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Psychological testing is the administration of psychological tests. Psychological tests are administered by trained evaluators. A person's responses are evaluated according to carefully prescribed guidelines. Scores are thought to reflect individual or group differences in the construct the test purports to measure. The science behind psychological testing is psychometrics.
The Rorschach test is a projective psychological test in which subjects' perceptions of inkblots are recorded and then analyzed using psychological interpretation, complex algorithms, or both. Some psychologists use this test to examine a person's personality characteristics and emotional functioning. It has been employed to detect underlying thought disorder, especially in cases where patients are reluctant to describe their thinking processes openly. The test is named after its creator, Swiss psychologist Hermann Rorschach. The Rorschach can be thought of as a psychometric examination of pareidolia, the active pattern of perceiving objects, shapes, or scenery as meaningful things to the observer's experience, the most common being faces or other pattern of forms that are not present at the time of the observation. In the 1960s, the Rorschach was the most widely used projective test.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word 'assessment' came into use in an educational context after the Second World War.
Thematic apperception test (TAT) is a projective psychological test developed during the 1930s by Henry A. Murray and Christiana D. Morgan at Harvard University. Proponents of the technique assert that subjects' responses, in the narratives they make up about ambiguous pictures of people, reveal their underlying motives, concerns, and the way they see the social world. Historically, the test has been among the most widely researched, taught, and used of such techniques.
A personality test is a method of assessing human personality constructs. Most personality assessment instruments are in fact introspective self-report questionnaire measures or reports from life records (L-data) such as rating scales. Attempts to construct actual performance tests of personality have been very limited even though Raymond Cattell with his colleague Frank Warburton compiled a list of over 2000 separate objective tests that could be used in constructing objective personality tests. One exception however, was the Objective-Analytic Test Battery, a performance test designed to quantitatively measure 10 factor-analytically discerned personality trait dimensions. A major problem with both L-data and Q-data methods is that because of item transparency, rating scales and self-report questionnaires are highly susceptible to motivational and response distortion ranging all the way from lack of adequate self-insight to downright dissimulation depending on the reason/motivation for the assessment being undertaken.
Multiple choice (MC), objective response or MCQ is a form of an objective assessment in which respondents are asked to select only correct answers from the choices offered as a list. The multiple choice format is most frequently used in educational testing, in market research, and in elections, when a person chooses between multiple candidates, parties, or policies.
In psychology, a projective test is a personality test designed to let a person respond to ambiguous stimuli, presumably revealing hidden emotions and internal conflicts projected by the person into the test. This is sometimes contrasted with a so-called "objective test" / "self-report test", which adopt a "structured" approach as responses are analyzed according to a presumed universal standard, and are limited to the content of the test. The responses to projective tests are content analyzed for meaning rather than being based on presuppositions about meaning, as is the case with objective tests. Projective tests have their origins in psychoanalysis, which argues that humans have conscious and unconscious attitudes and motivations that are beyond or hidden from conscious awareness.
Computerized adaptive testing (CAT) is a form of computer-based test that adapts to the examinee's ability level. For this reason, it has also been called tailored testing. In other words, it is a form of computer-administered test in which the next item or set of items selected to be administered depends on the correctness of the test taker's responses to the most recent items administered.
The implicit-association test (IAT) is an assessment intended to detect subconscious associations between mental representations of objects (concepts) in memory. Its best-known application is the assessment of implicit stereotypes held by test subjects, such as associations between particular racial categories and stereotypes about those groups. The test has been applied to a variety of belief associations, such as those involving racial groups, gender, sexuality, age, and religion but also the self-esteem, political views, and predictions of the test taker. The implicit-association test is the subject of significant academic and popular debate regarding its validity, reliability, and usefulness in assessing implicit bias.
The Dunning–Kruger effect is a cognitive bias whereby people with low ability, expertise, or experience regarding a certain type of task or area of knowledge tend to overestimate their ability or knowledge. Some researchers also include the opposite effect for high performers: their tendency to underestimate their skills. In popular culture, the Dunning–Kruger effect is often misunderstood as a claim about general overconfidence of people with low intelligence instead of specific overconfidence of people unskilled at a particular task.
An objective structured clinical examination (OSCE) is an approach to the assessment of clinical competence in which the components are assessed in a planned or structured way with attention being paid to the objectivity of the examination which is basically an organization framework consisting of multiple stations around which students rotate and at which students perform and are assessed on specific tasks. OSCE is a modern type of examination often used for assessment in health care disciplines.
A self-report inventory is a type of psychological test in which a person fills out a survey or questionnaire with or without the help of an investigator. Self-report inventories often ask direct questions about personal interests, values, symptoms, behaviors, and traits or personality types. Inventories are different from tests in that there is no objectively correct answer; responses are based on opinions and subjective perceptions. Most self-report inventories are brief and can be taken or administered within five to 15 minutes, although some, such as the Minnesota Multiphasic Personality Inventory (MMPI), can take several hours to fully complete. They are popular because they can be inexpensive to give and to score, and their scores can often show good reliability.
An ink blot test is a personality test that involves the evaluation of a subject's response to ambiguous ink blots. This test was published in 1921 by Swiss psychiatrist Hermann Rorschach. The interpretation of people's responses to the Rorschach Inkblot Test was originally based on psychoanalytical theory but investigators have used it in an empirical fashion. When this test is used empirically, the quality of the responses is related to the measurements of personality.
The Millon Clinical Multiaxial Inventory – Fourth Edition (MCMI-IV) is the most recent edition of the Millon Clinical Multiaxial Inventory. The MCMI is a psychological assessment tool intended to provide information on personality traits and psychopathology, including specific mental disorders outlined in the DSM-5. It is intended for adults with at least a 5th grade reading level who are currently seeking mental health services. The MCMI was developed and standardized specifically on clinical populations, and the authors are very specific that it should not be used with the general population or adolescents. However, there is evidence base that shows that it may still retain validity on non-clinical populations, and so psychologists will sometimes administer the test to members of the general population, with caution. The concepts involved in the questions and their presentation make it unsuitable for those with below average intelligence or reading ability.
The Benton Visual Retention Test is an individually administered test for people aged from eight years to adulthood that measures visual perception and visual memory. It can also be used to help identify possible learning disabilities among other conditions that might affect an individual's memory. The individual examined is shown ten designs, one at a time, and asked to reproduce each one as exactly as possible on plain paper from memory. The test is untimed, and the results are professionally scored by form, shape, pattern, and arrangement on the paper.
The Rey–Osterrieth complex figure (ROCF) is a neuropsychological assessment in which examinees are asked to reproduce a complicated line drawing, first by copying it freehand (recognition), and then drawing from memory (recall). Many different cognitive abilities are needed for a correct performance, and the test therefore permits the evaluation of different functions, such as visuospatial abilities, memory, attention, planning, working memory and. First proposed by Swiss psychologist André Rey in 1941 and further standardized by Paul-Alexandre Osterrieth in 1944, it is frequently used to further explain any secondary effect of brain injury in neurological patients, to test for the presence of dementia, or to study the degree of cognitive development in children.
Sentence completion tests are a class of semi-structured projective techniques. Sentence completion tests typically provide respondents with beginnings of sentences, referred to as "stems", and respondents then complete the sentences in ways that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states. Therefore, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings. Notwithstanding, there is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states. This debate would affect whether sentence completion tests can be strictly categorized as projective tests.
Psychological evaluation is a method to assess an individual's behavior, personality, cognitive abilities, and several other domains. A common reason for a psychological evaluation is to identify psychological factors that may be inhibiting a person's ability to think, behave, or regulate emotion functionally or constructively. It is the mental equivalent of physical examination. Other psychological evaluations seek to better understand the individual's unique characteristics or personality to predict things like workplace performance or customer relationship management.
The Freiburger Persönlichkeitsinventar (FPI) is a psychological personality test to assess personality. The test is comparable in some aspects to MMPI and more generally to EPI or 16PF and is mainly used in German speaking countries. The FPI is primarily used in the field of clinical psychology and more generally in psychological research.
The Rorschach Performance Assessment System (R-PAS) is a scoring and interpretive method to be used with the Rorschach inkblot test. This system is being developed by several members of the Rorschach Research Council, a group established by John Exner to advance the research on the Comprehensive System, the most widely used scoring system for the Rorschach. Following Exner's death, the council admitted that the current Comprehensive System scoring was in need of revision. R-PAS was developed as an empirically based revision of the Exner Comprehensive System.
References
- 1 2 3 Meyer, G. J.; Kurtz, J. E. (2006). "Advancing personality assessment terminology: Time to retire "objective" and "projective" as personality test descriptors". Journal of Personality Assessment. 87 (3): 223–5. doi:10.1207/s15327752jpa8703_01. PMID 17134328.
- ↑ "Projective test". Encyclopædia Britannica. 2018.
- ↑ Wagner, E. E. (2008). "Beyond "objective" and "projective": A logical system for classifying psychological tests: Comment on Meyer and Kurtz (2006)". Journal of Personality Assessment. 90 (4): 402–405. doi:10.1080/00223890802108246. PMID 18584450.
- ↑ Bornstein, R. F. (2007). "Toward a process-based framework for classifying personality tests: Comment on Meyer and Kurtz (2006)". Journal of Personality Assessment. 89 (2): 202–207. doi:10.1080/00223890701518776. PMID 17764397.
- ↑ Lumen Learning (2022). Assessing Personality. Lumen Learning https://courses.lumenlearning.com/boundless-psychology/chapter/assessing-personality/