PSYCH ASSESSMENT 1
問題一覧
1
ETHICAL PRINCIPLES IN TESTING GIVE THE TEST TAKERS THE RIGHT TO KNOW WHY THEY ARE BEING ASSESSED, WHAT THE TEST DATA WILL BE USED FOR, AND WHAT INFORMATION WILL BE SHARED WITH WHOM.
RIGHTS OF INFORMED CONSENT
2
THESE ASSESSMENTS ASSUME THAT INDIVIDUALS PROJECT THEIR UNIQUE THOUGHTS, FEELINGS, AND MOTIVATION ONTO AMBIGOUS STIMULI. THEY ASK THE CLIENT TO DESCRIBE WHAT THEY SEE. THEIR RESPONSES ARE THEN INTERPRETED TO GAIN INSIGHTS INTO THEIR PSYCHOLOGICAL STATE.
RORSCHACH INKBLOT PROJECTIVE TEST.
3
AN ETHICAL PRINCIPLES IN TESTING WHERE TEST TAKERS HAVE THE RIGHT TO RECEIVE UNDERSTANDABLE FEEDBACK ABOUT THEIR ASSESSMENT RESULTS AND RECOMMENDATION MADE BASED ON THOSE RESULTS.
RIGHTS TO BE INFORMED OF THE TEST FINDINGS
4
A PROCESS OF USING DEVICES OR PROCEDURES TO MEASURE PSYCHOLOGY-RELATED VARIABLES, TYPICALLY INVOLVES OBTAINING NUMERICAL SCORES LIKE IQ TEST.
PSYCHOLOGICAL TESTING
5
A BROADER PROCESS AIMED AT ANSWERING REFERRAL QUESTIONS, SOLVING PROBLEMS, OR MAKING DECISIONS USING VARIOUS EVALUATION TOOLS. IT FOCUSES ON UNDERSTANDING AN INDIVIDUAL'S PSYCHOLOGICAL PROFILE. THIS COULD BE CLINICAL ASSESSMENT OF A PERSON'S MENTAL HEALTH USING INTERVIEWS, PSYCHOLOGICAL TESTS, AND CASE HISTORY DATA.
PSYCHOLOGICAL ASSESSMENT
6
A TYPE OF TESTING THAT AIMS TO OBTAIN NUMERICAL OR OBJECTIVE DATA OFTEN RELATED TO SPECIFIC ABILITIES OR ATTRIBUTES LIKE STANDARDIZED MATHEMATICS TEST FOR STUDENTS TO QUANTIFY THEIR MATH SKILLS.
OBJECTIVE TESTING
7
A PSYCHOLOGICAL ASSESSMENT THAT FOCUSES ON OVERALL EVALUATION PROCESS. IT CONSIDERS THE SCORES, CONTEXT, BACKGROUND, AND INDIVIDUALIZED INFORMATION LIKE IN A CLINICAL ASSESSMENT, A THERAPIST CONSIDERS A PATIENT'S HIRTORY, BEHAVIOR,AND INTERVIEW RESPONSES.
PROCESS FOCUS
8
ITS PRIMARILY ROLE IS TO ADMINISTER, SCORING THE TEST, AND MORE ON TECHNICALITIES.
TESTER
9
THEY INTERPRET THE RESULTS, INTERGRATES VARIOUS DATA SOURCES, AND PROVIDES A COMPREHENSIVE EVALUATION. THEY ARE THE CENTER FOR DECISION MAKING.
ASSESSOR
10
IT MEASURES ABILITIES OR ATTRIBUTES LIKE ACHIEVEMENT TEST, APTITUTE TEST, AND INTELLIGENCES TEST.
ABILITY TEST
11
THESES ASSESS AN INDIVIDUAL'S DISPOSITIONS AND TRAITS, IT COULD BE STRUCTURE PERSONALITY TEST THAT USES SELF-REPORT STATEMENTS, OR PROJECTIVE TEST THAT USE AMBIGUOUS STIMULI TO REVEAL UNDERLYING PERSONALITY CHARACTERISTICS.
PERSONALITY TEST
12
A FACE TO FACE INTERACTIONS WHERE VERBAL AND NON-VERBAL CUES ARE OBSERVED. IT ASSESSES A CANDIDATE'S QUALIFICATIONS AND SUITABILITY.
INTERVIEW
13
A COLLECTIONS OF AN INDIVIDUAL'S WORK LIKE ARTWORKS OF ARTIST
PORTFOLIO
14
A RECORDS AND ACCOUNTS DOCUMENTING AN INDIVIDUAL'S HISTORY AND CIRCUMTANCES.
CASE HISTORY DATA/CASE STUDY
15
OBSERVING AND RECORDING BEHAVIOR, IT OFTEN USED IN EDUCATION SETTINGS TO EVALUATE STUDENT CONDUCT.
BEHAVIORAL OBSERVATION
16
A TOOL THAT OFFERS FAST TEST ADMINISTRATION, SCORING, AND INTERPRETATION LIKE COMPUTER ASSISTED PSYCHOLOGICAL ASSESSMENT AND COMPUTER ADAPTIVE TESTING .
COMPUTER
17
THEY CREATE TEST AND ASSESSMENT METHODS.
TEST DEVELOPERS
18
THE PROFESSIONALS WHO ADMINISTER TESTS, THEY ARE CALLED PROFESSIONALS, CLINICIANS, COUNSELORS AND HR PERSONNEL.
TEST USER
19
THE PERSON BEING ASSESSED. JUST LIKE STUDENTS TAKING A STANDARDIZED TEST OR A PATIENT UNDERGOING A PSYCHOLOGICAL EVALUATION.
TEST TAKER (ASSESSEE)
20
A SETTING WHERE IT HELPS TO IDENTIFY STUDENTS WITH SPECIAL NEED OR ASSESS LEARNING.
EDUCATIONAL SETTING
21
IT AIMS TO IMPROVE AN INDIVIDUAL'S ADJUSTMENT AND PRODUCTIVITY.
COUNSELING
22
A SETTING WHERE IT FOCUSES ON MENTAL HEALTH AND WELL-BEING OF ELDERLY INDIVIDUALS.
GERIATIC
23
IT ASSESSES PERSONNEL FOR CAREER-RELATED DECISION.
BUSINESS/MILITARY
24
A SETTING FOR LICENSING, CERTIFICATION, AND CREDENTIALING OF PROFESSIONALS.
GOVERNMENTAL AND ORGANIZATIONAL
25
IT PROVIDE BRIEF DESCRIPTION OF TESTS AND ARE GEARED TOWARD MARKETING.
TEST CATALOGUES
26
IT CONTAINS TECHNICAL DETAILS ABOUT TEST DEVELOPMENT AND ADMINISTRATION, TYPICALLY REQUIRING CREDENTIALS FOR ACCESS.
TEST MANUALS
27
THEY PROVIDE PERIDICALLY UPDATE SOURCES WITH COMPREHENSIVE INFORMATION ABOUT VARIOUS TESTS.
REFERENCE VOLUMES
28
IT OFFER REVIEWS AND STUDIES RELATED TO THE PSYCHOMETRIC PROPERTIES OF TESTS.
JOURNAL ARTICLES
29
WEBSITES THAT PROVIDE INFORMATION ON IWDE RANGE OF PSYCHOLOGICAL TESTS
ONLINE DATABASES
30
TESTING PROGRAMS BACK IN 2200BC PRIMARILY USED FOR SELECTING GOVERNMENT OFFICIAL AMONG NUMEROUS APPLICANTS
ANCIENT TESTING IN CHINA
31
THEY ATTEMPTED TO CATEGORIZE PERSONALITY TYPES BASED ON BODILY FLUIDS.
ANCIENT GRECO-ROMAN PERSPECTIVE OF PERSONALITY CLASSIFICATION BY HIPPOCRATES
32
THEY AIMED TO CLASSIFY PEOPLE BASED ON THEIR NATURAL GIFTS AND MEASURE HOW INDIVIDUALS DEVIATED FROM AN AVERAGE USING "COEFFICIENT AND CORRELATION"
NATURAL GIFTS AND DEVIATION OF FRANCIS GALTON'S
33
IT MARKED THE BEGINNING OF PSYCHOLOGY AS A FORMAL SCIENTIFIC DISCIPLINE BY STUDYING HUMAN CONSCIOUSNESS THROUGH EXPERIMENTAL METHODS SUCH AS INTROSPECTION TO UNDERSTAND THE STRUCTURE OF THE MIND. HE FOUNDED THE PSYCHOLOGY LABORATORY AT THE UNIVERSITY OF LEIPZIG IN GERMANY.
WILHELM WUNDT'S EXPERIMENTAL PSYCHOLOGY
34
HE COINED THE TERM "MENTAL TEST" TP DESCRIBE ASSESSMENTS OF COGNITIVE ABILITIES.
DEVELOPMENT OF MENTAL TESTING BY JAMES MCKEEN CATTELL
35
HE CREATED THE CONCEPT OF TEST RELIABILITY AND DEVELOPED MATHEMATICAL FRAMEWORKS LIKE FACTOR ANALYSIS TO UNDERSTAND INTELLIGENCE.
CHARLES SPEARMAN
36
HE SUGGESTED HOW MENTAL TESTS COULD MEASURE HIGHER MENTAL PROCESSES
VICTOR HENRI
37
SHE DEVELOPED WORD ASSOCIATION TECHNIQUES AS A FORMAL PSYCHOLOGICAL TEST.
EMIL KRAEPELIN
38
PLAYED A SIGNIFICANT ROLE IN THE EARLY DEVELOPMENT OF THE CLINICAL PSYCHOLOGY. THESE PIONEERS LAID THE FOUNDATION FOR MODERN PSYCHOLOGICAL TESTING INCLUDING INTELLIGENCE TEST LIKE THE BINET-SIMON SCALE AND PERSONALITY ASSESSMENTS.
LIGHTNER WITMER
39
TESTS LIKE ARMY ALPHA(FOR LITERATE) AND ARMY BETA(FOR ILLITERATE, NON-VERBAL, NON-ENGLISH) TESTS WERE USED TO EVALUATE AND CLASSIFY RECRUITS FOR MILITARY SERVICE. WW1 LED TO THE DEVELOPMENT OF GROUP INTELLIGENCE TESTS IN THE UNITED STATES TO ASSESS THE COGNITIVE ABILITIES OF SOLDIERS.
WORLD WAR 1 AND PSYCHOLOGICAL TESTING - MILITARY NEEDS
40
REFERS TO SOCIALLY TRANSMITTED BEHAVIOR PATTERS, BELIEFS, AND PRODUCTS OF A PARTICULAR GROUP OF PEOPLE
CULTURE
41
ETHICAL PRINCIPLES IN TESTING WHERE PRIVACY INVOLVE AN INDIVIDUAL'S FREEDOM TO CHOOSE WHEN, WHERE, AND WHAT THEY SHARE PERSONAL INFORMATION.
RIGHTS TO PRIVACY AND CONFIDENTIALITY
42
AN ETHICAL PRINCIPLES IN TESTING THAT PROFESSIONALS SHOULD USE DIAGNOSTIC LABELS THAT ARE AS SPECIFIC AND LEAST STIGMATIZING AS POSSIBLE WHEN ASSESSING INDOVUALS.
RIGHTS TO THE LEAST STIGMATIZING LABEL
43
IT ASSIGNS NUMERICAL VALUES OR SYMBOLS TO CHARACTERISTICS OF OBJECTS OR EVENTS BASED ON PREDEFINED RULES.
MEASUREMENT
44
NUMBERS OR SYMBOLS ARE USED TO REPRESENT THE CHARACTERISTICS OF OBJECTS OR EVENTS LIKE RULER MEASURING LENGTH, DISCRETE, EYE COLOR.
SCALES
45
NUMBERS REPRESENTS THE MORENESS
MAGNITUDE
46
DIFFERENCE BETWEEN ANY TWO POINTS
EQUAL INTERVALS
47
NOTHING OF THE PROPERTY BEING MEASURED EXIST
ABSOLUTE ZERO
48
IT INVOLVES CLASSIFICATION OR CATEGORIZATION BASED ON DISTINGUISHING CHARACTERISTICS
NOMINAL
49
CLASSIFICATION AND RANKING OR ORDERING
ORDINAL
50
INCLUDE CLASSIFICATION, RANKING, AND EQUAL INTERVAL BUT LACK AN ABSOLUTE ZERO POINT
INTERVAL
51
CLASSIFICATION, RANKING, EQUAL INTERVALS, AND AN ABSOLUTE ZERO POINT. (MEASURING HEIGHT IN INCHES OR WEIGHT IN POUNDS)
RATIO
52
DISPLAYS HOW FREQUENTLY EACH VALUE OR RANGE OF VALUES OCCURS IN DATASET
FREQUENCY DISTRIBUTIONS
53
AVERAGE OF SET VALUES
MEAN
54
MIDDLE VALUE OF DATASET WHEN ARRANGED IN ASCENDING OR DESCENDING ORDER
MEDIAN
55
THE VALUE THAT APPEARS MOST FREQUENTLY IN A DATASET
MODE
56
THE DIFFERENCE BETWEEN THE HIGHEST AND THE LOWEST VALUES IN DATASET
RANGE
57
MEASURES HOW SCORES IN THE DATASET ARE DISPERSED AROUND THE MEAN.
STANDARD DEVIATION
58
AKA BELL CURVE WITH A SYMMETRICAL DISTRIBUTION THAT REPRESENTS A CONTINOUS RANDOM VARIABLE TO DESCRIBE THE DISTRIBUTION OF SCORES OR DATA POINTS
NORMAL CURVE
59
MEASURES THE DEGREE AND DIRECTION OF CORRESPONDENCE BETWEEN TWO VARIABLES
CORRELATION
60
A GRAPH THAT DISPLAYS INDIVIDUAL DATA POINTS AS DOTS IN A COORDINATE SYSTEM. IT IS USED TO VISUALIZE THE RELATIONSHIP BETWEEN TWO VARIABLES
SCATTERPLOT
61
IT EXAMINES THE RELATIONSHIP BETWEEN ONE OR MORE PREDICTOR VARIABLES (INDEPENDENT VARIABLE) AND AN OUTCOME VARIABLE (DEPENDENT VARIABLE)
REGRESSION
62
STATISTICAL TECHNIQUE USED TO COMBINED DATA FROM MULTIPLE STUDIES TO PRODUCE A SINGLE ESTIMATE OF THE DATA
META-ANALYSIS
63
THE CONCEPT SUGGEST THAT PSYCHOLOGICAL TRAITS AND STATES ARE REAL AND CAN BE OBSERVED AND MEASURED
PSYCHOLOGICAL TRAIT AND STATES EXIST
64
THESE TRAITS AND STATES CAN TURN INTO NUMERICAL VALUES OR SCORES THOUGH MEASUREMENT TOOLS AND TECHNIQUES
PSYCHOLOGICAL TRAITS AND STATES CAN BE QUANTIFIED AND MEASURED
65
THE CONCEPTS SUGGEST THAT HOW INDIVIDUALS PERFORM ON A TEST CAN PREDICT HOW THEY MIGHT BEHAVE IN REAL-LIFE SITUATIONS UNRELATED TO THE TEST
TEST-RELATED BEHAVIOR PREDICTS NON-TEST RELATED BEHAVIOR
66
THE CONCEPT THAT SHOWS EVERY MEASUREMENT TECHNIQUE, INCLUDING TESTS, HAS ITS ADVANTAGES AND LIMITATIONS. NO SINGLE METHOD IS PERFECT FOR ALL SITUATION
TEST AND OTHER MEASUREMENT TECHNIQUES HAVE STRENGTH AND WEAKNESSES
67
ERRORS CAN OCCUR DURING THE ASSESSMENT PROCESS DUE TO VARIOUS FACTORS, SUCH AS TEST-TAKER FATIGUE, TEST ADMINISTRATION ERRORS, OR RANDOM FLUCTUATIONS IN PERFORMANCE.
VARIOUS SOURCES OF ERROR ARE PART OF THE ASSESSMENT PROCESS
68
TESTING AND ASSESSMENT SHOULD BE ADMINISTERED WITHOUT BIAS, ENSURING EQUAL OPPORTUNITIES AND FAIR TREATMENT FOR ALL INDIVIDUALS
TESTING AND ASSESSMENTS CAN BE CONDUCTED IN A FAIR AND UNBIASED MANNER
69
IT DERIVED FROM THE PERFORMANCE OF A SPECIFIC GROUP AND ARE USED TO INTERPRET INDIVIDUAL TEST SCORES
NORM/NORMATIVE SAMPLE
70
SCORING SYSTEM USES THE DISTRIBUTION OF SCORES OBTAINED FROM A FIXED REFERENCE GROUPS AS A BASIS FOR CALCULATING THE SCORES FOR FUTURE ADMINISTRATION OF TEST
FIXED-REFERENCE GROUP SCORING SYSTEM
71
THIS REFERS TO THE CONSISTENCY IN MEASUREMENT
RELIABILITY
72
AN INDEX THAT QUALIFIES THE RATIO BETWEEN THE TRUE CORE VARIANCE AND THE TOTAL VARIANCE IN A TEST MASUREMENT.
RELIABILITY COEFFICIENT
73
ENCOMPASSES ALL FACTORS OTHER TNAN THE VARIABLE BEING MEASURED THAT AFFECT THE PROCESS OF MEASUREMENT
MEASUREMENT ERROR
74
THE PROCESS OF DESIGNING A TEST INCLUDING SELECTING TEST ITEMS AND DETERMINING HOW TO PRESENT THEM
TEST CONSTRUCTION
75
THE CONDITION UNDER WHICH THE TEST IS GIVEN
TEST ADMINISTRATION
76
THIS ASPECT OF TESTING DEALS WITH HOW TEST RESPONSES ARE SCORED AND HOW THOSE SCORES ARE INTERPRETED
TEST SCORING AND INTERPRETATION
77
IT ASSESSES THE CONSISTENCY OF TEST SCORES OVER TWO DIFFERENT ADMINISTRATIONS OF THE SAME TEST IN THE SAME GROUP
TEST-RETEST RELIABILITY ESTIMATES
78
IT ASSESS RELIABILITY BY COMPARING SCORES FROM TWO DIFFERENT BUT EQUIVALENT FORMS (PARALLEL OR ALTERNATE) OF TEST
PARALLEL FORMS AND ALTERNATE FORMS RELIABILITY ESTIMATES
79
ASSESS THE RELIABILITY BY COMPARING TWO PAIRS OF SCORES OBTAINED FROM EQUIVALENT JALVES OF SINGLE TESTS ADMINISTERED ONCE
SPLIT-HALF RELIABILITY ESTIMATE
80
ASSESSES THE HOMOGENEITY OF ITEMS IN A SCALE, CHECKING IF THEY MEASURE THE SAME UNDERLYING TRAIT
INTER-ITEM CONSISTENCY
81
WIDELY USED STATISTIC FOR ESTIMATING THE INTERNAL CONSISTENCY RELIABILITY OF A TEST
COEFFICIENT ALPHA
82
IT ESTIMATES THE AMOUNT OF ERROR INHERENT IN AN OBSERVED SCORE AND PROVIDES A CONFIDENCE INTERVAL FOR A TRUE SCORE
STANDARD ERROR OF MEASUREMENT
83
USED TO DETERMINED THE LIKELIHOOD THAT THE DIFFERENCE BETWEEN TWO SCORES IS STATISTICALLY SIGNIFICANT
STANDARD ERROR OF DIFFERENCE BETWEEN TWO SCORES
84
IT ESTIMATE OF HOW WELL A TEST MEASURES WHAT IT CLAIMS TO MEASURE IN A SPECIFIC CONTEXT. IT ASSESSES THE MEANINGFULNESS AND ACCURACY OF A TEST'S RESULTS
VALIDITY
85
THE PROCESS OF GATHERING AND EVALUATING EVIDENCE TO SUPPORT VALIDITY
VALIDATION
86
TRINITARIAN VIEW ENCOMPASSES THREE ASPECTS OF VALIDITY
CONTENT VALIDITY, CRITERION-RELATED VALIDITY, AND CONSTRUCT VALIDITY
87
THE EXTENT TO WHICH A TEST ADAQUATELY SAMPLES THE BEHAVIOR IT AIMS TO MEASURE
CONTENT VALIDITY
88
A TEST SCORES CAN PREDICT AN INDIVIDUAL'S STANDING ON A SPECIFIC CRITERION
CRITERION-RELATED VALIDITY
89
APPROPRIATENESS OF INFERENCES MADE FROM TEST SCORES REGARDING AN UNDERLYING CONSTRUCT
CONSTRUCT VALIDITY
90
RFEFERS TO HOW RELEVANT AND APPROPRIATE THE TEST ITEMS APPEAR TO BE TO THE TEST-TAKER, EVEN IF IT DOESN'T DIRECTLY ASSESS WHAT IT CLAIMS TO MEASURE
FACE VALIDITY
91
ASSESSES HOW WELL A TEST SAMPLES BEHAVIOR REPRESENTATIVE OF THE ENTIRE DOMAIN IT AIMS TO MEASURE
CONTENT VALIDITY
92
EVALUATE HOW WELL A TEST SCORE PREDICTS AN INDIVIDUAL'S PERFORMANCE ON A SPECIFIC CRITERION
CRITERION-RELATED VALIDITY
93
ASSESSING THE RELATIONSHIP BETWEEN TEST SCORES AND CRITERION MEASURE OBTAINED AT THE SAME TIME
CONCURRENT VALIDITY
94
EXAMINES HOW WELL A TEST PREDICTS FUTURE BEHAVIOR OR OUTCOMES
PREDICTIVE VALIDITY
95
ASSESS WHETHER TEST SCORES ACCURATELY REPRESENT AND UNDERLYING CONSTRUCT OR TRAIT
CONSTRUCT VALIDITY
96
THESE ARE INDICATORS OR PIECES OF EVDIENCE USED TO SUPPORT CONSTRUCT VALIDITY
EVIDENCE OF CONSTRUCT VALIDITY
97
DEMONSTRATED WHEN THERE A TEST'S SCORES CORRELATE WITH MEASURES THAT ASSESS THE SAME OR RELATED CONSTRUCTS
CONVERGENT EVIDENCE/VALIDITY
98
DEMONSTRATED WHEN THERE IS A LACK OF CORRELATIONION BETWEEN A TEST AND UNRELATED MEASURE
DISCRIMINANT EVIDENCE/VALIDITY
99
THIS MATRIX ASSESS BOTH CONVERGENT AND DISCRIMINAT VALIDITY BY COMPARING MULTIPLE TRAITS ASSESSED BY MULTIPLE METHODS
MULTITRAIT-MULTIMETHOD MATRIX
100
FACTORS IN A TEST THAT SYSTEMATICALLY PREVENT IMPARTIAL AND ACCURATE MEASUREMENT
TEST BIAS
PSYCHOLOGICAL ASSESSMENT PRELIM EXAM
PSYCHOLOGICAL ASSESSMENT PRELIM EXAM
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PSYCHOLOGICAL ASSESSMENT MIDTERM REVIEWER
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EXAM
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EXAM
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100問 • 1年前IO PSYCH 2
IO PSYCH 2
GIAN CARLO FIESTA · 75問 · 1年前IO PSYCH 2
IO PSYCH 2
75問 • 1年前問題一覧
1
ETHICAL PRINCIPLES IN TESTING GIVE THE TEST TAKERS THE RIGHT TO KNOW WHY THEY ARE BEING ASSESSED, WHAT THE TEST DATA WILL BE USED FOR, AND WHAT INFORMATION WILL BE SHARED WITH WHOM.
RIGHTS OF INFORMED CONSENT
2
THESE ASSESSMENTS ASSUME THAT INDIVIDUALS PROJECT THEIR UNIQUE THOUGHTS, FEELINGS, AND MOTIVATION ONTO AMBIGOUS STIMULI. THEY ASK THE CLIENT TO DESCRIBE WHAT THEY SEE. THEIR RESPONSES ARE THEN INTERPRETED TO GAIN INSIGHTS INTO THEIR PSYCHOLOGICAL STATE.
RORSCHACH INKBLOT PROJECTIVE TEST.
3
AN ETHICAL PRINCIPLES IN TESTING WHERE TEST TAKERS HAVE THE RIGHT TO RECEIVE UNDERSTANDABLE FEEDBACK ABOUT THEIR ASSESSMENT RESULTS AND RECOMMENDATION MADE BASED ON THOSE RESULTS.
RIGHTS TO BE INFORMED OF THE TEST FINDINGS
4
A PROCESS OF USING DEVICES OR PROCEDURES TO MEASURE PSYCHOLOGY-RELATED VARIABLES, TYPICALLY INVOLVES OBTAINING NUMERICAL SCORES LIKE IQ TEST.
PSYCHOLOGICAL TESTING
5
A BROADER PROCESS AIMED AT ANSWERING REFERRAL QUESTIONS, SOLVING PROBLEMS, OR MAKING DECISIONS USING VARIOUS EVALUATION TOOLS. IT FOCUSES ON UNDERSTANDING AN INDIVIDUAL'S PSYCHOLOGICAL PROFILE. THIS COULD BE CLINICAL ASSESSMENT OF A PERSON'S MENTAL HEALTH USING INTERVIEWS, PSYCHOLOGICAL TESTS, AND CASE HISTORY DATA.
PSYCHOLOGICAL ASSESSMENT
6
A TYPE OF TESTING THAT AIMS TO OBTAIN NUMERICAL OR OBJECTIVE DATA OFTEN RELATED TO SPECIFIC ABILITIES OR ATTRIBUTES LIKE STANDARDIZED MATHEMATICS TEST FOR STUDENTS TO QUANTIFY THEIR MATH SKILLS.
OBJECTIVE TESTING
7
A PSYCHOLOGICAL ASSESSMENT THAT FOCUSES ON OVERALL EVALUATION PROCESS. IT CONSIDERS THE SCORES, CONTEXT, BACKGROUND, AND INDIVIDUALIZED INFORMATION LIKE IN A CLINICAL ASSESSMENT, A THERAPIST CONSIDERS A PATIENT'S HIRTORY, BEHAVIOR,AND INTERVIEW RESPONSES.
PROCESS FOCUS
8
ITS PRIMARILY ROLE IS TO ADMINISTER, SCORING THE TEST, AND MORE ON TECHNICALITIES.
TESTER
9
THEY INTERPRET THE RESULTS, INTERGRATES VARIOUS DATA SOURCES, AND PROVIDES A COMPREHENSIVE EVALUATION. THEY ARE THE CENTER FOR DECISION MAKING.
ASSESSOR
10
IT MEASURES ABILITIES OR ATTRIBUTES LIKE ACHIEVEMENT TEST, APTITUTE TEST, AND INTELLIGENCES TEST.
ABILITY TEST
11
THESES ASSESS AN INDIVIDUAL'S DISPOSITIONS AND TRAITS, IT COULD BE STRUCTURE PERSONALITY TEST THAT USES SELF-REPORT STATEMENTS, OR PROJECTIVE TEST THAT USE AMBIGUOUS STIMULI TO REVEAL UNDERLYING PERSONALITY CHARACTERISTICS.
PERSONALITY TEST
12
A FACE TO FACE INTERACTIONS WHERE VERBAL AND NON-VERBAL CUES ARE OBSERVED. IT ASSESSES A CANDIDATE'S QUALIFICATIONS AND SUITABILITY.
INTERVIEW
13
A COLLECTIONS OF AN INDIVIDUAL'S WORK LIKE ARTWORKS OF ARTIST
PORTFOLIO
14
A RECORDS AND ACCOUNTS DOCUMENTING AN INDIVIDUAL'S HISTORY AND CIRCUMTANCES.
CASE HISTORY DATA/CASE STUDY
15
OBSERVING AND RECORDING BEHAVIOR, IT OFTEN USED IN EDUCATION SETTINGS TO EVALUATE STUDENT CONDUCT.
BEHAVIORAL OBSERVATION
16
A TOOL THAT OFFERS FAST TEST ADMINISTRATION, SCORING, AND INTERPRETATION LIKE COMPUTER ASSISTED PSYCHOLOGICAL ASSESSMENT AND COMPUTER ADAPTIVE TESTING .
COMPUTER
17
THEY CREATE TEST AND ASSESSMENT METHODS.
TEST DEVELOPERS
18
THE PROFESSIONALS WHO ADMINISTER TESTS, THEY ARE CALLED PROFESSIONALS, CLINICIANS, COUNSELORS AND HR PERSONNEL.
TEST USER
19
THE PERSON BEING ASSESSED. JUST LIKE STUDENTS TAKING A STANDARDIZED TEST OR A PATIENT UNDERGOING A PSYCHOLOGICAL EVALUATION.
TEST TAKER (ASSESSEE)
20
A SETTING WHERE IT HELPS TO IDENTIFY STUDENTS WITH SPECIAL NEED OR ASSESS LEARNING.
EDUCATIONAL SETTING
21
IT AIMS TO IMPROVE AN INDIVIDUAL'S ADJUSTMENT AND PRODUCTIVITY.
COUNSELING
22
A SETTING WHERE IT FOCUSES ON MENTAL HEALTH AND WELL-BEING OF ELDERLY INDIVIDUALS.
GERIATIC
23
IT ASSESSES PERSONNEL FOR CAREER-RELATED DECISION.
BUSINESS/MILITARY
24
A SETTING FOR LICENSING, CERTIFICATION, AND CREDENTIALING OF PROFESSIONALS.
GOVERNMENTAL AND ORGANIZATIONAL
25
IT PROVIDE BRIEF DESCRIPTION OF TESTS AND ARE GEARED TOWARD MARKETING.
TEST CATALOGUES
26
IT CONTAINS TECHNICAL DETAILS ABOUT TEST DEVELOPMENT AND ADMINISTRATION, TYPICALLY REQUIRING CREDENTIALS FOR ACCESS.
TEST MANUALS
27
THEY PROVIDE PERIDICALLY UPDATE SOURCES WITH COMPREHENSIVE INFORMATION ABOUT VARIOUS TESTS.
REFERENCE VOLUMES
28
IT OFFER REVIEWS AND STUDIES RELATED TO THE PSYCHOMETRIC PROPERTIES OF TESTS.
JOURNAL ARTICLES
29
WEBSITES THAT PROVIDE INFORMATION ON IWDE RANGE OF PSYCHOLOGICAL TESTS
ONLINE DATABASES
30
TESTING PROGRAMS BACK IN 2200BC PRIMARILY USED FOR SELECTING GOVERNMENT OFFICIAL AMONG NUMEROUS APPLICANTS
ANCIENT TESTING IN CHINA
31
THEY ATTEMPTED TO CATEGORIZE PERSONALITY TYPES BASED ON BODILY FLUIDS.
ANCIENT GRECO-ROMAN PERSPECTIVE OF PERSONALITY CLASSIFICATION BY HIPPOCRATES
32
THEY AIMED TO CLASSIFY PEOPLE BASED ON THEIR NATURAL GIFTS AND MEASURE HOW INDIVIDUALS DEVIATED FROM AN AVERAGE USING "COEFFICIENT AND CORRELATION"
NATURAL GIFTS AND DEVIATION OF FRANCIS GALTON'S
33
IT MARKED THE BEGINNING OF PSYCHOLOGY AS A FORMAL SCIENTIFIC DISCIPLINE BY STUDYING HUMAN CONSCIOUSNESS THROUGH EXPERIMENTAL METHODS SUCH AS INTROSPECTION TO UNDERSTAND THE STRUCTURE OF THE MIND. HE FOUNDED THE PSYCHOLOGY LABORATORY AT THE UNIVERSITY OF LEIPZIG IN GERMANY.
WILHELM WUNDT'S EXPERIMENTAL PSYCHOLOGY
34
HE COINED THE TERM "MENTAL TEST" TP DESCRIBE ASSESSMENTS OF COGNITIVE ABILITIES.
DEVELOPMENT OF MENTAL TESTING BY JAMES MCKEEN CATTELL
35
HE CREATED THE CONCEPT OF TEST RELIABILITY AND DEVELOPED MATHEMATICAL FRAMEWORKS LIKE FACTOR ANALYSIS TO UNDERSTAND INTELLIGENCE.
CHARLES SPEARMAN
36
HE SUGGESTED HOW MENTAL TESTS COULD MEASURE HIGHER MENTAL PROCESSES
VICTOR HENRI
37
SHE DEVELOPED WORD ASSOCIATION TECHNIQUES AS A FORMAL PSYCHOLOGICAL TEST.
EMIL KRAEPELIN
38
PLAYED A SIGNIFICANT ROLE IN THE EARLY DEVELOPMENT OF THE CLINICAL PSYCHOLOGY. THESE PIONEERS LAID THE FOUNDATION FOR MODERN PSYCHOLOGICAL TESTING INCLUDING INTELLIGENCE TEST LIKE THE BINET-SIMON SCALE AND PERSONALITY ASSESSMENTS.
LIGHTNER WITMER
39
TESTS LIKE ARMY ALPHA(FOR LITERATE) AND ARMY BETA(FOR ILLITERATE, NON-VERBAL, NON-ENGLISH) TESTS WERE USED TO EVALUATE AND CLASSIFY RECRUITS FOR MILITARY SERVICE. WW1 LED TO THE DEVELOPMENT OF GROUP INTELLIGENCE TESTS IN THE UNITED STATES TO ASSESS THE COGNITIVE ABILITIES OF SOLDIERS.
WORLD WAR 1 AND PSYCHOLOGICAL TESTING - MILITARY NEEDS
40
REFERS TO SOCIALLY TRANSMITTED BEHAVIOR PATTERS, BELIEFS, AND PRODUCTS OF A PARTICULAR GROUP OF PEOPLE
CULTURE
41
ETHICAL PRINCIPLES IN TESTING WHERE PRIVACY INVOLVE AN INDIVIDUAL'S FREEDOM TO CHOOSE WHEN, WHERE, AND WHAT THEY SHARE PERSONAL INFORMATION.
RIGHTS TO PRIVACY AND CONFIDENTIALITY
42
AN ETHICAL PRINCIPLES IN TESTING THAT PROFESSIONALS SHOULD USE DIAGNOSTIC LABELS THAT ARE AS SPECIFIC AND LEAST STIGMATIZING AS POSSIBLE WHEN ASSESSING INDOVUALS.
RIGHTS TO THE LEAST STIGMATIZING LABEL
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IT ASSIGNS NUMERICAL VALUES OR SYMBOLS TO CHARACTERISTICS OF OBJECTS OR EVENTS BASED ON PREDEFINED RULES.
MEASUREMENT
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NUMBERS OR SYMBOLS ARE USED TO REPRESENT THE CHARACTERISTICS OF OBJECTS OR EVENTS LIKE RULER MEASURING LENGTH, DISCRETE, EYE COLOR.
SCALES
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NUMBERS REPRESENTS THE MORENESS
MAGNITUDE
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DIFFERENCE BETWEEN ANY TWO POINTS
EQUAL INTERVALS
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NOTHING OF THE PROPERTY BEING MEASURED EXIST
ABSOLUTE ZERO
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IT INVOLVES CLASSIFICATION OR CATEGORIZATION BASED ON DISTINGUISHING CHARACTERISTICS
NOMINAL
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CLASSIFICATION AND RANKING OR ORDERING
ORDINAL
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INCLUDE CLASSIFICATION, RANKING, AND EQUAL INTERVAL BUT LACK AN ABSOLUTE ZERO POINT
INTERVAL
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CLASSIFICATION, RANKING, EQUAL INTERVALS, AND AN ABSOLUTE ZERO POINT. (MEASURING HEIGHT IN INCHES OR WEIGHT IN POUNDS)
RATIO
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DISPLAYS HOW FREQUENTLY EACH VALUE OR RANGE OF VALUES OCCURS IN DATASET
FREQUENCY DISTRIBUTIONS
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AVERAGE OF SET VALUES
MEAN
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MIDDLE VALUE OF DATASET WHEN ARRANGED IN ASCENDING OR DESCENDING ORDER
MEDIAN
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THE VALUE THAT APPEARS MOST FREQUENTLY IN A DATASET
MODE
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THE DIFFERENCE BETWEEN THE HIGHEST AND THE LOWEST VALUES IN DATASET
RANGE
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MEASURES HOW SCORES IN THE DATASET ARE DISPERSED AROUND THE MEAN.
STANDARD DEVIATION
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AKA BELL CURVE WITH A SYMMETRICAL DISTRIBUTION THAT REPRESENTS A CONTINOUS RANDOM VARIABLE TO DESCRIBE THE DISTRIBUTION OF SCORES OR DATA POINTS
NORMAL CURVE
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MEASURES THE DEGREE AND DIRECTION OF CORRESPONDENCE BETWEEN TWO VARIABLES
CORRELATION
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A GRAPH THAT DISPLAYS INDIVIDUAL DATA POINTS AS DOTS IN A COORDINATE SYSTEM. IT IS USED TO VISUALIZE THE RELATIONSHIP BETWEEN TWO VARIABLES
SCATTERPLOT
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IT EXAMINES THE RELATIONSHIP BETWEEN ONE OR MORE PREDICTOR VARIABLES (INDEPENDENT VARIABLE) AND AN OUTCOME VARIABLE (DEPENDENT VARIABLE)
REGRESSION
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STATISTICAL TECHNIQUE USED TO COMBINED DATA FROM MULTIPLE STUDIES TO PRODUCE A SINGLE ESTIMATE OF THE DATA
META-ANALYSIS
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THE CONCEPT SUGGEST THAT PSYCHOLOGICAL TRAITS AND STATES ARE REAL AND CAN BE OBSERVED AND MEASURED
PSYCHOLOGICAL TRAIT AND STATES EXIST
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THESE TRAITS AND STATES CAN TURN INTO NUMERICAL VALUES OR SCORES THOUGH MEASUREMENT TOOLS AND TECHNIQUES
PSYCHOLOGICAL TRAITS AND STATES CAN BE QUANTIFIED AND MEASURED
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THE CONCEPTS SUGGEST THAT HOW INDIVIDUALS PERFORM ON A TEST CAN PREDICT HOW THEY MIGHT BEHAVE IN REAL-LIFE SITUATIONS UNRELATED TO THE TEST
TEST-RELATED BEHAVIOR PREDICTS NON-TEST RELATED BEHAVIOR
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THE CONCEPT THAT SHOWS EVERY MEASUREMENT TECHNIQUE, INCLUDING TESTS, HAS ITS ADVANTAGES AND LIMITATIONS. NO SINGLE METHOD IS PERFECT FOR ALL SITUATION
TEST AND OTHER MEASUREMENT TECHNIQUES HAVE STRENGTH AND WEAKNESSES
67
ERRORS CAN OCCUR DURING THE ASSESSMENT PROCESS DUE TO VARIOUS FACTORS, SUCH AS TEST-TAKER FATIGUE, TEST ADMINISTRATION ERRORS, OR RANDOM FLUCTUATIONS IN PERFORMANCE.
VARIOUS SOURCES OF ERROR ARE PART OF THE ASSESSMENT PROCESS
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TESTING AND ASSESSMENT SHOULD BE ADMINISTERED WITHOUT BIAS, ENSURING EQUAL OPPORTUNITIES AND FAIR TREATMENT FOR ALL INDIVIDUALS
TESTING AND ASSESSMENTS CAN BE CONDUCTED IN A FAIR AND UNBIASED MANNER
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IT DERIVED FROM THE PERFORMANCE OF A SPECIFIC GROUP AND ARE USED TO INTERPRET INDIVIDUAL TEST SCORES
NORM/NORMATIVE SAMPLE
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SCORING SYSTEM USES THE DISTRIBUTION OF SCORES OBTAINED FROM A FIXED REFERENCE GROUPS AS A BASIS FOR CALCULATING THE SCORES FOR FUTURE ADMINISTRATION OF TEST
FIXED-REFERENCE GROUP SCORING SYSTEM
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THIS REFERS TO THE CONSISTENCY IN MEASUREMENT
RELIABILITY
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AN INDEX THAT QUALIFIES THE RATIO BETWEEN THE TRUE CORE VARIANCE AND THE TOTAL VARIANCE IN A TEST MASUREMENT.
RELIABILITY COEFFICIENT
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ENCOMPASSES ALL FACTORS OTHER TNAN THE VARIABLE BEING MEASURED THAT AFFECT THE PROCESS OF MEASUREMENT
MEASUREMENT ERROR
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THE PROCESS OF DESIGNING A TEST INCLUDING SELECTING TEST ITEMS AND DETERMINING HOW TO PRESENT THEM
TEST CONSTRUCTION
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THE CONDITION UNDER WHICH THE TEST IS GIVEN
TEST ADMINISTRATION
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THIS ASPECT OF TESTING DEALS WITH HOW TEST RESPONSES ARE SCORED AND HOW THOSE SCORES ARE INTERPRETED
TEST SCORING AND INTERPRETATION
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IT ASSESSES THE CONSISTENCY OF TEST SCORES OVER TWO DIFFERENT ADMINISTRATIONS OF THE SAME TEST IN THE SAME GROUP
TEST-RETEST RELIABILITY ESTIMATES
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IT ASSESS RELIABILITY BY COMPARING SCORES FROM TWO DIFFERENT BUT EQUIVALENT FORMS (PARALLEL OR ALTERNATE) OF TEST
PARALLEL FORMS AND ALTERNATE FORMS RELIABILITY ESTIMATES
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ASSESS THE RELIABILITY BY COMPARING TWO PAIRS OF SCORES OBTAINED FROM EQUIVALENT JALVES OF SINGLE TESTS ADMINISTERED ONCE
SPLIT-HALF RELIABILITY ESTIMATE
80
ASSESSES THE HOMOGENEITY OF ITEMS IN A SCALE, CHECKING IF THEY MEASURE THE SAME UNDERLYING TRAIT
INTER-ITEM CONSISTENCY
81
WIDELY USED STATISTIC FOR ESTIMATING THE INTERNAL CONSISTENCY RELIABILITY OF A TEST
COEFFICIENT ALPHA
82
IT ESTIMATES THE AMOUNT OF ERROR INHERENT IN AN OBSERVED SCORE AND PROVIDES A CONFIDENCE INTERVAL FOR A TRUE SCORE
STANDARD ERROR OF MEASUREMENT
83
USED TO DETERMINED THE LIKELIHOOD THAT THE DIFFERENCE BETWEEN TWO SCORES IS STATISTICALLY SIGNIFICANT
STANDARD ERROR OF DIFFERENCE BETWEEN TWO SCORES
84
IT ESTIMATE OF HOW WELL A TEST MEASURES WHAT IT CLAIMS TO MEASURE IN A SPECIFIC CONTEXT. IT ASSESSES THE MEANINGFULNESS AND ACCURACY OF A TEST'S RESULTS
VALIDITY
85
THE PROCESS OF GATHERING AND EVALUATING EVIDENCE TO SUPPORT VALIDITY
VALIDATION
86
TRINITARIAN VIEW ENCOMPASSES THREE ASPECTS OF VALIDITY
CONTENT VALIDITY, CRITERION-RELATED VALIDITY, AND CONSTRUCT VALIDITY
87
THE EXTENT TO WHICH A TEST ADAQUATELY SAMPLES THE BEHAVIOR IT AIMS TO MEASURE
CONTENT VALIDITY
88
A TEST SCORES CAN PREDICT AN INDIVIDUAL'S STANDING ON A SPECIFIC CRITERION
CRITERION-RELATED VALIDITY
89
APPROPRIATENESS OF INFERENCES MADE FROM TEST SCORES REGARDING AN UNDERLYING CONSTRUCT
CONSTRUCT VALIDITY
90
RFEFERS TO HOW RELEVANT AND APPROPRIATE THE TEST ITEMS APPEAR TO BE TO THE TEST-TAKER, EVEN IF IT DOESN'T DIRECTLY ASSESS WHAT IT CLAIMS TO MEASURE
FACE VALIDITY
91
ASSESSES HOW WELL A TEST SAMPLES BEHAVIOR REPRESENTATIVE OF THE ENTIRE DOMAIN IT AIMS TO MEASURE
CONTENT VALIDITY
92
EVALUATE HOW WELL A TEST SCORE PREDICTS AN INDIVIDUAL'S PERFORMANCE ON A SPECIFIC CRITERION
CRITERION-RELATED VALIDITY
93
ASSESSING THE RELATIONSHIP BETWEEN TEST SCORES AND CRITERION MEASURE OBTAINED AT THE SAME TIME
CONCURRENT VALIDITY
94
EXAMINES HOW WELL A TEST PREDICTS FUTURE BEHAVIOR OR OUTCOMES
PREDICTIVE VALIDITY
95
ASSESS WHETHER TEST SCORES ACCURATELY REPRESENT AND UNDERLYING CONSTRUCT OR TRAIT
CONSTRUCT VALIDITY
96
THESE ARE INDICATORS OR PIECES OF EVDIENCE USED TO SUPPORT CONSTRUCT VALIDITY
EVIDENCE OF CONSTRUCT VALIDITY
97
DEMONSTRATED WHEN THERE A TEST'S SCORES CORRELATE WITH MEASURES THAT ASSESS THE SAME OR RELATED CONSTRUCTS
CONVERGENT EVIDENCE/VALIDITY
98
DEMONSTRATED WHEN THERE IS A LACK OF CORRELATIONION BETWEEN A TEST AND UNRELATED MEASURE
DISCRIMINANT EVIDENCE/VALIDITY
99
THIS MATRIX ASSESS BOTH CONVERGENT AND DISCRIMINAT VALIDITY BY COMPARING MULTIPLE TRAITS ASSESSED BY MULTIPLE METHODS
MULTITRAIT-MULTIMETHOD MATRIX
100
FACTORS IN A TEST THAT SYSTEMATICALLY PREVENT IMPARTIAL AND ACCURATE MEASUREMENT
TEST BIAS