Psychology Assessment

The process of measuring psychology -related variables by means of devices or procedure designed to obtain a sample of behaviors.

• Psychological Testing

• Psychological Assessment

• Psychological Measurements

• Psychological Theory

The process of gathering and integration of psychology-related data for the purpose of making a psychological evaluation.

• Psychological Testing

• Psychological Theory

• Psychological assessment

• Psychological Measurements

A branch of psychology that deals with the design, administration, and interpretation of quantitative test for the measurement of psychological variables (such as intelligence, aptitude, personality traits)

• Psychometrics

• Assesment

• Testing

• Measurements

psychologists accept as fundamental the Principle of ________________. In so doing, they accept the following related values:

a) respect for the unique worth and inherent dignity of all human beings;

b) respect for the diversity among persons and peoples;

c) respect for the customs and beliefs of cultures, to be limited only when a custom or a belief seriously contravenes the principle of respect for the dignity of persons or peoples or causes serious harm to their well-being;

d) free and informed consent, as culturally defined and relevant for individuals, families, groups, and communities;

e) privacy for individuals, families, groups, and communities;

f) protection of confidentiality of personal information, as culturally defined and relevant for individuals, families, groups, and communities;

g) fairness and justice in the treatment of persons and peoples.

• PRINCIPLE I Respect for the Dignity of Persons and Peoples

• PRINCIPLE II Competent Caring for the Well-Being of Persons and Peoples

• PRINCIPLE III Integrity

• PRINCIPLE IV Professional and Scientific Responsibilities to Society

psychologists accept as fundamental the Principle of _______________. In so doing, they accept the following related values:

a) active concern for the well-being of individuals, families, groups, and communities;

b) taking care to do no harm to individuals, families, groups, and communities;

c) maximizing benefits and minimizing potential harm to individuals, families, groups, and communities;

d) correcting or offsetting harmful effects that have occurred as a result of their activities;

e) developing and maintaining competence;

f) self-knowledge regarding how their own values, attitudes, experiences, and social contexts influence their actions, interpretations, choices, and recommendations;

g) respect for the ability of individuals, families, groups, and communities to make decisions for themselves and to care for themselves and each other.

• PRINCIPLE I Respect for the Dignity of Persons and Peoples

• PRINCIPLE II Competent Caring for the Well-Being of Persons and Peoples

• PRINCIPLE III Integrity

• PRINCIPLE IV Professional and Scientific Responsibilities to Society

psychologists accept as fundamental the Principle of _______. In so doing, they accept the following related values:

a) honesty, and truthful, open and accurate communications;

b) avoiding incomplete disclosure of information unless complete disclosure is culturally inappropriate, or violates confidentiality, or carries the potential to do serious harm to individuals, families, groups, or communities;

c) maximizing impartiality and minimizing biases;

d) not exploiting persons or peoples for personal, professional, or financial gain;

e) avoiding conflicts of interest and declaring them when they cannot be avoided or are inappropriate to avoid.

• PRINCIPLE I Respect for the Dignity of Persons and Peoples

• PRINCIPLE II Competent Caring for the Well-Being of Persons and Peoples

• PRINCIPLE III Integrity

• PRINCIPLE IV Professional and Scientific Responsibilities to Society

psychologists accept as fundamental the Principle of ____________. In so doing, they accept the following related values:

a) the discipline’s responsibility to increase scientific and professional knowledge in ways that allow the promotion of the well-being of society and all its members;

b) the discipline’s responsibility to use psychological knowledge for beneficial purposes and to protect such knowledge from being misused, used incompetently, or made useless;

c) the discipline’s responsibility to conduct its affairs in ways that are ethical and consistent with the promotion of the well-being of society and all its members;

d) the discipline’s responsibility to promote the highest ethical ideals in the scientific, professional and educational activities of its members;

e) the discipline’s responsibility to adequately train its members in their ethical responsibilities and required competencies;

f) the discipline’s responsibility to develop its ethical awareness and sensitivity, and to be as self-correcting as possible.

• PRINCIPLE I Respect for the Dignity of Persons and Peoples

• PRINCIPLE II Competent Caring for the Well-Being of Persons and Peoples

• PRINCIPLE III Integrity

• PRINCIPLE IV Professional and Scientific Responsibilities to Society

_______ refers to how consistently a method measures something. If the same result can be consistently achieved by using the same methods under the same circumstances, the measurement is considered reliable. (consistency of the test)

• Reliability

• Validity

• Utility

• Norms

______refers to how accurately a method measures what it is intended to measure. If research has high _____, that means it produces results that correspond to real properties, characteristics, and variations in the physical or social world.

High reliability is one indicator that a measurement is valid. If a method is not reliable, it probably isn’t valid.

• Reliability

• Validity

• Utility

• Norms

A psychologist is conducting an intelligence assessment for a highly gifted teenager who exhibited exceptional abilities in both verbal and mathematical reasoning. the psychologist want to administer a test that captures the full extent of the teenagers advanced cognitive skills. which test would provide the most comprehensive assessment in this situation.

• The Differential Ability Scale

  (DAS-II)

• The Cattel-Horn-Carroll (CHC) theory based battery

• The woodcock-Johnson test of cognitive abilities (WJ-IV)

• The Stanford-Binet Intelligence Scale (SB5)