LABORATORY MANUAL

PSY 312/L
PSYCHOLOGICAL
ASSESSMENT
Prepared by: Christine M. Tan
Sheena May A. Lacuesta

College of Arts and Sciences Education

DPT Building, Psychology Laboratory
Matina Campus, Davao City
A.Y. 2020-2021

Name: Jairus M. Cambronero

Room: Time: 10:00 A.M. – 12:00 NN

Instructor: Joannie Intong

i
 College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao
City
Telefax:
(082) Phone No.: (082)300-5456/305-0647

RATIONALE

This is an orientation into the rudiments of psychological testing. The

principles, methods and uses of psychological testing are tackled. Emphasis is places

on issues of item analysis, reliability, and validity in test construction. The ing

administration, scor and interpretation of objectives cognitive and affective tests

used in various applied fields of psychology, particularly the education, industrial,

and governments setting are covered. Ethical considerations as well as current

trends and issues in psychological testing in the Philippine setting are discussed.

ii
 STUDENT OUTCOMES

Upon graduation, the BS Psychology students are expected to:

A. Demonstrate the capability to discuss and analyze the major theories and
concepts in psychology.
(Knowledge in Psychology)

B. Demonstrate and apply the methods of psychological inquiry in building

knowledge on local culture and context.
(Psychological Research)

C. Demonstrate and apply psychological theories and methods in

personal professional settings.
(Application of Psychology)

D. Demonstrate capability for self-reflection and independent learning in

graduate education or in a professional context.
(Independent Learning)

E. Demonstrate professional and ethical behaviors in research and practice in

Psychology.
(Ethics)

F. Demonstrate the ability to relate appropriately with colleagues, clients

and others in diverse cultural setting.
(Interpersonal Skills)

G. Demonstrate the ability to conduct psychological assessments and

evaluation. (Psychological Assessment)
 COURSE OUTCOMES

Upon completion of the course, the BS Psychology students are expected to:

1. Explain the importance of psychological assessment.

2. Apply the psychometric properties of test development, its

administration, scoring and interpretation of commonly employed
psychological tests.

3. Integrate various sources of client data, including background information,

interview, and psychological test data to form a conceptualization of a client.
 TABLE OF CONTENTS

Page

Title Page i
Rationale ii
Student Outcomes iii
Course Outcome iv
Table of Contents v
General Laboratory Procedures vii
Laboratory Safety Measures viii
Good Laboratory Practices ix
General Laboratory Schedule x

EXPERIMENT/EXERCISES

Lab 1: Contemporary Uses of Psychological Tests 1

Lab 2: Legal and Ethical Consideration: Case Studies 5

Lab 3: A Statistics Refresher 11

3.1 Basic Statistics Quiz 11

3.2 Scales of Measurement 14

3.3 Calculating the Mean and Standard Deviation 16

3.4 Z Scores and Z Score-To-Percentile Rank Transformations 18

3.5 Calculation of a Correlation Coefficient 21

3.6 Calculation of a Correlation Coefficient and a Regression Equation 23

3.7 Calculation and interpretation of a regression equation 26

Lab 4: Code of Ethics 27

4.1 Exploring PAP’s Code of Ethics Regarding Assessment 27

4.2 Role Playing Professional/Ethical Behavior in Testing 30

Lab 5: Introducing Reliability and Validity 35

 5.1 Introducing Reliability and Validity 35

5.2 Basics of Classical Test Score Theory 36

5.3 Test-Retest Reliability 38

5.4 Split-half Reliability 40

5.5 Internal Consistency Reliability: Calculating KR20 43

5.6 What to do about low reliability? 45

Lab 6: Validity 46

6.1 Face Validity 46

6.2 Content-related Validity Evidence 47

6.3 Using Concept Mapping to Explore Construct Validity 50

Lab 7: Test Construction and Development 53

Lab 8: Examination of Administration Manuals for Group Tests 56

Lab 9: Quotations Related to Intelligence, Genius, and Wisdom 60

Lab 10: Administering, Scoring, and Interpreting of Intelligence Tests,

Aptitude, and Personality Test 63

Lab 11: Conducting an Intake Interview and Writing a

Mental Status Examination 65

Lab 12: Psychological Evaluation Report 70

References 73
 GENERAL LABORATORY PROCEDURES
The Psychology Laboratory Policies and Guidelines will be given by the
Subject Instructor or by the Laboratory Custodian. Each bonafide student enrolled in
this subject must be oriented about the above mentioned. The following laboratory
procedures must be observed at all times, failure to conform will have corresponding
consequences.

1. The Laboratory must be used ONLY for its intended purpose.

2. If the Laboratory has to be used for other purposes, the user must
accomplish the Borrower’s Slip Form (BSF) before its usage.

3. The Laboratory must be kept clean and orderly at all times.

4. Undesirable acts are not allowed inside the laboratory. These include, but
are not limited to the following:
4.1 loitering
4.2 eating
4.3 drinking liquor
4.4 littering
4.5 smoking
4.6 playing loud music

5. The Laboratory staff shall conduct an orientation for the students on

Laboratory Safety Guidelines and Emergency Evacuation Plan on the First day
of classes.

6. The First-Aid Kit must be complete and ready at all times. The kit must
be checked periodically to replace expired medical supplies.

7. Any damage/breakage equipment and or/ laboratory materials shall either

be replaced with a new unit or charged to the assessment of the students
concerned.

8. Any of the Laboratory staff, faculty, students, and other users who commit
any violation of the rules and regulations shall be subject to disciplinary
action.

9. The Laboratory Custodian shall see to it that the Course Teacher is present
during the laboratory hours/schedule. The class should not be allowed to
start without the Course Teacher.
Reference: OPM 6.21
 LABORATORY SAFETY MEASURES

A laboratory is potentially dangerous environment; the hazards of fire,

earthquake, and influenza virus being most prevalent. It is a safe practice to
assume all-natural disasters or extra phenomenon are potentially hazardous.

Consider the following:

 Personal Safety
 Fire and Earthquake Drills
 Paper Cuts
 GOOD LABORATORY PRACTICES

The psychology student enrolled in this subject must observe the necessary
practices inside the laboratory. The following notes on proper experimental methods
and use of laboratory is outlined in this section

Consider the following practices:

 Observe Gadget Detox
 Keep the chairs back after the class dismissal.
 Avoid loitering especially when the class is ongoing.
 Observe cleanliness inside and outside the laboratory.
 Always switch-off the lights, turn-off the LCD projector and air
conditioner when not in use.
 GENERAL LABORATORY SCHEDULE
The lecture is 40% while laboratory is 60% which indicates that there will be
experiments that you must conduct and sure that your performance must be recorded. The
student must not miss more than 10% of class attendance . Below the laboratory schedule
that must be followed strictly, kindly refer:

Time Frame Laboratory Exercises

Week 1 Lab 1

Week 2 Lab 2

Week 3 Lab 3.1 Lab 3.2 Lab 3.4

Week 4 Lab 3.5 Lab 3.6 Lab 3.7

Week 5 Lab 4.1 Lab 4.2

Week 6 Lab 5.1 Lab 5.2

Week 7 Lab 5.3 Lab 5.4

Week 8 Lab 5.5 Lab 5.6

Week 9 Lab 6.1 Lab 6.2

Week 10 Lab 6.3

Week 11 Lab 7

Week 12

Week 13 Lab 8

Week 14 Lab 9

Week15 Lab 10

Week 16 Lab11

Week 17 Lab12

Week 18
 College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao
City
Telefax:
(082) Phone No.: (082)300-5456/305-0647
Laboratory Activity 1: Contemporary Uses of Psychological Tests

The pervasiveness of psychological tests; reasons for the use of psychological tests.

Instruction: Write down at least two reasons why psychological tests might be
administered in each of the settings listed.

SETTING REASONS

Psychiatric Hospitals or Clinics 1. Psychological tests help us clarify what intensity of

intervention and treatment options are required.

2. Help to build a collaborative formulation and create

an accurate diagnosis of the patients helping to
improve treatment outcome, which enables the
formation of a more thorough picture of the
individual being assessed, eventually leading to more
suitable conclusions, as well as other information.

Medical Hospitals or Clinics 1. A psychological test is being administered to

measure if the patient is in good mental health
condition. Also, to see if the patient is
psychologically prepared to undergo a major
medical intervention/procedure.

2. A psychological test is being administered to

identify probable issues with cognition, and
emotional reactivity and give specific treatment
recommendations.

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 SETTING REASONS

Family or Child 1. It offers counseling, parenting education, marriage

enrichment mentoring services. Psychological tests
Guidance Centers allow us to identify particular problems within a
family and work through struggles, challenges, and
tough times that could make the family grow
stronger.

2. It also helps us to assess a child with mental illness to

focus more on their growth, talents, and gifts and less
on the effects of their illness.

Elementary and High Schools 1. Psychological tests allow us to monitor students'

progress from elementary to high school, in such a
way can be done through Curriculum-Based
Measurement, which tests can be used to monitor the
learning skills and decision-making of students and
oversees the students’ improvement throughout.

2. Considering that knowing the best learning style for

the student through a different series of
psychological tests can help inform the school on
which type or style a student suits best to learn.
 SETTING REASONS

Colleges or Universities 1. Psychological tests might be administered in this

setting because they would allow us to determine the
intellectual functioning of an individual specifically in
terms of their academic skills and decision-making,
considering that some students need to be monitored
for how well they do their tasks in class.

2. Psychological tests might be administered in this

setting, considering that some students are not willing
to participate during a class session, and by using
these tools, we might be able to identify the problems
that hinder them from participating.

Criminal and Civil Courts 1. Psychological testing plays a significant role in

determining the outcome of legal cases and assists
the court by evaluating defendants to assess
competency to stand trial.

2. Help law enforcement predicts an unknown

offender's socioeconomic status, education level,
habits, personality traits, and the type of community
where an offender is likely to reside.
 SETTING REASONS

Businesses and Industries 1. Psychological tests might be administered in this

setting because they would allow us to make a good
hiring decision. We want to hire prospective
employees who have the knowledge, skills, and other
characteristics suitable for a somehow particular
position in a company or organization.

2. Psychological tests might be administered in this

setting considering that we also want to monitor the
activity of every employee within the company, and
in doing so, determine the ability of potential
employees to work under stressful conditions and how
they can effectively handle their respective roles and
execute what is being expected from them.
 Laboratory Activity 2: Legal and Ethical Consideration
Case Studies

Instructions: Read the following case vignettes. Carefully consider the questions
listed after each using Psychological Association of the Philippines – Code of Ethics
and write your answers in the space provided. Write or print legibly.

Case 1:
A psychologist wants to study the effects of peer pressure on children. To
study the issue, she identifies elementary school samples and asks parents’
permission to include their child in a study of peer pressure. The students answer
questions about their preferences for several toys and then join a discussion group.
Without telling the participants, she trains a group of confederates to endorse
preferences that are different from the ones chosen by the research participants.
When participants are asked about their preferences in the group, they are faced
with indicating an unpopular choice. In the debriefing, participants are told that the
confederates were instructed not to say what they really liked but to choose what
the participant did not. Although many students think the study was fun, a few look
perplexed. One asks the researcher why she told the group members to “lie”.
Several parents object to the study and argue that it unintentionally endorsed lying,
a behavior they try to discourage in their children. [Source: Kitchener (2000)]

1. What is/are the ethical problem(s) related to this case?

 College of Arts and Sciences Education
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City
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2. What is the most ethical way for the psychologist to conduct this study?

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Case 2:
Dr. Yaro was a developmental psychologist with a large multiyear grant
working on predictors of suicide among low-income youth. He recently accepted
some additional responsibilities in the department as section head, which involved
him in fundraising and other administrative obligations. Consequently, he allowed a
post- doctoral research associate, Dr. Zapata, to take the primary responsibility for
organizing data collection and analysis on the grant. In addition, with his consent,
she began to investigate some variables that had not been a part of Dr. Yaro’s
original conceptualization of the relevant issues. In fact, Dr. Zapata’s hypotheses
paid off and the study produced some very interesting findings. Because Dr. Yaro
was so busy with his new responsibilities, Dr. Zapata wrote the article for
publication, putting her name first on the draft of the manuscript. She then gave it
to Dr. Yaro for comments and suggestions. When he returned the manuscript, the
first thing she noticed was that he had switched the order of their names. When she
complained that she had done most of the work, and, in fact, contributed the ideas
that led to the interesting results, he pointed out that it was his grant and he initially
conceptualized the study. [Source: Kitchener (2000)]

1. What is/are the ethical problems related to this case?

2. What is the most ethical course of action for Dr. Zapata?
 College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao
City
Telefax:
(082) Phone No.: (082)300-5456/305-0647
Case 3:
A psychologist works in a rural community where he is a member and deacon
of a local church. This is an underserved community; there are very few mental
health resources in the community, as well as in a 100 mile radius. People from the
church he attends often seek out his services because they know him already and he
understands their spiritual perspective. Sometimes they come to him after they have
tried other mental health resources in the community and are dissatisfied with the
quality of the help they have received elsewhere. [Source: Kitchener (2000)]

1. What is/are the ethical problem(s) related to this case?

2. What is the most ethical course of action for this psychologist?

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_
 Laboratory Activity 3: A Statistics Refresher

3.1: Brief Statistics Quiz

(1) Draw a histogram of this data set: 5, 3, 2, 4, 5, 1, 6, 4, 5, 3, 1

(2) Calculate (a) the mean and (b) the median of the data set.
(3) The standard deviation of the data set is 1.69. What does this mean?

Look at the following correlation coefficients: -.87 .65 .22 .01 -50

(4) Which coefficient shows the strongest relationship between two

variables?

(5) Which coefficient shows the weakest relationship between two

variables?

(6) Describe the relationship between variable A and variable B if they are
negatively correlated (e.g., -.87 or -.50). What if they are positively
correlated (e.g., .65, .22 or .01)?
(7) What does the notation p < .05 mean?
 Activity 3.2: Scales of Measurement

Instruction: Decide what type of scale it is (nominal, ordinal, interval, or ratio) and
then review permissible operations that can apply to the data yielded by the scale on
the given examples below.

NOMINAL ORDINAL INTERVAL RATIO

 College of Arts and Sciences Education
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City
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1. A wristwatch or clock
2. A customer satisfaction feedback card from a local business
3. A ruler, yardstick or tape measure
4. A practice test or study book for the GRE, SAT, or some other standardized
academic test
5. USDA quality stickers from packages of meats (e.g., “prime,” etc.)
6. An old copy of a quiz or exam
7. Calipers (to measure body fat)
8. A stop-watch
9. A thermometer
10. A kitchen or bathroom weight scale
11. A self-report measure of anxiety or a similar construct
12. First, second, and third place ribbons
13. A blood pressure cuff (or simply demonstrate taking your pulse)
14. A mood ring (that turns different colors depending on the “mood” of the
wearer)
15. Measuring cups or spoons
16. Optometrist’s vision chart
17. Stickers that might be placed on a child’s paper or report card (e.g., a smiley
face, “Well done,” etc.)
18. A restaurant, hotel, or movie review using stars, “thumbs up/down,” or some
similar rating system.
19. Reaction time in seconds
20. Brand of soft drinks
21. Sex of children
22. Number of legs of a centipede
23. PNP Ranking
24. At the annual sailing regatta, prizes are awarded for 1 st, 2nd, 3rd, 4th and 5th
place. These “places” compromise a(n)
25. Comparing achievement test scores of different school systems

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 Activity 3.3: Calculating the Mean and Standard Deviation

Calculation and interpretation of mean and standard deviation; use of norms.

Instructions: On the board/separate sheet, draw an approximately normal curve,

with the mean and standard deviation units indicated by vertical lines drawn through
the curve.

Along with percentile scores, the mean and standard deviation are the most
basic components of statistical norms for any test; knowing these pieces of
information allows for the initial interpretation and comparison of raw scores.

Choose two or three of the examinees in the sample (e.g., best would be the
same examinees selected for the previous activity on percentile rank). Describe their
raw scores in terms of standard deviation units. This activity is a good springboard
for discussions of standard score distributions and raw-to-Z score transformations.

This data set of 15 scores on a hypothetical test called the University

Aptitude Test (UAT). The UAT is a verbal analogies test consisting of 18
items. It is designed to predict college-level academic performance.

UNIVERSITY APTITUDE TEST Randall 14

(UAT) DATA Tina 10
Examinee UAT Score LeeAnn 13
Greg 16 David 12
Allison 7 Marcia 4
Janine 10 Lance 9
Corey 17 Keisha 15
Michelle 3 Blair 12
Thomas 11 Joe 6
Write your answer in the space provided below. Use additional sheet, if needed.
 Activity 3.4: Z Scores and Z Score-To-Percentile Rank Transformations

Z scores and Z score-to-percentile rank transformations. Calculation of Z scores;

converting Z scores to percentile ranks

Description: This activity helps you practice calculating and interpreting percentile
ranks and Z scores and converting Z scores to percentile ranks. This activity also
demonstrates that Z score-to-percentile rank conversions can be performed only
when the raw score distribution is normal or nearly normal. As you will discover, the
percentile ranks you calculate using the formula shown below, which converts Z
scores to percentile ranks, because the UAT scores are not normally distributed.

Directions to students (write these on the board):

1. Convert examinees’ raw scores to Z scores, using the formula,

XX
z .
S

2. Fill in the percentile ranks calculated previously (refer to Activity 3.3) using
the formula, B
Pr  x100
N
3. Use Part II of Appendix 1 to find the percentile rank corresponding to each Z
score.

4. Compare the percentile ranks yielded by 2 and 3 (above). Discuss

differences.
 UNIVERSITY APTITUDE TEST (UAT) DATA
UAT Percentile Z- Percentile
Examinee raw Rank score Rank
B
score P x100 (from Part II
r
N
XX of Appendix I)
z S

Greg 16
Allison 7
Janine 10
Corey 17
Michelle 3
Thomas 11
Randall 14
Tina 10
LeeAnn 13
David 12
Marcia 4
Lance 9
Keisha 15
Blair 12
Joe 6
 Activity 3.5: Calculation of a Correlation Coefficient

The calculation and use of the correlation coefficient.

Description: In this activity, you practice calculating a correlation coefficient by hand.

You should work through the correlation between UAT scores and GPA in class. The
direction and strength of the correlation can be described and discussed.

First-year GPA
Examinee UAT Score at Ivy League
University
Greg 16 3.65
Allison 7 2.65
Janine 10 2.50
Corey 17 3.40
Michelle 3 2.75
Thomas 11 3.80
Randall 14 3.20
Tina 10 3.60
LeeAnn 13 3.35
David 12 3.55
Marcia 4 2.95
Lance 9 3.00
Keisha 15 3.90
Blair 12 3.10
Joe 6 2.30

Note: Construct a scatter diagram

Scatter Diagram:

Formula needed to calculate correlation coefficient:

N  XY  ( X )(Y )
r
[N  X 2  ( X )2 ][N Y 2 
(Y )2 ]
 Activity 3.6: Calculation of a Correlation Coefficient and a Regression
Equation

X Y
Examinee UAT GPA X2 Y2 XY
Score
Greg 16 3.65
Allison 7 2.65
Janine 10 2.50
Corey 17 3.40
Michelle 3 2.75
Thomas 11 3.80
Randall 14 3.20
Tina 10 3.60
LeeAnn 13 3.35
David 12 3.55
Marcia 4 2.95
Lance 9 3.00
Keisha 15 3.90
Blair 12 3.10
Joe 6 2.30
X= Y= X2= Y2= XY=

N=
 X
Y 
(X)2 =
(Y)2 =
(X)(Y) =
You may use this page as your scratch paper.
 Activity 3.7: Calculation and interpretation of a regression equation

Calculation and use of a regression equation

Description: In this activity, you practice calculating a regression equation by hand.

Along with the formulas needed to calculate the regression equation (provided
below).

Formulas needed to calculate the regression equation:

N ( XY)  ( X )(Y )
b
N  X 2  (  X )2

aYbX
 Laboratory Activity 4: Code of Ethics

Activity 4.1: Exploring PAP’s Code of Ethics Regarding Assessment

Ethical principles underlying PAP’s code of conduct; ethical issues related to

assessment.

Description: This activity requires you to consider the most recent of Ethical
Principles of Psychologists and Psychometrician Code of Ethics published by the
Psychological Association of the Philippines, which can be found online
https://www.pap.org.ph/sites/default/files/code_of_ethics_pdf.pdf . The purpose of
this activity is to help you understand (1) the general ethical principles underlying
specific guidelines pertaining to assessment, and (2) behaviors that exemplify good
and poor ethical practices regarding assessment. This activity requires you to access
either print or online copies of the APA’s Ethical Principles. You should begin by
reading through and discussing, in pairs or small groups, the five General Principles:
A. Beneficence and Nonmaleficence
B. Fidelity and Responsibility
C. Integrity
D. Justice
E. Respect for People’s Rights and Dignity

Next, you should examine each of the 11 assessment-related issues addressed in

Standard 9: Assessment of the Ethical Principles of Psychologists and Code of
Conduct. These are:
1. Bases for Assessment
2. Use of Assessments
3. Informed Consent in Assessments
4. Release of Test Data
5. Test Construction
 6. Interpreting Assessment Results
7. Assessment by Unqualified Persons
8. Obsolete Tests and Outdated Test Results
9. Test Scoring and Interpretation Services
10. Explaining Assessment Results
11. Maintaining Test Security

In pairs or small groups, you should first identify two General Principles that are
most clearly reflected in each of the 11 issues addressed in the Ethical Principles.
Then, you should write a statement that captures each issue in the context of the
General Principles. Finally, you should identify a specific behavior exemplifying good
practice and a specific behavior exemplifying poor practice with regard to each issue.
An example is provided below.

Ethical 1. BASES FOR ASSESSMENT

Issue
Two Most
Relevant A. Beneficence and Nonmaleficence
General C. Integrity
Principles
Issue Psychologists know their opinions, conclusions and
Summary recommendations can greatly affect the lives of examinees (A).
As such, when they are asked to form an opinion about an
examinee that will be shared with others (e.g., in a report),
psychologists make sure they have adequate information about
the examinee on which to base an opinion. And because
psychologists must be honest about the limits of their methods
(C), when they do not have sufficient information on which to
base an opinion, they say this clearly.
 Good Taking the time and effort to identify and carry out appropriate
Practice assessment strategies; not going beyond the available data in
forming opinions; clearly stating when sources of information were
inadequate or insufficient.
Poor Conducting a psychological evaluation and writing the report
Practice without ever interacting with the examinee.

Submit your output in a separate sheet.

 Activity 4.2: Role Playing Professional/Ethical Behavior in Testing

Ethical and professional guidelines, challenges of real-world testing situations

Description: This role-playing activity should take place after you have had the
opportunity to review and consider testing-related ethical issues and guidelines. You
are placed into small groups of three and alternate playing “acting roles” and being
the process observer/commentator. The goal of the activity is to help you develop
the ability to recognize and respond appropriately to testing situations that invoke
specific ethical/professional standards or guidelines. The situations described below
can be copied and distributed to all of you, or role-specific information can be given
to particular players only. Using the latter strategy makes for a more challenging
(and potentially interesting) activity, since the actors are likely to be surprised by
certain aspects of the situation. Alternatively, you could ask for volunteers to enact
the role-play and the rest of the class can serve as process observers/commentators.

Discussion should focus on (a) the relevant professional/ethical issues raised

by the situation, (b) any ethical, professional, and/or legal conflicts that might arise
in the situation, (c) the strengths and weaknesses of the examiner’s response to the
situation, (d) alternative responses, and (e) likely outcomes of various responses.

The ethical/professional issues that might be discussed for each role-play

situation are listed below:

ROLE-PLAY SITUATION #1: Testing Janie

Ten-year-old Janie has been referred by her elementary school for

psychological testing to help determine why three months ago she started doing
poorly in her classes. Janie had always performed very well academically, but lately
her teachers have noticed that Janie does not complete her homework, has failed
several tests, and acts out at school. The assessment will consist of a review of
school and medical records; individual interviews with Janie, her parents, and her
teachers; completion of child behavior rating scales by Janie’s parents and teachers;
administration of the WISC-IV and the WJ-III; and administration of several brief
measures of personality and psychological disorders designed for children. It is
hoped the assessment will yield information useful to understanding Janie and to
formulating effective interventions.

EXAMINER: You are meeting Janie in your office for the first time. What will you tell
her about why she is there?

EXAMINEE: You do not know why your parents have brought you to this strange
person’s office in the middle of a school day. All you know is that this person is
supposed to help you. You know you must be in trouble, but you aren’t sure why.
You are angry and embarrassed about being pulled out of your classroom. You do
not want “help” from this stranger and feel very anxious about what is going to
happen.

PROCESS OBSERVER: Your role is to identify the ethical/professional guidelines that

are relevant to this situation. You will observe the examiner’s behavior and provide
your comments after the role play concludes.

ROLE-PLAY SITUATION #2: A Supervisor’s Questionable Request

The human resources department of a moderately-sized company uses interviews

and psychological tests in its applicant screening process. Several of these tests are
user- restricted; in other words, the test publisher requires test users to demonstrate
they have advanced degrees and relevant training before the tests can be
purchased. The director of the human resources department, Mr. Maxwell Sloane,
holds a Master’s degree in Industrial Relations. Mr. Sloane supervises four
employees, all of whom
possess four-year college degrees but have no advanced training in psychological
testing. Mr. Sloane routinely asks these employees to administer, score, and
interpret user-restricted psychological tests used to determine whether applicants
will be offered employment.

MAXWELL SLOANE: You never seem to be able to catch up on your work, which
continues to be piled on your desk by your superiors at the company. A relatively
minor component of your position involves giving psychological tests to applicants;
you are thankful the test manuals contain very explicit instructions for how to
administer, score and interpret the tests because it means your supervisees can
easily complete the task. Then you write up the interpretations and
recommendations, and sign off on the report.

EMPLOYEE: You hold a bachelor’s degree in psychology and have completed an

undergraduate Psychological Testing course. After working two weeks at your new
job, your supervisor, Mr. Sloane, tells you one of the reasons he hired you was
because you could “step right into” an important part of your job: administering,
scoring and interpreting psychological tests. When you arrive at work the next day,
you see stacks of applicants’ files on your desk with a note, “Please score and
interpret these tests by the end of the week.” You look in the files and see copies of
several test profiles, including the MMPI-2 and the Wonderlic Personnel Test. What
will you do?

PROCESS OBSERVER: Your role is to identify ethical/professional guidelines that are

relevant to this situation. You will observe both Mr. Sloane’s and the employee’s
behavior and provide your comments at the conclusion of the role play.

ROLE-PLAY SITUATION #3: Every Student’s Nightmare

A standardized college entrance test was given to a group of 300 high school students.
Students arrived at the testing site, a large lecture hall on a local university campus,
at 7:30 a.m. on a Saturday morning. Although students were told they would be
seated by 8:00 a.m., they waited outside the lecture hall until 9:30 a.m. The reason
for the delay was not revealed. Upon entering the lecture hall, students immediately
began to sweat, and not just because they were nervous about taking the test.
Because the climate control system in the building was malfunctioning, the
temperature in the lecture hall was approximately 85°F. At about 10:30 a.m., sounds
of cheering and shouting could be heard outside the lecture hall. One of the
examination proctors in the room yelled above the din, “Just keep working! You
have only 5 minutes remaining to complete this section of the test!” The ruckus
continued for about 10 minutes, then abated. It was later learned the beloved coach
of the university football team had just made the unexpected announcement that he
would stay on for another year rather than retire; students were celebrating the
news all over campus. Although the examination was scheduled to conclude at
11:45, examinees were not excused from the testing area until close to 2:00 p.m.

PARENT OF EXAMINEE: You are the parent of Joshua, a 17-year-old college-bound

student who is relying on good test scores to gain him admission to a particular
university, and to increase his chances of being offered a substantial financial aid
package. Joshua has maintained solid grades throughout high school, despite the
fact that he suffers from significant test anxiety. He devoted three months to
prepare for the college entrance examination, but is now convinced he “completely
failed” the test he took on Saturday. As Joshua’s parent, you are furious about what
he and the other students endured as they attempted to take the enormously
important examination. You decide to file a complaint, but to whom? On what
specific basis will you file the complaint?

PROFESSIONAL REVIEW BOARD MEMBER: You will hear and respond to a parent’s
complaint about her son’s very negative experience taking a standardized test.
PROCESS OBSERVER: Your role is to identify the ethical/professional guidelines that
are relevant to this situation. You will observe both the parent’s and the review
board member’s behavior and provide your comments after the role play concludes.
 Laboratory Activity 5: Reliability and Validity

Activity 5.1: Introducing Reliability and Validity

Basic concepts of reliability and validity in the context of testing.

Description: This simple activity introduces you to the concepts of reliability and
validity. Begin by stating that reliability and validity are concepts that you may have
encountered in other classes but that these terms have unique, specific meanings in
the context of psychological testing. Even if you have not studied these terms
before, this activity demonstrates that they probably already possess a fundamental
understanding of what these concepts mean.

1. What does it mean if something or someone is reliable?

2. What does it mean for something to be valid?

 Activity 5.2: Basics of Classical Test Score Theory

Basics of classical test score theory; introduction to reliability

Description: This lecture/activity has been particularly useful when I suspect

students have not grasped the “essence” of the theory and its relation to reliability.

Why do we need exams, anyway?

What is their purpose?

Write down all the reasons why a student’s observed score on an exam might
be higher or lower than his or her true score. We can categorize these reasons
according to the source of the discrepancy between observed and true scores: (1)
something about the test itself, (2) something about the test-taker, (3) something
about the environment in which the test was taken, and (4) something about how
the test was scored or graded. Remember, these are reasons the observed score
might be higher or lower than the true score. (For example, let’s say that even
though an instructor intends to score an essay exam based only on the content of
students’ responses, the grades assigned by the instructor are influenced by how
neatly students write their essays. So, even if two students wrote exactly the same
essay, the student with neat handwriting would receive a higher score than the
student with sloppy handwriting.
 Reasons why observed scores on an exam might be higher or lower than true scores
(or, sources of error variation)

Something about….

The test itself The test-taker The environment How the test was scored
 Activity 5.3: Test-Retest Reliability

Assumptions underlying the test-retest method of estimating reliability;

sources of error in test-retest reliability estimates; (optional) calculation of test-
retest reliability coefficient.

Directions: After reviewing the test-retest method of estimating reliability and the
meaning of test-retest reliability coefficients, remind students that this estimate is
not useful or appropriate for measures of certain constructs. Identify measures for
which the test-retest method would be more and less applicable. Make sure you
understand that the test-retest method assumes the measured construct is relatively
stable.

Identify which measures they think should have yielded the highest test-
retest reliability coefficients, and to explain why. Identify which measure seemed to
yield scores that changed the most and least over the test-retest period. Can you
generate some reasons why scores might or might not have changed (e.g., the
measure is more or less reliable, the construct is more or less stable, etc.)?

In addition, create scatter diagrams of the 1st and 2nd administration scores
on each of the six measures.

Use this space and next page for your answers.

 Activity 5.4: Split-half Reliability

Limitations of the split-half method, application of the Spearman-Brown correction

formula.

Directions: This demonstration should be conducted after the general concept of

internal consistency reliability has been covered. Write the following 12 equations on
the board under the heading “Addition Test.” This test requires examinees to
calculate addition problems in their heads, without using pencil and paper or a
calculator.

Addition Test
1. 3+2
2. 4+5
3. 8+6
4. 17 + 5
5. 28 + 13
6. 75 + 17
7. 113 + 85
8. 166 + 39
9. 476 + 215
10. 781 + 432
11. 1094 + 841
12. 2741 + 405
 College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao
City
Telefax:
(082) Phone No.: (082)300-5456/305-0647

Describe at least two ways that the split-half method could be used to
estimate the internal consistency reliability of the Addition Test presented (e.g., first-
half/second-half, odd-even split). Be sure to point out that these methods correlate
two sets of examinees’ correct/incorrect (1/0) responses. For both variations of the
split-half method, ask students to identify one reason why it might not generate a
good estimate of this test’s reliability. For example, because test items get
progressively more difficult, correlating items 1-6 and items 7-12 will underestimate
reliability. Also, both methods will underestimate reliability because they correlate
two 6-item subsets of the test (yielding reliability for a 6-item test rather than a 12-
item test).
Assume the correlation between the two halves of the Addition Test is ?.
Then, what you might do to estimate what the correlation between the two halves
would have been if each half had been the length of the whole test. If you have read
relevant text pages, at least you should be able to generate the correct response –
use the Spearman-Brown formula.

(Corrected) r 2r ?
= 1r

42
 Activity 5.5: Internal Consistency Reliability: Calculating KR20

Calculation of internal consistency (KR20) coefficient

Directions: This activity gives you practice hand-calculating internal consistency

reliability coefficients, which is useful if you intend to ask them to hand-calculate the
KR20 coefficient for the Data Set Exercise accompanying this chapter.
The table below (after removing the values within the table shown in boldface
italics) stands as your handout, so you can work on the equations individually, using
the presented table. The table shows scores for the 15 examinees on the first 10
items of the UAT. For the purposes of this activity, assume the entire test is 10.

University Aptitude Test (UAT): Item numbers X X2

Examinee 1 2 3 4 5 6 7 8 9 10
Greg 1 1 1 1 1 1 0 1 1 1
Allison 1 1 1 1 0 1 0 0 0 0
Janine 1 1 1 1 0 1 0 0 1 0
Corey 1 1 0 1 1 1 1 1 1 1
Michelle 0 0 1 1 0 0 0 0 0 0
Thomas 0 1 1 1 0 1 1 0 1 0
Randall 1 1 1 1 0 1 1 1 1 1
Tina 0 0 1 1 0 0 1 0 0 0
LeeAnn 1 1 1 1 0 1 1 0 1 1
David 0 1 1 1 0 1 1 0 1 0
Marcia 0 0 0 1 0 0 0 0 1 0
Lance 1 1 1 1 0 1 1 0 1 0
Keisha 1 1 1 1 0 1 0 1 1 1
Blair 0 1 1 1 0 1 0 0 0 1
Joe 0 0 1 1 0 0 0 0 0 0
# correct
 P
Q
Pq
pq =  X  X2

?
?

After you have completed the table and compared their answers with others,
they should calculate the KR20 coefficient for the 10-item UAT. It might be helpful to
write the KR20 formula on the board. Discussion of what this coefficient means in
terms of explaining variance in observed scores and sources of error should follow.
Also, this might be a good time to move to Activity 5.6: What to Do About Low
Reliability.

S= X 2 S =? S=? S2 = ?

N N 1
( X )
2

KR =
N  S 2   pq  KR =? KR =?
20   20 20
N 1  S2 


where KR20 = the reliability estimate (r)

N = the number of items on the test
S2 = the variance of the total test score
p = the proportion of people getting each item correct
q = the proportion of people getting each item incorrect
 Activity 5.6: What to do about low reliability?

Use of the Spearman-Brown prophecy formula to increase reliability; the relation of

test length to reliability

Description: The Faver Achievement Orientation Scale (Faver, 1982), a four-item

measure of personal efficacy with regard to achievement. Ward (1994) reported a
Cronbach’s alpha coefficient of .46 for the 4-item Faver scale, and noted that one of
its primary strengths was its brevity and ease of administration.
Use the domain sampling model to explain why the internal consistency of
this scale might be so low (i.e., to explain why the reliability of a test decreases as
the number of items decrease). Next, what you feel an acceptable level of reliability
might be for this scale. After you have settled on the answer to this question,
identify how they might increase the reliability of the scale to the desired level.

N=
rd 1 ro 
r 1 r 
o d

where,
N= the number of tests of the current version’s length that would
be needed to have a test of the desired reliability
rd = the desired level of reliability
ro = the observed level of reliability (of the current version of the
test)

Calculate the number of items that would have to be added to the Faver scale
to reach the desired reliability level .85.
 Laboratory Activity 6: Validity

Activity 6.1: Face Validity

Materials needed: A thermometer

That face validity is not a true form of validity

Description: What was I measuring? Did my test of simple addition have face
validity?. Validity is not a true form of validity because it does not really provide
objective information about whether the test is measuring what it purports to
measure. A test that has face validity may not predict anything at all, and a test that
does not have face validity can demonstrate significant meaningfulness and utility.
 Activity 6.2: Content-related Validity Evidence

Logical method of evaluating evidence of content validity.

Description: Some of you may be planning to apply for graduate school in

psychology in the next few years. As you will discover, some schools require
applicants to take the Subject Test of the Graduate Record Exam, which measures
knowledge of psychological theories, concepts, and processes. Imagine that one of
the schools to which you applied has developed its own version of the Subject Test,
and you are asked to complete this test while you are visiting the school. The entire
test consists of the following three items.

PSYCHOLOGY SUBJECT TEST

1. Which of the following psychologists formulated the encoding specificity

principle, which states that any stimulus that is encoded along with an event can
later trigger memory for that event?
a. Tulving
b. Miller
c. Sperling
d. Shiffrin

2. Which of the following brain structures is most important for explicit memory
formation?
a. hypothalamus
b. basal ganglia
c. thalamus
d. hippocampus
3. Short-term memory can hold about pieces of information at any given
time.
a. 3
b. 7
c. 10
d. 12

1. What is wrong with this Psychology Subject Test? Justify your answer.

2. How you might go about developing a better test of Psychology?

3. How a test developer would delineate the content domain?
 Activity 6.3 Using Concept Mapping to Explore Construct Validity

Construct-related validity; method of identifying ways to test construct-related

validity of a measure.

Description: This activity is based on a method called concept-mapping, a tool that

is very effective in helping you to explore the dimensions of a particular construct.
Also, this activity teaches you a helpful method of organizing their thoughts about
testing the construct-related validity of measures.

Concept-mapping involves the identification and depiction of attributes of a

particular concept, as well as associations (or links) between those attributes and
related ideas, processes, or procedures. An example of a simple concept map
depicting some of the attributes of the construct of depression is depicted below.
Notice the links between certain attributes and specific hypotheses relating to the
construct-related validity of a depression scale.

“How might someone with a high level of construct X be different from

someone with a low level of construct X?” You should generate as many attributes
of the construct as they can and draw them into the concept map. Then, you
generate hypotheses for studies that would generate construct-related validity
evidence for a measure of the construct. These should also be included in the
concept map. You can compare their concept maps with others and discuss the
types of construct-related validity evidence (e.g., convergent, discriminant) their
hypotheses address.

Does not take pleasure in
activities that were once
Has difficulty sleeping or
sleeps much more than
usual
Frequently cries or
is tearful
Feels worthless
Scores on depression scale and
scores on self-esteem test should
be (moderately) negatively
correlated
Write your answers here.
Scores on depression scale and
scores on pessimism scale should
be (moderately) positively
correlated
enjoyed
Feels hopeless
about the future
Depression
Thinks about
suicide
Withdraws from friends
Has difficulty
and family
concentrating or
making decisions
Compared to people with low scores Scores on the depression scale
on depression scale, people with high should not be correlated with
scores should take longer to complete scores on an (un-timed)
tasks intelligence test.
 Laboratory Activity 7: Test Construction and Development

Part of your final requirement is to submit a test development project. You

will be grouped with 3 members. The format for the Test Development Paper will be
as follows:

I. Introduction and Background of the Study:

Why did you choose that construct?
What is it about the construct interested you and why do you think it's
relevant?

II. Needs Assessment:

Who will benefit from this test? Why?

III. Test Development: How did you go through the process of developing
your instrument?
a. What theory did you use for your chosen construct? How does it apply to
your test?
b. Describe the process of your FGD (Attach the transcript as Annex A, Attach
the Thematic Analysis Table as Annex B, and Attach the Mind Map/Concept
Map as Annex C)
c. Describe the questions you came up with. (Attach the initial list of questions
as Annex D)

IV. General Characteristics, Administration, Scoring:

a. General Characteristics: Describe what kind of test it is in terms
of item format, structure, and scaling.
b. Scoring: How will your test be scored? Are there items you need to
reverse score?
c. Administration: How will you test be administered?
V. Interpretation of Results:
a. How will the test scores be interpreted?

VI. Psychometric Properties

Describe the results generated from the SPSS.
a. Include the Standard Deviation and the Mean of each item of your
test (As a Table). What are the numbers you initially about the items
in your test? Are there items with high Standard Deviations?
b. Factor Analysis and Interitem Correlation (Include the table of your
results from SPSS): What did the results indicate? This will show your
test's construct validity.
c. Describe the results of your Cronbach's Alpha. This will show your
test's Internal Consistency Reliability.
d. Overall, what did your reliability and validity coefficients tell you?

VII. Test Revision:

1. Based on the results, what items would you revise or replace? What
would happen to your instrument if you were to revise or replace these
items in terms of the Internal Consistency Reliability Coefficient and
the Interitem Correlation?
2. As developers, would you say that your test is still a good instrument
after the deletion of items? If not, would you add items? What items
would you add? Why?

VIII. Recommendations:
1. What recommendations would you make related to the following:
a. The test development process
b. The construct/theory chosen
c. How to improve your test's psychometric properties?
 IX. The New Prototype
a. Include the new items you would consider for the next round of
pilot testing and justify why you would include them.

X. Researcher's Notes:
1. You may talk about your experiences as you went through the process
of test development in terms of:
a. What you would do differently?
b. How it has helped in your understanding of test development?

Submit your output in a separate compilation.

Guidelines for the final output

 A4 bondpaper size
 Margin, 1.5” left, and 1” right-top-bottom
 Spacing 1.5 (with Before and After: 0 pt – check layout tab of Microsoft office)
 Ring bind
 Laboratory Activity 8: Examination of Administration Manuals
for Group Tests

Materials needed: Copies of printed and/or online test administration manuals

(suggested online sites provided on the next page) or Testing Materials in the
Psychology Laboratory.

The aspects and importance of guidelines for test administration.

Description: This activity is to examine printed and/or online test administration

manuals and identify aspects of administration procedures that are delineated in
more or less detail. You are about to examine, in or outside of class, one or more
test administration manuals you have identified. Alternatively, you can use the web
search term “test administration” and easily identify online test manuals (examples
are provided on the next page). You can work individually, in pairs, or in small
groups. Each student should have a copy of a Test Administration Evaluation Form
(a sample form is provided on the next page) that will be used to summarize
information provided in the manual. The level of detail or specificity ( not
mentioned, minimal, some, extensive) provided in the manual regarding each
aspect of test administration should be indicated on this form by placing a  in the
appropriate box. Whether the information is collected during class or outside of
class, variations in the content and level of detail provided in the test administration
manuals should be discussed.

Note: Test administration manuals are typically updated yearly. To find a

recent test administration manual online in pdf format, simply Google
“test administration manual” and you will find links to numerous
administration manuals that can be useful for this exercise.
Examples:
Test Administration Handbook for the National Board of Medical Examiners (NBME)
Subject Examinations http://www.nbme.org/PDF/Publications/Subject-Exam-Test-
Admin-Handbook.pdf

Test Administration Manual for Major Field Tests (Educational Testing Service/Higher
Education Assessment)
http://www.ets.org/Media/Tests/MFT/pdf/TestAdmMan.pdf

Test Administration Guidelines for the National Health Care Foundation Skills
Standards Assessment (National Occupational Competency Testing Institute) Note:
This site provides guidance for administrators of this online
test.http://www.nchste.org/pageimages/NCHSTE%20Online%20Testing%20Guidelin
es.pdf
Test Administration Manual for:

Administration Minimal Some Extensive

Not
Procedures detail or detail or detail or Notes
mentioned
Related to: specificity specificity specificity

The amount of
time allocated for
the test/time-
keeping
The testing
environment
(e.g., seating
configuration)
Verifying
identities of
examinees
Introducing/descri
bing the test
Giving
instructions to
examinees
Distributing the
test to examinees
Answering
examinees’
questions about
the test or test
items
Collecting the test
Test security
 Administration Minimal Some Extensive
Not
Procedures detail or detail or detail or Notes
mentioned
Related to: specificity specificity specificity

Testing
examinees with
disabilities
Testing
examinees with
limited English
proficiency
Dealing with
irregularities that
affect the entire
group
Dealing with
irregularities
primarily affecting
individuals
other (specify):

other (specify):

other (specify):
 Laboratory Activity 9: Quotations Related to Intelligence,
Genius, and Wisdom

Conceptions of intelligence; similarities/differences between lay and expert

definitions of intelligence.

Description: This activity is a novel and interesting way to help you examine your
own and others’ ideas about intelligence. The table of quotations related to
intelligence, genius, and wisdom (provided on the next page). You should try to
identify specific assumptions or beliefs about the nature of intelligence, or about
intelligent people, suggested by each quote. You can indicate in the far right column
of the table which assumptions they believe are reflected in each quote.

Examples of assumptions about intelligence:

(1) Intelligence is acquired through experience.

(2) Intelligence is the product of heredity.
(3) Intelligence involves the capacity to adapt.
(4) Intelligence involves the creation of things or products of value.
(5) There is a distinction between knowledge of facts and intelligence.
(6) Intelligence is changeable.
(7) Intelligence is fixed.
(8) There are different kinds of intelligences.
(9) Intelligence involves creativity, imagination, or originality.
(10) Intelligence is associated with certain unappealing personality traits or behaviors.
(11) Intelligence involves common sense, practicality or “street smarts”.
(12) Intelligence involves observational skills.
(13) Intelligence involves the ability to reason logically and well.
(14) Intelligence involves the ability to distinguish between what is important, central, or
relevant and what is less important, peripheral, or irrelevant.
(15) Intelligence involves problem-solving ability.
(16) Intelligence involves social competence and other-awareness.
(17) Intelligence involves self-awareness.
(18) Intelligence involves the ability to use language effectively.
(19) Intelligence involves awareness of limitations.
(20) Intelligence involves awareness of possibilities.

Intelligence
QUOTATION AUTHOR
concept (#)
The art of being wise is the art of knowing what to William James, 1842-1910
overlook.
And in knowing that you know nothing, that Socrates, 469 BC-399 BC
makes you the smartest of all.
Talent hits a target no one else can hit. Genius Arthur Schopenhauer,
hits a target no one else can see. 1788-1860
The height of cleverness is to be able to conceal it. Francois de La
Rochefoucauld, 1613-1680
The test of a first-rate intelligence is the ability to F. Scott Fitzgerald, 1896-
hold two opposed ideas in the mind at the same 1940
time, and still retain the ability to function.
Our own physical body possesses a wisdom which Henry Miller, 1891-1980
we who inhabit the body lack.
Genius is more often found in a cracked pot than a E. B. White, 1899-1985
whole one.
Sane and intelligent human beings…carefully and Mark Twain, 1835-1910
cautiously and diligently conceal their private
real opinions from the world and give out
fictitious
ones in their stead for general consumption.
Knowledge comes, but wisdom lingers. Alfred Lord Tennyson,
1809-1892
A genius is a man in whom you are least likely to William James, 1842-1910
find the power of attending to anything insipid or
distasteful in itself. He breaks his engagements,
leaves his letters unanswered, neglects his family
duties incorrigibly, because he is powerless to
turn
his attention down and back from those more
interesting trains of imagery with which his genius
constantly occupies his mind.
There is no great concurrence between learning Sir Frances Bacon, 1561-
and wisdom. 1626
The sign of an intelligent people is their ability to Marya Mannes, 1904-1980
control emotions by the application of reason.
All is but lip-wisdom which wants experience. Sir Philip Sidney, 1554-
1586
Men of genius are often dull and inert in society, Henry Wadsworth
as a blazing meteor when it descends to earth, is Longfellow, 1807-1882
only a stone.
That is true wisdom, to know how to alter one’s Terence, 185 BC-159 BC
mind when occasion demands it.
The source of genius is imagination alone, the Eugene Delacroix, 1798-
refinement of the senses that sees what others do 1863.
not see, or sees them differently.
Abundance of knowledge does not teach one to be Heraclitus, 540 BC-480 BC
wise.
Genius is the ability to put into effect what is in F. Scott Fitzgerald, 1896-
your mind. 1940
To be intelligent is to be open-minded, active, Leopold Stein, 1810-1882
memoried, and persistently experimental.
He who knows others is wise. He who knows Lao-tzu, 604 BC-531 BC
himself is enlightened.
Every man who observes vigilantly, and resolves Edward Bulwer-Lytton,
steadfastly, grows unconsciously into genius 1803-1873
Genius without education is like silver in the mine. Benjamin Franklin, 1706-
1790
 Laboratory Activity 10: Administering, Scoring, and Interpreting of
Intelligence Tests, Aptitude, and Personality Test

Materials needed: Stanford-Binet or Wechsler Scale kit or any Intelligence Tests

available in the Psychology Laboratory; also, it is helpful if your classroom has tables
or desks that your classmates can use during the conduct of the activity.

The construct of intelligence ; abilities measured by intelligence tests; test

administration.

Description: This activity works best after material on intelligence tests, and
procedures for administering intelligence tests, has been covered. Put you into pairs
or small groups and have them go through all or some of the subtests on the Binet
or Wechsler intelligence test. Because administration and scoring procedures of
some subtests are more intuitively obvious than others (e.g., on the WISC,
Information and Block Design vs. Comprehension and Picture Arrangement), you
might want to select a few subtests that students can administer without substantial
direction, especially if you want to limit how much time is spent on this activity. In
any case, one of you can act as the examinee and another as the examiner for the
administration of one subtest, and then switch roles for administration of the next.
Students should pay attention to facets of intelligence each subtest is designed to
measure; you might want to give this information in a handout or project it on a
screen for a reference. Further, you can discuss psychometric properties and
strengths/limitations of the test.
Write your personal reflection in the conduct of this laboratory exercise.

_
 Laboratory Activity 11: Conducting an Intake Interview and Writing a
Mental Status Examination (MSE)

I. BEHAVIORAL OBSERVATIONS AND MSE

a. Appearance

b. Attitude and Interpersonal Style

c. Behavior and Psychomotor Activity

_
d. Speech and Language

e. Mood and Affect

f. Orientation and Level of Consciousness

g. Attention and Concentration

h. Memory and Registration

i. Ability to Abstract and Generalize

j. Information and Intelligence

k. Disordered Perceptions
l. Thought Content and Thought Processes

m. Suicidality and Homicidality

n. Stress

_
o. Insight

p. Judgment
 Laboratory Activity 12: Writing A Psychological Evaluation Report

One of your final requirements is to conduct an intake interview, administer,

score, interpret a test and evaluate a psychological report. Kindly follow the format
below:

PSYCHOLOGICAL EVALUATION REPORT

DEMOGRAPHIC PROFILE
Name :
Age/Date of Birth :
Sex :
Ethnicity :
Denomination :
Name of Examiner :
Referred by :
Date :
II. EVALUATION PROCEDURES/ MEASURES

III. PRESENTING COMPLAINTS

IV. BACKGROUND INFORMATION

V. BEHAVIORAL OBSERVATIONS AND MSE

A. Appearance
B. Attitude and Interpersonal Style

C. Behavior and Psychomotor Activity

D. Speech and Language

E. Mood and Affect

F. Orientation and Level of Consciousness

G. Attention and Concentration

H. Memory and Registration

I. Ability to Abstract and Generalize

J. Information and Intelligence

K. Disordered Perceptions

L. Thought Content and Thought Processes

M. Suicidality and Homicidality

N. Stress

O. Insight

P. Judgment
VI. TEST RESULTS

A. Multiple Intelligence Inventory

B. Personality Test (Objective)
C. Personality Test (Subjective)
D. Aptitude Test
E. IQ Test

VII. DISCUSSION

VIII. DIAGNOSTIC IMPRESSIONS/TENDENCIES

IX. SUMMARY AND RECOMMENDATIONS

X. REFERENCES

Submit your output.

 References:

Textbook:

Kaplan, Robert M. & Dennis P. Saccuzzo (2013). Psychological Assessment and

Theory: Creating and Using Psychological Tests, 8th Edition. Wadsworth
Cengage Learning.

References:

Cohen, Ronald Jay & Mark E. Swedlik (2013). Psychological Testing and Assessment:
An Introduction to Tests and Measurement, 8th Edition. McGraw-Hill.

Scientific and Professional Ethics Committee – Psychological Association of the

Philippines (n.d.). Code of Ethics for Philippine Psychologists.
code_of_ethics_pdf.pdf