Chapter 1 Exercises
Exercise 1
1. Bring a number of psychological tests to class, some very similar and some
very different.
2. Form teams of 3 or more students.
3. Have teams review each of the tests.
4. Have students consider and discuss the following questions in their teams:
Consider the definition of a psychological test. What makes each a
test?
Consider how tests can differ. How are the tests different?
Consider the three characteristics common to all psychological tests.
To what extent do the tests demonstrate the characteristics?
Consider the different ways we can classify tests. How would you
classify each test?
5. Facilitate a class discussion of team answers.
,Exercise 2
1. Have students ask various professionals in and outside of the psychology
field who use psychological tests (e.g., career counselors, professors, clinical
psychologists, Human Resource directors) the following question, “What is a
psychological test?”
2. Have students share their findings in class.
3. Facilitate a discussion, comparing and contrasting the different definitions
from the various professionals, and comparing the definitions to the definition
in the textbook.
4. Discuss why professionals’ definitions might vary and the implications of
varying definitions.
,Exercise 3
1. Bring to class tests that measure the same attribute, trait, or characteristic
(e.g., personality, intelligence, interests, mathematical ability, classroom
knowledge tests).
2. Form teams of 3-5 students.
3. Provide each team with two or more tests that measure the same attribute,
trait, or characteristic.
4. Have teams review the tests and document how the tests are similar and how
they are different.
5. Facilitate a discussion of how two tests that measure the same attribute, trait,
or characteristic may differ and why.
, Exercise 4
1. Form teams of 3-5 students.
2. Have each team construct a five-question quiz covering the material
presented in Chapter 1.
3. Have teams administer their quiz to their classmates.
4. Facilitate a discussion of the quizzes, being sure to discuss
the extent to which each quiz demonstrates the three characteristics
common to all good psychological tests.
the strengths of each quiz.
how each quiz could be improved.
Exercise 1
1. Bring a number of psychological tests to class, some very similar and some
very different.
2. Form teams of 3 or more students.
3. Have teams review each of the tests.
4. Have students consider and discuss the following questions in their teams:
Consider the definition of a psychological test. What makes each a
test?
Consider how tests can differ. How are the tests different?
Consider the three characteristics common to all psychological tests.
To what extent do the tests demonstrate the characteristics?
Consider the different ways we can classify tests. How would you
classify each test?
5. Facilitate a class discussion of team answers.
,Exercise 2
1. Have students ask various professionals in and outside of the psychology
field who use psychological tests (e.g., career counselors, professors, clinical
psychologists, Human Resource directors) the following question, “What is a
psychological test?”
2. Have students share their findings in class.
3. Facilitate a discussion, comparing and contrasting the different definitions
from the various professionals, and comparing the definitions to the definition
in the textbook.
4. Discuss why professionals’ definitions might vary and the implications of
varying definitions.
,Exercise 3
1. Bring to class tests that measure the same attribute, trait, or characteristic
(e.g., personality, intelligence, interests, mathematical ability, classroom
knowledge tests).
2. Form teams of 3-5 students.
3. Provide each team with two or more tests that measure the same attribute,
trait, or characteristic.
4. Have teams review the tests and document how the tests are similar and how
they are different.
5. Facilitate a discussion of how two tests that measure the same attribute, trait,
or characteristic may differ and why.
, Exercise 4
1. Form teams of 3-5 students.
2. Have each team construct a five-question quiz covering the material
presented in Chapter 1.
3. Have teams administer their quiz to their classmates.
4. Facilitate a discussion of the quizzes, being sure to discuss
the extent to which each quiz demonstrates the three characteristics
common to all good psychological tests.
the strengths of each quiz.
how each quiz could be improved.
