Een literatuur samenvatting van week 1 van Psychometrie, tweede semester van het tweede jaar van de bachelor Psychologie aan de Radboud Universiteit in Nijmegen.
Bevat hoofdstuk 1A, 3A, 4B en een deel van 8A van het boek Psychological Testing van Gregory.
A test = a standardized procedure for sampling behavior and describing it with categories or scores.
Most tests have standards or norms by which the results can be used to predict other, more
important behaviors.
Norm-referenced tests = tests that use a well-defined population of persons for their interpretive
framework
- Standardized procedure = an essential feature of any psychological test, if the procedures for
administering it are uniform from one examiner and setting to another. Depends to some
extend on competence of examiner. The formulation of directions is an essential step.
- Behavior sample = a test is only a sample of behavior. While most tests do sample directly
from the domain of behaviors they hope to predict, this is not an psychometric requirement.
- Scores or categories = psychological testing sums up performance in numbers or
classifications. Every test score will always have some degree of measurement error.
- Norms or standards = a test score is usually interpreted by comparing it with the scores
obtained by others on the same test. Norms allow the tester to determine the degree to
which a score deviates from expectations.
o Norms are typically provided = a summary of test results for a large and
representative group of subjects. The norm group is referred to as the
standardization sample.
- Prediction of non-test behavior = the ultimate purpose of a test is to predict additional
behaviors, others than those directly sampled by the test. The ability of a test to predict non-
test behavior is determined by an extensive body of validational research.
- A standardization sample = crucial to the usefulness of a test. This group must be
representative of the population for whom the test is intended or else it is not possible to
determine an examinee’s relative standing. Exception of this ; criterion-referenced tests.
Criterion-referenced tests = tests that measure what a person can do rather than comparing results
to the performance levels of others.
- The objective is to determine where the examinee stand with respect to very tightly defined
educational objectives. It does not matter how the individual examinee compared to others
of the same age. What matters is whether the examinee meets an appropriate, specified
criterion. Can be meaningfully interpreted without reference to norms.
Assessment = referring to the entire process of compiling information about a person and using it to
make inferences about characteristics and to predict behavior. Can be defined as appraising or
estimating the magnitude of one or more attributes in a person.
- Assessment of human characteristics = involves observations, interviews, checklists,
inventories, projectives, and other psychological tests.
- A examiner must compare and combine different sources of data and make predictions
based on complex gestalts of data. A test represents only one source of information in the
assessment process.
, Types of tests
Group tests = largely pencil-and-paper measures suitable to the testing of large groups of persons at
the same time.
Individual tests = instruments that by their design and purpose must be administered one on one.
The examiner can gauge the level of motivation of the subject and assess the relevance of other
factors (anxiety) on the test results.
Intelligence tests = measure an individual’s ability in relatively global areas and thereby help
determine potential for scholastic work or certain occupations.
Aptitude tests = measure the capability for a relatively specific task or type of skill. A narrow form of
ability testing. Often used to predict success in an occupation or training course. It helps predict
future performance.
Achievement tests = measure a person’s degree of learning, success or accomplishment in a subject
or task. Reflects how much a subjects has learned.
Creativity tests = assess novel, original thinking and the capacity to find unusual or unexpected
solutions, especially for vaguely defined problems.
Personality tests = measure the traits, qualities or behaviors that determine a person’s individuality.
This information helps predict future behavior.
Interest inventories = measure an individual’s preference for certain activities or topics an thereby
determine occupational choice. Based on the assumption that interest patterns determine and
predict job satisfaction.
Behavioral procedures = objectively describe and count the frequency of a behavior, identifying the
antecedents and consequences of the behavior.
Neuropsychological tests = measure cognitive, sensory, perceptual, and motor performance to
determine the extent, locus, and behavioral consequences of brain damage.
Uses of testing
Classification = assigning a person to one category rather than another.
- Placement = the sorting of persons into different programs appropriate to their needs and
skills.
- Screening = quick and easy tests or procedures to identify persons who might have special
characteristics or needs. May lead to misclassification, advise is to do follow-up testing with
additional instruments before making any decisions.
- Certification = pass / fail quality. Passing confers privileges. It typically implies that a person
has at least a minimum proficiency in some discipline or activity (driving).
- Selection = pass / fail quality. Also confers privileges (attending university).
Diagnosis = determining the nature and source of a person’s abnormal behavior, and classifying the
behavior pattern within an accepted diagnostic system.
Self-knowledge = the feedback a person receives from psychological tests can change a career path
or otherwise alter a person’s life course.
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