Psychology 328: Psychological Assessment

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Psychology 328Psychological Assessment

• Department of Psychology
• University of Michigan-Flint
• Fall 2005

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Chapter 1

• Psychological Testing and Assessment

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I. Testing and Assessment

• A. Definitions of Testing and Assessment
• B. Tools of Assessment
• 1. The Test
• 2. The Interview
• 3. The Portfolio
• 4. Case History Data
• 5. Role play test
• 6. Behavioral Observation
• 7. Computers

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II. Who, What, and Why?

• A. Who are the Parties?
• 1. The test developer
• 2. The test user
• 3. Society at large
• B. Where and Why
• 1. Education Settings
• 2. Counseling Settings

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II. Who, What, and Why?

• B. Where and Why
• 1. Education
• 2. Geriatric Settings
• 3. Counseling
• 4. Clinical
• 5. Business
• 6. Governmental and Organizational Credentialing

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III. Evaluating the Quality of Tests

• B. Reference Sources for Tests
• 1. Test Catalogues
• 2. Test Manuals
• 3. Test Reviews
• a. Mental Measurements Yearbook
• b. Tests in Print
• 4. Journal articles
• 5. On-line

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Chapter 2

• Historical, Cultural, and Legal/Ethical
  Considerations

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I. A Historical Perspective

• A. Antiquity to the Nineteenth Century
• 1. China
• 2. Ancient Greece

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I. A Historical Perspective

• B. The Nineteenth Century
• 1. Charles Darwin (1809 - 1882)
• 2. Francis Galton (1822 - 1911)
• 3. Karl Pearson (1857 - 1936)
• 4. Wilhelm Max Wundt (1832 - 1920)
• 5. James McKeen Cattell (1860 - 1944)

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I. A Historical Perspective

• C. The Twentieth Century
• 1. Intelligence Assessment
• a. Alfred Binet (1857 - 1911)
• b. David Wechlser
• c. Group testing
• 2. Personality Assessment
• a. Personal Data Sheet (Woodworth)
• b. Projective testing
• 3. Academic vs. Applied Settings

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II. Culture and Assessment

• A. Issues
• 1. Language
• 2. Non-verbal communication
• 3. Standards used
• B. Tests and Group Membership

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III. Legal and Ethical Issues

• A. Public concerns
• 1. Legislation
• B. Professions Concerns
• 1. Test-user qualifications
• 2. Testing people with disabilities
• 3. Computerized testing

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III. Legal and Ethical Issues

• C. The Rights of Testtakers
• 1. Informed consent
• 2. Informed of findings
• 3. Privacy not invaded
• 4. Least stigmatizing label
• 5. Confidentiality

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Chapter 2

• Historical, Cultural, and Legal/Ethical
  Considerations

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I. A Historical Perspective

• A. Antiquity to the Nineteenth Centry
• 1. China
• 2. Ancient Greece

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I. A Historical Perspective

• B. The Nineteenth Century
• 1. Charles Darwin (1809 - 1882)
• 2. Francis Galton (1822 - 1911)
• 3. Karl Pearson (1857 - 1936)
• 4. Wilhelm Max Wundt (1832 - 1920)
• 5. James McKeen Cattell (1860 - 1944)

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I. A Historical Perspective

• C. The Twentieth Century
• 1. Intelligence Assessment
• a. Alfred Binet (1857 - 1911)
• b. David Wechlser
• c. Group testing
• 2. Personality Assessment
• a. Personal Data Sheet (Woodworth)
• b. Projective testing
• 3. Academic vs. Applied Settings

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II. Culture and Assessment

• A. Issues
• 1. Language
• 2. Non-verbal communication
• 3. Standards used
• B. Tests and Group Membership

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III. Legal and Ethical Issues

• A. Public concerns
• 1. Minimum competency testing
• 2. Truth-in-testing
• B. Professions Concerns
• 1. Test-user qualifications
• Level A (manual), Level B (special knowledge),
• Level C (knowledge, experience)
• 2. Testing people with disabilities
• 3. Computerized testing

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III. Legal and Ethical Issues

• C. Legislation
• 1. 1990 American with Disabilities Act
• 2. Civil Rights Act
• 3. No Child Left Behind Act (2001)
• D. Litigation
• Hobson v. Hanson (1967)
• Larry P. v. Riles (1979)
• Griggs v. Duke Power Company (1971)
• Regents of the University of California v. Bakke
  (1978)
• Grutter v. Bollinger (2003)

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III. Legal and Ethical Issues

• E. The Rights of Testtakers
• 1. Informed consent
• 2. Informed of findings
• 3. Privacy not invaded
• 4. Least stigmatizing label
• 5. Confidentiality

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Chapter Three

• A Statistics Refresher

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I. Scales of Measurement

• A. Nominal
• B. Ordinal
• C. Interval
• D. Ratio

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II. Describing Data

• A. Frequency Distributions
• 1. Normal
• 2. Bimodal
• 3. Positively skewed
• 4. Negatively skewed
• 5. J-shaped
• 6. Rectangular
• B. Graphs Histogram, Bar Graph, Frequency
  Polygon

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II. Describing Data

• C. Measures of Central Tendency
• 1. Mean
• 2. Median
• 3. Mode
• D. Measures of Variability
• 1. Range
• 2. Interquartile range
• 3. Average Deviation
• 4. Standard Deviation and Variance

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II. Describing Data
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II. Describing Data

• D. Skewness
• E. Kurtosis

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III. The Normal Curve
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III. The Normal Curve

• B. Standard Scores
• 1. Z Scores Mean 0 SD 1
• 2. T Scores Mean 50 SD 10
• 3. Other Standard Scores

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III. The Normal Curve
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Chapter Four

• Of Tests and Testing

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I. Assumptions in Testing and Assessment

• A. Psychological Traits and States Exist
• B. Traits and States can be measured
• C. Test behavior predicts non-test behavior
• D. Tests have Strengths and Weaknesses
• E. Various Sources of Error are part of the
  Assessment Process
• F. Testing and Assessment Can Be Conducted in a
  Fair and Unbiased Manner
• E. Testing and Assessment Benefit Society

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II. Good Tests

• A. Reliability
• B. Validity
• C. Good Norms

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III. Norms

• A. Introduction
• B. Standardization and Sampling
• C. Types of Norms
• 1. Percentiles
• 2. Age Norms
• 3. Grade Norms
• 4. National Norms/National Anchor Norms
• 5. Subgroup Norms
• 6. Local Norms

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III. Norms

• C. Fixed Reference Group Scoring Systems
• D. Norm-Referenced Versus Criterion-Referenced
  Interpretation

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IV. Correlation and Regression

• A. Introduction
• B. Pearson r

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IV. Correlation and Regression

• C. Spearman rho Ranks
• D. Biserial Contiuous with Dichotimized
• E. Point-biserial Continuous with
  Dichotomy
• F. TetrachoricTwo Dichotomized
• G. Phi Two Dichotomies

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V. Multiple Regression

• A. Regression
• Y a bX
• B. Multiple Regression
• Y a b1X1 b2Xx

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Chapter Five

• Reliability

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I. The Concept of Reliability

• A. Introduction
• 1. True Variance X T E
• 2. Error Variance
• B. Sources of Error Variance
• 1. Test Construction
• 2. Test Administration
• 3. Test Scoring and Interpretation
• 4. Other Sources of Error

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II. Reliability Estimates

• A. Test-Retest Reliability Estimates
• B. Parallel-Forms and Alternate Forms
• C. Split-Half Reliability Estimates
• 1. Spearman-Brown Formula
• D. Internal Consistency
• 1. The Kuder-Richarson Formula
• 2. Coefficient alpha
• E. Inter-Scorer Reliability

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III. Interpreting a Coefficient of Reliability

• A. Introduction
• B. Choice of a Reliability Coefficient
• 1. Homogenity versus heterogenity of test
• 2. Dynamic versus static
• 3. Restriction versus Inflation of range
• 4. Speed versus Power
• 5. Criterion-referenced
• C. Recent developments in reliability

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IV. Reliability and Individual Scores

• A. Standard Error of Measurement
• s meas s v__1 - rxx
• B. Standard Error of the Difference

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Chapter Six

• Validity

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I. The Concept of Validity

• A. Introduction
• 1. Types Content, Criterion, Construct
• 2. Face Validity
• B. Content Validity
• 1. Estimates
• 2. Cultural Relativity

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II. Criterion-Related Validity

• A. The Criterion Problem
• 1. Characteristics
• B. Concurrent Validity
• C. Predictive Validity
• 1. Validity Coefficient
• 2. Incremental Validity
• 3. Expectancy Data
• 4. Decision Theory

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Multitrait-Multimethod Matrix
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III. Criterion-Related Validity

• A. Evidence
• 1. Homogenity
• 2. Changes with Age
• 3. Pre/Posttest Changes
• 4. Contrasting Groups
• 5. Convergent Validity
• 6. Divergent Validity
• 7. Factor Analysis

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III. Test Bias

• A. Definitions of Bias
• 1. Rating Error
• a. Leniency
• b. Severity
• c. Central Tendency
• d. Halo
• 2. Legal Status
• B. Fairness

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Chapter Seven

• Test Development

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I. Test Conceptualization

• A. Preliminary Questions
• 1. What is the test designed to measure?
• 2. What is the objective of the test?
• 3. Is there a need for this test?
• 4. Who will use this test?
• 5. Who will take this test?
• 6. What content will the test cover?
• 7. How will the test be administered?

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I. Test Conceptualization

• A. Preliminary Questions
• 8. What is the ideal format of the test?
• 9. Should more than one form of the test be
  developed?
• 10. What special training will be required of
  test users for administering or interpreting the
  test?
• 11. What types of responses will be required by
  testtakers?

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I. Test Conceptualization

• A. Preliminary Questions
• 12. Who benefits as the result of an
  administration of this test?
• 13. Is there any potential for harm as the
  result of an administration of this test?
• 14. How will meaning be attributed to scores on
  this test?
• B. Norm-referenced vs. Criterion-referenced

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I. Test Conceptualization

• C. Pilot Work

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II. Test Construction

• A. Scaling
• 1. Types of scales
• 2. Scaling methods
• a. Rating, summative
• b. Likert
• c. Paired comparisons
• d. Categorical
• e. Guttman

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II. Test Construction

• B. Writing Items
• 1. Item formats
• a. Selected Response, multiple choice, matching,
  true/false
• b. Stem, Correct alt., Distractors
• 2. Constructed-response format
• Completion, short answer, essay
• 3. Computerized Adaptive Testing
• C. Scoring Items
• 1. Category
• 2. Cumultive

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III. Test Tryout

• Evaluation of Items

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IV. Item Analysis

• A. Item-Difficulty Index
• B. Item-Validity Index
• C. Item-Reliability Index
• D. Item Discrimination Index
• E. Item-Characteristic Curves
• 1. Latent-trait model

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IV. Item Analysis

• F. Other factors
• 1. Guessing
• 2. Item fairness
• 3. Speeded tests
• G. Qualitative Item Analysis

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V. Test Revision

• A. Need for Revision
• 1. Test Materials
• 2. Norms
• 3. Revised theory
• B. Cross-Validation
• 1. Shrinkage

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Chapter Eight

• Intelligence and Its Measurement

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I. What Is Intelligence?

• A. Introduction
• B. Francis Galton
• C. Alfred Binet
• D. David Wechsler
• E. Jean Piaget
• F. Factor Analysis
• G. Information-Processing

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Factor Analysis
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Spearmans Theory
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L.L. Thurstones Primary Mental Abilities
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Vernons Model of Intelligence
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Guilford Structure of Intelligence
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Gardners Theory of Seven Intelligences

• Linguistic
• Logical-Mathematical
• Bodily-kinesthetic
• Spatial
• Musical
• Interpersonal
• Intrapersonal

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Sternbergs Triarchic Theory
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II. Measuring Intelligence

• A. In Infancy
• B. In Children
• C. In Adults
• D. Special Populations
• 1. Disabilities
• 2. Psychological Disorders
• 3. Gifted

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III. Intelligence Issues

• A. Nature vs. Nurture
• B. Stability of Intelligence
• C. Issues
• 1. Measurement Process
• 2. Personality
• 3. Gender
• 4. Family environment
• 5. Culture

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Chapter Nine

• Tests of Intelligence

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I. The Stanford Binet Fifth Edition.

• A. Introduction
• 1. 1905 Binet
• 2. 1916 Standford-Binet
• 3. 1937, Form L and Form M
• 4. 1960/ 1973 Form LM
• 5. 1986 SB Fourth Edition
• 6. 2003 SB Fifth Edition

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Subtests

• 10 subtests (5 verbal, 5 nonverbal)
• 8 subtests are comprised of 5 or 6 testlets and
  use the functional level format
• 2 subtests (routing subtests) use a point-scale
  format and do not have testlets

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Fluid Reasoning Knowledge Quantitative
Reasoning Visual-Spatial Processing Working
Memory
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Fluid Reasoning
Ability to solve verbal and nonverbal problems
using inductive or deductive reasoning
NEW
NEW
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Knowledge

• Accumulated store of general information acquired
  at home, school, work, or in life
• Often referred to as crystallized ability

NEW
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Quantitative Reasoning

• Facility with numbers and numerical problem
  solving, whether with word problems or with
  figural relationships
• Emphasizes problem solving-process more than
  academic mathematical knowledge

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Visual-Spatial Processing
Ability to see patterns, relationships, spatial
orientation, or the gestalt among diverse
pieces of a visual display
NEW
NEW
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Working Memory
Short-term processing of information, whether
verbal or visual, emphasizing transformations
or sorting out of diverse information
Subtest Activities
Verbal
Nonverbal
Delayed Response Block Span
Memory for Sentences Last Word
NEW
NEW
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Verbal Domain
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Nonverbal Domain
Nonverbal Subtests
Activities (Levels)
Activities are shown with the levels at which
they appear.
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Hierarchy of Components in the SB5
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Development of the SB5 5 Major Stages
1. Planning 2. Pilot studies 3. Tryout edition 4.
Standardization edition 5. Final publication
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Development of the SB5

• 7 year project began in 1995
• Pilot tryout phases, 1000 items
• Standardization phase, 375 items
• Final publication, 284 items

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Technical Qualities

• Norming sample of 4,800 individuals between the
  ages 285
• Additional 3,000 included in special studies
• Representative of the 2001 U.S. Census update
• Co-normed with the Bender Visual-Motor Gestalt
  Test, Second Edition II

Education level was based on 1999 data.
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Standardization Sample
Nationally representative and matched to
stratification variables in U.S. Census Bureau
(2001) publications

• Size 4,800
• Ages 2 to 85 years
• Collected 12-month period (2001-2002)
• Approximately 5 of norm sample was enrolled in
  special education (mainstreamed for gt50 of the
  school day)
• Stratification variables age, gender, ethnicity,
  geographic region, and socioeconomic level

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Age and Gender
For stratified sampling purposes, 30 age groups
were defined. Smaller intervals were used at
ages where cognitive abilities change rapidly.

• by 6 month intervals at 2-4 years
• by 12 month intervals at 5-19
• by 5 year intervals at 20-29 and above 60
• by 10 year intervals at 30-59

Gender 50 split between male and female, except
at elderly age levels where census data shows a
higher percentage of females.
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Ethnicity/Race

• American Indian or Alaskan Native
• Asian
• Native Hawaiian or other Pacific Islander
• African American
• Anglo-American

Included as a separate question

• Hispanic, Latino, Spanish

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Geographic Region

• 4 census regions in the U.S.
• Northeast
• Midwest
• South
• West
• Rural vs. urban data were collected but not used
  as a stratification variable

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Socio-economic Levels

• Education attainment was used as an indicator.
• Adults years of education completed
• Children lt18 years of education completed by
  parents or guardians
• Use of occupation and income as indicators was
  determined to be problematic.

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Final Item Selection
1. Extensive item analyses conducted 2. Excellent
fit to the one parameter logistic (Rasch) for
each of the 5 dimensions 3. Strong
recommendations from examiners 4. High subtest
internal-consistency and inter-scorer reliability
and high discrimination indexes 5.
Appropriateness of difficulty and range of
difficulty 6. Positive contribution to the factor
structure and total test 7. Evidence of validity
(content, criterion, and construct) 8. High
ratings by users of previous versions
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Fairness
Quantitative analyses were performed to ensure
items had no bias across groups. Qualitative bias
reviews were performed by experts.
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Reliability Internal Consistency
Split-half reliability
Note Mean reliabilities across all ages
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ReliabilityTest-Retest

• SB5 measures abilities that are relatively stable
  across time
• Retest scores may show some increase due to
  practice effects and familiarity of testing
  procedures
• Overall, IQ scores on the SB5 appear to be quite
  stable and less affected by practice effects
• Retesting may be possible after 6 months vs. the
  typical 12-month interval

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ReliabilityInter-Scorer Agreement
Refers to how two or more examiners score the
multiple-point responses of the same
examinee. Items with poor inter-scorer
agreement were deleted from the final
edition. Median inter-scorer
correlation is .90.
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Content Validity

• Professional judgment of content
• researches, experts, examiners reviewed content
• item bank of all SB5 items
• Coverage of important constructs
• Items reviewed and rated by experts in CHC theory
  
• design and test specification developed
• Empirical item analyses
• Classical and item-response methods employed
• Item discrimination, percentage correct at
  successive age levels, model-data-fit statistics,
  and differential item functioning analyses

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Concurrent Validity Full Scale IQ
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Construct-Related Evidence of Validity

• Age trends
• Intercorrelations of tests, factors, and IQs
• Evidence for general ability, or g
• Confirmatory factor analysis
• Cross-battery factor analysis

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Age Trends
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Evidence of General Ability, or g
Average across all ages, g loadings are .70
or higher on all subtests except Nonverbal Fluid
Reasoning (.66). .70 or greater is considered
good .50 to .69 is considered fair
The proportion of variance attributed to g
within the SB5 ranges from 56 to 61 of total
subtest variance.
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Construct ValidityConfirmatory Factor Analysis

• The five factors were confirmed for all age
  groups. Factor loadings exceed .40 at all ages.
  
• Ages 2-5
• Ages 6-10
• Ages 11-16
• Ages 17-50
• Ages 51-85

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II. Wechsler Tests Verbal Subtests

• 1. Information
• 2. Comprehension
• 3. Similarities
• 4. Arithmetic
• 5. Vocabulary
• 6. Receptive Vocabulary
• 7. Picture Naming
• 8. Digit Span/Sentences (WPPSI)
• 9. Letter-Number Sequencing (WAIS-III)

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II. Wechsler Tests Performance Subtests

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II. Wechsler Tests Performance Subtests

• 1. Picture Arrangement
• 2. Picture Completion
• 3. Block Design
• 4. Object Assembly
• 5. Digit Symbol-Coding

• 6. Symbol Search
• 7. Matrix Reasoning
• 8. Word Reasoning
• 9. Picture Concepts
• 10. Cancellation

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II. Wechsler Tests

• WPPSI-III Receptive Vocabulary, Picture Naming,
  Word Reasoning, Picture Concepts
• WISC-III Cancellation Mazes, Symbol Search
• WAIS-III Digit Symbol

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II. Wechsler Tests WAIS-III

• Verbal Tests
• Vocabulary
• Similarities
• Arithmetic
• Digit Span
• Information
• Comprehension
• (Letter-Number Sequencing)

• Performance Tests
• Picture Completion
• Digit Symbol-Coding
• Block Design
• Matrix Reasoning
• Picture Arrangement
• (Symbol Search)
• (Object Assembly)

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II. Wechsler Tests

• C. WAIS-III
• 1. WB, WAIS, WAIS-R
• 2. Standardization
• a. N2450
• b. Age 16 to 89
• 3. Psychometrics
• a. Reliability
• b. Validity

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II. Wechsler Tests

• D. WISC-IV
• 1. WISC, WISC-R
• 2. Development
• E. WPPSI-III
• 1. Standardization
• 2. Development
• 3. Psychometrics

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WISC-IV Factor Structure
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III. Other Measures of Intelligence

• A. Individual
• 1. Kaufman Assessment Battery for Children
• 2. Kaufman Brief Intelligence Test
• 3. Kaufman Adolescent and Adult Int. Test
• B. Group
• 1. Advantages and Disadvantages
• 2. In Schools
• 3. In the Military Armed Services Vocational
  Aptitude Battery

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Chapter Ten

• Preschool and Educational Assessment

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I. Preschool Assessment

• A. Issues in Preschool Assessment
• B. Preschool tests

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II. Achievement Tests

• A. Measures of General Achievement
• B. Measures of Achievement in Specific Subject
  Areas

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III. Aptitude Tests

• A. Issues
• B. Elementary School
• C. Secondary School
• D. College Level

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IV. Diagnostic Tests

• A. Reading
• 1. Woodcock reading Mastery Tests-Revised
• B. Math
• C. Learning disabilities

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V. Psychoeducational Test Batteries

• A. Kaufman Assessment Battery for Children
• 1. Standardization
• 2. Administration, Scoring and Interpretation
• B. Woodcock-Johnson Psycho-Educational
  Battery-Revised (WJ-R)
• C. The Cognitive Assessment System
• D. The Differential Ability Scales

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VI. Other Assessment Tools

• A. Performance, Portfolio, and Authentic
  Assessment
• B. Peer Appraisal Techniques
• C. Study Habits, Interests, and Attitudes

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Chapter Eleven

• Personality Assessment
• An Overview

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I. Personality and Personality Assessment Defined

• A. Defined An individuals unique
  constellation of psychological traits and states.
• B. Personality Assessment
• C. Traits, Types and States
• 1. Personality traits Relatively enduring
• 2. Personality types a category within a
  taxonomy
• 3. Personality states Temporary

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II. Personality Assessment Some Basic Questions

• A. Who
• 1. Self-report
• 2. Another parent, teacher, peer, spouse, etc.
• B. What
• 1. Content sampled
• 2. Response styles Socially Desirable,
  Acquiescence, Nonacquiescence, Deviance
  (Fake-bad), Extreme, Gambling, Positive
  (Fake-good)

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II. Personality Assessment Some Basic Questions

• C. Where
• D. How Structured vs. Unstructured
• 1. True/False
• 2. Like/Dislike
• 3. Forced Choice
• 4. Adjective Checklist
• 5. Pictures
• 6. Ambiguous Stimuli
• 7. Situations

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Developing Tools to Assess Personality

• A. Rational Approach Logic and Reason
• 1. Symptom Checklist 90R
• B. Theoretical Approach
• 1. Edwards Personal Preference Schedule
• C. Factor Analytic Approach
• 1. 16 PF
• D. Criterion Approach
• 1. Contrasting Groups

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IV. The MMPI
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V. Trends in Personality Assessment

• A. Self-Report
• B. Peer Ratings
• C. Computerized Testing
• 1. Administration
• 2. Scoring
• 3. Interpretation Actuarial Prediction

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Chapter Twelve

• Personality Assessment Methods

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I. Objective Methods

• A. Structured

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II. Projective Methods

• A. The Rorschach
• 1. Administration
• a. Free Association
• b. Inquiry
• c. Testing the Limits
• 2. Scoring and Interpretation Exner System
• a. Location W, D, Dd, S
• b. Determinants F, C, C, T.
• c. Content H, Hd, A, Ad.

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Herman Rorschach, MD
Brad Pitt
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II. Projective Methods

• B. Pictures
• 1. Thematic Apperception Test
• 2. Childrens Apperception Test
• C. Words
• 1. Word Association
• 2. Sentence Completion
• D. Drawings

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III. Behavioral Assessment

• A. Characteristics
• B. Who, What, When, Where, and How
• 1. Stimulus
• 2. Organismic Variables
• 3. Response
• 4. Contingencies
• 5. Concenquences

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III. Behavioral Assessment

• B. Approaches to Behavioral Assessment
• 1. Behavioral observation and rating scales
• 2. Analogue studies
• 3. Self-Monitoring
• 4. Situational performance measures
• 5. Role play
• 6. Psychophysiological methods
• 7. Unobtrusive measures

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Chapter Fourteen

• Neuropsychological Assessment

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I. The Nervous System and Behavior

• A. Structures
• 1. Occipital Lobes
• 2. Parietal Lobes
• 3. Temporal Lobes
• 4. Frontal Lobes
• 5. Thalamus
• 6. Hypothalamus
• 7. Cerebellum

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I. The Nervous System and Behavior

• A. Structures
• 8. Reticular Formation
• 9. Limbic System
• 10. Spinal Cord
• B. Neuropsychological Damage

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II. The Neuropsychological Examination

• A. History
• B. Mental Status Examination
• C. Physical Examination

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III. Tools of Neuropsychological Assessment

• A. Interviews and Rating Scales
• B. Case History
• C. Tests
• 1. General Intellectual Ability WAIS-III
• 2. Verbal Functioning Aphasia Screening
• 3. Memory WMS-III
• 4. Perceptual and Motor Skills Bender-Gestalt

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IV. Neuropsychological Test Batteries

• A. Halstead-Reitan Neuropsychological Battery
• 1. Category
• 2. Tactual Performance Test
• 3. Seashore Rhythm Test
• 4. Speech Sounds Perception Test
• 5. Finger-Tapping Test
• 6. Trails A B

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IV. Neuropsychological Test Batteries

• B. Luria-Nebraska Battery