells us how close we are to assessing what we
actually want to assess. It shows the ratio between X and T, the score is between 0-1.
Besides, we also take into account :
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