Beruflich Dokumente
Kultur Dokumente
3090.03
Instructor: Peter Papadogiannis, Ph.D.
York University
4. Measures performance
5. Saves time
6. Most economical
7. Its Scientific
Behaviour
Sampling
Standardization
Scoring Rules
Behaviour Sampling
It is a sample of behaviour. It is not an exhaustive measure - it is too difficult to evaluate every behavior. Attempts to approximate the exhaustive procedure.
Does not necessarily require the respondent to
engage in overt behavior. The test must somehow be representative of behaviours that would be observed outside of the testing situation
Standardization
The behavior sample is obtained under standardized conditions. Each individual taking a psychological or educational test should be tested under essentially identical conditions.
For example, SAT administration instructions pertain to: Seating Arrangements, Lighting Conditions, Noise Levels Interruptions, Answering common questions
Standardization is vital because many test results are referential in nature: Your performance is measured relative to everybody elses performance.
Standardization (cont.)
Standardization reduces between subject variability due to extraneous variables. Standardization is easier to obtain with tests designed to be administered en masse. Tests such as the Wechsler Adult Intelligence Scale, which are administered individually, are less standardized.
The individual giving the test is an important variable. They take special training to standardize the way they give the test.
Scoring Rules
There are established scoring rules for obtaining quantitative information from the behavior sample.
Objective Scoring Rules : Most mass produced tests fall into this category. Different qualified examiners will all come to the same score for an identical set of responses. Subjective Scoring Rules : When the judgement of the examiner is an important part of the test, different examiners can legitimately come to different conclusions concerning the same sample of behavior. There conclusions should be similar, however.
Good standardized psychological tests all have a set of rules or procedures for scoring responses to a test.
Types of Tests
Most psychological tests can be sorted into 3 general categories: 1. Tests in which the subject performs a task. 2. Tests that involve observations of the subjects behaviour within a particular context. 3. Self-report measures
Tests of Performance
Referred to as "Tests of Maximal Performance" Subjects are given a well-defined task that they try to perform successfully. Participant must know what he/she must do in response to the task.
Behaviour Observation
Naturalistic observation
Involves observing the subjects behaviour and responses in a particular context. Differs from performance tests in that the subject does not have a single, well defined task.
1905 : Binet-Simon scale of mental development used to classify mentally retarded children in France.
1914 : World War I produces need in U.S. to quickly classify incoming recruits. Army Alpha test and Army Beta test developed. Looked at psychopathology. 1916 : Terman develops Stanford - Binet test and develops the idea of Intelligence Quotient
1980 - Present : Wide spread adaptation of computerized testing. "Smart" Tests which can give each individual different test items develop
Called for the colonization of morons to restrict their breeding. Further, he believed that many immigrants were feeble minded.
Went to Ellis Island, administered tests translated from French to English to Yiddish, Hungarian, , Italian, Russian, to farmers, laborers, who had just crossed the Atlantic. Then interpreted results based on French norms. Favored deportation for low IQ immigrants but then also in a humanitarian gesture said we might be able to use moron laborer if only we are wise enough to train them properly.
Clinical Testing
Educational Testing
Intelligence tests and achievement tests are used from an early age in the U.S and Canada. From kindergarten on, tests are used for placement and advancement. Educational institutions have to make admissions and advancement decisions regarding students. e.g, SAT, GRE, subject placement tests Used to assess students for special education programs. Also, used in diagnosing learning difficulties.
Personnel Testing
Following WW I, business began taking an active interest in testing job applicants. Most government jobs require some civil service examination. Tests are used to assess: training needs, workers performance in training, success in training programs, management development, leadership training, and selection. For example, at the Lally School of Management, the Myers -Briggs type indicator is used extensively to assess managerial potential. Type testing is used to hopefully match the right person with the job they are most suited for.
Clinical Testing
Tests of Psychological Adjustment and tests which can classify and/or diagnose patients are used extensively. Psychologist generally use a number of objective and projective personality tests. Neuropsychological tests which examine basic mental function also fall into this category. Perceptual tests are used detecting and diagnosing brain damage.
Counseling Psychologists
e.g. Career Interest Inventories, Skill Assessment
School Psychologists
e.g. Assessment of Academic progress, Readiness for School,
Social Adjustment
6. Fine Arts
8. Intelligence and Aptitude 10. Neuropsychological
11. Personality
13. Science 15. Social Studies
12. Reading
14. Sensory-Motor 16. Speech and Hearing
17. Vocations
The principal investigator always retains the responsibility for ensuring ethical practice in research. That is, the principal researcher is responsible for the ethical practices of collaborators, assistants, employees, etc. (all of whom are also responsible for their own ethical behavior).
Except in minimal-risk research, the investigator establishes a clear and fair agreement with participants that clarifies the obligations and responsibilities of each. Must explain all aspects of the research that may influence the subjects decision to participate. Explains all other aspects that the participants inquire about.
Informed Consent
Participants must be fully informed as to the purpose and nature of the research that they are going to be involved in. Participants must be fully informed about the procedures used in the research study.
After getting this information, the participants must provide consent for their participation. Participants must be informed about their right to Confidentiality and their right to withdrawal without penalty.
Debriefing
Post-administration debriefing should: -Restate purpose of the research. -Explain how the results will be used (usually. emphasize that the interest is in the group findings). -Reiterate that findings will be treated confidentially. -Answer all of the respondents questions fully. -Thank the participant!
Participant Feedback
In clinical research, or research with interpretive instruments, there may be the need to provide more indepth feedback about individuals responses (e.g., Research on Emotional Intelligence).
In such cases, first and foremost, it is critical that this kind of detailed feedback be given by a qualified individual.
(1) Testing professionals: the test developer and publisher (2) Testing professionals: the individuals who administer the testing procedure (3) The user: the organization or practice that will eventually use the information to make certain decisions (4) The test taker
Provide either representative samples or complete copies of test questions, directions, answer sheets, manuals, and score reports to qualified users.
2. Have an understanding of basic psychometrics and scoring procedures and be competent in interpretation, and apply scientific knowledge and professional judgment to the results.
3. Take responsibility for the selection, administration, and scoring, the analysis, interpretation and communication of test results. 4. Be familiar with the context of use: the situation, purpose, setting in which a test is used.
8. Have knowledge of important racial, ethnic, or cultural variables relevant for individuals or groups to whom tests are administered.
4. Test Anxiety
Test Fairness
People with different values often disagree over the fairness of some testing practices. Factors that affect testing fairness: 1. Obstacles that prevent people from performing well 2. Test may provide unfair advantage to some people 3. Some tests are not valid and used in wrong situations 4. Some tests are used for purposes that are inherently objectionable
Types of Decisions
Two distinctions are very useful for classifying decisions:
Ethics References
Websites www.apa.org and www.cpa.ca APA American Psychological Associations Code of Ethics for Psychologists The Ethical Practice of Psychology in Organizations CPA The Canadian Code of Ethics for Psychologists Companion Manual Guidelines for Non-discriminatory Practice Guidelines for Educational and Psychological Testing Practice Guidelines for Providers of Psychological Service