This document discusses principles of psychological testing. It defines psychological testing as standardized measurement of behavior to evaluate attributes like intelligence, personality, and performance. There are three main types of tests: performance tests that measure what individuals can do on tasks; behavior observation tests that observe responses in contexts; and self-report tests that rely on individuals' own assessments. Tests are used in important domains like education, personnel selection, and clinical assessment. Standardization, behavior sampling, and scoring rules are key characteristics of psychological instruments.

1. PRINCIPLES OF PSYCHOLOGICAL TESTING

2. Why is Psychological Testing Important?
1. Allows us to make important decisions about
people.
e.g. Early School Placement, College Entrance Decisions, Military Job Selections
2. Allows us to describe & understand behaviour
3. Measures personal attributes
4. Measures performance
5. Saves time
6. Most economical
7. It’s Scientific

3. Psychological Test
Measurement instrument that consists of a
sample of behavior obtained under
standardized conditions and evaluated
using established scoring rules.

4. Types of Reasoning Associated
with Psychological Testing
Inductive Reasoning - from Data to General
Theory.
Deductive Reasoning - from General Theory to
Data.

5. Characteristics of Psychological
Instruments
• Behaviour Sampling
• Standardization
• Scoring Rules

6. Behaviour Sampling
• It is a sample of behaviour.
• It is not an exhaustive measure - it is too difficult to
evaluate every behavior.
• Attempts to approximate the exhaustive procedure.
• Does not necessarily require the respondent to engage in
overt behavior.
• The test must somehow be representative of behaviours
that would be observed outside of the testing situation

7. Standardization
• The behavior sample is obtained under standardized
conditions.
• Each individual taking a psychological or educational test
should be tested under essentially identical conditions.
For example, SAT administration instructions pertain to:
Seating Arrangements, Lighting Conditions, Noise Levels
Interruptions, Answering common questions
• Standardization is vital because many test results are
referential in nature: Your performance is measured relative to
everybody else’s performance.

8. Standardization (cont.)
• Standardization reduces between subject variability due to
extraneous variables.
• Standardization is easier to obtain with tests designed to
be administered en masse.
• Tests such as the Wechsler Adult Intelligence Scale, which
are administered individually, are less standardized.
• The individual giving the test is an important variable.
They take special training to standardize the way they give

9. Scoring Rules
There are established scoring rules for obtaining quantitative
information from the behavior sample.
Objective Scoring Rules : Most mass produced tests fall into this
category. Different qualified examiners will all coIntrome to the
same score for an identical set of responses.
Subjective Scoring Rules : When the judgement of the examiner is
an important part of the test, different examiners can legitimately
come to different conclusions concerning the same sample of
behavior. There conclusions should be similar, however.
Good standardized psychological tests all have a set of rules or
procedures for scoring responses to a test.

10. Types of Tests
Most psychological tests can be sorted into 3
general categories:
1. Tests in which the subject performs a task.
2. Tests that involve observations of the subject’s
behaviour within a particular context.
3. Self-report measures

11. Tests of Performance
• Referred to as "Tests of Maximal Performance"
• Subjects are given a well-defined task that they try to perform
successfully.
• Participant must know what he/she must
do in response to the task.
• The subject exerts maximal effort to
succeed.
• Performance tests are designed to uncover what
an individual can do, given the specific test
conditions.
Examples
- Intelligence Tests, language proficiency

12. Behaviour Observation
• Naturalistic observation
• Involves observing the subject’s behaviour and responses
in a particular context.
• Differs from performance tests in that the subject does
not have a single, well defined task.
• The observer can record duration &
intensity
Examples
- Examiner might observe children interacting
or an individual having a conversation or some other social
interaction.
- Companies recruit observers to pose as salespeople to observe
employee’s behaviors. Subject’s may be unaware they are being
tested.

13. Self Report Instruments
- Participant is asked to report his or her feelings,
attitudes, beliefs, values.
When self-report makes sense:
Self-report relies upon the test taker’s awareness and
honesty.
It is the best method to measure internal states - things
only the person themselves can be aware of and judge.
People are not always good judges of their ability
Provides an estimate

14. Self Report Instruments (cont.)
Many personality inventories such as the MMPI and the
16PF measures are based on self-report.
Clinicians include self-report measures as part of their
initial examinations of presenting clients.
Self-Report measures are frequently subject to self-
censorship.
People know their responses are being measured and wish to
be seen in a favorable light. (self-serving bias)

15. History of Test Development
circa 1000 BC. : Chinese introduced written tests to help fill civil
service positions Civil Laws, Military Affairs, Agriculture,
Geography
1850 : The United States begins civil service examinations.
1885 : Germans tested people for brain damage
1890 : James Cattell develops a "mental test" to assess college
students . Test includes measures of strength, resistance to pain,
and reaction time.
1905 : Binet-Simon scale of mental development used to classify
mentally retarded children in France.
1914 : World War I produces need in U.S. to quickly classify
incoming recruits. Army Alpha test and Army Beta test developed.
Looked at psychopathology.
1916 : Terman develops Stanford - Binet test and develops the idea
of Intelligence Quotient

16. History of Test Development
(cont.)
1920 - 1940 : factor analysis, projective tests, and personality
inventories first appear.
1941-1960 : vocational interest measures developed
1961-1980 : item response theory and neuropsychological
testing developed
1980 - Present : Wide spread adaptation of computerized
testing.
"Smart" Tests which can give each individual different test
items develop

17. Early Abuses of Tests in
America
• Goddard (1906) began testing 378 residents and categorized them
as
Idiot (ma below 2), imbecile (3-7), feebleminded (8-12), moron
(foolish)
• MA four years behind, were feebleminded
• Goddard’s desire was to separate people out
Believed feeble minded people were the cause of most social problems
(thievery, laziness, alcoholism, prostitution, immorality).

18. Early Abuses of Tests in
America
• Called for the colonization of “morons” to restrict their
breeding. Further, he believed that many immigrants were
feeble minded.
• Went to Ellis Island, administered tests translated from
French to English to Yiddish, Hungarian, , Italian, Russian, to
farmers, laborers, who had just crossed the Atlantic. Then
interpreted results based on French norms.
• Favored “deportation for low IQ immigrants” but then also in
a “humanitarian gesture” said we might be able to use “moron

19. Early Abuses of Tests in America
(cont.)
• Robert Yerkes, a Harvard psychology prof. Convinced the
Department of War that it should test all of its 1.75 million
recruits for intelligence tests, so they could be classified and
given appropriate assignments (Goddard and Terman also
chaired this committee).
• Army Alpha and Army Beta Examinations
• Produced evidence that supported segregation. Sounded dire
warnings that racial intermixture would inevitably cause a
deterioration of American intelligence. Later recanted: “without
foundation” Probably the result of cultural and language

20. Application of Psychological
Measurement
 Educational Testing
Personnel Testing
 Clinical Testing

21. Educational Testing
• Intelligence tests and achievement tests are used from an
early age in the U.S and Canada. From kindergarten on, tests
are used for placement and advancement.
•Educational institutions have to make admissions and
advancement decisions regarding students. e.g, SAT, GRE,
subject placement tests
• Used to assess students for special education programs.
Also, used in diagnosing learning difficulties.
•Guidance counselors use instruments for advising students.
•Investigates school curriculum.

22. Personnel Testing
• Following WW I, business began taking an active interest in
testing job applicants. Most government jobs require some civil
service examination.
•Tests are used to assess: training needs, worker’s performance
in training, success in training programs, management
development, leadership training, and selection.
• For example, at the Lally School of Management, the Myers -
Briggs type indicator is used extensively to assess managerial
potential. Type testing is used to hopefully match the right
person with the job they are most suited for.

23. Clinical Testing
• Tests of Psychological Adjustment and tests which can
classify and/or diagnose patients are used extensively.
• Psychologist generally use a number of objective and
projective personality tests.
Neuropsychological tests which examine basic mental
function also fall into this category. Perceptual tests are
used detecting and diagnosing brain damage.

24. Testing Activities of Psychologists
Clinical Psychologists - e.g. Assessment of Intelligence, Assessment of
Psychopathology
Counseling Psychologists
e.g. Career Interest Inventories, Skill Assessment
School Psychologists
e.g. Assessment of Academic progress, Readiness for School,
Social Adjustment
I/O Psychologists - e.g. Managerial potential,
Training Needs, Leadership Potential
Neuropsychologists - e.g., Assessment of Brain Damage, neurological
impairments.
Forensic Psychology - intersection between law and psychology --needed
for legal determinations
e.g. Assessment for risk, competency to stand trial, child custody

25. Information About Tests
The Mental Measurement Yearbook - A guide to all
currently available psychological tests.
The MMY uses content classifications do describe tests:
1. Achievement 2. Behavior Assessment
3. Developmental 4. Education
5. English & Language 6. Fine Arts
7. Foreign Languages 8. Intelligence and Aptitude
9. Mathematics 10. Neuropsychological
11. Personality 12. Reading
13. Science 14. Sensory-Motor
15. Social Studies 16. Speech and Hearing
17. Vocations

26. Ethics In Psychological Testing
• Given the widespread use of tests, there is considerable
potential for abuse.
• A good deal of attention has therefore been devoted to
the development and enforcement of professional and
legal standards.
• The American Psychological Association (APA) has
taken a leading role in the development of professional
standards for testing.

27. American Psychological Association Ethical
Guidelines:
The investigator has the responsibility to make a careful evaluation of its
ethical acceptability.
The investigator is obliged to observe stringent safeguards to protect the
rights of human participants.
The researcher must evaluate whether participants are considered
“Subject at risk” or “Subject at minimal risk” - No appreciable risk
(physical risk, mental harm).

28. American Psychological Association Ethical
Guidelines:
The principal investigator always retains the responsibility for ensuring
ethical practice in research. That is, the principal researcher is responsible
for the ethical practices of collaborators, assistants, employees, etc. (all of
whom are also responsible for their own ethical behavior).
Except in minimal-risk research, the investigator establishes a clear and
fair agreement with participants that clarifies the obligations and
responsibilities of each. Must explain all aspects of the research that may
influence the subjects decision to participate. Explains all other aspects
that the participants inquire about.

29. American Psychological Association Ethical
Guidelines (cont.):
In research involving concealment or deception, the research
considers the special responsibilities involved.
Individual’s freedom to decline, and freedom to withdraw, is
respected.
Researcher is responsible for protecting participants from
physical and mental discomfort, harm, and danger that may
arise from research procedures. If there are risks, the
participants must be aware of this fact.

30. American Psychological Association Ethical
Guidelines (cont.):
After the data are collected the investigator provides
participants with information about the nature of the study and
attempts to remove any misconceptions that may have arisen.
The investigator has the responsibility to detect and remove
any undesirable consequences to the participant that may occur
due to the research.
The information obtained from the participant should be
treated confidentially unless otherwise agreed upon with the

31. Informed Consent
•Participants must be fully informed as to the purpose
and nature of the research that they are going to be
involved in.
•Participants must be fully informed about the
procedures used in the research study.
•After getting this information, the participants must
provide consent for their participation.

32. Debriefing
Post-administration debriefing should:
-Restate purpose of the research.
-Explain how the results will be used (usually.
emphasize that the interest is in the group
findings).
-Reiterate that findings will be treated
confidentially.
-Answer all of the respondents questions fully.
-Thank the participant!

33. Participant Feedback
•In clinical research, or research with interpretive
instruments, there may be the need to provide more
in-depth feedback about individual’s responses (e.g.,
Research on Emotional Intelligence).
•In such cases, first and foremost, it is critical that
this kind of detailed feedback be given by a qualified
individual.

34. Parties are involved in Professional Test Use:
(1) Testing professionals: the test developer and
publisher
(2) Testing professionals: the individuals who
administer the testing procedure
(3) The user: the organization or practice that will
eventually use the information to make certain
decisions
(4) The test taker

35. DEVELOPING/SELECTING APPROPRIATE TESTS
 Define what each test measures and what the test should be
used for.
 Describe the population(s) for which the test is appropriate.
 Accurately represent the characteristics, usefulness, and
limitations of
tests for their intended purposes.
 Describe the process of test development.
 Provide evidence that the test meets its intended purpose(s).

36. DEVELOPING/SELECTING APPROPRIATE TESTS (Cont.)
 Indicate the nature of the evidence obtained concerning the
appropriateness of each test for groups of different racial, ethnic, or
linguistic backgrounds who are likely to be tested.
 Describe the population(s) represented by any norms or
comparison group(s), the dates the data were gathered, and the
process used to select the samples of test takers.
 When feasible, make appropriately modified forms of tests or
administration procedures available for test takers with
handicapping conditions. Warn test users of potential problems in
using standard norms with modified tests or administration
procedures that result in non-comparable scores.

37. DEVELOPING/SELECTING APPROPRIATE TESTS (Cont.)
 When a test is optional, provide test takers or their
parents/guardians with information to help them judge whether the
test should be taken, or if an available alternative to the test should
be used.
 Provide test takers the information they need to be familiar with
the coverage of the test, the types of question formats, the directions,
and appropriate test-taking strategies. Strive to make such
information equally available to all test takers.
 Provide test takers or their parents/guardians with information
about rights test takers may have to obtain copies of tests and
completed answer sheets, retake tests, have tests rescored, or cancel
scores.

38. Responsibility of The Tester
1. Have competence in test administration, interpretation
and feedback.
2. Have an understanding of basic psychometrics and
scoring procedures and be competent in interpretation,
and apply scientific knowledge and professional judgment
to the results.
3. Take responsibility for the selection, administration, and
scoring, the analysis, interpretation and communication of
test results.

39. Responsibility of The Tester (cont.)
5. Have knowledge of legal and ethical issues related to test
use
6 . Awareness of ethnic or cultural variables that could
influence the results:
7. Have the ability to determine language proficiency
8. Have knowledge of important racial, ethnic, or cultural
variables relevant for individuals or groups to whom tests
are administered.

40. Issues to Address with the Testee
1. Informed consent - Assuring confidentiality,
freedom’ to withdraw, purpose of assessment, What
kinds of attributes are being measured?
2. Who is the client?Individual, Group, Employer
3. What happens with results, who has access to it
4. Where will the data be stored, how, and for how
long
5. Time frame in which results are to be considered
valid
6. Who will be the payer, and how much
7. Where will the assessment take place
8. Are the facilities appropriate, conducive for testing

41. Factors Not Under the Tester’s Control
Some factors are not under the control of the
administrator :
1. How fatigued a test taker is.
2. Motivation level of the test taker.
3. Physical Discomfort
4. Test Anxiety

42. Ethnic and Cultural Variables
Knowledge of attitudes of various racial, ethnic, or
cultural groups toward testing.
Ability to determine language proficiency.
Ability to determine the potential effects of
different test settings on different racial, ethnic, or
cultural groups.
Knowledge of specific biases that have been
demonstrated for particular tests for individuals or
groups of individuals from particular racial, ethnic,
or cultural minority groups.

43. Test Fairness
People with different values often disagree over the fairness
of some testing practices.
Factors that affect testing fairness:
1. Obstacles that prevent people from performing well
2. Test may provide unfair advantage to some people
3. Some tests are not valid and used in wrong situations
4. Some tests are used for purposes that are inherently
objectionable

44. Test Use & Test Fairness
A test is most likely to be seen as unfair when:
1. It is the sole basis for the decision.
2. The consequences of doing poorly on the test is harsh
Ways to reduce concerns over test unfairness:
1. Multiple assessment procedures
2. Use more intensive screening procedures for those
likely to be treated unfairly by a given test.

45. Types of Decisions
Two distinctions are very useful for classifying
decisions:
1. Individual or Institutional
2. Comparative or Absolute

46. Ethics References
Websites www.apa.org and www.cpa.ca
APA
 American Psychological Association’s Code of Ethics for Psychologists
 The Ethical Practice of Psychology in Organizations
CPA
 The Canadian Code of Ethics for Psychologists
 Companion Manual…
 Guidelines for Non-discriminatory Practice
 Guidelines for Educational and Psychological Testing
 Practice Guidelines for Providers of Psychological Service

47. Ethics References (cont.)
Websites for publications / reports
 Rights and Responsibilities of Test Takers: Guidelines and Expectations
(www.apa.org/science/ttrr.html)
 Responsibilities in Providing Psychological Test Feedback to Clients
(http://kspope.com/sci/feedback1.shtml)
 The Real World: It is Better to Receive than to Give--Practical Tips for
Giving and Receiving Performance Feedback
(www.siop.org/tip/TipOct00/12waclawski.htm)
 Statement on the Disclosure of Test Data
(www.apa.org/science/disclosu.html)
 Test Security (American Psychologist, Dec. 1999, Vol.54, No.12, p1078)
 Statement on the Use of Secure Psychological Tests in the Education of
Graduate and Undergraduate Psychology Students