Introduction to Psychological Testing

Introduction to Psychological Testing
PSY/475
May 28, 2012
Dan Riner

Introduction to Psychological Testing
Tests are used to evaluate, identify, and give meaning to human thought and behavior. A test is a process that is used to observe behavior and describe that behavior using numerical scales or fixed categories. The five major categories of psychological tests include mental ability, achievement, personality, interests and attitudes, and neuropsychological. Tests are primarily used in clinical, educational, personnel, and research settings. Reliability and validity are foundations that give strength to any test.

Definition of Test

The Standards for Educational and Psychological Tests defines the term test as “an evaluative device or procedure in which a sample of an examinee’s behavior in a specified domain is obtained and subsequently evaluated and scored using a standardized process” (Hogan, 2007, p. 38). A test is a process or system that is used to observe behavior and describe the behavior using numerical scales or fixed categories. According to Hogan (2007), a test is type of procedure or device that yields information about behavior and cognitive processes, and measures a sample of behavior rather than a wide examination of an individual’s behaviors. These tests are also systematic and quantified.

Major Categories of Tests

The five major categories of psychological tests include mental ability, achievement, personality, interests and attitudes, and neuropsychological (MAPIN). Mental ability includes cognitive functions such as, memory, vision, and critical thinking. The mental ability test measure cognitive functions such as, intelligence, memory, spatial visualization, quantitative reasoning, and creative thinking. Achievement tests are tests that are designed to help determine how much knowledge and skill an individual has in specific areas and in specific levels, and include assessments in reading, math, science, and social studies (Hogan, 2007). Personality tests are designed to yield information about human personality and it is the most practical of all psychological tests. Personality tests compare an individual’s responses to different clinical groups for similarities and differences.

Another major category of psychological testing is interests and attitudes, which includes vocation interest measures (Hogan, 2007). This test measures an individual’s interests and attitude toward certain topics and groups. Interest and attitude tests are widely used in high school and college to help individuals explore jobs that are applicable to his or her interests. Neuropsychological tests are designed to yield information regarding brain function and the central nervous system. These tests can include memory, verbal, psychomotor, and abstract thinking (Hogan, 2007).

Major Uses and Users of Psychological Testing

Primary users of tests include four diverse groups including clinical, educational, personnel, and research (Hogan, 2007). In a clinical setting, tests are used in counseling, school psychology, and neuropsychology. The tests are used to help identify the nature and severity of an individual’s problems, and provide the individual with suggestions on how to deal with the problem. Testing in this situation can also help an individual measure progress when dealing with his or her problem. In an educational setting, tests are used to assess student learning, to document competence for professional licensure, and to predict success in academic work (Hogan, 2007). Users of the test include teachers, parents, school board members, legislators, and educational administrators.

Personnel or employment testing are primarily used in businesses and in the military and has two main tasks (Spector, 2008). The first task is to select the most qualified individual to fill the position, and the second task is to assign a group of individual to different tasks to optimize the organization’s overall efficiency (Kubiszyn & Read, 2001). Personnel or employment tests are useful in these selection processes. In a research setting, tests are used in psychology, education, and behavioral and social sciences. Tests serve as the operational definition of the dependent variable in a research study (Hogan, 2007).

Reliability and Validity

Validity deals with what a test measures and if the measure is really what it was intended to measure. Reliability deals “only with the consistency of the measure, regardless of exactly what it is measuring” (Hogan, 2007, p. 112). A measure can be reliable without being valid; however, a test cannot be valid unless it is reliable. According to Hogan (2007), test reliability has technical and quantitative meaning. This means that the expected components of tests are consistent, replicable, and dependable. A reliable test is one that consistently yields the same or similar score for each individual, the score can be replicated within a specific margin of error, and the test is dependable in that it will yield the same or similar scores for each individual.

Validity is the extent to which a test measures and the reason behind the measure. Validity is the most important characteristic of a test. Hogan (2007) explains it is imprecise to question the validity of a test, but rather “refer to the interpretation of a score for a particular purpose or use” (p. 157). When referring to validity, it is important to assess to what degree a test is valid for the particular purpose, rather than trying to determine if it is generally valid. Equally important is the need to determine the accuracy of norms, validate scientific exploration, assess mental states, facilitate learning, and determine future needs (Hogan, 2007).

Conclusion

A test is type of procedure that yields information about behavior and cognitive processes, and measures a sample of behavior rather than a wide examination of an individual’s behaviors. The major categories of tests allow many types of users in a variety of fields’ access to valuable information. Psychological testing depends on reliability and validity of testing to help determine the accuracy of norms and validate scientific exploration (Hogan, 2007).

References

Hogan, T. P. (2007). Psychological testing: A practical introduction (2nd ed.). Hoboken, NJ:

Wiley.

Kubiszyn, T. W., Read, G. M. (2001). Psychological testing and psychological

assessment: a review of evidence and issues. American Psychologist, 56(2), 128-165.

Spector, P. E. (2008). Industrial and organizational psychology: research and practice (5th ed.).

Hoboken, NJ: Wiley.

References: Hogan, T. P. (2007). Psychological testing: A practical introduction (2nd ed.). Hoboken, NJ: Wiley. Kubiszyn, T. W., Read, G. M. (2001). Psychological testing and psychological assessment: a review of evidence and issues. American Psychologist, 56(2), 128-165. Spector, P. E. (2008). Industrial and organizational psychology: research and practice (5th ed.). Hoboken, NJ: Wiley.