CHAPTER 1: PSYCHOLOGICAL TESTING AND ASSESMENT • The Interview
History: Testing and Assessment ➢ The interview is a method of gathering information through direct communication involving
• th
Roots in early 20 century in France with Alfred Binet reciprocal exchange
• An English-language version of Binet’s test was prepared in schools in US ➢ Verbal and nonverbal behavior (hand gestures, facial expressions, fidgeting, body language)
➢ Stanford Binet Test — developed by Theodore Simon and Alfred Binet proceeded by Stanford ➢ Interviews vary as to their purpose, length (not too short nor too lengthy/45 minutes to 1
University hour) and nature
➢ Binet test not only measure intelligence but also personality, brain functioning, performance ➢ The quality of information obtained in an interview often depends on the skills of the
and many other aspects of psychological and social functioning interviewer (e.g. their pacing, rapport, and their ability to convey genuineness, empathy, and
• The declaration of war by the US on Germany, the beginning of WW1 where the military humor)
needs a way to screen large number of recruits for intellectual and emotional problems.
Other Tools of Psychological Assessment
COMPARISONS: TESTING VS. ASSESSMENT • The Portfolio: A file containing the products of one’s work. May serve as a sample of one’s
abilities and accomplishments
TESTING ASSESSMENT • Case History Data: Information preserved in records, transcripts, or other forms.
o Case history data includes files or excerpts from files maintained at institutions and
process of measuring agencies such as schools, hospitals, employers, religious institutions and criminal
psychology-related justice agencies.
the gathering and integration of o Other example of case history data are letters, written correspondence photos,
variables (characteristics)
psychology-related data for the audiotapes, work samples, postings to social networking sites.
DEFINITION by the means of devices or
purpose of making a psychological o Useful tool in a wide variety of assessment context. In clinical evaluation,
procedures designed to
evaluation through tools neuropsychological evaluations, and school psychologists.
obtain a sample of
behavior. • Behavioral Observation: Monitoring the actions of people through visual or electronic means
typically to obtain some typically to answer a referral question, • Role-Play Tests: Assessees are directed to act as if they were in a particular situation. Useful
gauge, usually numerical in solve a problem, or arrive at a in evaluating various skills.
OBJECTIVE
nature, with regard to destination through the tools of • Computers as Tools: Computers can assist in test administration, scoring, and interpretation.
ability or tribute evaluation o Scoring may be done on-site (local processing) or at a central location (central
processing).
May be individualized or o Reports may come in the form of a simple scoring report, extended scoring report,
PROCESS . Typically individualized
group interpretive report, consultative report, or integrative report.
o Computer Assisted Psychological Assessment (CAPA) and Computer Adaptive Testing
Tester is not the key into the (CAT) have allowed for tailor-made tests with built-in scoring and interpretive
Assessor is the key in the process of
ROLE OF process; may be substituted capabilities.
selecting tests as well in drawing
EVALUATOR without affecting the o Assessment is increasingly conducted via the internet.
conclusions
evaluation Advantages of Internet Testing
1) Greater access to potential test-users
SKILLS OF Requires technician-like Typically requires an educated
2) Scoring and interpretation tends to be quicker
EVALUATOR skills selection, skill in evaluation
3) Costs tend to be lower
4) Facilitates testing otherwise isolated populations and people with disabilities
Entail logical problem-solving
OUTCOME Typically yields a test score Disadvantages of Internet Testing
approach to answer referral question
1) Internet is not accessible to all people
2) The evaluation/interpretation is limited to built-in code of the test compared
The Process of Assessment to face-to-face evaluation
• In general, the process of assessment begins with a referral for assessment from a source
such as teacher, school psychologist, counselor, judge, clinician, or corporate human Who, What, Why, How, and Where?
resource specialist. Who Are the Parties?
o ” Can this child function in a general educational environment” • The test developer — tests are created for research studies, publication (as commercially
o ” Is this defendant competent to stand trial” available instruments), or as modifications of existing tests.
o ” How well can this employee be expected to perform if promoted to an executive o The Standards for Educational and Psychological Testing — covers issues related to
position” test construction and evaluation, test administration and use, special applications of
• The assessor’s own past experience, education and training play a key role in the specific tests and considerations for linguistic minorities.
tests or other tools to be employed in the assessment. • The test user — Tests are used by a wide range of professionals
Training (Concepts) o The Standards contains guidelines for who should be administering psychological
o (Freud) Psychodynamic: childhood experiences tests but many countries have no ethical or legal guidelines for test use
o (Carl Rogers) person centered: accepting whoever they are LEVELS
o (Adler) Adlerian: the importance of community ▪ A: Individuals with no psychological expertise background (teachers)
o Gestalt: you are more important than the parts of anything ▪ B: psychometricians
o CBT: behavioral therapy ▪ C: Psychologist with proper training
o reality therapy: the client should decide for themselves (needs, doing, evaluate, • The test-taker — Anyone who is the subject of an assessment or evaluation is a test-taker.
plans) o Test-takers may differ on a number of variables at the time of testing (e.g. test anxiety,
o feminist therapy: imbalance in the organization emotional distress, physical discomfort, alertness, etc.)
• After the assessment, the assessor writes a report of the findings that is designed to answer o Society at large — Test developers create tests to meet the needs of an evolving
the referral question. society.
Process of Assessment o Laws and court decisions may play a major role in test development, administration,
1. Presenting Problem and interpretation.
2. Intake Interviews/MSE o Other parties — Organizations, companies, and governmental agencies sponsor the
3. Assessment (counseling to assessment/counseling to counseling) development of tests.
• More feedback sessions with the assessee and or other parties (assessee’s parents and the o Companies may offer test scoring and interpretation
referring professional) may be scheduled. o Researchers may review tests and evaluate their psychometric soundness
Assessment What type of Settings?
Approach to Assessment • Geriatric settings — Assessment primarily evaluates cognitive, psychological, adaptive, or
• Collaborative Psychological Assessment — The assessor and assessee work as a partner. (If other functioning. The issue is quality of life.
the client is not willing, the therapy would not be successful) • Business and military settings — Decisions regarding careers of personnel are made with a
o Therapeutic Psychological Assessment: Therapeutic self-discovery is encouraged variety of achievement, aptitude, interest, motivational, and other tests.
through the assessment process. • Government and organizational credentialing — Includes governmental licensing,
• Dynamic Assessment — is typically employed in educational settings but also may be used in certification, or general credentialing of professionals (e.g. attorneys, physicians, teachers,
correctional, corporate, neuropsychological, clinical, and other settings and psychologists)
o It is used to describe the interactive, changing or varying nature of the assessment. • Educational settings:
o Evaluation -> Intervention -> Evaluation o Students typically undergo school ability tests and achievement tests.
o Diagnostic tests may be used to identify areas for educational intervention.
The Tools of Psychological Assessment o Educators may also make informal evaluations of their students
The Test
➢ A psychological test is a device or procedure designed to measure variables related to How are Assessments Conducted?
psychology (e.g. intelligence, attitudes, personality, interests, etc.). • Clinical settings — Includes hospitals, inpatient and outpatient clinics, private-practice
▪ The behavior sample could range from responses to a pencil-and-paper questionnaire, to consulting rooms, schools, and other institutions.
oral responses questions related to the performance of some task. o Assessment tools are used to help screen for or diagnose behavior problems.
▪ Behavior sample could be elicited by the stimulus of the test itself or it could be naturally • Counseling settings — Includes schools, prisons, and governmental or privately owned
occurring behavior. institutions.
▪ Psychological tests vary by content, format, administration, scoring, interpretation, and o The goal of assessments in this setting is improvements in adjustment, productivity,
technical quality or related variable
▪ Content: The subject matter of the test. Content depends on the theoretical orientation of • There are many different methods used.
test developers and the unique way in which they define the construct of interest. o Ethical testers have responsibilities before, during, and after testing.
• Format: The form, plan, structure, layout of test items, and other considerations (e.g. time • Obligations include:
limits). o familiarity with test materials and procedures
• Administration: Tests may require certain tasks to be performed, trained observation of o ensuring that the room in which the test will be conducted is suitable and conducive
performance, or little involvement by the test administrators (e.g. self-report to the testing
questionnaires). o It is important to establish rapport during test administration. Rapport can be defined
• Scoring and Interpretation: Scoring of tests may be simple, such as summing responses to as a working relationship between the examiner and the examinee.
items, or may require more elaborate procedures. o The law mandates “alternate assessment” — The definition of this is up to states or
o Some tests results can be interpreted easily, or interpreted by computer, whereas school districts
other tests require expertise for proper interpretation. o Accommodations need to be made — the adaptation of a test, procedure, or
o EXAMPLE: Sack's sentence completion test situation, or the substitution of one test for another, to make the assessment more
• Cut Score: A reference point, usually numerical, used to divide data into two or more suitable for an assessee with exceptional needs
classifications (e.g. pass or fail).
• Technical Quality or Psychometric Soundness: Psychometrics is the science of psychological Where to go for Information on Tests
measurement. The psychometric soundness of a test depends on how consistently and • Test catalogues — catalogues distributed by publishers of tests. Usually brief, and un-critical,
accurately the test measures what it purports to measure. descriptions of tests.
, • Journal articles — contain reviews of a test, updated or independent studies of its • It is also desirable however, to explain the examinee that correct assessment will benefit him.
psychometric soundness, or examples of how the instrument was used in either research or • The results of tests administered in clinical or counseling situation, should not be made
an applied context. available for institutional purposes, unless the examinee gives his consent
o Howard Gardner — researcher, proponent of multiple intelligences • When tests are given for research purposes, anonymity should be preserved as fully as
• Online databases — Educational Resources Information Center (ERIC) contains a wealth of possible and the procedures for ensuring such anonymity should be explained in advance to
resources and news about tests, testing, and assessment. There are abstracts of articles, the subjects.
original articles, and links to other useful websites. • The examinee should certainly be informed about the purpose of testing
• The American Psychological Association (APA) has a number of databases including PsycINFO, • The guidelines suggest, that aptitude test and achievement tests are example of the type of
ClinPSYC, PsycARTICLES, and PsycSCAN. instruments for which representational consent should be sufficient. However, personality
• Other sources — Directory of Unpublished Experimental Mental Measures and Tests in assessment is cited as requiring individual consent.
Microfiche. Also, university libraries provide access to online databases such as PsycINFO and
full-text articles. Code of Ethics for Philippine Psychologists
A. Confidentiality
CHAPTER 2.1: PROFESSIONAL AND ETHICAL IMPLICATIONS OF TESTING (CODE OF ETHICS FOR Limitations of Confidentiality
PHILIPPINE PSYCHOLOGISTS) 1. It is our duty to discuss the limitations of confidentiality to our clients, may it be due to
APA Ethical Principles regulated laws, institutional rules, or professional or scientific relationship. In cases where
• Beneficence and Non-maleficence — Promote wellbeing and prevent harm. It is harmful to the client is a minor or is legally incapable of giving informed consent, the primary guardian
the client when using unreliable test. or legal representative should be informed about the limitations of confidentiality
• Fidelity and Responsibility — Establish trust and contribute to society. 2. Before the actual interview, session, or any other related psychological activities, we explain
• Integrity — Moral professionals explicitly to the client all anticipated uses of the information they will disclose.
• Justice — Promotes equality 3. We may release information to appropriate individuals or authorities only after careful
• Respect for People’s Rights and Dignity — Respect privacy and differences deliberation or when there is imminent danger to the individual and community. In court
PAP Ethical Principles cases, information should be limited only to those pertinent to the legitimate request of the
• Respect for Dignity of Persons court.
• Competent Caring for Well-being of Persons o We can break the confidentiality clause in instances where someone’s life is already
• Integrity at stake such as history of suicidal attempts or suicidal tendencies.
• Professional and Scientific Responsibilities to Society 4. If the psychological services, products, or information is coursed through an electronic
transmission, it is our duty to inform the clients of risks to privacy.
User Qualifications
B. Basis of Assessment
❖ It is a requirement that test should be used by appropriately qualified examiners. The
1. The expert opinions that we provide through our recommendations, reports, and diagnostic
necessary qualifications vary with the type of tests.
or evaluative statements are based on substantial information and appropriate assessment
❖ A long period of extensive training, and supervised experience is required for the proper use
techniques.
of individual intelligence tests and most personality tests, whereas a minimum of supervised
2. We provide expert opinions regarding the psychological characteristics of a person ONLY
psychological training is needed in the case of educational achievement or vocational tests.
after employing adequate assessment procedures and examination to support our
❖ He/must be aware of the available research literature on the chosen test and its
conclusions and recommendations.
characteristics such as norms, reliability, and validity.
3. In instances where we are asked to provide opinions about an individual without conducting
❖ When tests are administered by assistant’s or by persons in other professions, it is essential
an examination on the basis of review of existing test results and reports, we discuss the
than an adequately qualified psychologist be available, to provide the needed perspective
LIMITATIONS of our opinions and the basis of our conclusions and recommendations.
for proper interpretation of test performance.
❖ Test scores can be properly interpreted only in the light of all available knowledge regarding
C. Informed Consent in Assessment
the behavior that the tests are designed to measure.
1. We gather informed consent prior to the assessment of our clients EXCEPT for the following
instances:
Ethical Standards for the Distribution of Psychological Tests and Diagnostic Aids (APA, 1950):
a. when it is mandated by the law
➢ Level A: Tests or aids that can adequately be administered, scored, and interpreted with the b. when it is implied such as in routine educational, institutional and organizational
aid of the manual and a general orientation to the kind of institution or organization in which activity
one is working (for instance, achievement or proficiency tests) c. when the purpose of the assessment is to determine individual’s decisional capacity.
➢ Level B: Tests or aids that require some technical knowledge of test construction and use and 2. We educate our clients about the nature of our services, financial arrangements, potential
of supporting psychological and educational fields such as statistics, individual differences, risks, and limits of confidentiality. In instances where our clients are not competent to
psychology of adjustment, personnel psychology, and guidance (e.g., aptitude tests and provide informed consent on assessment, we discuss these matters with immediate family
adjustment inventories applicable to normal populations) members or legal guardians.
➢ Level C: Tests and aids that require substantial understanding of testing and supporting
psychological fields together with supervised experience in the use of these devices (for D. Assessment Tools
instance, projective tests, individual mental tests). 1. We judiciously select and administer only those tests which are pertinent to the reasons for
referral and purpose of the assessment.
Professional and Ethical Standards 2. We use data collection, methods and procedures that are consistent with current scientific
• Part of upgrading professional standards is the enactment of licensing and certification laws and professional developments.
for psychologists and Psychometricians. 3. We use tests that are standardized, valid, reliable, and has a normative data directly referable
• In psychology, licensing controls or regulates the practice of psychology. (e.g., registered to the population of our clients.
Psychometrician) 4. We administer assessment tools that are appropriate to the language, competence and other
• Passing the licensure exam gives you a title and allows to you practice psychology according relevant characteristics of our client.
to the mandated law. Titles can be RPm (Psychometrician), RP (old) / RPsy (new) for
Psychologist E. Obsolete or Outdated Test Result
• While certification typically refers to legal protection of the title “psychologist” or 1. We do not base our interpretations, conclusions, and recommendations on outdated test
“psychometrician”. results.
• Examples are CCLP (certified clinical Psychologist), CAsP (certified assessment psychologist, 2. We do not provide interpretations, conclusions, and recommendations on the basis of
to name a few) obsolete tests.
Testing Instruments and Procedures F. Interpreting Assessment Result
1. In fairness to our clients, under no circumstances should we report the test results without
• The purchase of tests is generally restricted to persons who meet certain minimal
taking into consideration the validity, reliability, and appropriateness of the test. We should
qualifications. Usually a person with a master’s degree in psychology or its equivalent.
therefore indicate our reservations regarding the interpretations.
• Some publishers classify their tests into levels with reference to user qualifications. (Level A,
2. We interpret assessment results while considering the purpose of the assessment and other
B, C)
factors such as the client’s test taking abilities, characteristics, situational, personal, and
• Efforts to restrict the distribution of tests have a dual objective: security of test materials and
cultural differences.
prevention of misuse.
• In ethical standards for psychologists (U.S.), “access to such devices is limited to persons with
G. Integrity in Writing Reports
professional interests who will safeguard their use”. In short, test materials are released only
1. Include everything that is truthful and important even if it is not in favor of:
to persons who are qualified to interpret and use them properly.
a. Client
• Another professional responsibility concerns the marketing of psychological tests by authors b. Insurance claims
and publishers. Tests should not be released prematurely c. Court cases
• Test manual should provide adequate data to permit an evaluation of the test itself as well 2. Do not falsify reports out of pity
as full information regarding the administration, scoring and norms.
• Tests or major parts of test SHOULD NOT be published in a newspaper, magazine, or popular H. Release of Test Data
book, for self-evaluation, because it might also be psychologically injurious to the individual. 1. It is our responsibility to ensure that test results and interpretations are not used by persons
• Moreover, any publicity given to specific test items will tend to invalidate the future use of other than those explicitly agreed upon by the referral sources prior to the assessment
the test with other persons. procedure.
• Another unprofessional practice is testing by mail. An individual’s performance on 2. We do not release test data in the forms of raw and scaled scores, client’s responses to test
personality test cannot be properly assessed by mailing test forms to him and having him questions or stimuli, and notes regarding the client’s statements and behaviors during the
return by mail for scoring and interpretation because you might interpret the test scores examination unless regulated by the court.
without the absence of pertinent information about the individual. Test results may be worse
than useless. I. Explaining Assessment Results
1. We release test results only to the sources of referral and with a written permission from the
Protection of Privacy client if it is a self-referral.
• Psychologist should be responsible and fully aware of the purpose of the interview, testing, 2. Where test results have to be communicated to relatives, parents, or teachers, we explain
or evaluation and of the ways in which the information may be used. them through a non-technical language.
• Any observation of an individual’s behavior – as in an interview, casual conversation, or other 3. We explain findings and test results to our clients or designated representatives except when
personal encounter – may yield information about the client. the relationship precludes the provision of explanation of results and it is explained in
• Behavioral research, whether employing tests or observation procedures, presents the advanced to the client.
possibility of invasion of privacy. 4. When test results need to be shared with schools, social agencies, the courts or industry, we
• Yet, as a scientist, psychologists are committed to the goal of advancing knowledge about supervise such releases.
human behavior.
The Right to Privacy J. Test Security
➢ According to Privacy and Behavioral Research (1967) it is defined as “the right of the Qualified Users/Personnel — responsible for the administration and handling of all test
individual to decide for himself how much he will share with others his thoughts, his feelings, materials (manuals, keys, answer sheets, reusable booklets, etc.)
and the facts about his personal life.”
• In clinical or counseling situations, the client is usually willing to reveal himself in order to K. Assessment by Unqualified Person
obtain help with his problems. 1. We do not promote the use of assessment tools and methods by unqualified persons EXCEPT
History: Testing and Assessment ➢ The interview is a method of gathering information through direct communication involving
• th
Roots in early 20 century in France with Alfred Binet reciprocal exchange
• An English-language version of Binet’s test was prepared in schools in US ➢ Verbal and nonverbal behavior (hand gestures, facial expressions, fidgeting, body language)
➢ Stanford Binet Test — developed by Theodore Simon and Alfred Binet proceeded by Stanford ➢ Interviews vary as to their purpose, length (not too short nor too lengthy/45 minutes to 1
University hour) and nature
➢ Binet test not only measure intelligence but also personality, brain functioning, performance ➢ The quality of information obtained in an interview often depends on the skills of the
and many other aspects of psychological and social functioning interviewer (e.g. their pacing, rapport, and their ability to convey genuineness, empathy, and
• The declaration of war by the US on Germany, the beginning of WW1 where the military humor)
needs a way to screen large number of recruits for intellectual and emotional problems.
Other Tools of Psychological Assessment
COMPARISONS: TESTING VS. ASSESSMENT • The Portfolio: A file containing the products of one’s work. May serve as a sample of one’s
abilities and accomplishments
TESTING ASSESSMENT • Case History Data: Information preserved in records, transcripts, or other forms.
o Case history data includes files or excerpts from files maintained at institutions and
process of measuring agencies such as schools, hospitals, employers, religious institutions and criminal
psychology-related justice agencies.
the gathering and integration of o Other example of case history data are letters, written correspondence photos,
variables (characteristics)
psychology-related data for the audiotapes, work samples, postings to social networking sites.
DEFINITION by the means of devices or
purpose of making a psychological o Useful tool in a wide variety of assessment context. In clinical evaluation,
procedures designed to
evaluation through tools neuropsychological evaluations, and school psychologists.
obtain a sample of
behavior. • Behavioral Observation: Monitoring the actions of people through visual or electronic means
typically to obtain some typically to answer a referral question, • Role-Play Tests: Assessees are directed to act as if they were in a particular situation. Useful
gauge, usually numerical in solve a problem, or arrive at a in evaluating various skills.
OBJECTIVE
nature, with regard to destination through the tools of • Computers as Tools: Computers can assist in test administration, scoring, and interpretation.
ability or tribute evaluation o Scoring may be done on-site (local processing) or at a central location (central
processing).
May be individualized or o Reports may come in the form of a simple scoring report, extended scoring report,
PROCESS . Typically individualized
group interpretive report, consultative report, or integrative report.
o Computer Assisted Psychological Assessment (CAPA) and Computer Adaptive Testing
Tester is not the key into the (CAT) have allowed for tailor-made tests with built-in scoring and interpretive
Assessor is the key in the process of
ROLE OF process; may be substituted capabilities.
selecting tests as well in drawing
EVALUATOR without affecting the o Assessment is increasingly conducted via the internet.
conclusions
evaluation Advantages of Internet Testing
1) Greater access to potential test-users
SKILLS OF Requires technician-like Typically requires an educated
2) Scoring and interpretation tends to be quicker
EVALUATOR skills selection, skill in evaluation
3) Costs tend to be lower
4) Facilitates testing otherwise isolated populations and people with disabilities
Entail logical problem-solving
OUTCOME Typically yields a test score Disadvantages of Internet Testing
approach to answer referral question
1) Internet is not accessible to all people
2) The evaluation/interpretation is limited to built-in code of the test compared
The Process of Assessment to face-to-face evaluation
• In general, the process of assessment begins with a referral for assessment from a source
such as teacher, school psychologist, counselor, judge, clinician, or corporate human Who, What, Why, How, and Where?
resource specialist. Who Are the Parties?
o ” Can this child function in a general educational environment” • The test developer — tests are created for research studies, publication (as commercially
o ” Is this defendant competent to stand trial” available instruments), or as modifications of existing tests.
o ” How well can this employee be expected to perform if promoted to an executive o The Standards for Educational and Psychological Testing — covers issues related to
position” test construction and evaluation, test administration and use, special applications of
• The assessor’s own past experience, education and training play a key role in the specific tests and considerations for linguistic minorities.
tests or other tools to be employed in the assessment. • The test user — Tests are used by a wide range of professionals
Training (Concepts) o The Standards contains guidelines for who should be administering psychological
o (Freud) Psychodynamic: childhood experiences tests but many countries have no ethical or legal guidelines for test use
o (Carl Rogers) person centered: accepting whoever they are LEVELS
o (Adler) Adlerian: the importance of community ▪ A: Individuals with no psychological expertise background (teachers)
o Gestalt: you are more important than the parts of anything ▪ B: psychometricians
o CBT: behavioral therapy ▪ C: Psychologist with proper training
o reality therapy: the client should decide for themselves (needs, doing, evaluate, • The test-taker — Anyone who is the subject of an assessment or evaluation is a test-taker.
plans) o Test-takers may differ on a number of variables at the time of testing (e.g. test anxiety,
o feminist therapy: imbalance in the organization emotional distress, physical discomfort, alertness, etc.)
• After the assessment, the assessor writes a report of the findings that is designed to answer o Society at large — Test developers create tests to meet the needs of an evolving
the referral question. society.
Process of Assessment o Laws and court decisions may play a major role in test development, administration,
1. Presenting Problem and interpretation.
2. Intake Interviews/MSE o Other parties — Organizations, companies, and governmental agencies sponsor the
3. Assessment (counseling to assessment/counseling to counseling) development of tests.
• More feedback sessions with the assessee and or other parties (assessee’s parents and the o Companies may offer test scoring and interpretation
referring professional) may be scheduled. o Researchers may review tests and evaluate their psychometric soundness
Assessment What type of Settings?
Approach to Assessment • Geriatric settings — Assessment primarily evaluates cognitive, psychological, adaptive, or
• Collaborative Psychological Assessment — The assessor and assessee work as a partner. (If other functioning. The issue is quality of life.
the client is not willing, the therapy would not be successful) • Business and military settings — Decisions regarding careers of personnel are made with a
o Therapeutic Psychological Assessment: Therapeutic self-discovery is encouraged variety of achievement, aptitude, interest, motivational, and other tests.
through the assessment process. • Government and organizational credentialing — Includes governmental licensing,
• Dynamic Assessment — is typically employed in educational settings but also may be used in certification, or general credentialing of professionals (e.g. attorneys, physicians, teachers,
correctional, corporate, neuropsychological, clinical, and other settings and psychologists)
o It is used to describe the interactive, changing or varying nature of the assessment. • Educational settings:
o Evaluation -> Intervention -> Evaluation o Students typically undergo school ability tests and achievement tests.
o Diagnostic tests may be used to identify areas for educational intervention.
The Tools of Psychological Assessment o Educators may also make informal evaluations of their students
The Test
➢ A psychological test is a device or procedure designed to measure variables related to How are Assessments Conducted?
psychology (e.g. intelligence, attitudes, personality, interests, etc.). • Clinical settings — Includes hospitals, inpatient and outpatient clinics, private-practice
▪ The behavior sample could range from responses to a pencil-and-paper questionnaire, to consulting rooms, schools, and other institutions.
oral responses questions related to the performance of some task. o Assessment tools are used to help screen for or diagnose behavior problems.
▪ Behavior sample could be elicited by the stimulus of the test itself or it could be naturally • Counseling settings — Includes schools, prisons, and governmental or privately owned
occurring behavior. institutions.
▪ Psychological tests vary by content, format, administration, scoring, interpretation, and o The goal of assessments in this setting is improvements in adjustment, productivity,
technical quality or related variable
▪ Content: The subject matter of the test. Content depends on the theoretical orientation of • There are many different methods used.
test developers and the unique way in which they define the construct of interest. o Ethical testers have responsibilities before, during, and after testing.
• Format: The form, plan, structure, layout of test items, and other considerations (e.g. time • Obligations include:
limits). o familiarity with test materials and procedures
• Administration: Tests may require certain tasks to be performed, trained observation of o ensuring that the room in which the test will be conducted is suitable and conducive
performance, or little involvement by the test administrators (e.g. self-report to the testing
questionnaires). o It is important to establish rapport during test administration. Rapport can be defined
• Scoring and Interpretation: Scoring of tests may be simple, such as summing responses to as a working relationship between the examiner and the examinee.
items, or may require more elaborate procedures. o The law mandates “alternate assessment” — The definition of this is up to states or
o Some tests results can be interpreted easily, or interpreted by computer, whereas school districts
other tests require expertise for proper interpretation. o Accommodations need to be made — the adaptation of a test, procedure, or
o EXAMPLE: Sack's sentence completion test situation, or the substitution of one test for another, to make the assessment more
• Cut Score: A reference point, usually numerical, used to divide data into two or more suitable for an assessee with exceptional needs
classifications (e.g. pass or fail).
• Technical Quality or Psychometric Soundness: Psychometrics is the science of psychological Where to go for Information on Tests
measurement. The psychometric soundness of a test depends on how consistently and • Test catalogues — catalogues distributed by publishers of tests. Usually brief, and un-critical,
accurately the test measures what it purports to measure. descriptions of tests.
, • Journal articles — contain reviews of a test, updated or independent studies of its • It is also desirable however, to explain the examinee that correct assessment will benefit him.
psychometric soundness, or examples of how the instrument was used in either research or • The results of tests administered in clinical or counseling situation, should not be made
an applied context. available for institutional purposes, unless the examinee gives his consent
o Howard Gardner — researcher, proponent of multiple intelligences • When tests are given for research purposes, anonymity should be preserved as fully as
• Online databases — Educational Resources Information Center (ERIC) contains a wealth of possible and the procedures for ensuring such anonymity should be explained in advance to
resources and news about tests, testing, and assessment. There are abstracts of articles, the subjects.
original articles, and links to other useful websites. • The examinee should certainly be informed about the purpose of testing
• The American Psychological Association (APA) has a number of databases including PsycINFO, • The guidelines suggest, that aptitude test and achievement tests are example of the type of
ClinPSYC, PsycARTICLES, and PsycSCAN. instruments for which representational consent should be sufficient. However, personality
• Other sources — Directory of Unpublished Experimental Mental Measures and Tests in assessment is cited as requiring individual consent.
Microfiche. Also, university libraries provide access to online databases such as PsycINFO and
full-text articles. Code of Ethics for Philippine Psychologists
A. Confidentiality
CHAPTER 2.1: PROFESSIONAL AND ETHICAL IMPLICATIONS OF TESTING (CODE OF ETHICS FOR Limitations of Confidentiality
PHILIPPINE PSYCHOLOGISTS) 1. It is our duty to discuss the limitations of confidentiality to our clients, may it be due to
APA Ethical Principles regulated laws, institutional rules, or professional or scientific relationship. In cases where
• Beneficence and Non-maleficence — Promote wellbeing and prevent harm. It is harmful to the client is a minor or is legally incapable of giving informed consent, the primary guardian
the client when using unreliable test. or legal representative should be informed about the limitations of confidentiality
• Fidelity and Responsibility — Establish trust and contribute to society. 2. Before the actual interview, session, or any other related psychological activities, we explain
• Integrity — Moral professionals explicitly to the client all anticipated uses of the information they will disclose.
• Justice — Promotes equality 3. We may release information to appropriate individuals or authorities only after careful
• Respect for People’s Rights and Dignity — Respect privacy and differences deliberation or when there is imminent danger to the individual and community. In court
PAP Ethical Principles cases, information should be limited only to those pertinent to the legitimate request of the
• Respect for Dignity of Persons court.
• Competent Caring for Well-being of Persons o We can break the confidentiality clause in instances where someone’s life is already
• Integrity at stake such as history of suicidal attempts or suicidal tendencies.
• Professional and Scientific Responsibilities to Society 4. If the psychological services, products, or information is coursed through an electronic
transmission, it is our duty to inform the clients of risks to privacy.
User Qualifications
B. Basis of Assessment
❖ It is a requirement that test should be used by appropriately qualified examiners. The
1. The expert opinions that we provide through our recommendations, reports, and diagnostic
necessary qualifications vary with the type of tests.
or evaluative statements are based on substantial information and appropriate assessment
❖ A long period of extensive training, and supervised experience is required for the proper use
techniques.
of individual intelligence tests and most personality tests, whereas a minimum of supervised
2. We provide expert opinions regarding the psychological characteristics of a person ONLY
psychological training is needed in the case of educational achievement or vocational tests.
after employing adequate assessment procedures and examination to support our
❖ He/must be aware of the available research literature on the chosen test and its
conclusions and recommendations.
characteristics such as norms, reliability, and validity.
3. In instances where we are asked to provide opinions about an individual without conducting
❖ When tests are administered by assistant’s or by persons in other professions, it is essential
an examination on the basis of review of existing test results and reports, we discuss the
than an adequately qualified psychologist be available, to provide the needed perspective
LIMITATIONS of our opinions and the basis of our conclusions and recommendations.
for proper interpretation of test performance.
❖ Test scores can be properly interpreted only in the light of all available knowledge regarding
C. Informed Consent in Assessment
the behavior that the tests are designed to measure.
1. We gather informed consent prior to the assessment of our clients EXCEPT for the following
instances:
Ethical Standards for the Distribution of Psychological Tests and Diagnostic Aids (APA, 1950):
a. when it is mandated by the law
➢ Level A: Tests or aids that can adequately be administered, scored, and interpreted with the b. when it is implied such as in routine educational, institutional and organizational
aid of the manual and a general orientation to the kind of institution or organization in which activity
one is working (for instance, achievement or proficiency tests) c. when the purpose of the assessment is to determine individual’s decisional capacity.
➢ Level B: Tests or aids that require some technical knowledge of test construction and use and 2. We educate our clients about the nature of our services, financial arrangements, potential
of supporting psychological and educational fields such as statistics, individual differences, risks, and limits of confidentiality. In instances where our clients are not competent to
psychology of adjustment, personnel psychology, and guidance (e.g., aptitude tests and provide informed consent on assessment, we discuss these matters with immediate family
adjustment inventories applicable to normal populations) members or legal guardians.
➢ Level C: Tests and aids that require substantial understanding of testing and supporting
psychological fields together with supervised experience in the use of these devices (for D. Assessment Tools
instance, projective tests, individual mental tests). 1. We judiciously select and administer only those tests which are pertinent to the reasons for
referral and purpose of the assessment.
Professional and Ethical Standards 2. We use data collection, methods and procedures that are consistent with current scientific
• Part of upgrading professional standards is the enactment of licensing and certification laws and professional developments.
for psychologists and Psychometricians. 3. We use tests that are standardized, valid, reliable, and has a normative data directly referable
• In psychology, licensing controls or regulates the practice of psychology. (e.g., registered to the population of our clients.
Psychometrician) 4. We administer assessment tools that are appropriate to the language, competence and other
• Passing the licensure exam gives you a title and allows to you practice psychology according relevant characteristics of our client.
to the mandated law. Titles can be RPm (Psychometrician), RP (old) / RPsy (new) for
Psychologist E. Obsolete or Outdated Test Result
• While certification typically refers to legal protection of the title “psychologist” or 1. We do not base our interpretations, conclusions, and recommendations on outdated test
“psychometrician”. results.
• Examples are CCLP (certified clinical Psychologist), CAsP (certified assessment psychologist, 2. We do not provide interpretations, conclusions, and recommendations on the basis of
to name a few) obsolete tests.
Testing Instruments and Procedures F. Interpreting Assessment Result
1. In fairness to our clients, under no circumstances should we report the test results without
• The purchase of tests is generally restricted to persons who meet certain minimal
taking into consideration the validity, reliability, and appropriateness of the test. We should
qualifications. Usually a person with a master’s degree in psychology or its equivalent.
therefore indicate our reservations regarding the interpretations.
• Some publishers classify their tests into levels with reference to user qualifications. (Level A,
2. We interpret assessment results while considering the purpose of the assessment and other
B, C)
factors such as the client’s test taking abilities, characteristics, situational, personal, and
• Efforts to restrict the distribution of tests have a dual objective: security of test materials and
cultural differences.
prevention of misuse.
• In ethical standards for psychologists (U.S.), “access to such devices is limited to persons with
G. Integrity in Writing Reports
professional interests who will safeguard their use”. In short, test materials are released only
1. Include everything that is truthful and important even if it is not in favor of:
to persons who are qualified to interpret and use them properly.
a. Client
• Another professional responsibility concerns the marketing of psychological tests by authors b. Insurance claims
and publishers. Tests should not be released prematurely c. Court cases
• Test manual should provide adequate data to permit an evaluation of the test itself as well 2. Do not falsify reports out of pity
as full information regarding the administration, scoring and norms.
• Tests or major parts of test SHOULD NOT be published in a newspaper, magazine, or popular H. Release of Test Data
book, for self-evaluation, because it might also be psychologically injurious to the individual. 1. It is our responsibility to ensure that test results and interpretations are not used by persons
• Moreover, any publicity given to specific test items will tend to invalidate the future use of other than those explicitly agreed upon by the referral sources prior to the assessment
the test with other persons. procedure.
• Another unprofessional practice is testing by mail. An individual’s performance on 2. We do not release test data in the forms of raw and scaled scores, client’s responses to test
personality test cannot be properly assessed by mailing test forms to him and having him questions or stimuli, and notes regarding the client’s statements and behaviors during the
return by mail for scoring and interpretation because you might interpret the test scores examination unless regulated by the court.
without the absence of pertinent information about the individual. Test results may be worse
than useless. I. Explaining Assessment Results
1. We release test results only to the sources of referral and with a written permission from the
Protection of Privacy client if it is a self-referral.
• Psychologist should be responsible and fully aware of the purpose of the interview, testing, 2. Where test results have to be communicated to relatives, parents, or teachers, we explain
or evaluation and of the ways in which the information may be used. them through a non-technical language.
• Any observation of an individual’s behavior – as in an interview, casual conversation, or other 3. We explain findings and test results to our clients or designated representatives except when
personal encounter – may yield information about the client. the relationship precludes the provision of explanation of results and it is explained in
• Behavioral research, whether employing tests or observation procedures, presents the advanced to the client.
possibility of invasion of privacy. 4. When test results need to be shared with schools, social agencies, the courts or industry, we
• Yet, as a scientist, psychologists are committed to the goal of advancing knowledge about supervise such releases.
human behavior.
The Right to Privacy J. Test Security
➢ According to Privacy and Behavioral Research (1967) it is defined as “the right of the Qualified Users/Personnel — responsible for the administration and handling of all test
individual to decide for himself how much he will share with others his thoughts, his feelings, materials (manuals, keys, answer sheets, reusable booklets, etc.)
and the facts about his personal life.”
• In clinical or counseling situations, the client is usually willing to reveal himself in order to K. Assessment by Unqualified Person
obtain help with his problems. 1. We do not promote the use of assessment tools and methods by unqualified persons EXCEPT
