USE OF TECHNOLOGY IN PSYCHOLOGICAL ASSESSMENT

Psychological Assessment can be defined as the process of gathering and integrating

psychology-related data for making psychological evaluation that is usually accomplished by
using tools such as tests, interviews, case studies, behavioural observations etc. Here the
underlying motive is to find an answer to a referral question, solve a problem or arrive at a
decision by using the tools of evaluation. Assessment is done individually. It also requires a
detailed selection of tools of evaluation, expertise in evaluation, thoughtful planning and
organisation and integration of data.

Many psychologists and neurologists are relying on computer based test, which are easier to
administer and score as compared to paper pencil tests.

Computers may serve as test administrators, online or offline and as highly efficient test
scorers. Scoring can be done on-site (local processing) or at some central location (central
processing). The scoring report created by the computer can be either a simple scoring report
or an extended scoring report which is more detailed or interpretive report with numerical or
narrative interpretive statements in the report. Consultative report is another version which
may provide expert opinion concerning analysis of the data. Integrative report typically uses
information from sources other than the test scores like observations or medical records etc in
the report.

Computer assisted psychological assessment (CAPA) procedure began around early 1950s,
where optical scanners were modified to read answer sheets and score tests. This led to
expanded use of computers in testing. Initial focus was on gaining more information from the
test scores with multiple scores. Thus, along with scoring, computers began to interpret the
scores and also started doing test data analysis. Scoring profiles were interpreted by experts
and then their knowledge was consolidated into computer made interpretive reports for
instruments scored on multiple scales. By around 1960s, rudimentary time sharing software,
led to first generation of computer-assisted instruction (CAI).

Later in 1960s and 70s, CAI consisted of computers working as “page turners" with very
basic logic to support the instructional process. This led to computer-based testing using the
same page-turning approach. However, as computers delayed a lot between the questions of
the test, standardization of the testing process was badly affected. By early 1970s, mini
computers (Also known as personal computers or PC) were introduced. These computers
allowed a single user to access the hardware and software. This gave complete control over
the test administration, resulting in better standardization of the testing process. Today PCs
not only allow smooth Administration of the test, but also completes scoring within fraction
of seconds.

USES:

Developments in computer technology are important in behavioral assessment for a number

of reasons.
1. Although many current applications of computer technology in psychology and
education have focused on traditional testing, test scoring, and report generation, there
is the potential for application of this technology across a wide range of behavioral
measures on various adult and childhood behavior disorders.
2. Computers offer special benefits in practice by reducing the time and cost of
assessment. While this might be considered an advantage of computer assessment
applications generally, it is a special feature that should be considered by behavioral
assessors. Traditionally, behavioral assessment has been considered very time
consuming and costly for use in applied settings. Surveys of practitioners who have
engaged in behavioral assessment practices have provided feedback suggesting time
and cost limitations.
3. Although there is little empirical work in this area, computers in behavioral
assessment may strengthen the link between assessment and treatment.
Microcomputers have been used for both assessment and treatment of
developmentally disabled children, and may supplement conventional self-help or
bibliotherapy formats in psychological treatment.

There are various types of Computer-assisted testing. Some of them are as follows;

Conventional testing involves all examines receiving the same test questions in similar
order, usually one question at a time and is the simplest application of computers in test
delivery. Here instructions are given by the computer along with some sample questions. It
also allows recording the time taken by the subject to respond to the questions which is quite
useful for understanding the subject’s attention to the test.

Branched or Response-Contingent testing is used in measuring variables that can be

assessed through a problem-solving scenario or sequence of steps. Here, the subject is given a
problem situation with alternatives, each alternative branching to next step of problem
solving. Subject's adequacy and efficiency in solving the problem is considered while scoring
him or her on this test.

Partially Adaptive testing makes use of small groups of testlets as per difficulty levels. The
subject is initially given a medium difficulty test, on which if he scores high on the test then
he is given a more difficult test and if he scores low then he is given an easier test. This type
of testing is completely based on the subject's score on each testlet.

Computer Adaptive testing (CAT) adapts uniquely to each subject's ability levels, whether
in terms of levels of difficulty or number of items. Hence it is also known as tailored testing.
It is based on the mathematical model called item response theory. Here again the test for the
subject is structured on the basis of his or her scores on the current item i.e. if he performs
well on a medium difficulty item, then next he will be presented with a more difficult item.
CATs are relatively shorter than conventional test and hence can be administered quickly.

Sequential testing is used for making categorized decisions by using one or more pre-
specified cut off scores. Here questions are arranged in terms of the amount of precision they
give in to the decision and administered in the planned order until a category can be made. In
this type of testing questions are not selected on the basis of the subject's ability levels like in
CATs.

However, Computer assisted psychological assessment has certain advantages like; It is less
time consuming in terms of administration, scoring and interpretation. It minimizes chances
of human errors. It ensures standardized test administration to all testtakers. It provides
standardized interpretation of findings. Non professionals can be a part of test administration.
Also it can be administered to groups in one sitting. Computers can automatically tailor test
content and length as per the responses of the testtaker. In spite of all these benefits, there are
some practical disadvantages also, like; Professionals using it must have a clear idea about
the software, scoring and interpretation which will be done by the computer. There's always a
chance of hardware or software malfunction. Computers don't possess the flexibility to
recognize exceptions to the rule in context of the big picture. When tests are administered in
uncontrolled environment, environmental variables present during the process may affect the
performance of individuals. Also, Security of these test data can be breached by hackers or
can also be destroyed by computer viruses.
Computers further lend themselves to different behavioural assessments also.

In Interviews, computers can be used for collecting data directly from the client, for storage
of data and for analysis of the scored data. There numerous early applications like
interviewing medical and psychiatric patients. The format of these questionnaires can be
changed as per the purpose of the interview.

Analogue Assessment Procedures have a wide range of strategies adapted to computers and
can be used for behavioural assessments. The different programs under this assessment
include; Computerized Test of Reading Comprehension. Students are presented with the
appropriate reading passages on the computer screen and are suppose to key their responses
on the keyboard. The Computerized Test of Spelling Errors, Computerized Close Procedure
etc are some forms.

Psycho physiological Assessment also have applications focusing on assessment of different

disorders. But the disadvantage of this assessment is that the equipment stores extremely
important data and contamination of the same can be dangerous.

Direct Observational Assessment uses micro computers programmed for the same. Here,
behaviour occurrence is recorded using the keyboard and multiple behaviours can be
recorded simultaneously by assigning different keys to each behaviour.

However there are many ethical issues in application of computer-based assessment. One
main issue is regarding the development of guidelines. Past discussions regarding ethical and
legal considerations have not mentioned computer issues and there are no statements for
computer use. Secondly, using such computer-based assessment strategies makes it the
responsibility of the clinicians to ensure that integrity of the equipment is carefully
monitored. Minor differences in the system will affect the interpretations. Clients should be
trained on the equipment so as to limit the impact of their unfamiliarity. Clinicians must
ensure that the computer-based procedures used are both reliable and validated for the
purposes which they serve. Clinicians are also ethically responsible for ensuring
confidentiality of the data.