Helps understand individuals by applying scientific rigor to assessment, ensuring both accuracy and empathy.

Is typically to obtain some gauge, usually numerical in nature, with regard to an ability or attribute.

Is typically to answer a referral question, solve a problem, or arrive at a decision through the tools of evaluation.

Gathering and integration of psychology-related data for the purpose of making psychological evaluation through tools such as tests, interviews, case studies, behavioral observation, and specially designed apparatuses and measurement procedures.

Process of measuring psychology-related variables by means of devices or procedures designed to obtain a sample of behavior.

Refers to the use of tests and other tools to evaluate abilities and skills relevant to success or failure in a school or pre-school context (school readiness, aptitude test).

Refers to the use of evaluative tools to draw conclusions about psychological aspects of a person as they existed at some point in time prior to the assessment (collateral reports, medical history).

Refers to the use of tools of psychological evaluation to gather data and draw conclusions about a subject who is not in physical proximity to the person or people conducting the evaluation (self-report measures, online interview).

Refers to the “in the moment” evaluation of specific problems and related cognitive and behavioral variables at the exact time and place they occur (health app, mood app).

Tests vary with the focus of the particular test and based on the theoretical orientation of different test developers.

The assessor and assessee work as partners.

An element of therapy is part of the process.

Refers to an interactive approach to psychological assessment that usually follows a model of evaluation, intervention of some sort, and evaluation.

Typically employed in educational settings but may also be used in correctional, corporate, neuropsychological, clinical, and other settings.

A psychological -- is a device or procedure designed to measure variables related to psychology (for example, intelligence, attitudes, personality, and interests).

Psychological -- and other tools of assessment vary by content, format, technical quality, and administration, scoring, and interpretation procedures.

The form, plan, structure, layout of test items, and other considerations (example: time limits).

Tests may either involve demonstration of certain tasks demanded of the assessee and trained observation of performance or may not even require the involvement of test administrators.

May be simple, such as summing responses to items.

Some may require more elaborate procedures.

Some test results can be interpreted easily or interpreted by computer, whereas other tests require scoring by trained examiners.

a reference point, usually numerical, derived by judgement and used to divide data into two or more classifications (for example, pass or fail)

One refers to the psychometric --- of a test when referring to how consistently and how accurately a psychological test measures what it purports to measure.

a reference point, usually numerical, derived by judgement and used to divide data into two or more classifications (for example, pass or fail)

is defined as the science of psychological measurement.

professionals who use, analyze, and interpret psychological test data.

Is a method of gathering information through direct communication involving reciprocal exchange.

Vary based on their purpose, length, and nature.

The quality of information obtained in an --- often depends on the skills of the interviewer (example: their pacing, rapport with the interviewee, and their ability to convey genuineness, empathy, and humor.

A file containing the products of one’s work; it may serve as a sample of one’s abilities and accomplishments for the purpose of evaluation.

Information preserved in records, transcripts, and/or other forms that preserve archival information, official and informal accounts, and other data and items relevant to an assessee.

has allowed for tailor-made tests with build-in scoring and interpretive capabilities.

Assessment is increasingly conducted via the Internet.

Reports may come in the form of a simple scoring, extended report, interpretive report, consultative report, or integrative report.

Scoring may be done on-site (local processing) or at a central location (central processing).

Computers can assist in test administration, scoring, and interpretation.

Assesses are directed to act as if they were in a particular situation; this is useful in evaluating various skills.

Monitoring the actions of people by visual or electronic means while recording quantitative and/or qualitative information regarding those actions.

Creates tests for research studies, publications (as commercially available instruments), or modifications of existing tests.

Standards for Educational and Psychological Testing covers issues related to test construction and evaluation, test administration and use, and special applications of tests such as considerations when testing linguistic minorities.

Psychological tests and assessment methodologies are used by a wide range of professionals

The standards and other published guidelines gave a say in who should administer psychological tests and who should have access to psychological tests and related tools of psychological assessment.

Many counties have no ethical or legal guidelines for test use

Anyone who is the subject of an assessment or evaluation is a testtaker.

May differ on a number of variables at the time of testing.

Example: test anxiety, emotional distress, physical discomfort, and alertness.

Test developers devise new tests to meet the needs of an evolving society.

Laws are enacted that may play a major role in test development, administration, and interpretation.

Students typically undergo school ability tests and achievement tests.

Diagnostic tests may be used to identify areas of educational intervention.

Educators may also make informal evaluations of their students.

• Tests and other forms of assessment are widely used in hospitals, inpatient, and outpatient clinics, private-practice consulting rooms, schools, and other institutions.

• Assessment tools are used to help screen for or diagnose behavior problems.

• Assessments may occur in environments such as schools, prisons, and governmental or privately owned institutions.

• The goal of assessments in this setting is improvements in adjustment, productivity, or some related variable of the assessee.

• assessments that primarily evaluate cognitive, psychological, adaptive, or other functioning; it focuses on the quality of life.

• decisions regarding careers of personnel are made with a wide range of achievement, aptitude, interest, motivational, and other tests.

• include governmental licensing, certification, or general credentialing of professionals (example: attorneys, physicians, and psychologist).

• academicians should have a sound knowledge of measurement principles and tools of assessment.

• a discipline that focuses on understanding the role of psychological variables in the onset, course, treatment, and prevention of illness, disease, and disability.

• focusing on functional academics (recognizing money, reading signs) instead of grade-level content.

• The adoption of a test, procedure, or situation, or the substitution of one test for another are essential to make the assessment more suitable for an assessor with exceptional needs.

• providing large-print, Braille, or audio versions of the test.

• allowing extended time/frequent breaks during the exam

• testing in a quiet room with free distractions.

• allowing the student to answer orally, use a computer, or mark answers in the test booklet instead of a separate answer sheet.

• replacing a written essay test with an oral presentation if a student has a significant writing disability.

• catalogues distributed by publishers of test; they usually contain brief and uncritical descriptions of tests.

• contain detailed information concerning the development of a particular test and technical information.

• books are available for assessment professionals to supplement, reorganize, or enhance the information typically found in the manual of very widely used psychological tests.

• like the mental measurement yearbook or tests in print provide detailed information on many tests.

• contain reviews of a test, updated or independent studies of its psychometric soundness, or examples of how the instrument was used in other research or an applied context.

• The first tests and testing programs were developed in China as early as 2200 BCE as a means of selecting people for government jobs.

• Individuals passing the tests were entitled to a number of privileges, which varied depending on the current dynasty.

• Ancient Greco-Roman writings attempted to categorise people in terms of personality types.

• Studied individual differences and heredity.

• Developed correlation and regression.

• Introduced questionnaires and surveys into psychological research.

• Established the first psychology laboratory (University of Leipzig, 1879).

• Student of Wundt; influenced by Galton

• Coined the term “mental test” (1890).

• Introduced mental testing in the United States.

• The twentieth century brought the first tests of abilities such as intelligence.

• In 1905, Binet and Simon developed the first intelligence test to identify intellectually disabled Paris schoolchildren. 

• Purpose, not ranking: The Binet-Simon test wasn’t created to measure “how smart” someone was.

large corporations and private organizations.

• Initially, it was meant literally– psychologists thought the concussive impact of bombshells left a mental after effect.

• was the first widely used self-report personality test.

• American soldiers at a hospital camp in France recovering from what was then known as ---The caption from 1919 specifies that the treatment center was “located away from the noise of the hospital crowds”.

  
  

• Such as the Rorschach Inkblot Test, are tests in which an individual is assumed to “project” onto some ambiguous stimulus his or her own unique needs, fears, hopes, and motivation.

  
  

Researchers at universities throughout the world use the tools of assessment to help advance knowledge and understanding of human and animal behavior.

• the socially transmitted behavior patterns, beliefs, and products of work of a particular population, community, or group of people.

• Early psychological testing of the immigrant population by -----was controversial.

• He found that the majority of immigrant populations were “feebleminded”.

• his findings were largely the result of using a translated Binet Test that overestimated mental deficiency in native English-speaking populations, let alone immigrant populations.

• research sparked a nature-nurture debate. (Were IQ results indicative of some underlying native ability or the extent to which knowledge and skills had been acquired?).

• Early developers of IQ tests devised ------tests and clarified that the tests were designed for people from one culture but not from another.

• Certain nuances of meaning may be lost in translation.

• Some interpreters may not be familiar with mental health issues and pre-training may be necessary.

• In interviews, language deficits may be detected by trained examiners but may go undetected in written tests.

• Assessments need to be evaluated in terms of the language proficiency required and the language level of the test taker.

• Nonverbal signs or body language may vary from one culture to another.

• Psychoanalysis pays particular attention to the symbolic meaning of nonverbal behavior.

• Differences in the pace of life across cultures may detract or enhance test scores for timed tests.

• test or aids that can adequately be administered, scored, and interpreted with the aid of the manual. Examples: Basic achievement tests, group-administered surveys, checklists, or inventories (teacher, substitute, admin staff, HR staff).

• tests or aids that require some technical knowledge of test construction and of supporting psychological and educational fields. Example: Standardized aptitude tests, personality inventories, vocational interest measures, group-administered mentality ability tests. (licensed guidance counselors, psychometricians, psychologists, other professionals with graduate-level coursework in testing).

• tests and aids that require substantial understanding of testing and supporting psychological fields together with supervised experience in the use of these devices. Examples: Individual intelligence tests (Standford-Binet, WAIS), clinical diagnostic tests, projective tests (Rorschach, TAT), neuropsychological assessments (psychologist, PhD-level practitioner with relevant training).

• Legal Right (court/law)

•  Ethical Promise (everyday promise)

• In most states, information provided by clients to psychologists is considered

• Test takers should give their -- only with full knowledge of such information.

• Being able to evidence a choice as to whether one wants to participate.

• Demonstrating a factual understanding of the issues.

• Being able to reason about the facts of a study, treatment, or whatever it is to which consent is sought.

• Appreciating the nature of the situation.