CHAPTER 1 INTRODUCTION

1. Psychological Assessment:

- Definition: Gathering and integrating psychology-related data

for a psychological evaluation.

- Tools Used: Tests, interviews, case studies, behavioral

observation, specially designed apparatuses, and measurement
procedures.

- The purpose: Purpose of assessment is to answer specific

questions about a person's strengths and weaknesses, diagnosis,
treatment needs, and outcomes. For example, a psychologist may
conduct an assessment to determine if a child has a learning
disability, what kinds of interventions are appropriate, and how the
child is progressing over time.

2. Psychological Testing:

- Definition: Process of measuring psychology-related variables

through devices or procedures.

- Tools Used: Devices designed to obtain a sample of behavior.

Testing is one component of assessment that involves the use of

standardized instruments or procedures to measure specific aspects
of a person's behavior or mental attributes². Testing can be done
for various domains, such as intelligence, personality, aptitude,
achievement, neuropsychology, and forensic psychology². Testing
requires the use of norm-referenced or criterion-referenced tests
that have established reliability and validity. For example, a
psychologist may use an intelligence test to measure a person's
cognitive abilities and compare them to the average scores of a
representative sample of the population.
3. Psychological measurement: Measurement is the process of
assigning numbers or categories to the results of testing or other
assessment methods³. Measurement involves the use of scales,
scoring rules, and statistical techniques to quantify and analyze the
data collected from assessment³. Measurement also requires the
consideration of measurement errors, biases, and ethical issues³.
For example, a psychologist may use a measurement model to
calculate the scores of a personality test, check for the accuracy
and consistency of the scores, and interpret the scores in relation to
the theory and research behind the test.

DIFFERENCE BETWEEN TESTING AND ASSESSMENT

TESTING ASSESSMENT

Objective:The goal is to Objective: The main goal is

measure someone's abilities or
qualities using a numerical scale.
Example: If you're testing
someone's math skills, the
objective is to assign a numerical
score that reflects their
proficiency in solving math
problems.
usually to answer a question,
solve a problem, or make a
decision using assessment tools.
Example: Imagine a teacher
wants to understand how well a
student is learning math. The
goal is to use different
assessments, like quizzes and

Process:
The evaluation can be done
individually or in a group. After
the test, the person giving the
test usually counts how many
correct answers or specific
responses were given, without
focusing much on how or why
the answers were given.
Example: In a spelling test, the
process involves counting the
number of correctly spelled
words without delving into why a
particular word was misspelled.
Role of Evaluator:
The person giving the test
doesn't play a crucial role; one
person giving the test can be
replaced by another without
significantly changing the
evaluation.
Example: Whether Teacher A or
Teacher B administers a spelling
test, the focus is on the correct
spelling of words, not on who is
giving the test.
Skills of Evaluator:
The evaluator needs technical
skills to administer and score the
test, as well as interpret the
results.
Example: If evaluating reading
comprehension, the evaluator
observations, to answer the
question of the student's
understanding.
Process: Assessment is usually
personalized. Unlike tests, it's
more about how someone thinks
rather than just the final results.
Example: Instead of just giving
a final test, a teacher might
observe how a student
approaches a math problem,
seeing the process of solving it
rather than just the correct
answer.
Role of Evaluator: The person
doing the assessment is crucial.
They choose the right tools and
draw conclusions from the whole
evaluation process.
Example: The teacher plays a
key role. They decide which
assessments, like written tests or
practical activities, would give
the best insights into the
student's math skills.
Skill of Evaluator: Assessing
needs skill in choosing tools,
evaluating, and organizing data
thoughtfully.
Example: The teacher needs
skill in choosing the right type of
needs skills to objectively score
the answers and interpret what
the score indicates about the
individual's understanding of the
text.
Outcome:
Testing usually results in a
numerical score or a series of
scores.
Example: In a science quiz, the
outcome is a numerical score
representing the student's
performance, such as 80%
correct answers out of a total of
100%.
questions or activities that truly
show what the student knows
and can do in math.
Outcome: Assessment usually
involves a logical problem-
solving approach using various
sources of data to understand
and solve a problem.
Example: After using various
assessments, the teacher brings
together all the information to
understand the student's math
level and decide on the best way
to help them improve.

Varieties of assessment:

1. Introduction to Assessment Varieties:

Assessment, in the realm of psychology, takes on various forms,

each tailored to specific purposes. The modifiers attached to
"assessment" can provide insights into the unique focus of each
type. While terms like "therapeutic psychological assessment" and
"educational assessment" are self-explanatory, others, such as
"retrospective assessment," "remote assessment," and "ecological
momentary assessment," might require clarification.

2. Retrospective Assessment: Looking Back in Time

Retrospective assessment involves using evaluative tools to
understand psychological aspects of an individual as they existed at
some point in the past. Whether the subject is alive or deceased,
this form of assessment presents distinct challenges that require
careful consideration (Reyman et al., 2015; Teel et al., 2016).

3. Remote Assessment: Bridging Physical Distances

Remote assessment is conducted when the subject is not physically

present. This approach utilizes psychological evaluation tools to
gather data and draw conclusions, overcoming the limitations of
geographical proximity. An example highlighted in this chapter is
the evolving landscape of psychological assessments facilitated by
the smartphone revolution in communication

4. Ecological Momentary Assessment (EMA): Capturing the "In

the Moment" Experience

EMA involves evaluating specific problems, along with cognitive and

behavioral variables, as they occur in real-time and at the location
where they manifest. A noteworthy example of EMA is the use of
smartphones for psychological assessments, illustrating how this
approach has been applied to address various clinical issues like
post-traumatic stress disorder, problematic smoking, and chronic
abdominal pain in children.

5. Application Examples: Smartphone Revolution in

Psychological Assessment

The Close-Up feature in this chapter delves into the transformative

impact of smartphones on psychological assessments. This
highlights how advancements in communication technology are
reshaping the way assessments are conducted, emphasizing the
potential for more dynamic and real-time data collection.

Steps of Psychological Testing

The steps of psychological testing may vary depending on the

specific test and the context of the assessment, but they generally
follow a similar sequence⁴. Here is a simplified outline of the steps
of psychological testing:

1. Define the purpose and objectives of the test. The psychologist

should clarify the reason for testing, the target population, the
content and format of the test, and the expected outcomes and
implications of the test⁴.

2. Select or develop the test. The psychologist should choose or

create a test that is appropriate for the purpose and objectives of
the test, and that meets the standards of psychometric quality,
such as reliability, validity, and fairness⁴.

3. Administer the test. The psychologist should follow the

instructions and guidelines for administering the test, such as the
setting, materials, time, and procedures⁴. The psychologist should
also establish rapport with the test-taker, explain the purpose and
nature of the test, and address any questions or concerns⁴.

4. Score the test. The psychologist should apply the scoring rules
and methods for the test, such as the number or type of points
assigned to each response, the conversion of raw scores to
standard scores, and the use of norms or criteria for comparison⁴.

5. Interpret the test. The psychologist should analyze and evaluate

the test results in relation to the purpose and objectives of the test,
the theoretical and empirical background of the test, and the
characteristics and context of the test-taker⁴. The psychologist
should also consider the limitations and sources of error of the test,
and the ethical and legal implications of the test⁴.

6. Report the test. The psychologist should communicate the test

results and their interpretation to the relevant parties, such as the
test-taker, the referral source, or other professionals⁴. The
psychologist should use clear and accurate language, provide
feedback and recommendations, and protect the confidentiality and
privacy of the test information⁴.