Bahria University

Lahore Campus
Mid Term (Spring-2021 Semester)
Department of Professional Psychology

Paper Show/review Date: 31-05-2021

Instructor Name: Dr. Khawer Bilal Exam Date& Time: 28-05-2021: 11:15-12:45PM
Program/Semester: BS Psychology/ Sem-5
Course Title: Psychological Testing-I Course Code: TES 328
Time Allowed: 90 Minutes Max Marks: 25 (12+ 13)
Instructions:
I. the Viva Voce of 13-marks shall be conducted at 01:30PM same day.
II. Attempt ANY THREE questions. Each question is of 4-marks each.
III. Please provide answers of each questions in Bullets / Points
IV. Provide your answer under each question in this paper.
___________________________________________________________________________________________

1. How would you go about constructing a test? What are the steps of a test construction? Explain
briefly. (4)
Steps of test construction:
The development of a good psychological test requires thoughtful and sound application of established
principles of test construction. Before the real work of test construction, the test constructor takes some
broad decisions about the major objectives of the test in general terms and population for whom the test is
intended and also indicates the possible conditions under which the test can be used and its important uses.
There are seven basic steps for the construction of test these are as following :
1. Planning
2. Writing items for the test.
3. Preliminary administration of the test.
4. Reliability of the final test.
5. The validity of the final test.
6. Preparation of norms for the final test.
7. Preparation of manual and reproduction of the test.
1. Planning
The first step in the test construction is the careful planning in which firstly define the construct and
purpose of the test. what is the range appropriate age, range, educational level of the examinee that all
include in a population for the test. The content and format of the test is defined in this step of planning.
Type of instructions, test administration, user qualification, method of sampling, ethical consideration and
interpretation of the scores is included in this step of planning.

2. Writing down the items:

Items:
A single question or a task that is not sub-divided or break down into smaller units.
Writing item is a creative art depend upon the number of experiences. A lot of the item's depend upon the
writer's intuition, imagination, experience and practice.
The second step Is item writing in the preparation of the items of the test. Item writing starts with the
planning done earlier. If the test constructor decides to prepare an essay test, then the essay items are
written down.
 However, if he decides to construct an objective test, he writes down the objective items such as the
alternative response item, matching item, multiple-choice item, completion item, short answer item, a
pictorial form of item, etc.
3. PRELIMINARY ADMINISTRATION:
Before proceeding toward administration of the test review by at least three experts. When the test have
been written down and modified in the light of the suggestions and criticisms given by the experts, the test
is said to be ready for experimental try-out.
I. The experimental tryout:
The sample size of experimental tryout is 100.
II. Proper tryout:
At this stage the test is delivered to the sample of 400 and must be similar to those for whom the test is
intended.
III. Final tryout:
The sample size should be 100.
4. Reliability of the final test:
It is defined as the degree to which a measurement is consistent. Correlation cofficient can be used to
assess the degree of reliability. If a test is reliable it should show a high positive correlation.
5. Validity:
Validity is the extent to which a measurement tool measure what it is supposed to measure.
6. Norms:
A norms represent a typical level of performance for a particular group. A raw score on any psychological
test alone is meaningless unless we have additional interpretive data.
7. Preparation of manual of the test:
The last step include the total number of manual in a booklet form.

2. One classificatory schema that has found wide acceptance is to classify tests according to their
measurement properties. How NOIR System explain a test’s nature of measurement? (4)

Nominal, Ordinal, Interval and Ratio are defined as the four principal levels of estimation scales that are
utilized to catch information as overviews and surveys, each being a numerous decision question.
Nominal Scale
It is likewise called the unmitigated variable scale, is characterized as a scale utilized for marking factors
into particular orders and doesn't include a quantitative worth or request. This scale is the most
straightforward of the four variable estimation scales. Nominal scale is regularly utilized in research
overviews and surveys where just factor marks hold importance.

Ordinal Scale
It is characterized as a variable estimation scale used to just portray the request for factors and not the
contrast between every one of the factors. These scales are by and large used to portray non-numerical
thoughts like recurrence, fulfillment, satisfaction, a level of torment, and so on It is very direct to recall the
execution of this scale as 'Ordinal' sounds like 'Request', which is by and large the reason for this scale.

Interval Scale
It is characterized as a mathematical scale where the request for the factors is referred to just as the
distinction between these factors. Factors that have recognizable, consistent, and processable contrasts are
characterized utilizing the Interval scale. It is not difficult to recollect the essential part of this scale as
well, 'Span' specifies 'distance between two elements', which is the thing that Interval scale helps in
accomplishing.
Ratio Scale
It is characterized as a variable estimation scale that delivers the request for factors as well as spreads the
word about the distinction between factors alongside data on the worth of genuine zero. It is determined
 by accepting that the factors have a possibility for nothing, the contrast between the two factors is
something very similar and there is a particular request between the choices.

3. Provide examples ANY FOUR from various tests (give test name and item examples) (4)
a. Subjective test items & Objective test Items
b. Performance test items & Verbal test items
c. Speed Tests & Power Tests
d. Screening Tests & Diagnostic Tests
e. Objective Personality tests & Subjective Personality tests
f. Psychometrically interpreted and Impressionistically interpreted tests

4. Masling (1960) and Sattler and Theye (1967) identified four categories of variables effecting test &
testing: a). The method of administration, b) Situational variables, c) Experimenter variables, d)
Subject variables. (4)
If we adopt the comparison that delivering a test is similar to conducting an experiment, we must ensure
that the experimental protocol is strictly followed and that no extraneous variables have an impact on the
outcomes.
Masling (1960) and Sattler and Theye (1967) identified four categories of such variables:
Four categories of variables are:
1. Method of administration
Standard administration is altered by changing instructions.
Disregarding or modifying instructions, directly or indirectly offering the subject a set of questions to
answer in a specific way, or failing to follow normal protocols can all modify routine administration.

2. Situational variables
It includes variety of aspect's that can alter the test situation.
These include a wide range of factors that might drastically modify the test environment, such as a subject
feeling disappointed, disheartened, hungry, or under the influence of drugs, to name a few.
Some of these variables can have a big impact on exam performance, but not in the same way for all
topics. Sattler and Theye (1967), for example, found that discouragement had an impact on children's
performance on various cognitive tests, but not on college students.

3. Experimenter variable
In this there is person which is known as Experimenter.
Even though the exam is administered by computer, there is definitely an experimenter, a person in
command, in the testing environment. That individual may have traits that are different from the subject's
(such as age, gender, and skin color). The individual may look compassionate, friendly, or chilly,
authoritarian, distant, or more competent at developing connection, among other things. These factors may
or may not have an impact on the subject's test results.

4. Subject variables
It includes aspects of subject.
Masling (1960) utilized beautiful female partners who acted "warm" or "cool" toward the examiners as
test subjects (graduate students). When the individual responded warmly rather than coldly, the graduate
students evaluated the test findings more favorably.
5. In sum, tests are enormously varied in their formats and applications. Nonetheless, most tests
possess these defining features: i). Standardized procedure, ii). Behavior sample, iii). Scores or
categories,
iv). Norms or standards, v). Prediction of non-test behavior (4)
Defining Features of Tests
In sum, tests are enormously varied in their formats and applications. Nonetheless, most tests possess
these defining features:
• Standardized procedure
• Behavior sample
• Scores or categories
• Norms or standards
• Prediction of non-test behavior

Standardized procedure

The standardized method is a fundamental feature of all psychometric tests. There is a way to manage the
controls. If they are agreed from the examiner to other testers, then the controls are considered
standardized. The standardization to some extent depends on the competence of the examiner. Even the
best testers can unintentionally be inadequately trained or unnecessary using an ill-informed tester. As a
result, standardization is often based mainly on management methods that can be found in training
manuals related to testing.
The guidance system is an important step in the standardization of tests. To ensure a uniform management
process, test developers should provide all relevant stimulus documents to testers and very precisely
assign verbal instructions to all subjects. symbol or sub-test.
Advise the examiner on how to handle a variety of candidate questions.

Sample of behavior

A psychological test is also a limited pattern of behavior.

Neither the situation nor the examiner has ample time for virtually complete testing, even when the take a
look at is centered to a well-defined and finite behavior domain. Thus, sensible constraints dictate that a
take a look at is solely a pattern of behavior.
Yet, the sample of conduct is of hobby solely insofar as it lets in the examiner to make inferences about
the total area of relevant behaviors.
For example, the reason of a vocabulary take a look at is to determine the examinee’s whole word stock
by way of asking for definitions of a very small but cautiously selected sample of words.

Scores and categories

A psychometric test should also allow scoring or classification. Each test provides one or more scores or
provides proof that a person belongs to one category and not to another. In short, psychometric tests
summarize performance by numbers or categories. In most cases, all people are said to possess the trait or
trait being measured, albeit in varying amounts. The purpose of the test is to estimate the number of
characteristics or qualities of an individual.

Norms or standards

A psychological test must also have a norm or standard. A candidate's score on a test is usually explained
by comparing it with the scores of others on the same test. To this end, test developers often provide
benchmarks, summary of test results to a large and representative audience. The group of standards is
called the standardized sample. The selection and testing of a standardized sample is critical to the
performance of the test. This group must be representative of the population for which the test is intended,
otherwise a candidate's relative position cannot be determined. In severe cases when standards are not
provided, the examiner cannot use the results of the test. Standards not only establish average
performance, but also serve to show how often different high and low scores are achieved. Thus, the
standards allow testers to determine how much the score deviates from expectations.
Prediction of behavior

The ultimate goal of a test is to predict additional behaviors, in addition to those directly sampled by the
test. As a result, testers may be more interested in the no-test behaviors predicted by the test. Suppose an
examiner performs a pen and ink test on a patient in a mental hospital. Suppose the patient reacts to an
inkblot by describing it as "an outward looking eye." Based on established criteria, the examiner can then
predict that the subject will be very suspicious and at low risk for individual psychotherapy. The purpose
of the test is to arrive at this prediction and similar predictions - not to determine if the subject perceives
the gaze of the drops.