EPPP (EXAMINATION FOR PROFESSIONAL
PRACTICE IN PSYCHOLOGY) EXAM
QUESTIONS WITH CORRECT DETAILED
SOLUTIONS
Types of Scoring -ANS---Norm-Referenced: comparison between an
examinee's scores and the scores of the norm group; percentile ranks, standard
scores
-Criterion-Referenced: domain or content referenced; scores based on what the
examinee can do or knows with regard to clearly defined content; percent
correct
-Self-Referenced: ipsative; intra-individual comparison of scores; relative
strengths or weaknesses
Behavioral Assessment -ANS---Focuses on overt and covert behaviors that
occur in specific circumstances
-May utilize behavioral interviews, observation, cognitive assessment, or
psychophysiological measures
-Functional behavioral assessment (FBA): determines the purpose of a behavior
by identifying antecedents and consequences
Page 1 of 38
,Dynamic Assessment -ANS---Interactive approach and deliberate deviation
from standardized procedures to obtain additional information about the
examinee
-Associated with educational assessment
-Testing the limits: involves providing examinees with additional cues,
suggestions, or feedback; ordinarily done after standardized administration
-Graduated prompting: giving the examinee a series of verbal prompts that are
graduated in terms of difficulty level
-Test-teach-retest: following the initial assessment with an intervention
designed to modify the examinee's performance, then re-assessing
Psychological Assessment -ANS---Process of using psychological tests, clinical
interviews, behavioral observations, and other assessment tools to gather data
on an individual's cognitive, social, and behavioral functioning for the purpose
of description, classification, prediction, and intervention
Examiner Qualifications -ANS---Level A: may be administered and interpreted
by a non-psychologist
-Level B: require some technical knowledge of test construction and use, as
well as completion of supporting educational and psychological subjects
-Level C: should be administered only by individuals with at least an MA in
psychology and at least one year of supervised experience under a psychologist
Page 2 of 38
,Reliability vs Validity -ANS---Reliability: degree to which test scores are free
from the effects of measurement error
Validity: degree to which a test measures what it was designed to measure
Standardization -ANS---The examinee's responses, the apparatus, and the
scoring have been fixed so the scores collected at different times and places are
fully comparable; any deviations from standardized administration and scoring
may result in invalid conclusions
-The test has been administered under standard conditions to a representative
sample for the purpose of establishing norms; the greater the discrepancy
between the examinee and the norm group, the less likely the test results will be
valid
Computer-Assisted Assessment -ANS---Computer Adaptive Testing (CAT):
computer tailors the test to an individual examinee by choosing subsequent
items based on previous answers
-Increases precision and efficacy, as all examinees are tested with the same
degree of reliability and reduced testing time
-Computer-based interpretations should not be used to replaced clinical
judgement
Actuarial vs Clinical Predictions -ANS---Actuarial: statistical; based on
empirically validated relationship between test results and specific criteria
Page 3 of 38
, -Clinical: based on the decision-maker's intuition, experience, and knowledge;
clinical judgement
-Research has found that actuarial method alone is more accurate than clinical
judgement alone
Assessing Children -ANS---Interviews can be used to obtain reliable and valid
data from children as young as 6
-Goals include establishing rapport and maintaining the child's cooperation, and
can be accomplished by using descriptive statements, reflections, and open-
ended questions; providing labeled praise; and avoiding critical statements and
leading questions
Assessing Members of Culturally Diverse Populations -ANS---Considerations
include acculturation, identity, language proficiency, availability of appropriate
norms, cultural equivalence of content measured by the test, and availability of
more culturally appropriate alternatives
-There are no truly culture-fair or culture-free tests
-Research has found no consistent effect of match or mismatch between
examiner and examinee in terms of race, ethnicity, or culture
Self-Report -ANS---One of the most common data collection methods
-Advantages include quick production and scoring, and low cost
-Disadvantages can include weaker reliability and validity
Page 4 of 38
PRACTICE IN PSYCHOLOGY) EXAM
QUESTIONS WITH CORRECT DETAILED
SOLUTIONS
Types of Scoring -ANS---Norm-Referenced: comparison between an
examinee's scores and the scores of the norm group; percentile ranks, standard
scores
-Criterion-Referenced: domain or content referenced; scores based on what the
examinee can do or knows with regard to clearly defined content; percent
correct
-Self-Referenced: ipsative; intra-individual comparison of scores; relative
strengths or weaknesses
Behavioral Assessment -ANS---Focuses on overt and covert behaviors that
occur in specific circumstances
-May utilize behavioral interviews, observation, cognitive assessment, or
psychophysiological measures
-Functional behavioral assessment (FBA): determines the purpose of a behavior
by identifying antecedents and consequences
Page 1 of 38
,Dynamic Assessment -ANS---Interactive approach and deliberate deviation
from standardized procedures to obtain additional information about the
examinee
-Associated with educational assessment
-Testing the limits: involves providing examinees with additional cues,
suggestions, or feedback; ordinarily done after standardized administration
-Graduated prompting: giving the examinee a series of verbal prompts that are
graduated in terms of difficulty level
-Test-teach-retest: following the initial assessment with an intervention
designed to modify the examinee's performance, then re-assessing
Psychological Assessment -ANS---Process of using psychological tests, clinical
interviews, behavioral observations, and other assessment tools to gather data
on an individual's cognitive, social, and behavioral functioning for the purpose
of description, classification, prediction, and intervention
Examiner Qualifications -ANS---Level A: may be administered and interpreted
by a non-psychologist
-Level B: require some technical knowledge of test construction and use, as
well as completion of supporting educational and psychological subjects
-Level C: should be administered only by individuals with at least an MA in
psychology and at least one year of supervised experience under a psychologist
Page 2 of 38
,Reliability vs Validity -ANS---Reliability: degree to which test scores are free
from the effects of measurement error
Validity: degree to which a test measures what it was designed to measure
Standardization -ANS---The examinee's responses, the apparatus, and the
scoring have been fixed so the scores collected at different times and places are
fully comparable; any deviations from standardized administration and scoring
may result in invalid conclusions
-The test has been administered under standard conditions to a representative
sample for the purpose of establishing norms; the greater the discrepancy
between the examinee and the norm group, the less likely the test results will be
valid
Computer-Assisted Assessment -ANS---Computer Adaptive Testing (CAT):
computer tailors the test to an individual examinee by choosing subsequent
items based on previous answers
-Increases precision and efficacy, as all examinees are tested with the same
degree of reliability and reduced testing time
-Computer-based interpretations should not be used to replaced clinical
judgement
Actuarial vs Clinical Predictions -ANS---Actuarial: statistical; based on
empirically validated relationship between test results and specific criteria
Page 3 of 38
, -Clinical: based on the decision-maker's intuition, experience, and knowledge;
clinical judgement
-Research has found that actuarial method alone is more accurate than clinical
judgement alone
Assessing Children -ANS---Interviews can be used to obtain reliable and valid
data from children as young as 6
-Goals include establishing rapport and maintaining the child's cooperation, and
can be accomplished by using descriptive statements, reflections, and open-
ended questions; providing labeled praise; and avoiding critical statements and
leading questions
Assessing Members of Culturally Diverse Populations -ANS---Considerations
include acculturation, identity, language proficiency, availability of appropriate
norms, cultural equivalence of content measured by the test, and availability of
more culturally appropriate alternatives
-There are no truly culture-fair or culture-free tests
-Research has found no consistent effect of match or mismatch between
examiner and examinee in terms of race, ethnicity, or culture
Self-Report -ANS---One of the most common data collection methods
-Advantages include quick production and scoring, and low cost
-Disadvantages can include weaker reliability and validity
Page 4 of 38
