IOP4861 EXAM PACK FF SUPER.

IOP4861 PSYCHOLOGICAL ASSESSMENT EXAM PACK Key focus areas 1. ORIGIN AND DEVELOPMENT OF PSYCHOLOICAL ASSESSMENT Origin and development of psychological assessment in general and in the South African context Assessment is the process of measuring one or several variables of interest in order to make decisions about individuals or inferences about a population. It is the process of determining the presence of and/or the extent to which an object, person, group or system possesses a particular property, characteristic or attribute. Cognitive and personality tests were imported from Europe into South Africa in the early 1900s. These imported tests were applied to all sectors of the community. The OTIS mental ability test was, for example applied with US norms to white applicants in industry. Different tests were also applied for black people, for example, the GAB. From 1920 research on the assessment of black was conducted. Through these studies it was realised that imported tests were inappropriate because of the inappropriateness of the instruments which were used. This led to the rejection of imported tests as standards of measurement. In the 1940s and 1950s work in psychometric domain in South Africa focused on the educability and trainability of black South Africans. Through continuous studies it was realised that cultural differences influence testing outcomes, however, attempts to create culture free tests were fashionable (in vogue). Throughout the years to come the development of tests of adaptability dominated psychometric interest. No attempt was made to assess cognitive competence in a culturally relevant framework. Different tests were used for different races, or different Page 1 of 130 norm groups. Tests were developed to compared across races on the same test (e.g. the GSAT). However, black people were still compared against white norms. In the 1970s and 1980s there was growing recognition of the fact that culture exerts subtle and pervasive effects in the testing domain. It was also realised that it is not possible to remove culture from the equation. Culture affects behaviour and consequently the psychological constructs being measured. Therefore, culture was perceived as an important moderator of test performance. Psychometric tests started to consider the inherent cultural bias in tests. This idea strengthened the notion that culture may constitute a source of systemic error in test results. In the apartheid South Africa, psychometrics was developed and standardised for whites only. Psychometric testing was misused and applied in favour of white people in the workplace. In the changing sociopolitical context of the 1990s, new measures were developed for different racial groups. During this period (late 1980s to early 1990s) research in terms of bias was also initiated and bias was proved to exist. This resulted in growing skepticism about the value of psychological assessment in South Africa. DEVELOPMENT IN PSYCHOLOGICAL THEORY/ RECENT DEVELOPMENTS IN THE FIELDS OF PSYCHOLOGICAL ASSESSMENT Developments pertains to competency-based assessment, misuse of tests and their results, professional practice standards, training guidelines for assessment practitioners, computerised testing and item response theory as well as the continued use of tests that are appropriate to the socio-economic and political context of the day. Competency based assessment A competency is what a person must be able (and willing) to do to achieve aboveaverage performance in a specific role. Competence is needed for effective performance. Page 2 of 130 Competencies are the traits or characteristics, including an individual’s knowledge, skills, and thought patterns, aspects of self-esteem and social roles that are used to achieve successful or exemplary performance of any type. Competencies are: • Personal characteristics that are proven to drive superior job performance • Describe what makes people effective in a given role • Include behaviour patterns, including knowledge, skills and abilities a job holder is required to demonstrate in order to perform the relevant job tasks Assessment of competency This is done by direct observation and then by indirectly assessing whether the person knows what has to be done and is motivated to meet these requirements. Direct observation involves watching a person in a work and/or social situation as well as examining outputs generated by specific situations. Competencies are performance based and the assessment is behavioural. Indirect measures include discussions with people affected by the particular task (clients, patients, etc). as well with the person’s superior. Examples: A teacher or lecturer’s competence in teaching - feedback from the students becomes an indirect measure of competence; reports from the HOD or colleague can be considered. Levels of competence Five levels of competence can be identified: • Not yet competent: The person is basically unable to perform the task or to meet the minimum standards required. • Threshold competence: This means the person is able to carry out the task related to the job at a level that is acceptable to the organisation in terms of quality and efficiency. Page 3 of 130 • Experienced worker competence: This is attained when a person is able to carry out all the tasks required of the job at an acceptable level, with above average levels of efficiency and quality. • Highly competent: This person is able to meet and exceed the required work standards without having to rectify mistakes afterwards. • Masterly level competence: This person shows complete mastery of his task and is a true expert in the area, is able to solve difficult problems that have baffled others. Misuse of tests and their results Professional practice standards Training guidelines for assessment practitioners Computerised testing (p.284) • Computers are used in the administration and scoring of tests • Computer based assessments have the following psychometric properties; the tests are reliable and valid just like traditional paper-and-pencil measures • Have become the more preferred method in comparison to the traditional methods • Increased the value and accuracy of the assessment process The use of computers has affected the assessment in three ways: (1) computerassisted administration (including scoring and report writing) (2) the assessment of additional parameters that cannot be achieved in paper-and-pencil versions (3) computer based adaptive testing. Computer-assisted administration