This document provides an overview of a university course on psychological testing. It discusses the course description, objectives, nature of psychological testing, main types of tests, how tests are administered, and important applications. The key points are:
- The course teaches students about psychological tests used in counseling, how they are administered and evaluated, ethical considerations, limitations, and importance in the field.
- Psychological testing involves administering standardized procedures to measure psychology-related variables like intelligence, aptitude, personality traits. Tests can be norm-referenced or criterion-referenced.
- Common tests measure intelligence, aptitude, achievement, creativity, personality, interests, behaviors, and neuropsychological functions. Tests are important for
Different Type of Test for The Purpose of Counselling (https://www.youtube.co...Tasneem Ahmad
Tests are an important tool for counselors to gather reliable data about individuals. There are different types of tests that are used for various purposes in counseling, including intelligence tests, aptitude tests, achievement tests, personality tests, and interest tests. Intelligence tests measure general mental ability, aptitude tests assess strengths for certain tasks or careers, achievement tests evaluate skills and knowledge in different subject areas, personality tests explore characteristics and traits, and interest tests identify preferences that can inform career choices. Together, test results provide counselors with comprehensive insights to better understand individuals and guide them effectively.
Psychological tests are formal tools used to measure mental functioning and behaviors. They can be administered in various settings like schools, hospitals, and workplaces to assess abilities, personality, and neurological status. Common uses of tests include education placement, career counseling, diagnosing disorders, and selecting job applicants. Tests vary in their administration method, targeted behaviors, and purpose between ability, personality, and clinical domains. Proper tests are standardized, objective, use norms, and are reliable and valid measures of their intended construct.
Tests are used in guidance to measure various traits of individuals. There are several types of tests used including achievement tests to measure educational progress, aptitude tests to assess learning potential, interest tests to discover preferences, diagnostic tests to identify weaknesses, and intelligence tests to determine cognitive ability. Personality tests, which can be projective like the Rorschach test or non-projective through questionnaires, aim to understand the whole personality. Test results provide data to benefit students through improved instruction, career guidance, and identification of support needed.
Psychological testing involves standardized measures of mental and behavioral characteristics to assess individual differences. There are several key principles of psychological testing including standardization, objectivity, establishing norms, reliability, and validity. Tests are used to help evaluate clients, determine treatment approaches, and provide insight into patterns of relating. Common types of tests include intelligence tests, aptitude tests, achievement tests, personality tests, and neuropsychological tests. The goal of psychological assessment is to integrate information from multiple sources like tests, interviews, and records.
Evaluation in education serves several purposes: it helps modify objectives based on student and societal needs, judge teaching effectiveness, and improve evaluation tools and techniques. There are three main types of evaluation - diagnostic, formative, and summative. Diagnostic evaluation identifies weaknesses, formative guides student development and curriculum changes, and summative makes judgements for administrative purposes. Effective evaluation is valid, reliable, and usable, providing a comprehensive assessment of student development.
This document discusses psychological testing and assessment. It begins by outlining the origins of psychological testing in the early 20th century, including the development of the Stanford-Binet Test. It then defines key terms like testing, assessment, objective and process. Testing aims to obtain scores, while assessment aims to answer referral questions. The assessor plays a key role in assessment. Various types of assessment are described, including the tools used like interviews, tests, case histories and portfolios. The document provides details on psychological tests, their format, scoring, reliability and validity. It also describes different types of interviews and how interviews are used in assessment.
A short note about the concept of the psychological test; introduction, definition, characteristics, needs, classification, types, and some selected psychological tests.
Different Type of Test for The Purpose of Counselling (https://www.youtube.co...Tasneem Ahmad
Tests are an important tool for counselors to gather reliable data about individuals. There are different types of tests that are used for various purposes in counseling, including intelligence tests, aptitude tests, achievement tests, personality tests, and interest tests. Intelligence tests measure general mental ability, aptitude tests assess strengths for certain tasks or careers, achievement tests evaluate skills and knowledge in different subject areas, personality tests explore characteristics and traits, and interest tests identify preferences that can inform career choices. Together, test results provide counselors with comprehensive insights to better understand individuals and guide them effectively.
Psychological tests are formal tools used to measure mental functioning and behaviors. They can be administered in various settings like schools, hospitals, and workplaces to assess abilities, personality, and neurological status. Common uses of tests include education placement, career counseling, diagnosing disorders, and selecting job applicants. Tests vary in their administration method, targeted behaviors, and purpose between ability, personality, and clinical domains. Proper tests are standardized, objective, use norms, and are reliable and valid measures of their intended construct.
Tests are used in guidance to measure various traits of individuals. There are several types of tests used including achievement tests to measure educational progress, aptitude tests to assess learning potential, interest tests to discover preferences, diagnostic tests to identify weaknesses, and intelligence tests to determine cognitive ability. Personality tests, which can be projective like the Rorschach test or non-projective through questionnaires, aim to understand the whole personality. Test results provide data to benefit students through improved instruction, career guidance, and identification of support needed.
Psychological testing involves standardized measures of mental and behavioral characteristics to assess individual differences. There are several key principles of psychological testing including standardization, objectivity, establishing norms, reliability, and validity. Tests are used to help evaluate clients, determine treatment approaches, and provide insight into patterns of relating. Common types of tests include intelligence tests, aptitude tests, achievement tests, personality tests, and neuropsychological tests. The goal of psychological assessment is to integrate information from multiple sources like tests, interviews, and records.
Evaluation in education serves several purposes: it helps modify objectives based on student and societal needs, judge teaching effectiveness, and improve evaluation tools and techniques. There are three main types of evaluation - diagnostic, formative, and summative. Diagnostic evaluation identifies weaknesses, formative guides student development and curriculum changes, and summative makes judgements for administrative purposes. Effective evaluation is valid, reliable, and usable, providing a comprehensive assessment of student development.
This document discusses psychological testing and assessment. It begins by outlining the origins of psychological testing in the early 20th century, including the development of the Stanford-Binet Test. It then defines key terms like testing, assessment, objective and process. Testing aims to obtain scores, while assessment aims to answer referral questions. The assessor plays a key role in assessment. Various types of assessment are described, including the tools used like interviews, tests, case histories and portfolios. The document provides details on psychological tests, their format, scoring, reliability and validity. It also describes different types of interviews and how interviews are used in assessment.
A short note about the concept of the psychological test; introduction, definition, characteristics, needs, classification, types, and some selected psychological tests.
1. The document provides information about the format and contents of a psychology practical file, including an index, introduction, types of psychological tests, concepts of psychological testing, applications of testing, and pioneers in the field.
2. It discusses key aspects of psychological testing such as standardization, objectivity, test norms, reliability, and validity. Different types of validity including face, content, criterion, and construct validity are defined.
3. Applications of psychological testing discussed include detection of specific behaviors, measuring individual differences, diagnosis, legal classification, self-understanding, program evaluation, research, military selection, industry, and education.
Psychological test meaning, concept, need & importancejd singh
This document discusses psychological testing. It defines psychological testing as a standardized measure of a person's behavior that is used to observe differences among individuals. It notes that tests measure constructs like abilities, functioning, and personality. The document outlines the objectives, need, importance and types of psychological tests. It describes the major characteristics of tests including standardization, norms, reliability and validity. Finally, it provides examples of commonly used psychological tests.
This document provides an overview of psychological assessment presented by Dr. Rhea Fiser. It discusses why psychological assessment is important, including that it can help make companies successful, save lives, and earn money. The document also notes that psychological assessment is included in licensure exams for psychometricians and psychologists. It reviews basic principles of psychometrics and assessment, types of psychological tests and their administration, characteristics of instruments, and behaviors that can be measured. Limitations and dangers of testing are also addressed.
Tests are systematic procedures for measuring individual behavior and can be used by teachers to measure students' acquisition of knowledge, skills, and values. There are different ways to categorize tests, such as whether they are objective or subjective, standardized or unstandardized, and norm-referenced or criterion-referenced. Some common types of tests include personality tests, intelligence tests, aptitude tests, achievement tests, summative tests, diagnostic tests, formative tests, socio-metric tests, and trade tests.
This document discusses testing and assessment in language education. It addresses whether testing is good or bad, different forms of assessment like formative and summative assessment, and considerations when constructing tests like validity and reliability. Key points made include that assessment is a broader term than testing and includes feedback; the most common types of assessment are continuous, formative and summative assessment; and tests must be both valid in what they measure and reliable in producing consistent results.
Evaluation in education serves several purposes: to assess student achievement, help teachers judge their effectiveness, provide guidance, and improve curriculum, tools, and techniques. There are three main types of evaluation - diagnostic to identify weaknesses, formative to monitor learning and make adjustments, and summative to make judgements about performance. Effective evaluation is comprehensive, continuous, and uses valid and reliable tools such as tests, observations, and self-reporting techniques.
This document defines and compares standardized and non-standardized assessment tools. It provides examples of different types of assessment tools used in education, healthcare, the workplace, research, psychology, government, and other fields to evaluate individuals, inform decisions, and guide interventions. Standardized tools are designed for uniform administration and scoring to ensure fairness and allow meaningful comparisons against norms, while non-standardized tools have more flexibility in their use.
1) Language educators are divided on whether testing is good or bad. Teachers focus on teaching people while testers focus on statistics.
2) Both teachers and testers have criticisms of each other. Teachers say testers are too focused on objectives while testers say teachers are unspecific in their aims.
3) There are different types of language assessment including formative assessment, which provides feedback, and summative assessment, which evaluates learning at the end. Testing is a form of assessment but assessment is more broad.
- Psychological testing is used for personnel selection and must meet professional and legal standards by directly relating to job requirements.
- Employment interviews can be biased while tests, when used with interviews, can improve selection success.
- Various psychological tests are used for employee selection, including personality, honesty, intelligence, aptitude, and physical tests.
- Abilities, skills, and aptitudes can predict job performance when measured by cognitive, emotional intelligence, psychomotor, and physical tests.
This document provides information about the Bhatia Battery of Performance Test of Intelligence, which is one of the practicals to be conducted by MA Psychology students. It discusses the origins and early developments of intelligence testing, defining intelligence and noting it is a difficult concept to measure. It describes Binet and Simon's early intelligence tests from 1905 and the subsequent revisions by Terman. Students will conduct the Bhatia Battery practical, which involves administering the test, scoring it, and interpreting the results.
Psychological tests are objective standardized measures used in employee selection to assess abilities and predict future performance. They have advantages over other selection methods like interviews in being easier to evaluate and uncover hidden talents. However, they also have limitations like inability to perfectly predict job success, risk of unfair rejection, and potential for faking responses. Psychological tests work best as a supplement to other techniques rather than the sole evaluation method. Common types used include intelligence, aptitude, personality, and interest tests.
The document discusses testing and evaluation in English language teaching. It defines assessment, evaluation, and testing and discusses their purposes. It describes the types of standardized tests, including psychological, performance, and aptitude tests. It also discusses the norms for standardized tests, including validity, reliability, and accuracy. The document outlines the steps necessary to develop an evaluation, including determining competencies, capacities, indicators, and instruments. It suggests the best times to apply an evaluation are at the beginning and end of a course. Finally, it notes the reliability of evaluation results can be determined by fundamental inputs that allow decisions, establish responsibilities, and determine actions to guarantee process improvement.
The document discusses developing effective test questions or items. It explains that questions should be carefully planned and executed to objectively measure students' abilities. The document provides guidelines for writing clear, appropriately difficult questions that reliably discriminate between high- and low-performing students. It also discusses analyzing questions based on difficulty level, discrimination index, and effectiveness of answer options. The goal is to include questions that accurately assess learning objectives.
This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
This document discusses psychological testing, including its definition, uses, and ethical considerations. It provides details on:
- The key features of tests including standardized procedures, behavior samples, scores/categories, norms, and prediction of non-test behaviors.
- The types of tests like intelligence, aptitude, achievement, personality, and neuropsychological tests.
- The uses of testing such as classification, diagnosis, self-knowledge, program evaluation, and research.
- Factors that influence the soundness of testing like administration, examiner characteristics, and examinee factors.
- The responsibilities of test users including clients' best interests, informed consent, consideration of individual/cultural differences, and
Concept and nature of measurment and evaluation (1)dheerajvyas5
Measurement, evaluation, and assessment are related concepts aimed at judging student performance and progress. Measurement refers to obtaining quantitative data about a student's abilities or skills, such as a test score. Evaluation involves making qualitative judgments about a student's performance based on criteria. The purpose of evaluation and assessment includes student placement, certification, improving teaching, and providing feedback. Key principles of effective evaluation are that it should be planned, guided by learning outcomes, use multiple strategies, and help students by providing feedback.
Types of tests can be categorized as individual tests, group tests, verbal tests, non-verbal tests, informal tests, standardized tests, intelligence tests, aptitude tests, achievement tests, attitude tests and personality tests. Tests are used to measure students' skills, knowledge and abilities in order to help teachers provide effective instruction and help students improve. There are two main categories of tests - informal teacher-made tests and formal standardized tests developed by experts. Personality tests evaluate thoughts, emotions, attitudes and behaviors to assess personality traits.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. The document provides information about the format and contents of a psychology practical file, including an index, introduction, types of psychological tests, concepts of psychological testing, applications of testing, and pioneers in the field.
2. It discusses key aspects of psychological testing such as standardization, objectivity, test norms, reliability, and validity. Different types of validity including face, content, criterion, and construct validity are defined.
3. Applications of psychological testing discussed include detection of specific behaviors, measuring individual differences, diagnosis, legal classification, self-understanding, program evaluation, research, military selection, industry, and education.
Psychological test meaning, concept, need & importancejd singh
This document discusses psychological testing. It defines psychological testing as a standardized measure of a person's behavior that is used to observe differences among individuals. It notes that tests measure constructs like abilities, functioning, and personality. The document outlines the objectives, need, importance and types of psychological tests. It describes the major characteristics of tests including standardization, norms, reliability and validity. Finally, it provides examples of commonly used psychological tests.
This document provides an overview of psychological assessment presented by Dr. Rhea Fiser. It discusses why psychological assessment is important, including that it can help make companies successful, save lives, and earn money. The document also notes that psychological assessment is included in licensure exams for psychometricians and psychologists. It reviews basic principles of psychometrics and assessment, types of psychological tests and their administration, characteristics of instruments, and behaviors that can be measured. Limitations and dangers of testing are also addressed.
Tests are systematic procedures for measuring individual behavior and can be used by teachers to measure students' acquisition of knowledge, skills, and values. There are different ways to categorize tests, such as whether they are objective or subjective, standardized or unstandardized, and norm-referenced or criterion-referenced. Some common types of tests include personality tests, intelligence tests, aptitude tests, achievement tests, summative tests, diagnostic tests, formative tests, socio-metric tests, and trade tests.
This document discusses testing and assessment in language education. It addresses whether testing is good or bad, different forms of assessment like formative and summative assessment, and considerations when constructing tests like validity and reliability. Key points made include that assessment is a broader term than testing and includes feedback; the most common types of assessment are continuous, formative and summative assessment; and tests must be both valid in what they measure and reliable in producing consistent results.
Evaluation in education serves several purposes: to assess student achievement, help teachers judge their effectiveness, provide guidance, and improve curriculum, tools, and techniques. There are three main types of evaluation - diagnostic to identify weaknesses, formative to monitor learning and make adjustments, and summative to make judgements about performance. Effective evaluation is comprehensive, continuous, and uses valid and reliable tools such as tests, observations, and self-reporting techniques.
This document defines and compares standardized and non-standardized assessment tools. It provides examples of different types of assessment tools used in education, healthcare, the workplace, research, psychology, government, and other fields to evaluate individuals, inform decisions, and guide interventions. Standardized tools are designed for uniform administration and scoring to ensure fairness and allow meaningful comparisons against norms, while non-standardized tools have more flexibility in their use.
1) Language educators are divided on whether testing is good or bad. Teachers focus on teaching people while testers focus on statistics.
2) Both teachers and testers have criticisms of each other. Teachers say testers are too focused on objectives while testers say teachers are unspecific in their aims.
3) There are different types of language assessment including formative assessment, which provides feedback, and summative assessment, which evaluates learning at the end. Testing is a form of assessment but assessment is more broad.
- Psychological testing is used for personnel selection and must meet professional and legal standards by directly relating to job requirements.
- Employment interviews can be biased while tests, when used with interviews, can improve selection success.
- Various psychological tests are used for employee selection, including personality, honesty, intelligence, aptitude, and physical tests.
- Abilities, skills, and aptitudes can predict job performance when measured by cognitive, emotional intelligence, psychomotor, and physical tests.
This document provides information about the Bhatia Battery of Performance Test of Intelligence, which is one of the practicals to be conducted by MA Psychology students. It discusses the origins and early developments of intelligence testing, defining intelligence and noting it is a difficult concept to measure. It describes Binet and Simon's early intelligence tests from 1905 and the subsequent revisions by Terman. Students will conduct the Bhatia Battery practical, which involves administering the test, scoring it, and interpreting the results.
Psychological tests are objective standardized measures used in employee selection to assess abilities and predict future performance. They have advantages over other selection methods like interviews in being easier to evaluate and uncover hidden talents. However, they also have limitations like inability to perfectly predict job success, risk of unfair rejection, and potential for faking responses. Psychological tests work best as a supplement to other techniques rather than the sole evaluation method. Common types used include intelligence, aptitude, personality, and interest tests.
The document discusses testing and evaluation in English language teaching. It defines assessment, evaluation, and testing and discusses their purposes. It describes the types of standardized tests, including psychological, performance, and aptitude tests. It also discusses the norms for standardized tests, including validity, reliability, and accuracy. The document outlines the steps necessary to develop an evaluation, including determining competencies, capacities, indicators, and instruments. It suggests the best times to apply an evaluation are at the beginning and end of a course. Finally, it notes the reliability of evaluation results can be determined by fundamental inputs that allow decisions, establish responsibilities, and determine actions to guarantee process improvement.
The document discusses developing effective test questions or items. It explains that questions should be carefully planned and executed to objectively measure students' abilities. The document provides guidelines for writing clear, appropriately difficult questions that reliably discriminate between high- and low-performing students. It also discusses analyzing questions based on difficulty level, discrimination index, and effectiveness of answer options. The goal is to include questions that accurately assess learning objectives.
This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
This document discusses psychological testing, including its definition, uses, and ethical considerations. It provides details on:
- The key features of tests including standardized procedures, behavior samples, scores/categories, norms, and prediction of non-test behaviors.
- The types of tests like intelligence, aptitude, achievement, personality, and neuropsychological tests.
- The uses of testing such as classification, diagnosis, self-knowledge, program evaluation, and research.
- Factors that influence the soundness of testing like administration, examiner characteristics, and examinee factors.
- The responsibilities of test users including clients' best interests, informed consent, consideration of individual/cultural differences, and
Concept and nature of measurment and evaluation (1)dheerajvyas5
Measurement, evaluation, and assessment are related concepts aimed at judging student performance and progress. Measurement refers to obtaining quantitative data about a student's abilities or skills, such as a test score. Evaluation involves making qualitative judgments about a student's performance based on criteria. The purpose of evaluation and assessment includes student placement, certification, improving teaching, and providing feedback. Key principles of effective evaluation are that it should be planned, guided by learning outcomes, use multiple strategies, and help students by providing feedback.
Types of tests can be categorized as individual tests, group tests, verbal tests, non-verbal tests, informal tests, standardized tests, intelligence tests, aptitude tests, achievement tests, attitude tests and personality tests. Tests are used to measure students' skills, knowledge and abilities in order to help teachers provide effective instruction and help students improve. There are two main categories of tests - informal teacher-made tests and formal standardized tests developed by experts. Personality tests evaluate thoughts, emotions, attitudes and behaviors to assess personality traits.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Course Description
This course provides students with a
vital knowledge of psychological tests
used in counselling, their natures and
types, how they are administered and
evaluated.
The course also examines ethical
considerations, uses, limitations and
tests standardization and the
importance of psychological tests in
the field of counselling.
3. Lecture Objectives
After completing your study of this
course, you should be able to:
Define what a psychological test is
and understand that psychological
tests extend beyond personality and
intelligence tests.
Trace the history of psychological
testing from Alfred Binet and
intelligence testing to the tests of
today.
4. Describe the ways psychological tests
can be similar to and different from
one another.
Describe the three characteristics that
are common to all psychological
tests, and understand that
psychological tests can demonstrate
these characteristics to various
degrees.
5. Describe the assumptions that must be made
when using psychological tests.
Describe the different ways that
psychological tests can be classified.
Describe the differences among four
commonly used terms: psychological
assessment, psychological tests,
psychological measurement, and surveys.
6. The Nature of Psychological
Testing
What is meant by the
term Psychological
Testing?
7. Psychological Testing
Psychological testing is defined as
“the process of administering,
scoring, and interpreting
Psychological tests” (Maloney &
Ward, 1976, p. 9)
Is the measuring of psychology-
related variables by means of
devices or procedures designed to
obtain samples of behavior
8. In psychological testing the typical
objective is to measure the
magnitude of some psychological trait
or attribute, such as intelligence. In
assessment, which is always
conducted on a one-to-one basis, the
objective more typically extends
beyond obtaining a number; it could
be to provide a diagnosis for
treatment, to assess a particular area
of functioning or disability.
9. A test is a standardized procedure for
sampling behavior and describing it using
scores or categories
Most tests are predictive of some non-
test behavior of interest
Most tests are norm-referenced = they
describe the behavior in terms of norms,
test results gathered from a large group
of subjects (the standardization sample)
Some tests are criterion-referenced = the
objective is to see if the subject can
attain some pre-specified criterion.
10. The term test may be defined simply
as a measuring device or procedure.
• In our context a test is a method of
acquiring a sample of a person’s
behaviour under controlled
conditions.
Testing is generally used to denote
everything from the administration of
a test to the interpretation of a test
scores
11. The Main Types of Tests
1. Intelligence tests: Assess
intelligence
2. Aptitude tests: Assess capability
3. Achievement tests: Assess
degree of accomplishment
4. Creativity tests: Assess capacity
for novelty / innovation
5. Personality tests: Assess traits
12. 6. Interest inventories: Assess
preferences for activities
7. Behavioral tests: Measure behaviors
and their antecedents/consequences
8. Neuropsychological tests: Measure
cognitive, sensory, perceptual, or motor
functions
13. How do we test?
There are different sorts of testing,
including:
1. Achievement testing.
2. Communicative testing.
3. Competence testing.
4. Diagnostic testing.
5. Integrative testing.
6. Performance testing.
7. Progress testing.
8. Proficiency testing.
9. Psychometric testing
14. Achievement testing. It is used to
determine whether or not students have
mastered the course content and how they
should proceed. The content of
achievement tests, which are commonly
given at the end of the course, is generally
based on the course syllabus or the course
textbook.
Progress testing. It is used at various
stages throughout a language course to
determine learners’ progress up to that
point and to see what they have learnt.
15. Proficiency testing. It is used to measure
learners’ general linguistic knowledge, abilities
or skills without reference to any specific course.
Some proficiency tests are intended to show
whether students or people outside the formal
educational system have reached a given
level of general language ability.
Others are designed to show whether
candidates have sufficient ability to be able to
use a language in some specific area such as
medicine, tourism etc. Such tests are often
called Specific Purposes tests.
16. Diagnostic testing, which seeks to
identify those areas in which a
student needs further help. These
tests can be fairly general, and show,
for example, whether a student needs
particular help with one of the four
language skills; or they can be more
specific, seeking to identify
weaknesses in a student’s use of
grammar.
17. Psychometric testing, which is
aimed at measuring psychological
traits such as personality,
intelligence, aptitude, ability,
knowledge, skills which makes
specific assumptions about the nature
of the ability tested (e.g. that it is
unidimensional and normally
distributed).
18. Performance testing, which includes
direct, systematic observation of an
actual student performance or
examples of student performances
and rating of that performance
according to pre-established
performance criteria. Students are
assessed on the result as well as the
process engaged in a complex task or
creation of a product.
19. A performance test measures
performance on tasks requiring the
application of learning in an actual or
simulated setting. Either the test
stimulus, the desired response, or both
are intended to lend a high degree of
realism to the test situation.
20. The 10 most commonly used
tests (Reading assignment)
1) Wechsler Intelligence Scale for
Children (WISC)
2) Bender Visual-Motor Gestalt Test
3) Wechsler Adult Intelligence Scale
(WAIS)
4) Minnesota Multiphasic Personality
Inventory (MMPI)
5) Rorschach Ink Blot Test
6) Thematic Apperception Test (TAT)
21. 7) Sentence Completion
8) Good enough Draw-A-Person Test
9) House-Tree-Person Test
10) Stanford-Binet Intelligence Scale
What are these tests, what do they
measure?
22. For whom are tests important?
For almost all the people involved in the
education process:
1. the learner who wants to know how well
s/he is doing, and also wants the 'piece
of paper for professional and education
purposes,
2. the teacher wants to know how the
learner is progressing and whether and
how well s/he herself is succeeding in his
job
23. 3. the parents, who want to make
sure that they’re getting their
money’s worth,
4. educational authorities and
others who have some interest in
the learner's progress or his/her
proficiency level,
5. the potential employer who relies
heavily on what tests tell him/her
about learner proficiency levels
24. Function of Psychological
Testing
Decision making: psychological tests
cab be used determining promotion
Placement: place students and
workers to different categories (based
on tests scores)
Administrative function:
• Diagnosis: identifying psychological
problems, learning difficulties, etc.
• Research: using psychological tests for
research purpose
25. Application of Psychological
Testing
Psychological Testing is Applied in
different Settings:
1. Educational. Tests are used to
identify special children, to test
achievement, and to diagnose
students’ area of deficiency.
2. Clinical. Hospitals and clinics use
tests to screen behavioral disorders,
and to test effectiveness of
interventions.
26. 3. Legal. The legal setting utilizes
results from clinics, psychologists in
determining CTT, etc.
4. Industrial setting. Industries and
organizations heavily rely on tests to
measure job motivation, competence,
and commitment.
27. Course work
CW1:Describe the characteristics that
are common to all psychological tests,
and explain how psychological tests can
demonstrate these characteristics to
various degrees. 20 marks
CW2: Explain the relevance of
Psychological tests to a counselling
Psychologist and a student of
Counselling. 20 marks