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Kultur Dokumente
Psychological Testing
Prepared by:
• Bravo, Justine Mae C.
• Marasigan, Ella Joy
• Mendoza, Mary Rose
• Ramos, Adena O.
• Remoroza, Mary Ann
• Salvador, Karen Joy
• Velasco, Yvonne 0.
Group 1 | BSIE IV-GK
03/03/2018
Introduction
Psychological Tests are the important technique
in selecting personnel, and this widespread at all levels
and period of life.
What is Psychological Test?
• A Psychological Test is measuring device, a yardstick
applied in consistent and systematic fashion to
measure a sample of behavior.
• The kinds of test used to measure level of
comprehension.
Purposes of Psychological Test
• Two purposes are served by psychological test:
1. Selection
The emphasis on finding a person with the right qualification
for a job; the stress is on the job itself and on trying to select from
many applicants the one who will succeed on that job.
2. Placement
The emphasis on individual. The problem is to find the right
kind of job for a particular person.
Characteristics of Psychological Test
• Standardization
It refers to the consistency or uniformity of the
conditions and procedures for administering test.
• OBJECTIVITY
IT REFERS TO THE SCORING OF THE TEST RESULTS.
scoring should obtain the same results.
Subjective test is liable to misinterpretation.
• Norms
AVERAGE PERFORMANCE OF A TEST.
FRAME OF REFERENCE TO INTERPRET THE RESULTS.
Norms are the standard scores, developed by the person who
develops test.
• Reliability
Consistency of response of the test.
Methods for determining reliability
Test Retest method
Administering a test twice to the same group of people and
correlating the two sets of scores.
The more closer to the positive correlation, the more the reliable the
test is.
Equivalent forms method
Instead of the same test, similar test is given.
Expensive.
Split halves method
The test is taken once, divided in half then correlate with each other.
Less time consuming.
• Validity
Measures accurately what it is intended to measure.
3 APPROACH IN DETERMINING VALIDITY
1. CRITERION RELATED VALIDITY
2. RATIONAL VALIDITY
3. FACE VALIDITY
Criterion related validity
Most frequently used.
Concerned with the correlation between the score and measure of
job performance.
Two approaches:
o Predictive validity
Giving test to all participants in a specific period of time and hiring
them all regardless of their performance on the test.
o Concurrent validity
Giving the test to employees already in the job then correlating their
test scores with the job performance measures.
Rational validity
Focuses on the nature of the test itself rather than the correlation of
the test to the job performance.
2 APPROACHES:
o Content validity
Assessing the content of the test.
Determining if the test is sampling the skills and abilities needed for
the job.
Done by the experts judgment not statistical.
o Construct validity
Determine the psychological characteristic measured by a test.
CORRELATE SCORES FROM THE NEW TEST WITH SCORES ON THE
WELL ESTABLISHED TESTS.
HIGH CORRELATION, THE BETTER.
FACE VALIDITY
CONCERNED HOW WELL THE TEST QUESTIONED APPEAR TO BE
RELATED TO THE JOB FOR WHICH THE PERSON IS BEING TESTED.
Degree to which a test seems to measure what it reports to measure.
Ace validity does not necessarily mean that a test is a valid measure
of a construct, but rather, the test looks like it is a valid measure.
Validity Generalization
Meta-analysis approach - If a test is valid for one, it will be valid for
others of the same or similar nature.
The test in use, measured three kinds of ability, cognitive,
perceptual and psychomotor. Industrial-organizational psychologists
have concluded that validity evidence can be generalized across a
wide range of positions. By generalizing the validity of tests across
many position types, companies of all sizes can be more confident
that the pre-employment tests they are using are valid for the
positions they are testing for within their organizations.
Establishing a Testing Program
• Identify jobs where testing might be helpful.
Investigate the nature of the jobs which testing is to be used as a
selection device. Once the job and worker analysis have been performed, the
proper tests to measure the behaviors and abilities necessary for success on
the job must be carefully chosen or develop.
• Define job and organizational requirements clearly,
completely, and accurately.
Employers should gather systematic information on what are the
knowledge, skills, abilities and other characteristics required for a given
position (or entrance to a training program), and which are the most
important to success.
• Determine whether testing is useful for evaluating
requirements.
Review the key job requirements and determine the best means of
assessing these. This is where professional help can be of great value since
psychologists know the pros and cons of different kinds of tests or different
purposes.
• Select or develop a test
Obtain the names of test publishers and products from professional
colleagues or employee testing professionals. Before purchasing a test, ask
for information regarding the reliability and validity of the test. The
involvement of a professional industrial-organizational psychologist would be
important to good test development.
Individual Tests: A test can be said individual test in the sense that they
can be administered to only one person at a time. Individual intelligence
tests are preferred by psychologist in clinics, hospitals and other settings
where clinical diagnosis are made, and where they serve not only as
measures of general intelligence but also as means of observing behavior in
a standard situation.
Advantages:
1. Examiner can pay more attention to the examinee.
2. Examiner can easily encourage the examinee and observe his
behavior during the test more closely.
3. Scores on individual tests are not as dependent on reading ability
as scores in group tests.
Disadvantages:
1. It is very time consuming
2. This type of tests requires a highly-trained examiner.
3. It costs more than the group test.
Group Test: Group test was developed to meet a pressing practical need.
Group test can be administered to a group of persons at a time.Group tests
were designed as mass testing instruments; they not only permit the
simultaneous examination of large groups but they also use simplified
instruction and administration procedures. There by requiring a minimum of
training on the part of examiner.
Advantages:
1. can be administered to very large numbers simultaneously
2. simplified examiner role
3. scoring typically more objective
4. large, representative samples often used leading to better established
norms
5. A highly verbal group test can have a higher validity co-efficient than an
individual test.
Disadvantages:
1. Scores on the group test are generally dependent on the reading ability.
2. Information obtained by the group test generally less accurate than the
individual tests
3. examiner has less opportunity to establish rapport, obtain cooperation, and
maintain interest
4. not readily detected if examinee tired, anxious, unwell
5. evidence that emotionally disturbed children do better on individual than
group tests
6. examinee’s responses more restricted
7. normally an individual is tested on all items in a group test and may
become boredom over easy items and frustrated or anxious over
difficult items
8. Individual tests typically provide for the examiner to choose items
based on the test takers prior responses – moving onto quite difficult
items or back to easier items. So individual tests offer more flexibility.
9. Advertisements
Computer-Assisted Testing
It is an individual testing situation in which the person taking
the test interacts with a computer. The approach is also called
tailored testing because the test is tailored or adapted to the
individual taking it.
Advantages:
1. Reduces the time needed to take a test
2. Testing can occur at any time a candidate applies for a job, not just when
a qualified test administrator is available.
3. Wide range of abilities can be measured in a short period of time.
4. Immediate feedback is available to the personnel department.
Disadvantages:
1. An expensive and sophisticated procedure that is appropriate only for
large organizations that regularly test great numbers of people.
SPEED AND POWER TESTS
• Speed test – has fixed time limit at which point everyone
taking the test must stop
• Power test – has no time limit, examinees are allowed as
much time as they need to finish the test
PAPER-AND-PENCIL AND PERFORMANCE TEST
• The SCII group occupations in six areas : realistic, investigative, artistic, social,
enterprise, and conventional.
• Kuder Occuopational Interest Survey consists of a large number of items arranged
in groups of the, within each triad, examinees must indicate which activity they
most prefer and which they least prefer wherein, they are not allowed to skip any
group or to check more than one as the most preferred activity.
APTITUDES
Measure the skills required by that job. As part of the testing
for skill jobs the applicant’s keenes of vision and hearing will be tested.
Booklet A Contains:
• checking,
• alphabetizing
• numerical
• error location
• arithmetic reasoning
Booklet B contains :
• Spelling
• Reading comprehension
• Vocabulary and grammar
• Test to measure mechanical aptitude focus on the abilities of
mechanical comprehension and spatial visualization
• Revised Minnesota Paper Form Board test is a measure of
spatial relations of visualization and the manipulation of
objects in space.
• The O’Connor Finger Dexterity Test and O’Connor Tweezer Dexterity Test
measure how fast a person can insert pins into small holes, both by hand
and by the use of tweezer.
2. Test Security. Actual questions from tests should never be reprinted in, any
public medium such as a newspaper or magazine.
3. Test Interpretation. Test scores should be given only to those qualified to
interpret them. However, the person being tested has the right to know his or
her score and what it means.
4. Test Publication. Test should not be released for use without adequate
background research to support the claims of the test. Fully informative and
current tests manual containing data on reliability, validity and norms should
be made available with all tests.
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