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Definition
| It integrates test info with info from other sources to form accurate understanding of client |
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| What are the purposes of assessment? |
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Definition
| Screening, diagnosis, treatment planning, and progress evaluation |
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| Systematic collection and analysis of data |
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| Single measure used to determine whether deeper diagnostic assessment is needed |
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| Battery of tests used for understanding and overcoming problems; used for classification |
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| Progress (Outcome) evaluation |
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Definition
| Process to ensure treatment is helpful; baseline measure typically taken at intake and used to evaluate outcome during course of counseling |
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Definition
| Specific conditions for administration, timing, and scoring |
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Definition
Allow comparison of person's scores to the scores of a comparison group with like characteristics;
Goal is to identify an individual's position relative to others |
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| Criterion-referenced tests |
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Definition
| Compare a person's score to a predetermined score or level of performance |
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Definition
Used for diagnostic decision making;
Allows examiner to adapt to examinee |
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| People take the test at the same time; good for speed and efficiency but not for observing all examinees and control factors |
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| Measure number of simple items that can be completed in a short time; structured so almost no one competes the test |
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| Items of varying difficulty with no time limits - so difficult that perfect scores are rare |
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| Rely on language usage; culture may impact performance |
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| Require tasks to be completed without use of language; emphasize spatial, figural, or visual processing |
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| Measure perceptual, processing, memory, or reasoning skills |
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| Assess non-cognitive functions like personality, attitudes, values, and interests |
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| Maximum performance measurement |
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Definition
| Assessment of best performance |
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| Typical performance measurements |
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Definition
| A sample of the performance under normal circumstances |
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| Direct Behavioral observations |
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Definition
| Counselor is physically present in the same environment and observes client |
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| Documents a narrative format what was observed |
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| Counselor asks questions of others who observe client |
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| Evaluations that occur throughout a program in order to make adjustments |
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| Evaluation that occurs at the end of a program to assess overall outcomes; Effectiveness depends on preciseness of goal, alignment of treatment with goal, and alignment of assessment with goal and treatment. |
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| Tests the person-environment match; used to evaluate whether the environment is best meeting the needs of the individual |
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| After publishing "On the Origin of Species", experimental interest in individual differences increased |
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| Measured individual physical and psychological characteristics that made some more "fit for survival" |
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| Opened first experimental psych lab, considered founder of science of psychology |
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| 30 tasks in approximate order of difficulty given to 50 kids at first - first IQ test still in use today |
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| First aptitude tests used for military to determine ranking; One test for English natives and one for immigrants/illiterate people; used to promote eugenics |
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| Tests are biased and discriminatory against minorities; the segregated schools did not teach minorities equally |
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| Intelligence tests are biased against minorities; disproportionate amount of minority students put into remediation classes |
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| Stanford Achievement Test |
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Definition
| First standardized achievement battery to assess and report student performance in various areas - became SATs; unreliable |
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| Kitchener's 5 Moral Principles |
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Definition
Autonomy: independence
Nonmaleficence: do no harm
Beneficence: do good
Justice: fairness
Fidelity: loyalty, honesty |
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Definition
| Content of test is more difficult for one group |
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| When test doesn't accurately measure what it intends to measure |
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Definition
| When test doesn't equally predict future performance on some criterion between groups |
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Definition
| Nominal, Ordinal, Interval, Ratio |
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| Indicates a difference in responses |
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| Indicates a difference in responses and the direction of the difference |
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| Indicates a difference in responses, the direction of the difference, and the amount of difference |
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| Indicates a difference in responses, the direction of the difference, the amount of difference, and absolute zero |
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Definition
| Specific variables and behaviors that are observable aspects of the construct being tested |
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| Two types of selected response |
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Definition
| Dichotomous or polytomous |
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| Essay/Short-answer type responses |
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| Item discrimination analysis |
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Definition
| the ability of an item to differentiate among students on the basis of how well they know the material being tested |
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| Positively discriminating items |
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Definition
| Items that are answered correctly more often by high scorers (desirable) |
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| Negatively discriminating items |
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Definition
| Items answered correctly more often by low scorers (undesirable) |
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Definition
| Items that do not discriminate between correct performance on item and test performance |
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Definition
| Predetermined number of consecutive, correct items that must be obtained by an examinee in order to eliminate the need to administer numerous easier items on the same test |
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Definition
| The number of items that an examinee must incorrectly answer before testing can be halted |
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Definition
| allow comparison of an examinee’s performance to the performance of other individuals with similar characteristics. |
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Definition
| Procedure to sample the general population to obtain representative norms. |
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Definition
| Inequitable and leads to poor test development and strategies; better to use item analysis |
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Term
| Objectives of Psychological Reports |
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Definition
| To answer referral questions, to describe the person, to organize the data, to recommend interventions (academic, behavioral, or psychological) |
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Term
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Definition
Title
Identifying info
Reason for Referral
List of tests administered
Background info
Behavioral observations
Test results and interpretations
Summary and diagnostic impressions
Recommendations
Psychometric summary of scores |
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Term
| What would be included in the Title and Identifying section of Report Writing? |
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Definition
| Identifying information, examinee's name, date of birth, chronological age, grade or occupation, name of school, date of testing, date of report, examiner's name, supervisor's name and signature |
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Term
| What would be included in the Reason for Referral of Report Writing? |
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Definition
Determines the focus of an evaluation and provides rationale for the assessment
1-2 paragraphs
Include name and position of referral source and specific reasons for referral |
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Term
| Level A for Test Administration |
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Definition
| Requires no specific training or education but sometimes requires membership or affiliation to obtain the tests |
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Term
| Level B for Test Administration |
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Definition
| Requires specialized knowledge of psychometric issues and test score properties, usually a master's degree |
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| Level C for Test Administration |
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Definition
| Requires substantial knowledge about the construct and instrument - typically a doctoral degree and licensure is needed |
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Definition
| Include test directions, time limits, and registration and identification procedures |
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Term
| Norm-referenced interpretation of test scores |
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Definition
| Raw scores transformed and compared to other individuals with similar characteristics |
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| Normative sample/Standardization sample |
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Definition
| Comparison group in norm-referenced test interpretation |
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Term
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Definition
| Comparison scores in Norm-referenced score interpretations |
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| Developmental equivalents in norm-referenced test groups |
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Definition
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Definition
| Raw scores that have been mathematically transformed to have a designated mean and standard deviation (associated with Norm-referenced interpretation) |
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Definition
| Mean of zero and standard deviation of 1 |
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Definition
Mean of 50 and standard deviation of 10 (No need for - or + signs)
T=10(z)+50 |
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Definition
| Mean of 100 and a standard deviation of 15 or 16 |
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Term
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Definition
Norm-referenced interpretations
Range of scores within which true scores lies
Calculated using standard error of measurement
Highly reliable tests have smaller confidence intervals |
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Term
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Definition
Mean of 1- and standard deviation of 3
Often used on intelligence of achievement subtests |
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Term
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Definition
Mean of 5 and standard deviation of 2 - distribution divided into nine parts
Simple but imprecise |
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Definition
| Derived scores indicating the percentage score at or below a given raw score; used to compare an examinee with other examinees |
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Definition
| Division of a percentile rank distribution into four parts - each containing 25% of the norm group |
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Definition
| Ordinal scale verbaldescriptors of a client's performance |
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Definition
Helpful for examinees and families to make meaning out of numerical scores; specific to each test
Confidence interval should be used to identify interpretive range for reporting purposes |
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Term
| Common errors in test administration, scoring, and interpretation |
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Definition
| Confirmatory bias, preconceived biases, tendency to see patters they may not exist |
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Term
| Criterion-referenced interpretation |
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Definition
| Based off of scores related to measure performance against a fixed set of predetermined criteria |
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Definition
| Related to dichotomous (pass-fail) or continuous (partial credit) of criterion-referenced interpretation |
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Definition
Scoring for criterion-referenced interpretation. Measures
Accuracy, retention, and percentages expressed as verbal lable |
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Term
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Definition
| Indicates the direction (+ or -) and the strength (magnitude) of a linear relationship between two variables (X and Y) measured on interval or ratio scores |
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| X of Correlation Coefficient |
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Definition
| Scores on administration of test |
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Term
| Y of Correlation Coefficient |
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Definition
| Scores on second administration of a second test or scores on administration of a different test |
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Term
| Correlation Coefficient r=0, r=1, r=-1 |
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Definition
r=0: No correlation
r=1: Perfect positive correlation
R=-1: Perfect negative correlation |
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Term
| Standard Error of Measurement |
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Definition
| The distribution of observed scores that a person may obtain under repeated independent testing with the same test is normal; same for for all persons of a given group taking the test |
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Term
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Definition
Internal consistency
Test-retest
Alternate forms
Inter-rater reliability |
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Term
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Definition
Average correlation among items within a test or scale; only need one administration of a single test on a single occasion
Example - split-half method: Questions split into two halves and scores for the two halves are correlated together |
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Term
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Definition
| Consistently respond to same test administered on different occasions |
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| Alternate forms reliability |
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Definition
| Two equivalent versions of a test; measure of consistency of scores on alternate test forms administered to same group of individuals |
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| Interscorer and Interrater Reliability |
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Definition
| Statistical measurements that determine how similar data collected by different raters are |
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Definition
| The less objective the measures, the lower the interscorer reliability |
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Definition
| estimations of the degree to which the scores are unduly affected by the subjective |
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Definition
| The degree to which test score measure what the test claims to measure |
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Definition
| Construct validity, face validity, content validity, criterion validity |
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Term
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Definition
Does the test measure the concept that its intended to measure?
Established by definint the construct being measured and collectin info to demonstrate what the test measures
Common in personality tests, psych disordrs, and intelligence |
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Definition
Does the content of the test appear to be suitable to its aims?
Whether the test appears to measure what is supposed to measure |
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Definition
Is the test fully representative of what it aims to measure?
Test's ability to measure the person's knowledge of the total informational field
Common in educational, aptitude, or achievement testing |
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Term
| Criterion-related Validity |
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Definition
Are the results predictive of some important criterion (either future or concurrent)?
Measures how well one measure predicts an outcome for another measure
Predictive: test administered first, criterion measured later
Concurrent: test administered at same time as criterion measure |
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Term
| Predictive criterion validity |
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Definition
| Test administered first, criterion measured later |
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Term
| Concurrent criterion validity |
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Definition
| Test administered at same time as criterion measure |
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Term
| Standard Error of Estimate (SE^EST) |
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Definition
Allows determination of how well scores are likely to predict the criterion
Derived from difference between the predicted value of the criterion and actual score on the criterion - difference is the residual (prediction error)
Large SE^EST = lack of accuracy of predictions
Small SE^EST = better accuracy of predictions |
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Term
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Definition
Single scores used for screening decisions (Decision theory; cutoff scores)
Multiple tests allow for diagnostic or placement decisions (multiple cutoff method; clinical judgment) |
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Term
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Definition
THe collection of a screening test score and a criterion score, either concurrently or predicatively
Valid acceptances, false rejections, valid rejections, and false acceptances
Most commonly used in clinical and educational settings when a large number of people need to be screened at once
Maximizes likelihood of accurate decisions |
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Term
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Definition
| True positives - elevated scores on both screening test and clinician rating |
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Term
| False rejections / false negatives |
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Definition
| Not identified as having an elevated score on screening test but were elevated scores on screening test or clinician rating |
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Term
| Valid rejections (true negatives) |
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Definition
| Clients not identified as having elevated scores on screening test or clinician rating |
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| False acceptances / false positives |
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Definition
| Elevated scores on screening but not on clinician ratings; worry most about these because they are not diagnosed and may not receive follow-up services |
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Term
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Definition
If using a single score for a screening decisions, a cutoff score is important
Too high = deny access to needy clients
Too low = allowed unqualified individuals to access limited services |
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Term
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Definition
| Counselor establishes minimally acceptable cut-off score on each measure being used; failure to meet even one cutoff results in elimination of examinee from consideration for diagnosis or further treatment |
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Term
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Definition
| Thought process that allows healthcare providers to arrive at a conclusion based on objective and subjective information about a client; subject to cognitive biases and affective influences |
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