PYC4807
PSYCHOLOGICAL
ASSESSMENT
Assignment 2
847603
Student Number
##########
Date
09 MAY 2019
Prepared By: ………………..
,PYC4807
TABLE OF CONTENTS
1 INTRODUCTION .................................................................................................................. 3
2 CONTEXT AND AIM OF THE ASSESSMENT.................................................................. 3
2.1 Rationale for Testing ........................................................................................................ 3
2.2 Context of Testing ............................................................................................................ 4
3 THE PERSON-ENVIRONMENT FIT APPROACH ............................................................ 4
3.1 Assessing Intelligence ...................................................................................................... 4
3.2 Assessing Aptitude ........................................................................................................... 5
3.3 Interest Questionnaires ..................................................................................................... 5
3.4 Assessment of Values....................................................................................................... 6
3.5 Assessment of Personality................................................................................................ 6
4 COMPILING A TEST BATTERY ........................................................................................ 6
4.1 The Learning Potential Computerised Adaptive Test (LPCAT) ...................................... 6
4.1.1 Aim ........................................................................................................................... 6
4.1.2 Norm Group .............................................................................................................. 7
4.1.3 Psychometric Properties............................................................................................ 7
4.2 The differential Aptitude tests (DAT) .............................................................................. 8
4.2.1 Aim ........................................................................................................................... 8
4.2.2 Norm Group .............................................................................................................. 8
4.2.3 Psychometric Properties............................................................................................ 9
4.3 The Self- directed Search (SDS) ...................................................................................... 9
4.3.1 Aim ........................................................................................................................... 9
4.3.2 Norm Group ............................................................................................................ 10
4.3.3 Psychometric Properties.......................................................................................... 10
4.4 Occupational Personality Questionnaire (OPQ) ............................................................ 11
1
,PYC4807
4.4.1 Aim ......................................................................................................................... 11
4.4.2 Norm Group ............................................................................................................ 12
4.4.3 Psychometric Properties.......................................................................................... 12
5 WHY IS DYNAMIC ASSESSMENT MORE APPROPRIATE THAN A
PSYCHODYNAMIC APPROACH? ........................................................................................... 13
6 ADMINISTRATION PROCESS ......................................................................................... 13
7 ETHICAL CONSIDERATIONS ......................................................................................... 14
8 INTERPRETATION OF RESULTS .................................................................................... 15
8.1 Cognitive Ability ............................................................................................................ 15
8.2 Aptitude .......................................................................................................................... 15
8.3 Interests .......................................................................................................................... 15
8.4 Personality ...................................................................................................................... 16
9 THE INFLUENCE OF LANGUAGE AND SOCIO-CULTURAL FACTORS ON THE
TEST BATTERY ......................................................................................................................... 16
10 DISCUSSION OF RESULTS .............................................................................................. 16
11 FEEDBACK OF RESULTS................................................................................................. 16
12 CONCLUSION .................................................................................................................... 17
13 REFERENCE LIST .............................................................................................................. 18
14 PLAGIARISM DECLARATION ........................................................................................ 23
2
,PYC4807
1 INTRODUCTION
Psychological assessment involves a multidimensional process using assessment measures as well
as other data sources. A test battery is compiled to ensure suitability for a specific client. After
gathering and synthesizing data, conclusions can be drawn on the functioning of the client. This
information is valuable in establishing interventions or making decisions for optimal future
functioning (Foxcroft & Roodt, 2013). A psychological assessment is going to be administered to
facilitate the career counseling process for a client by the name of Jon. He has requested career
counseling to seek guidance regarding his prospective career in administration. The person-
environment fit approach will be used to determine what characteristics Jon should possess to
complement an administrative environment. Jon’s background of education and socio-economic
status as well as his language need to be considered during the assessment to ensure the validity of
measures. Additionally, the selected test battery will be defined in terms of aims, group norms, and
psychometric properties to verify the suitability of measure for the context of Jon and for the
purpose of career counseling. Lastly, the administration and interpretation of Jon’s assessment
will take place and the ethical considerations and results discussed.
2 CONTEXT AND AIM OF THE ASSESSMENT
2.1 Rationale for Testing
Since Jon has just finished school and is unsure of his career decisions, a career assessment should
be administered. When committing to a career path decision making can be difficult and
complicated. Thus, counseling will assist Jon to gain more knowledge about his aspirations,
abilities and work values. (Naicker, 1994). According to Gore and Melts (2005), career assessment
is important as it creates an opportunity for an individual to explore careers as well as self-
awareness. In Addition, identifying work-related strengths and interests is extremely valuable in
achieving psychological satisfaction (Foxcroft & Roodt, 2013). Jon needs to do an assessment to
ensure that he understands what the administration field entails and confirm his skills and interests
are to avoid perusing the wrong career.
3
, PYC4807
2.2 Context of Testing
Jon is an 18year old Zulu- speaking male residing in Kwa-Zulu Natal. He recently matriculated
and has applied at a university for a Diploma in Administration. He hopes to use this qualification
to attain a job that involves interacting with people. Jon is unsure if this is a suitable career for him
and would like career counseling. This is important for Jon to gain guidance on his career options
given the current economic status of South Africa. Limited employment opportunities are available
for the South African youth. Thus, a realistic approach to career counseling needs to be adopted
(HSRC, 1987). Naicker (1994) states that unemployment is significantly high amongst the black
population due to a declining job market and low-quality education. It is suggested by Naicker
(1994) that counseling in the South African context should focus on the interaction between
personal characteristics of the individual and sociological variables. Furthermore, Jon needs to be
guided in identifying his strengths and weaknesses in order to respond innovatively to the current
socio-economic constraints of South Africa.
3 THE PERSON-ENVIRONMENT FIT APPROACH
The approach is concerned with the extent of compatibility between a career and an individual.
Rooted in Kurt Lewin’s equation (1936), individual behaviour is influenced by both environmental
and personal conditions. Person-Environment Fit establishes that certain environments are
complementary to specific individual characteristics. (Kristof-Brown, 2017). Congruence between
environment and personal characteristics can result in job productivity, satisfaction and stability
(Walsh, 2006). To accomplish this ‘fit’ the assessment of several specific domains is crucial.
3.1 Assessing Intelligence
Foxcroft and Roodt (2013), emphasize the importance of not basing intelligence solely on a single
assessment such as the IQ test. Instead, various measures of intelligence should be used
concurrently to get the best representation of an individual’s intelligence level. The Assessment of
intelligence is valuable as it can predict academic and occupational performance as well as indicate
intellectual potential (Ackerman & Beier, 2005). This is useful in determining if a career is the
right ‘fit’ for an individual in terms of cognitive ability and what the job requires. To measure
Jon’s intelligence accurately, his low-quality schooling, Home- language and socio-economic
status should be considered amongst other factors. The Raven progressive matrices should be
4
PSYCHOLOGICAL
ASSESSMENT
Assignment 2
847603
Student Number
##########
Date
09 MAY 2019
Prepared By: ………………..
,PYC4807
TABLE OF CONTENTS
1 INTRODUCTION .................................................................................................................. 3
2 CONTEXT AND AIM OF THE ASSESSMENT.................................................................. 3
2.1 Rationale for Testing ........................................................................................................ 3
2.2 Context of Testing ............................................................................................................ 4
3 THE PERSON-ENVIRONMENT FIT APPROACH ............................................................ 4
3.1 Assessing Intelligence ...................................................................................................... 4
3.2 Assessing Aptitude ........................................................................................................... 5
3.3 Interest Questionnaires ..................................................................................................... 5
3.4 Assessment of Values....................................................................................................... 6
3.5 Assessment of Personality................................................................................................ 6
4 COMPILING A TEST BATTERY ........................................................................................ 6
4.1 The Learning Potential Computerised Adaptive Test (LPCAT) ...................................... 6
4.1.1 Aim ........................................................................................................................... 6
4.1.2 Norm Group .............................................................................................................. 7
4.1.3 Psychometric Properties............................................................................................ 7
4.2 The differential Aptitude tests (DAT) .............................................................................. 8
4.2.1 Aim ........................................................................................................................... 8
4.2.2 Norm Group .............................................................................................................. 8
4.2.3 Psychometric Properties............................................................................................ 9
4.3 The Self- directed Search (SDS) ...................................................................................... 9
4.3.1 Aim ........................................................................................................................... 9
4.3.2 Norm Group ............................................................................................................ 10
4.3.3 Psychometric Properties.......................................................................................... 10
4.4 Occupational Personality Questionnaire (OPQ) ............................................................ 11
1
,PYC4807
4.4.1 Aim ......................................................................................................................... 11
4.4.2 Norm Group ............................................................................................................ 12
4.4.3 Psychometric Properties.......................................................................................... 12
5 WHY IS DYNAMIC ASSESSMENT MORE APPROPRIATE THAN A
PSYCHODYNAMIC APPROACH? ........................................................................................... 13
6 ADMINISTRATION PROCESS ......................................................................................... 13
7 ETHICAL CONSIDERATIONS ......................................................................................... 14
8 INTERPRETATION OF RESULTS .................................................................................... 15
8.1 Cognitive Ability ............................................................................................................ 15
8.2 Aptitude .......................................................................................................................... 15
8.3 Interests .......................................................................................................................... 15
8.4 Personality ...................................................................................................................... 16
9 THE INFLUENCE OF LANGUAGE AND SOCIO-CULTURAL FACTORS ON THE
TEST BATTERY ......................................................................................................................... 16
10 DISCUSSION OF RESULTS .............................................................................................. 16
11 FEEDBACK OF RESULTS................................................................................................. 16
12 CONCLUSION .................................................................................................................... 17
13 REFERENCE LIST .............................................................................................................. 18
14 PLAGIARISM DECLARATION ........................................................................................ 23
2
,PYC4807
1 INTRODUCTION
Psychological assessment involves a multidimensional process using assessment measures as well
as other data sources. A test battery is compiled to ensure suitability for a specific client. After
gathering and synthesizing data, conclusions can be drawn on the functioning of the client. This
information is valuable in establishing interventions or making decisions for optimal future
functioning (Foxcroft & Roodt, 2013). A psychological assessment is going to be administered to
facilitate the career counseling process for a client by the name of Jon. He has requested career
counseling to seek guidance regarding his prospective career in administration. The person-
environment fit approach will be used to determine what characteristics Jon should possess to
complement an administrative environment. Jon’s background of education and socio-economic
status as well as his language need to be considered during the assessment to ensure the validity of
measures. Additionally, the selected test battery will be defined in terms of aims, group norms, and
psychometric properties to verify the suitability of measure for the context of Jon and for the
purpose of career counseling. Lastly, the administration and interpretation of Jon’s assessment
will take place and the ethical considerations and results discussed.
2 CONTEXT AND AIM OF THE ASSESSMENT
2.1 Rationale for Testing
Since Jon has just finished school and is unsure of his career decisions, a career assessment should
be administered. When committing to a career path decision making can be difficult and
complicated. Thus, counseling will assist Jon to gain more knowledge about his aspirations,
abilities and work values. (Naicker, 1994). According to Gore and Melts (2005), career assessment
is important as it creates an opportunity for an individual to explore careers as well as self-
awareness. In Addition, identifying work-related strengths and interests is extremely valuable in
achieving psychological satisfaction (Foxcroft & Roodt, 2013). Jon needs to do an assessment to
ensure that he understands what the administration field entails and confirm his skills and interests
are to avoid perusing the wrong career.
3
, PYC4807
2.2 Context of Testing
Jon is an 18year old Zulu- speaking male residing in Kwa-Zulu Natal. He recently matriculated
and has applied at a university for a Diploma in Administration. He hopes to use this qualification
to attain a job that involves interacting with people. Jon is unsure if this is a suitable career for him
and would like career counseling. This is important for Jon to gain guidance on his career options
given the current economic status of South Africa. Limited employment opportunities are available
for the South African youth. Thus, a realistic approach to career counseling needs to be adopted
(HSRC, 1987). Naicker (1994) states that unemployment is significantly high amongst the black
population due to a declining job market and low-quality education. It is suggested by Naicker
(1994) that counseling in the South African context should focus on the interaction between
personal characteristics of the individual and sociological variables. Furthermore, Jon needs to be
guided in identifying his strengths and weaknesses in order to respond innovatively to the current
socio-economic constraints of South Africa.
3 THE PERSON-ENVIRONMENT FIT APPROACH
The approach is concerned with the extent of compatibility between a career and an individual.
Rooted in Kurt Lewin’s equation (1936), individual behaviour is influenced by both environmental
and personal conditions. Person-Environment Fit establishes that certain environments are
complementary to specific individual characteristics. (Kristof-Brown, 2017). Congruence between
environment and personal characteristics can result in job productivity, satisfaction and stability
(Walsh, 2006). To accomplish this ‘fit’ the assessment of several specific domains is crucial.
3.1 Assessing Intelligence
Foxcroft and Roodt (2013), emphasize the importance of not basing intelligence solely on a single
assessment such as the IQ test. Instead, various measures of intelligence should be used
concurrently to get the best representation of an individual’s intelligence level. The Assessment of
intelligence is valuable as it can predict academic and occupational performance as well as indicate
intellectual potential (Ackerman & Beier, 2005). This is useful in determining if a career is the
right ‘fit’ for an individual in terms of cognitive ability and what the job requires. To measure
Jon’s intelligence accurately, his low-quality schooling, Home- language and socio-economic
status should be considered amongst other factors. The Raven progressive matrices should be
4
