MODULE VI

TEST IN EDUCATIONAL SETTING:

1. Achievement test
Achievement tests are designed to measure accomplishment. Achievement tests are designed
to measure the degree of learning that has taken place as a result of exposure to a relatively
defined learning experience.
Importance:
• Achievement test area n effective way to check any weakness in the instructions or even
slackness on the part of the examinee.
• Achievement tests are also effective in the formulation of educational goals and provide
a very easy means of critical examination of the content and method of instruction.
• Achievement tests also help in adapting the instruction to the individual need of the
learners.
Uses of achievement test:
• Measure accomplishment
• Measure student progress toward instructional objectives
• Compare individual’s accomplishment to peers
• Determine instructional objectives
• Determine what instructional activities and strategies help student.
• Measure quality of instructions
• May help make decisions about student’s placement
Classification of achievement test:
1. Measures of general achievement:
Achievement batteries: Tests that cover a number of academic areas, that are typically divided
into several subtests. Such batteries may be individually administered or group administered.
• Wide Range Achievement Test–4: It measures of reading, spelling, arithmetic, and
reading comprehension.
• Sequential Tests of Educational Progress (STEP) battery: Used in kindergarten through
grade 12, the STEP battery includes achievement subtests in reading, vocabulary,
mathematics, writing skills, study skills, science, and social studies, as well as a
behavior inventory, an educational environment questionnaire, and an activities
inventory. Because it is frequently used to identify gifted children, any of the “five
steps” may be administered at or above the testtaker’s grade level.
• Wechsler Individual Achievement Test: appropriate for use with persons age 4 through
adult Designed for use in the schools as well as clinical and research settings, this
battery contains a total of 16 subtests, although not every subtest will be administered
to every testtaker.

2. Measures of achievement in specific subject areas

• Elementary school level- reading, writing, and arithmetic
 Reading- comprehension, vocabulary, accuracy and speed
• Secondary school level- Cooperative Achievement Test
Separate achievement tests in areas as diverse as English, mathematics, literature, social
studies, science, and foreign languages.
• College level- To systematically assess whether sufficient knowledge has been
acquired to qualify for course credit. E.g. End of semester exams. It maybe used for
placements.

2. Aptitude test:
Aptitude test attempts to determine and measure a person’s ability to acquire, through
future training, some specific set of skills (intellectual, motor, and so on).
Aptitude tests attempt to evaluate a student’s potential for learning rather than how much a
student has already learned.
They evaluate the effects of unknown and uncontrolled experiences.
Preschool level: Basic reflexes develop, and the child passes a number of sensorimotor
milestones, such as crawling, sitting, standing, walking, running, and grasping. The tools
of preschool assessment are, with age-appropriate variations built into them, the same types
of tools used to assess school-age children and adults.
 • Checklist is a questionnaire on which marks are made to indicate the presence or
absence of a specified behavior, thought, event, or circumstance.
• Rating scale is a form completed by an evaluator (a rater, judge, or examiner) to make
a judgment of relative standing with regard to a specified variable or list of variables.
• The Woodcock Reading Mastery Tests-Revised (WRMT-III) This paper- and-pencil
measure of reading readiness, reading achievement, and reading difficulties takes
between 15 and 45 minutes to administer the entire battery. It can be used with children
as young as 41⁄2, adults as old as 80, and most everyone in between.
Elementary school:
• The Metropolitan Readiness Tests (sixth edition; MRT6) is a test battery that assesses
the development of the reading and mathematics skills important in the early stages of
formal school learning. The test is divided into two levels: Level I (individually
administered), for use with beginning and middle kindergarteners, and Level II (group
administered), which spans the end of kindergarten through first grade
Secondary school and college:
• Three of the most widely used and well-known entrance tests are the SAT Reasoning
Test (formerly known as the Scholastic Aptitude Test), the Cooperative School and
College Ability Tests (SCAT), and the American College Test (ACT).
• An aptitude test widely used in the schools at the secondary level is the SAT, which
until 1993 went by the name Scholastic Aptitude Test. It is used in the college selection
process but also as an aid to high-school guidance and job placement counselors; It has
value in helping students decide whether further academics, vocational training, or
some other course of action would be most advisable. Consists of (1) a multipart test
(which contains measures of reading, writing, and mathematics) and (2) SAT subject
tests (History and Social Studies, Mathematics, Science, and Languages.)
• The Miller Analogies Test (MAT) Another widely used examination is the Miller
Analogies Test. This is a 100-item, multiple-choice analogy test that draws out the
examinee’s ability to perceive relationships on general intelligence, vocabulary, and
academic learning.
3. Psychoeducational test batteries:
• Psychoeducational test batteries are test that generally contain two types of tests:
o Test that measure abilities related to academic success
o Test that measure educational achievement in areas such as reading and
arithmetic
• Data derived from these batteries allow for normative comparisons (how the student
compares with other students within the same age group), as well as an evaluation of
the testtaker’s own strengths and weaknesses.
i. The Kaufman Assessment Battery for Children (K-ABC) and the Kaufman Assessment
Battery for Children, Second Edition (KABC-II):
• The K-ABC was designed for use with testtakers from age 2½ through age 12½.
Subtests include Intelligence + achievement testThe K-ABC intelligence subtests are
divided into two groups (two kinds of information-processing skills) – simultaneous
skills and sequential skills. Achievement test include reading achievement and verbal
reasoning.
 • K-ABC-II developed in 2004 ; ages 3 to 18. It is Individually administered. Non verbal
option available. The KABC-II has 18 subtests of two types: core and supplementary.
Before testing the examiner decides which theoretical model to follow: Luria or CHC.
The subtests are grouped into 4 or 5 scales depended on the age and interpretive model
chosen.
• The KABC-II helps to identify an individual’s strengths and weaknesses in cognitive
ability and mental processing. The information provided by the KABC-II can facilitate
clinical and educational planning, treatment planning and placement decisions.
ii. The Woodcock-Johnson IV (WJ IV): OBJECTIVE: comprehensive and detailed
evaluation of an assessee’s strengths and weaknesses or educational progress.
Batteries- Tests of Achievement, Tests of Cognitive Abilities, Test to measure oral
language ability. Appropriate for 2 -90 (or older) age.
Theoretical model: Cattell-Horn-Carroll (CHC)- (Intelligence can be conceived as
being comprised of seven broad abilities, including: crystallized abilities, visual-spatial
thinking, auditory processing, processing speed, short-term memory, long term storage
and retrieval, and fluid reasoning- for your information)
TESTING IN OCCUPATIONAL SETTING:
Assessment of performance: It is the establishment of standards that is used as the basis for
comparing the actual performance of the employees. A performance evaluation helps in
ensuring that the objectives and the values of the organization are met effectively.
Performance evaluation is applied annually- it can even be applied half yearly or quarterly,
depending on the organization.
Objectives:
• To review the performance of employees for a period of time
• To assess the gap between the current and desired performance
• To help in improving relationships and communication between managers and
employees
• To establish the strengths and weaknesses of employees, in order to identify training
needs and future development
• To provide the feedback from employees regarding their performance
• To ensure the clarity of expectations and responsibilities of the functions to be performed
by employees
Process: Establish performance standards. Communicating the expectations and standards to
the employees. Measure the performance of the employee and compare the performance with
the standards that have been established. Discuss results and provide feedback for
improvement. Decision making and implementing corrective actions.
Advantages:
• Assessment regularity - provides an opportunity to address certain issues
• Develop performance standards - the assessment provides clarity on what is expected of
the position
• Align performance to company goals – the employer must outline the steps taken by an
employee in order to meet the company goals
 • Clarity among employees –conducting regular performance assessments allows
employees to better understand what is expected of them
• It also provides an opportunity to learn if goals have been met or exceeded
• Positive reinforcement- providing feedback on strengths of the employee increases
motivation to continue better performance
• Determining weak links- performance evaluations give employers an opportunity to learn
of any gaps in performance or limitations of the employee. This guides further action-
that is, either enrolling the employee in a training program or termination.
A psychological test is used to measure an individual’s different abilities, such as their aptitude
in a particular field, cognitive functions like memory and spatial recognition, or even
personality traits. These tests are based on scientifically tested psychological theories.
Psychological tests may also involve observing someone’s interactions and behavior. Based on
the result of the test, an inference will be drawn about the individual’s inherent abilities and
potential.
Psychometric tests are used at every stage of an organization’s talent management process,
starting from talent acquisition to talent development. Psychometric tests enhance the chances
of organizational success by ensuring that the right fit candidates are hired, identified and
developed for critical roles. Whether it is employee engagement, appraisals, training needs
identification, leadership development, or succession planning, uses of psychometric tests can
be found throughout the employee life cycle
Right from hiring to training and development, the importance of psychometric tests is
irrefutable. During hiring, the use of psychometric tests helps recruiters understand a candidate
beyond what is visible on the CV. For an existing employee, psychometric tests pave the way
for a fruitful development process by gauging abilities and attitudes. Organizations that use
psychometric testing in their processes report better hires, employee engagement and lower
attrition rates.
Psychometric assessments can help identify the manager’s cognitive and behavioural
competencies and personality type. This knowledge is crucial to understand whether a manager
possesses the right temperament and skills to lead their team.
Assessment:
• Fundamental Interpersonal Relations Orientation-Behavior assessment (FIRO-B): based in
William Schutz theory called the Fundamental Interpersonal Relations Orientation (FIRO),
sought to explain the ''what'' and ''why'' of how individuals act towards others based on the
three needs of control, inclusion, and affection. With the insights of an individual's
interpersonal needs it can help improve workplace interactions. It help people understand
their interpersonal needs and how those needs influence their communication style and
behavior.
• DISC Assessment: Based on the four dimensions of personality - dominance, influence,
steadiness and conscientiousness. Provide insight and practical tips to help teams interact
and communicate more effectively.
• The Occupational Personality Questionnaire (OPQ): Describes behaviour, attitudes and
preferences in ones working life - to enhance personal development & career transition. It
is designed to give information on an individual’s preferred behavior on a number of work-
related characteristics.
Uses of psychometric testing in organization:
• Cultural fitment: It’s ideal in identifying whether a candidate fits in well with the rest of the
team working with you & the company’s culture. It is known to affect employee attrition.
Critical component in personifying your ideal employee in terms of organizational, job role,
or management suitability.
• Inherent traits: The results of the psychometric tests offer an inside view of a candidate’s
fitment and how they may interact, engage, or improve the workplace. This would include
behavioral traits in addition to the technical aspect.
• Cost & time effective: The use of psychometric tests at the beginning of the application
process eliminates the need to sift through many applications. The use of psychometric tests
ensures that the time-to-hire decreases and reduces the cost-of-hire, with considerably lower
chances of wrong hiring.
• Interview independence: Recruitment agendas are most commonly associated with filling
the vacancies with the right people for the job. Interviews themselves do not measure
ability. The use of psychometric tests provides a benchmark – a comparative view of the
results against other applicants and previous hires currently thriving in the organization.
• Standardized testing: While larger organizations tailor the tests, candidates interacting with
the test undergo the same process without bias. It’s a robust alternative to interviews, heavily
relying on the interviewer’s perception, often prone to fluctuations and subjectivity.

Link for extra reading: [Link]

TESTING IN CLINICAL SETTING:
Intelligence test:
According to David Wechsler- Intelligence:
“Intelligence is the aggregate or global capacity of the individual to act purposefully, to think
rationally and to deal effectively with his environment”.
Early Psychological classification system- Mental development
• Idiots. —Those so defective that the mental development never exceeds that or a
normal child of about two years.
• Imbeciles. —Those whose development is higher than that of an idiot, but whose
intelligence does not exceed that of a normal child of about seven years.
• Morons. —Those whose mental development is above that of an imbecile, but does not
exceed that of a normal child of about twelve years.
Shortcoming/ Issues in the assessment of intelligence test.
1. Culture and Measured Intelligence:
• Culture enables people to survive both physically and socially and to master and control
the world around them. Different cultural groups value and promote different types of
abilities and pursuits. Items on a test of intelligence tend to reflect the culture of the
society where the test is employed.
• Culture-free intelligence test- test or assessment process designed to minimize the
influence of culture with regard to various aspects of the evaluation procedures, such
as administration instructions, item content, responses required of testtakers, and
interpretations made from the resulting data. Assumption: if cultural factors can be
controlled then differences between cultural groups will be lessened. Effect of culture
can be controlled through the elimination of verbal items and the exclusive reliance on
nonverbal, performance items.
• Culture loading - extent to which a test incorporates the vocabulary, concepts,
traditions, knowledge, and feelings associated with a particular culture
2. Flynn effect: The 'Flynn effect' refers to Flynn's finding that the average intelligence scores
increased steadily over the past century in the U.S. and other Western industrialized nations.
It refers to the observed rise in IQ scores over time, resulting in norms obsolescence.
3. The Construct Validity of Tests of Intelligence: construct validity looks at whether a test
covers the full range of behaviors that make up the construct being measured. Intelligence
test should be able to accurately measure the construct of intelligence rather than other
characteristics, such as memory or education level.
4. Malleability of IQ: Malleability of intelligence describes the processes by which
intelligence can increase or decrease over time and is not static.
Advantages:
1. Measuring IQ allows one to predict success in a variety of activities and to measure a
person’s ability to perform socially and compete economically.
2. It reveals a person’s strengths and weaknesses and highlights talents people don’t know
they have, improving educational and skills development.
3. This type of testing provides a standardized method of comparing abilities and
performance, accurately predicts scholastic achievement.
Group test of intelligence: Army Alpha test vs. Army Beta test
 1. Army Alpha Test was a verbal test, measuring skills such as ability to follow directions.
2. Army Beta Test (Beta test or examination) presented nonverbal problems to illiterate
subjects
Binet scale:
The first Binet scale was developed with the aim: Identify mentally disable children in the Paris
school system. It was Individual test- 30 items presented in an increasing order of difficulty.
Classification: 3 levels of intellectual deficiency- Idiot, Imbecile and Moron.
Stanford-Binet Intelligence Test: Alfred Binet and Lewis Terman
The Stanford-Binet test is a examination meant to gauge intelligence through five factors of
cognitive ability. These five factors include fluid reasoning, knowledge, quantitative
reasoning, visual-spatial processing and working memory. Both verbal and nonverbal
responses are measured.
Based on the fundamental assumption, that intelligence is not a unitary construct but entails
the lifelong coordination of at least two classes of abilities: fluid (Gf) - refers to the ability of
understanding relationships among the components of an abstract problem and using such
relationships to solve the problem, and crystallized (Gc)- refers to the knowledge accumulated
through experiences.
The IQ score was calculated by dividing the test taker's mental age by his or her chronological
age and then multiplying this number by 100.
Intelligence Quotient (IQ)
IQ= MA/CA * 100
Calculate subject’s chronological age
MA- determined by score on the scale
IQ = MA/CA × 100.
Wechsler Intelligence scale:
David Wechsler- advocates of the role of non-intellective factors in these tests.
Wechsler emphasized that factors other than intellectual ability are involved in intelligent
behavior. First Wechsler intelligence scale: Wechsler-Bellevue Intelligence Scale – 1939. It
was Developed in reaction to problems with the 1937 Stanford Binet scale.
Wechsler subtest:

Subtest Description

Vocabulary Subtest The ability to define words

Similarities Subtest 15 paired items of increasing difficulty

Information Subtest A measure of the subject’s range of knowledge

Digit Span Subtest Requires the subject to repeat digits, forward and backward.

Arithmetic Subtest Simple calculations

Comprehension Subtest Three types of questions-what should be done in a given

situation, logical explanation for some rule or phenomenon,
define proverbs.
Letter-Number working memory and attention
Sequencing Subtest

Subtest Description

Picture Completion Find the missing part

Subtest

Digit Symbol- Ability to learn an unfamiliar task, visual-motor dexterity, degree of

Coding Subtest
persistence, and speed of performance

Block Design measure of nonverbal concept formation, abstract thinking and

Subtest neurocognitive impairment

Matrix Reasoning information-processing and abstract-reasoning skills. Must identify

Subtest patterns

Picture find the logical sequence of events- nonverbal reasoning ability.

Arrangement
Subtest

Object Assembly subject’s ability to see relationships between the part and the whole
Subtest and involves “visual analysis and its coordination with simple
assembly skills”

Symbol Search speed of information processing in intelligence

Subtest

WECHSLER INTELLIGENCE TESTS:

• Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV)
• Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V)
• Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition
(WPPSI-IV)
• Wechsler intelligence tests cover virtually the entire life span
• Test yield a single full-scale intelligence score, four or five index scores, and specific
subtest scores.
• They are administered one-on-one and face-to-face. Cannot be administered in a group.
 • Each subtest is brief (lasting about 2–10 minutes) and consists of items that increase in
difficulty as the subtest progresses.
• Approach to interpretation: Full scale IQ score- interpret each index score in relation with
others- subtest score.

The Wechsler Adult Intelligence Scale (WAIS) is an intelligence test first published in 1955
and designed to measure intelligence in adults and older adolescents. The test was designed by
psychologist David Wechsler, who believed that intelligence was made up of a number of
different mental abilities rather than a single general intelligence factor.
Neuropsychological assessment:
The branch of psychology that focuses on the relationship between brain functioning and
behavior is neuropsychology. Neuropsychologists study the nervous system as it relates to
behavior by using various procedures, including neuropsychological assessment.
Neuropsychological assessment may be defined as the evaluation of brain and nervous system
functioning as it relates to behavior.
Neuropsychology involves determining how well the brain is working when it is disrupted by
a brain injury or psychological disorder. Neuropsychological assessment is a comprehensive
test of a wide range of mental functions including behavior.
Uses of neuropsychological assessment:
• To help with diagnosis: Test results are sometimes used to help understand the cause of
problems. Test results might be used to determine if your cognitive (mental) changes are due
to normal aging, a neurological illness, depression, anxiety or other causes.
• To determine cognitive strengths and weaknesses: Tests are conducted after a neurological
event or injury, such as a stroke or traumatic brain injury, to find which cognitive functions
have changed and how much they have changed.
• To establish a baseline: In some instances, an exam is performed before and after a medical
or surgical treatment to determine if cognitive abilities were affected by the intervention.
• To help plan a treatment or other intervention: Test results can be used to identify which
cognitive abilities should be the focus of rehabilitation if in case of a brain injury. Results
also help therapists determine which strengths might be able to compensate for weaknesses.
Assessments:
• Clock drawing test: Screen for executive functions- the task in this test is for the patient to
draw the face of a clock, usually with the hands of the clock indicating a particular time. Poor
 performance on the CDT has also been associated with visual memory deficits, mild cognitive
impairment.
• Trail making test: The task is to connect the circles in a logical way. This type of task is
thought to tap many abilities, including visuo-perceptual skills, working memory, and the
ability to switch between tasks.
• Bender Visual-Motor Gestalt Test: It consist of 9 cards with a design printed on one sign. The
test takers must copy the design as best as they can. The test is used to assess brain damage
and neurological deficits. Individuals who have suffered a traumatic brain injury may be given
the Bender-Gestalt as part of a battery of neuropsychological measures, or tests.
• Halstead–Reitan Neuropsychological Battery (HRNB): a set of tests used to diagnose and
localize brain damage by providing a comprehensive assessment of cognitive functioning.
The battery includes subtests that measure elements of language, attention, motor dexterity,
sensory–motor integration, abstract thinking, and memory. The HRNB assists clinicians in
the identification of a broad range of neurological variables including location, type, severity,
and status of brain lesions.
Behavioral assessment:
Behavioral assessment refers to assessing and measuring various constituents of behaviour that
are indicative of why a certain behaviour occurs and what causes that behaviour. The emphasis
in behavioral assessment is on “what a person does in situations rather than on inferences about
what attributes he has more globally”.
• All behavioural assessment methods believe in Quantification
• All the behavioural assessment methods use trained, impartial observers
• All of them use empirically validated measures.
• All behaviour concerned occurs due to stimuli from the environment.
• All these assessment techniques depend not on one but multiple sources of information.
Need for behavioral assessment:
• to provide behavioral baseline data with which other behavioral data (accumulated after
the passage of time, after intervention, or after some other event) may be compared
• to provide a record of the assessee’s behavioral strengths and weaknesses across a variety
of situations
• to pinpoint environmental conditions that are acting to trigger, maintain, or extinguish
certain behaviors
• to target specific behavioral patterns for modification through interventions
• to create graphic displays useful in stimulating innovative or more effective treatment
approaches
Advantages
• It leads directly to the formulation of intervention strategies.
• It can be undertaken in the setting in which the concerned behaviour occurs or in simulated
conditions resembling the natural setting.
• Behavioral assessment is tailored to the unique characteristics of the referred person and the
targeted environment.
• Behavioural assessment has such variety of techniques that these help in multifaceted
assessment.
• It helps to identify the person’s strengths and weaknesses
Disadvantages
• Observer effect: Because behavior assessment relies heavily on observation – a person’s
behavior is affected if they know they are being observed.
• Observer bias: The observer expects to see what they want to see – and can be subjective.
This effects the validity of the research.
• No control over external environment- which influences the behavior
• Much of behavioural assessment methodology is not standardised.
• Differing levels of specification of the concerned behaviours may result in inconsistent data.
• Narrow definitions of behaviour may result in less consistency in behavioural observation
Functional behavior assessment:
Functional Behavioral Assessment (FBA)is a process. for identifying problem behaviors and
developing interventions to improve or eliminate those behaviors. An FBA consists of
information-gathering procedures that result in a hypothesis about the function(s) that the
behavior is serving for the student.
Behavioral tests- types:
Behavioral observation: this technique involves watching the activities of targeted clients or
research subjects and, typically, maintaining some kind of record of those activities. Researchers,
clinicians, or counselors may themselves serve as observers, or they may designate trained
assistants or other people (such as parents, siblings, teachers, and supervisors) as the observers.
Even the observed person can be the behavior observer, although in such cases the term self-
observation is more appropriate than behavioral observation
behavior rating scale—a preprinted sheet on which the observer notes the presence or intensity
of targeted behaviors, usually by checking boxes or filling in coded terms.
Self-monitoring may be defined as the act of systematically observing and recording aspects of
one’s own behavior and/or events related to that behavior. It may be used to record specific
thoughts, feelings, or behaviors.
Analogue studies: An analogue study is a research investigation in which one or more variables
are similar or analogous to the real variable that the investigator wishes to examine. Other than
the term analogue study, analogue behavioural observation is more specific and it is defined as
the observation of a person or persons in an environment designed to increase the chance that the
assessor can observe targeted behaviors and interactions.
A situational performance measure is a procedure that allows for observation and evaluation of
an individual under a standard set of circumstances. A situational performance measure typically
involves performance of some specific task under actual or simulated conditions.
Role play: The technique of role play, or acting an improvised or partially improvised part in a
simulated situation, can be used in teaching, therapy, and assessment.
Role play can provide a relatively inexpensive and highly adaptable means of assessing various
behavior “potentials.”
Psychophysiological methods: The search for clues to understanding and predicting human
behavior has led researchers to the study of physiological indices such as heart rate and blood
pressure. These and other indices are known to be influenced by psychological factors—hence
the term psychophysiological to describe these variables as well as the methods used to study
them.
Biofeedback is one of the best known psychophysiological methods used by psychologists.
Biofeedback is a generic term that may be defined broadly as a class of psychophysiological
assessment techniques designed to display, and record a continuous monitoring of selected
biological processes such as pulse and blood pressure.
Electrocardiogram(EKG) to measure of heart rate; to measure brainwaves the
electroencephalogram (EEG), and muscle tone the electromyogram (EMG).
The plethysmograph is a biofeedback instrument that records changes in the volume of a part of
the body arising from variations in blood supply.
A penile plethysmograph is also an instrument designed to measure changes in blood flow, but
more specifically blood flow to the penis.
Polygraph: Based on the assumption that detectable physical changes occur when an individual
lies, the polygraph provides a continuous written record of several physiological indices as an
interviewer and instrument operator asks the assesse a series of yes–no questions. Judgments of
the truthfulness of the responses are made informally by surveying the charts or more formally
by means of a scoring system.
Counselling area: Career Assessment:
A career assessment test is a scientific tool that helps individual to identify career interest, passion
and abilities of the individual to be used in the career counseling process. The tests usually have
multiple choice question and are designed by psychologists. It is made to understand yourself and
gives you a list of career options that suits your interest, skills and abilities It is made to
understand yourself and gives you a list of career options that suits your interest. Career
assessment test is an important tool to diagnose the interest, personality and aptitude of the client
and suggest suitable career options.
MAPP Test (Motivtional Appraisal Personal Potential): This test comprising of 71 questions,
about your likes and dislikes.
The Princeton Review Career Quiz: The princeton review career quiz comprises of 24 questions.
Choose between two work- related options in each. According to your result, you will be allot a
color that identifies your career interest and work style.
The adjectives Index Behavoural Assessment: In this test have 2 list of adjectives. The first list
contains words that describe how people expect you to behave. The second list has words that
you use for yourself. There is four factors that drive work place behaviour. The four factors are:
Domains, Extraversion, Patience and Formality
Value Assessment Test: Value assessment tests helps individuals get to know more about their
work needs and motivation. This is done by ranking 739 occupation with different aspects of
work, representing six underlying work values. This ranking of values helps the individual decide
what is crucial for them in a job.
ETHICAL CONSIDERATIONS:
Informed consent
The participant must be fully informed about the test. The main purpose of the consent is that the
participant should perform the test voluntarily. Testtakers have a right to know why they are being
evaluated, how the test data will be used, and what (if any) information will be released to whom.
With full knowledge of such information, testtakers give their informed consent to be tested. The
disclosure of the information needed for consent must, of course, be in language the testtaker can
understand.
Voluntary participation
Participants are free to withdraw their participation without any negative impacts from the test
taker or future services. No explanations are required.
No pressure should be placed on the participant.
Invasion of privacy
The more important issue is how the information is used. The ethical code of the american
psychological association (1992) specifically states that information derived by a psychologist
from any source can be released only with the permission of the client.
What are the exceptions to this rule: minors and clients that are a danger to themselves or others.
Rights to privacy:
• Clear explanation on relevance of the test
• Obtain informed consent
• Reason for giving the test
• Check if test valid for the purpose and interpretation is related to the context
Do not harm
Harm can be in the form of physical/ psychological.
It can be in the form of stress, pain, anxiety etc.
It is important to not that the evaluation process should not harm the participants.
Assess relavant components.
Test should be as simple as possible.
Focus on the intention of the test and conduct the test based on that.
Assess the information relevant to the topic.
Confidentiality
The test should not invade the privacy. No information are made available for anybody except
the test administrator. Reports are worded in such a way that people should not be identified even
through their name. The concept of the privacy right “recognizes the freedom of the individual to
pick and choose for himself the time, circumstances, and particularly the extent to which he
wishes to share or withhold from others his attitudes, beliefs, behavior, and opinions”
Anonymity
It is a stricter form of confidentiality.
Identity of the participant must be unknown.
More difficult to achieve than confidentiality.
Competent Use of Assessment Instruments
• Purpose and context are appropriate
• Test should be used for the purpose they were designed for (MMPI- extent of
psychopathology)
Interpretation and Use of Test Results
• Norms and cut off scores
• Unique characteristics of the person & relevant aspects of the test
• Clinicians need to stay current on emerging research and new versions of tests.
Communicating Test Results
• Feedback
• Provide explanation of the rationale for testing and the nature of the tests being
administered (conclusions, limitations, misconceptions)
• Clinicians must consider - Personal characteristics of the receiver, such as his or her
general educational level, relative knowledge regarding psychological testing, and
possible emotional response to the information.
Responsibilities:
They have the responsibility to ensure that the test scores are accurate.
They must follow professional practice standards by selling test only to qualified users.
They should market the tests truthfully.
They must provide the test manual for each test.
They should know the consequences for cheating or violation of test security.
COMPUTER BASED ASSESSMENT
The acronym CAPA refers to the term computer-assisted psychological assessment. By the way,
here the word assisted typically refers to the assistance computers provide to the test user, not the
testtaker. CAPA opened a world of possibilities for test developers, enabling them to create
psychometrically sound tests using mathematical procedures and calculations so complicated that
they may have taken weeks or months to use in a bygone era. It opened a new world to test users,
enabling the construction of tailor-made tests with built-in scoring and interpretive capabilities
previously unheard of. For many test users, CAPA was a great advance over the past, when they
had to personally administer tests and possibly even place the responses in some other form prior
to analysis (such as by manually using a scoring template or other device). And even after doing
all of that, they would then begin the often laborious tasks of scoring and interpreting the resulting
data.
CAT-this for computer adaptive testing. The adaptive in this term is a reference to the computer’s
ability to tailor the test to the testtaker’s ability or test-taking pattern.

Application:
• Computer assisted assessment
• Computer interviews
• Computerized diagnosis
• Computer aided instruction
• Direct treatment intervention
• Clinical consultation
• Simulated psychiatric interview
Advantages:
• Save time
• Improve test retest reliability
• Reduces tester bias
• Reduce cost to consumer by improving efficiency
Disadvantages:
• Interpretation
• Freely available- unqualified