RGO 2018 Review Season
LECTURE NOTES
PSYCHOLOGICAL ASSESSMENT
Prepared and Screened by:
Prof. Jose J. Pangngay, MS Psych, RPm
CHAPTER I: BRIEF HISTORY OF PSYCHOLOGICAL TESTING AND PROMINENT INDIVIDUALS IN PSYCHOLOGICAL ASSESSMENT
A. Ancient Roots
• Chinese Civilization – testing was instituted as a means of selecting who, of the many applicants, would obtain government jobs
• Greek Civilization – tests were used to measure intelligence and physical skills
• European Universities – these universities relied on formal exams in conferring degrees and honors
B. Individual Differences
• Charles Darwin – believed that despite our similarities, no two humans are exactly alike. Some of these individual differences are more “adaptive than
others and these differences lead to more complex, intelligent organisms over time.
• Francis Galton – he established the testing movement; introduced the anthropometric records of students; pioneered the application of rating-scale and
questionnaire method, and the free association technique; he also pioneered the use of statistical methods for the analysis of psychological tests He used
the Galton bar (visual discrimination length) and Galton whistle (determining the highest audible pitch). Moreover, he also noted that persons with mental
retardation tend to have diminished ability to discriminate among heat, cold and pain.
C. Early Experimental Psychologists
• Johan Friedrich Herbart – Mathematical models of the mind; father of pedagogy as an academic discipline; went against Wundt
• Ernst Heinrich Weber – sensory thresholds; just noticeable differences (JND)
• Gustav Theodor Fechner – mathematics of sensory thresholds of experience; founder of psychophysics; considered one of the founders of
experimental psychology; Weber-Fechner Law first to relate sensation and stimulus
• Wilhelm Wundt – considered one of the founders of Psychology; first to setup a psychology laboratory
• Edward Titchner – succeeded Wundt; brought Structuralism to America; his brain is still on display in the psychology department at Cornell
• Guy Montrose Whipple – pioneer of human ability testing; conducted seminars that changed the field of psychological testing
• Louis Leon Thurstone – large contributor of factor analysis; approach to measurement was termed as the law of comparative judgment
D. The Study of Mental Deficiency and Intelligence Testing (Theories of Intelligence)
• Jean Esquirol – provided the first accurate description of mental retardation as an entity separate from insanity.
• Edouard Seguin – pioneered modern educational methods for teaching people who are mentally retarded/intellectually disabled
• James McKeen Cattell – an American psychologist who coined the term “mental test”
• Alfred Binet – the father of IQ testing
• Lewis M. Terman – introduced the concept of IQ as determined by the mental age and chronological age
IQ Classification according to the Stanford-Binet 5 (* reflects extended IQ scores)
*176-225 : Profoundly Gifted
*161-175 : Extremely Gifted
145-160 : Very Gifted
130-144 : Gifted
120-129 : Superior
110-119 : High Average
90-109 : Average
80-89 : Low Average
70-79 : Borderline Impaired
55-69 : Mildly Impaired
40-54 : Moderately Impaired
*25-39 : Severely Impaired
*10-24 : Profoundly Impaired
• Charles Spearman – introduced the two-factor theory of intelligence (General ability or “g” – required for performance on mental tests of all kinds; and
Special abilities or “s” – required for performance on mental test of only one kind)
• Thurstone – Primary Mental Abilities
• David Wechsler – Wechsler Intelligence Tests (WISC, WAIS)
• Raymond Cattell – introduced the components of “g” (Fluid “g” – ability to see relationships as in analogies and letter and number series, also known as
the primary reasoning ability which decreases with age; and Crystallized “g” – acquired knowledge and skills which increases with age)
, RGO 2018 Review Season
E. World War I
• Robert Yerkes – pioneered the first group intelligence test known as the Army Alpha (for literate) and Army Beta (for functionally illiterate)
• Arthur S. Otis – introduced multiple choice and other “objective” item type of tests
• Robert S. Woodworth – devised the Personal Data Sheet (known as the first personality test) which aimed to identify soldiers who are at risk for shell
shock
F. Personality Testers
• Herman Rorschach – slow rise of projective testing; Rorschach Inkblot Test
• Henry Murray & Christina Morgan – Thematic Apperception Test
• Early 1940’s – structure tests were being developed based on their better psychometric properties
• Raymond B. Cattell – 16 Personality Factors
• McCrae & Costa – Big 5 Personality Factors
G. Psychological Testing in the Philippines
• Virgilio Enriquez – Panukat ng Ugali at Pagkatao or PUP
• Aurora R. Palacio – Panukat ng Katalinuhang Pilipino or PKP
• Anadaisy Carlota – Panukat ng Pagkataong Pilipino or PPP
• Gregorio E.H. Del Pilar – Masaklaw na Panukad ng Loob or Mapa ng Loob
• Alfredo Lagmay – Philippine Thematic Apperception Test (PTAT)
CHAPTER II: PSYCHOLOGICAL TESTING AND PSYCHOLOGICAL ASSESSMENT
A. Objectives of Psychometrics
1. To measure behavior (overt and covert)
2. To describe and predict behavior and personality (traits, states, personality types, attitudes, interests, values, etc.)
3. To determine signs and symptoms of dysfunctionality (for case formulation, diagnosis, and basis for intervention/plan for action)
B. Psychological Testing vs. Psychological Assessment
Psychological Testing Psychological Assessment
Objective Typically, to obtain some gauge, usually numerical in Typically to answer a referral question, solve a problem, or
nature, with regard to an ability or attribute arrive at a decision through the use of tools of evaluation.
Focus How one person or group compares with others The uniqueness of a given individual, group, or situation
(nomothetic) (idiographic)
Process Testing may be individual or group in nature. After test Assessment is typically individualized. In contrast to testing,
administration, the tester will typically add up “the number assessment more typically focuses on how an individual
of correct answers or the number of certain types of processes rather than simply the results of that processing.
responses… with little if any regard for the how or
mechanics of such content”
Role of Evaluator The tester is not the key to the process; practically The assessor is the key to the process of selecting tests and/or
speaking, one tester may be substituted for another tester other tools of evaluation as well as in drawing conclusions from
without appreciably affecting the evaluation. the entire evaluation.
Skill of Evaluator Testing typically requires technician-like skills in terms of Assessment typically requires an educated selection of tools of
administering and scoring a test as well as in interpreting evaluation, skill in evaluation, and thoughtful organization and
a test result. integration of data.
Outcome Typically, testing yields a test score or series of test Typically, assessment entails a logical problem-solving
scores. approach that brings to bear many sources of data designed to
shed light on a referral question.
Duration Shorter, lasting from few minutes to few hours Longer, lasting from a few hours to a few days or more
Sources of Data One person, the test taker only Often collateral sources, such as relatives or teachers, are used
in addition to the subject of the assessment
Qualification for Use Knowledge of tests and testing procedures Knowledge of testing and other assessment methods as well as
of the specialty area assessed (psychiatric disorders, job
requirements, etc.)
Cost Inexpensive, especially when group testing is done Very expensive, requires intensive use of highly qualified
professionals
C. Assumptions about Psychological Testing and Assessment
1. Psychological traits and states exist.
• Trait - characteristic behaviors and feelings that are consistent and long lasting.
• State -temporary behaviors or feelings that depend on a person's situation and motives at a particular time
2. Psychological traits and states can be quantified and measured.
3. Test-related behavior predicts non-test-related behavior.
• Postdict it - To estimate or suppose something which took place in past; to conjecture something that occurred beforehand
• Predict - say or estimate that (a specified thing) will happen in the future or will be a consequence of something
4. Tests and other measurement techniques have strengths and weaknesses.
5. Various sources of error are part of the assessment process.
• Error – long standing assumption that factors other than what a test attempts to measure will influence performance on the test
, RGO 2018 Review Season
D. Tools of Psychological Assessment
1. Psychological Tests – a standardized measuring device or procedure used to describe the ability, knowledge, skills or attitude of the individual
• Measurement – the process of quantifying the amount or number of a particular occurrence of event, situation, phenomenon, object or person
• Assessment – the process of synthesizing the results of measurement with reference to some norms and standards
• Evaluation – the process of judging the worth of any occurrence of event, situation, phenomenon, object or person which concludes with a
particular decision
2. Interviews – a tool of assessment in which information is gathered through direct, reciprocal communication. Has three types (structured, unstructured
and semi-structured).
3. Portfolio Assessment – a type of work sample is used as an assessment tool
4. Case-History Data – records, transcripts, and other accounts in any media that preserve archival information, official and informal accounts, and other
data and items relevant to the assessee
5. Behavioral Observation – monitoring the actions of other or oneself by visual or electronic means while recording qualitative and/or quantitative
information regarding those actions, typically for diagnostic or related purposes and either to design intervention or to measure the outcome of an
intervention.
E. Parties in Psychological Assessment
1. Test Authors and Developer – create tests or other methods of assessment
2. Test Publishers – they publish, market, and sell tests, thus controlling their distribution
3. Test Reviewers – they prepare evaluative critiques of tests based on their technical and practical merits
4. Test Users – professionals such as clinicians, counselors, school psychologists, human resource personnel, consumer psychologists, experimental
psychologists, social psychologists, etc. that use these tests for assessment
5. Test Sponsors – institutional boards or government agencies who contract test developers or publishers for a various testing services
6. Test Takers – those who are taking the tests; those who are subject to assessment
7. Society at Large
F. Three-Tier System of Psychological Tests
1. Level A
– these tests are those that can be administered, scored and interpreted by responsible non-psychologist who have carefully read the manual and
are familiar with the overall purpose of testing. Educational achievement tests fall into this category.
– Examples: Achievement tests and other specialized (skill-based) aptitude tests
2. Level B
– these tests require technical knowledge of test construction and use of appropriate advanced coursework in psychology and related courses
– examples: Group intelligence tests and personality tests
3. Level C
– these tests require an advanced degree in Psychology or License as Psychologist and advanced training/supervised experience in a particular
test (Examples: Projective tests, Individual Intelligence tests, Diagnostic tests)
G. General Types of Psychological Tests According to Variable Measured
1. Ability Tests
- Assess what a person can do
- Includes Intelligence Tests, Achievement Tests and Aptitude Tests
- Best conditions are provided to elicit a person’s full capacity or maximum performance
- There are right and wrong answers
- Objective of motivation: for the examinee to do his best
2. Tests of Typical Performance
- Assess what a person usually does
- Includes personality tests, interest/attitude/values inventories
- Typical performance can still manifest itself even in conditions not deemed as best
- There are no right or wrong answers
- Objective of motivation: for the examinee to answer questions honestly
H. Specific Types of Psychological Tests
1. Intelligence Test
– measures general potential
– Assumption: fewer assumptions about specific prior learning experiences
– Validation process: Content Validity and Construct Validity
– examples: WAIS, WISC, CFIT, RPM
2. Aptitude Test
– Measures an individual’s potential for learning a specific task, ability or skill
– Assumption: No assumptions about specific prior learning experiences
– Validation process: Content validity and Predictive Validity
– Examples: DAT, SATT
3. Achievement Test
– This test provides a measure for the amount, rate and level of learning, success or accomplishment, strengths/weaknesses in a particular subject
or task
– Assumption: Assumes prior relatively standardized educational learning experiences
– Validation process: Content validity
LECTURE NOTES
PSYCHOLOGICAL ASSESSMENT
Prepared and Screened by:
Prof. Jose J. Pangngay, MS Psych, RPm
CHAPTER I: BRIEF HISTORY OF PSYCHOLOGICAL TESTING AND PROMINENT INDIVIDUALS IN PSYCHOLOGICAL ASSESSMENT
A. Ancient Roots
• Chinese Civilization – testing was instituted as a means of selecting who, of the many applicants, would obtain government jobs
• Greek Civilization – tests were used to measure intelligence and physical skills
• European Universities – these universities relied on formal exams in conferring degrees and honors
B. Individual Differences
• Charles Darwin – believed that despite our similarities, no two humans are exactly alike. Some of these individual differences are more “adaptive than
others and these differences lead to more complex, intelligent organisms over time.
• Francis Galton – he established the testing movement; introduced the anthropometric records of students; pioneered the application of rating-scale and
questionnaire method, and the free association technique; he also pioneered the use of statistical methods for the analysis of psychological tests He used
the Galton bar (visual discrimination length) and Galton whistle (determining the highest audible pitch). Moreover, he also noted that persons with mental
retardation tend to have diminished ability to discriminate among heat, cold and pain.
C. Early Experimental Psychologists
• Johan Friedrich Herbart – Mathematical models of the mind; father of pedagogy as an academic discipline; went against Wundt
• Ernst Heinrich Weber – sensory thresholds; just noticeable differences (JND)
• Gustav Theodor Fechner – mathematics of sensory thresholds of experience; founder of psychophysics; considered one of the founders of
experimental psychology; Weber-Fechner Law first to relate sensation and stimulus
• Wilhelm Wundt – considered one of the founders of Psychology; first to setup a psychology laboratory
• Edward Titchner – succeeded Wundt; brought Structuralism to America; his brain is still on display in the psychology department at Cornell
• Guy Montrose Whipple – pioneer of human ability testing; conducted seminars that changed the field of psychological testing
• Louis Leon Thurstone – large contributor of factor analysis; approach to measurement was termed as the law of comparative judgment
D. The Study of Mental Deficiency and Intelligence Testing (Theories of Intelligence)
• Jean Esquirol – provided the first accurate description of mental retardation as an entity separate from insanity.
• Edouard Seguin – pioneered modern educational methods for teaching people who are mentally retarded/intellectually disabled
• James McKeen Cattell – an American psychologist who coined the term “mental test”
• Alfred Binet – the father of IQ testing
• Lewis M. Terman – introduced the concept of IQ as determined by the mental age and chronological age
IQ Classification according to the Stanford-Binet 5 (* reflects extended IQ scores)
*176-225 : Profoundly Gifted
*161-175 : Extremely Gifted
145-160 : Very Gifted
130-144 : Gifted
120-129 : Superior
110-119 : High Average
90-109 : Average
80-89 : Low Average
70-79 : Borderline Impaired
55-69 : Mildly Impaired
40-54 : Moderately Impaired
*25-39 : Severely Impaired
*10-24 : Profoundly Impaired
• Charles Spearman – introduced the two-factor theory of intelligence (General ability or “g” – required for performance on mental tests of all kinds; and
Special abilities or “s” – required for performance on mental test of only one kind)
• Thurstone – Primary Mental Abilities
• David Wechsler – Wechsler Intelligence Tests (WISC, WAIS)
• Raymond Cattell – introduced the components of “g” (Fluid “g” – ability to see relationships as in analogies and letter and number series, also known as
the primary reasoning ability which decreases with age; and Crystallized “g” – acquired knowledge and skills which increases with age)
, RGO 2018 Review Season
E. World War I
• Robert Yerkes – pioneered the first group intelligence test known as the Army Alpha (for literate) and Army Beta (for functionally illiterate)
• Arthur S. Otis – introduced multiple choice and other “objective” item type of tests
• Robert S. Woodworth – devised the Personal Data Sheet (known as the first personality test) which aimed to identify soldiers who are at risk for shell
shock
F. Personality Testers
• Herman Rorschach – slow rise of projective testing; Rorschach Inkblot Test
• Henry Murray & Christina Morgan – Thematic Apperception Test
• Early 1940’s – structure tests were being developed based on their better psychometric properties
• Raymond B. Cattell – 16 Personality Factors
• McCrae & Costa – Big 5 Personality Factors
G. Psychological Testing in the Philippines
• Virgilio Enriquez – Panukat ng Ugali at Pagkatao or PUP
• Aurora R. Palacio – Panukat ng Katalinuhang Pilipino or PKP
• Anadaisy Carlota – Panukat ng Pagkataong Pilipino or PPP
• Gregorio E.H. Del Pilar – Masaklaw na Panukad ng Loob or Mapa ng Loob
• Alfredo Lagmay – Philippine Thematic Apperception Test (PTAT)
CHAPTER II: PSYCHOLOGICAL TESTING AND PSYCHOLOGICAL ASSESSMENT
A. Objectives of Psychometrics
1. To measure behavior (overt and covert)
2. To describe and predict behavior and personality (traits, states, personality types, attitudes, interests, values, etc.)
3. To determine signs and symptoms of dysfunctionality (for case formulation, diagnosis, and basis for intervention/plan for action)
B. Psychological Testing vs. Psychological Assessment
Psychological Testing Psychological Assessment
Objective Typically, to obtain some gauge, usually numerical in Typically to answer a referral question, solve a problem, or
nature, with regard to an ability or attribute arrive at a decision through the use of tools of evaluation.
Focus How one person or group compares with others The uniqueness of a given individual, group, or situation
(nomothetic) (idiographic)
Process Testing may be individual or group in nature. After test Assessment is typically individualized. In contrast to testing,
administration, the tester will typically add up “the number assessment more typically focuses on how an individual
of correct answers or the number of certain types of processes rather than simply the results of that processing.
responses… with little if any regard for the how or
mechanics of such content”
Role of Evaluator The tester is not the key to the process; practically The assessor is the key to the process of selecting tests and/or
speaking, one tester may be substituted for another tester other tools of evaluation as well as in drawing conclusions from
without appreciably affecting the evaluation. the entire evaluation.
Skill of Evaluator Testing typically requires technician-like skills in terms of Assessment typically requires an educated selection of tools of
administering and scoring a test as well as in interpreting evaluation, skill in evaluation, and thoughtful organization and
a test result. integration of data.
Outcome Typically, testing yields a test score or series of test Typically, assessment entails a logical problem-solving
scores. approach that brings to bear many sources of data designed to
shed light on a referral question.
Duration Shorter, lasting from few minutes to few hours Longer, lasting from a few hours to a few days or more
Sources of Data One person, the test taker only Often collateral sources, such as relatives or teachers, are used
in addition to the subject of the assessment
Qualification for Use Knowledge of tests and testing procedures Knowledge of testing and other assessment methods as well as
of the specialty area assessed (psychiatric disorders, job
requirements, etc.)
Cost Inexpensive, especially when group testing is done Very expensive, requires intensive use of highly qualified
professionals
C. Assumptions about Psychological Testing and Assessment
1. Psychological traits and states exist.
• Trait - characteristic behaviors and feelings that are consistent and long lasting.
• State -temporary behaviors or feelings that depend on a person's situation and motives at a particular time
2. Psychological traits and states can be quantified and measured.
3. Test-related behavior predicts non-test-related behavior.
• Postdict it - To estimate or suppose something which took place in past; to conjecture something that occurred beforehand
• Predict - say or estimate that (a specified thing) will happen in the future or will be a consequence of something
4. Tests and other measurement techniques have strengths and weaknesses.
5. Various sources of error are part of the assessment process.
• Error – long standing assumption that factors other than what a test attempts to measure will influence performance on the test
, RGO 2018 Review Season
D. Tools of Psychological Assessment
1. Psychological Tests – a standardized measuring device or procedure used to describe the ability, knowledge, skills or attitude of the individual
• Measurement – the process of quantifying the amount or number of a particular occurrence of event, situation, phenomenon, object or person
• Assessment – the process of synthesizing the results of measurement with reference to some norms and standards
• Evaluation – the process of judging the worth of any occurrence of event, situation, phenomenon, object or person which concludes with a
particular decision
2. Interviews – a tool of assessment in which information is gathered through direct, reciprocal communication. Has three types (structured, unstructured
and semi-structured).
3. Portfolio Assessment – a type of work sample is used as an assessment tool
4. Case-History Data – records, transcripts, and other accounts in any media that preserve archival information, official and informal accounts, and other
data and items relevant to the assessee
5. Behavioral Observation – monitoring the actions of other or oneself by visual or electronic means while recording qualitative and/or quantitative
information regarding those actions, typically for diagnostic or related purposes and either to design intervention or to measure the outcome of an
intervention.
E. Parties in Psychological Assessment
1. Test Authors and Developer – create tests or other methods of assessment
2. Test Publishers – they publish, market, and sell tests, thus controlling their distribution
3. Test Reviewers – they prepare evaluative critiques of tests based on their technical and practical merits
4. Test Users – professionals such as clinicians, counselors, school psychologists, human resource personnel, consumer psychologists, experimental
psychologists, social psychologists, etc. that use these tests for assessment
5. Test Sponsors – institutional boards or government agencies who contract test developers or publishers for a various testing services
6. Test Takers – those who are taking the tests; those who are subject to assessment
7. Society at Large
F. Three-Tier System of Psychological Tests
1. Level A
– these tests are those that can be administered, scored and interpreted by responsible non-psychologist who have carefully read the manual and
are familiar with the overall purpose of testing. Educational achievement tests fall into this category.
– Examples: Achievement tests and other specialized (skill-based) aptitude tests
2. Level B
– these tests require technical knowledge of test construction and use of appropriate advanced coursework in psychology and related courses
– examples: Group intelligence tests and personality tests
3. Level C
– these tests require an advanced degree in Psychology or License as Psychologist and advanced training/supervised experience in a particular
test (Examples: Projective tests, Individual Intelligence tests, Diagnostic tests)
G. General Types of Psychological Tests According to Variable Measured
1. Ability Tests
- Assess what a person can do
- Includes Intelligence Tests, Achievement Tests and Aptitude Tests
- Best conditions are provided to elicit a person’s full capacity or maximum performance
- There are right and wrong answers
- Objective of motivation: for the examinee to do his best
2. Tests of Typical Performance
- Assess what a person usually does
- Includes personality tests, interest/attitude/values inventories
- Typical performance can still manifest itself even in conditions not deemed as best
- There are no right or wrong answers
- Objective of motivation: for the examinee to answer questions honestly
H. Specific Types of Psychological Tests
1. Intelligence Test
– measures general potential
– Assumption: fewer assumptions about specific prior learning experiences
– Validation process: Content Validity and Construct Validity
– examples: WAIS, WISC, CFIT, RPM
2. Aptitude Test
– Measures an individual’s potential for learning a specific task, ability or skill
– Assumption: No assumptions about specific prior learning experiences
– Validation process: Content validity and Predictive Validity
– Examples: DAT, SATT
3. Achievement Test
– This test provides a measure for the amount, rate and level of learning, success or accomplishment, strengths/weaknesses in a particular subject
or task
– Assumption: Assumes prior relatively standardized educational learning experiences
– Validation process: Content validity
