Psychological tests have five key characteristics: 1) Standardization ensures uniform testing conditions, 2) Objectivity means scoring is free of bias, 3) Test norms establish a frame of reference to compare performances, 4) Reliability means a test yields consistent measurements, and 5) Validity refers to a test accurately measuring what it is intended to measure. These characteristics help ensure psychological tests provide useful and meaningful data about individuals.
A short note about the concept of the psychological test; introduction, definition, characteristics, needs, classification, types, and some selected psychological tests.
Psychological assessment is a process of testing that uses a combination of techniques to help arrive at some hypotheses about a person and their behavior, personality and capabilities.
1. types of psychological tests by S.Lakshmanan PsychologistLAKSHMANAN S
My sincere thanks to: - Professor Dr. V.Suresh
Annamalai University
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A short note about the concept of the psychological test; introduction, definition, characteristics, needs, classification, types, and some selected psychological tests.
Psychological assessment is a process of testing that uses a combination of techniques to help arrive at some hypotheses about a person and their behavior, personality and capabilities.
1. types of psychological tests by S.Lakshmanan PsychologistLAKSHMANAN S
My sincere thanks to: - Professor Dr. V.Suresh
Annamalai University
Dear Viewers, Please, See this updated version of the types of psychological tests in this www.slideshare.net
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Different Type of Test for The Purpose of Counselling (https://www.youtube.co...Tasneem Ahmad
Free notes of this slide available at
https://planting-seeds-growing-minds.blogspot.com/2019/06/contents-different-type-of-test-for.html
https://www.youtube.com/watch?v=UG-puD1pSgI&ab_channel=DianaUniversityofDummies
Different type of test for the purpose of counselling
Psychological assessment and tests includes all the psychological assessment and tests which are mention in the syllabus of 1st year psychology of bsc nursing students .
Assessment techniques, etiquette, ways and how to do it in home business rtfcccvvvvvv and ghhh to the open position for new teachers in the school and school 🚸 and I have been working on 3 4 for a long time and I am very proud of them when I
CHAPTER 1 - PSYCHOLOGICAL TESTING AND MEASUREMENT.pptkriti137049
Test - a measurement device or technique used to quantify behavior or aid in the understanding and prediction of behavior.
Test – a standardized procedure for sampling behavior and describing it with categories or scores.
Testing 2
Testing
Christy Mock
PSY-FP7610
Assignment 3
Capella University
May 2017
Testing
Test
The Kaufman Assessment Battery for Children (KABC), Second Edition offers testing that can be completed in twenty-five to seventy-minute test settings. This test is designed to be administer in a school setting by a testing administer that has completed specific training and read the testing manual thoroughly with complete understanding. The scoring is completed through specialized software. This test consists of eighteen subtests that an administrator can administer in sections to avoid testing fatigue for the student. Per the website Pearson Clinical, the test is administered in eighteen subsets that are broken down into five categories. The five categories focus on specific aspects that will be assessed and offer different categories for different age ranges. Category 1 focuses on Simultaneous Triangles, this includes seven subsets that are: Face Recognition, Pattern Reasoning, Block Counting which are designed to be tested on students from five to eight years old (Pearson Clinical Psychology, 2017). This subset also includes Story Completion, Conceptual Thinking, Rover, and Gestalt Closure that can be used to test any ages between five and eighteen. Category two is Sequential Word Order, this set includes Number Recall, and Hand Movements that can also be used for any age category (Pearson Clinical Psychology, 2017). The third category Planning which measures the pattern reasoning and story completion in students from 7-18 (Pearson Clinical Psychology, 2017). This category includes testing the Learning Atlantis, Atlantis Delayed, Rebus, and Rebus. The last category is Delayed Knowledge which is included in the CHC model only Riddles, Expressive Vocabulary, and Verbal Knowledge (Pearson Clinical Psychology, 2017).This form of testing offers reliability and validity to the results.
Reliability and Validity
The validity evidence from associations that are compared to different mediums produced outcomes that offered the same as the results that would have been expected. Per the article published by Kaufman, the subscale and index-score relationships are commonly offered in association with the K-ABC, also per the index and IQ scores of the WISC-III, WISC-IV, and WPPSI-III, with the KAIT, and with the Cognitive clusters of the Woodcock-Johnson III. Correlations of KABC-II scales with the like-named clusters of the WJ III Cog battery reveal weak discriminant validity (Kaufman, A. S., & Kaufman, N. L, 2004). Large amounts of clinical studies disclose variances that exist in different section of students with disabilities and the norm group. In the group that included Autistic Disorder, ADHD, and emotional disturbance the greatest pattern of differences could be found. The authors of the study often warn about considering the smaller differences too much as it could take focus off the larger benefits of using the test.
Strengths.
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Unit 09 psychological testing Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
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https://www.researchgate.net/figure/Nomogram-for-the-calculation-of-sample-size-or-power-adapted-from-Altman-1982-2_fig1_46403233
Graph description: Altman's nomogram
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- J.P.Guilord
What is ‘Development’?
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1954 ஆம் ஆண்டு ஜூலியன் ரோட்டரால் லோக்கஸ் ஆஃப் கன்ட்ரோல் உருவாக்கப்பட்டது. கட்டுப்பாடு என்பது தங்களுக்குள்ளேயே அல்லது வெளிப்புறமாக மற்றவர்களுடன் அல்லது சூழ்நிலையில் உள்ளது என்று நம்பும் மக்களின் போக்கை இது கருதுகிறது.
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136. Total psychological study of the students of SVCOPT on 2018LAKSHMANAN S
SRI VENKATESWARA COLLEGE OF PHYSIOTHERAPY
Ariyur, Puducherry
First Psychological Study for the First Batch of BPT Students 2018
Scales Used:-
1. Dr. Mukta Rani Rastogi’s Self Concept Scale
2. Bell’s Adjustment Inventory - Student Form
3. State Self-Esteem scale (SSES) (Heatherton & Polivy, 1991)
4. Myers-Briggs Type Indicator (MBTI) Scale
3. 1. Standardization
It refers to the consistency or
uniformity of the conditions and
procedure for administering a test. To
achieve standardization, people must
be tested under uniform conditions.
4. 2. Objectivity
It refers primarily to the scoring of the
test result. The scoring process must be
free of subjective judgment or bias on
the part of the scores.
5. 3. Test Norms
To interpret the result of a psychological
test, a frame of reference or point of
comparison must be established, so that
the performance of one person can be
compared with the performance of others.
This is accomplished by means of test
norms.
6. 4. Reliability
It refer to the consistency of a person’s
score. For example, a boy takes a
cognitive score. For example a boy takes a
cognitive ability test and achieve a mean
score of 100 and after one week if we
repeat the test and he achieve a mean
score of 72, we would describe the test as
unreliable because it yields inconsistent
measurements.
7. 5. Validity
It refers to the test’s accuracy in
measuring, what it is supposed to
measure. For example, people’s scores
on that test should be strongly correlated
with their grades in school.