Psychometric test: An objective and standardised measure of a sample behaviour which is
quantifiable.
● Usually questionnaire based
● Broadly categorised into tests of maximum performance or typical performance
Maximum performance (e.g. Cognitive ability tests): Assess the degree to which a
person possesses a specific ability sampled by the test.
● Have right/wrong answers
● Scores can’t be faked
● Can differ on emphasis on speed (easier uniform questions completed in restricted
time) or power (more difficult questions in unlimited time)
● Can differ in whether they measure…
○ General abilities - Verbal, numerical, spatial
○ Specific aptitudes - Filing, checking
Typical performance (e.g. personality tests):
● Have no right/wrong answers
● May have more or less desirable responses so responses can be faked
● Psychological assessment
○ Neuro-clinical - Diagnosis, planning of patient treatment
○ Education - Student evaluation, admissions
○ Forensic - Judgement of offenders (e.g. assessment of mental illness,
competence to stand trial), jury screening
● Psychological research
○ As a dependent measure (e.g. Pre-test VS post-test scores)
○ As a covariate (e.g. To explore links to a secondary variable)
● Occupational testing
○ Selection, recruitment, promotion, restructuring
○ Personal awareness, career development, career guidance
Requirements of psychometric tests:
● A clear definition of what the test measures and details of its method of construction
● Standardised administration procedures - everyone gets the same items and the
same instructions
● Detailed process for scoring and interpreting the results
● Information about how others perform on the test (norm data)
● Statistical evidence of the test’s reliability and validity
Approaches:
1. Top-down: Candidates selected from the highest test score downwards until there
are enough applicants based on accuracy (number correct ÷ number of questions).
Disadvantage: Less well performing applicants who might otherwise be suitable for
the job are ignored.
2. Cut off: Only applicants scoring above a certain threshold value are accepted. This is
more appropriate for a high rate of applicants to vacancies.
3. Norm referencing: Compares someone taking the test with other people who have
previously taken the test (normative sample). Allows relative judgements to be made.
quantifiable.
● Usually questionnaire based
● Broadly categorised into tests of maximum performance or typical performance
Maximum performance (e.g. Cognitive ability tests): Assess the degree to which a
person possesses a specific ability sampled by the test.
● Have right/wrong answers
● Scores can’t be faked
● Can differ on emphasis on speed (easier uniform questions completed in restricted
time) or power (more difficult questions in unlimited time)
● Can differ in whether they measure…
○ General abilities - Verbal, numerical, spatial
○ Specific aptitudes - Filing, checking
Typical performance (e.g. personality tests):
● Have no right/wrong answers
● May have more or less desirable responses so responses can be faked
● Psychological assessment
○ Neuro-clinical - Diagnosis, planning of patient treatment
○ Education - Student evaluation, admissions
○ Forensic - Judgement of offenders (e.g. assessment of mental illness,
competence to stand trial), jury screening
● Psychological research
○ As a dependent measure (e.g. Pre-test VS post-test scores)
○ As a covariate (e.g. To explore links to a secondary variable)
● Occupational testing
○ Selection, recruitment, promotion, restructuring
○ Personal awareness, career development, career guidance
Requirements of psychometric tests:
● A clear definition of what the test measures and details of its method of construction
● Standardised administration procedures - everyone gets the same items and the
same instructions
● Detailed process for scoring and interpreting the results
● Information about how others perform on the test (norm data)
● Statistical evidence of the test’s reliability and validity
Approaches:
1. Top-down: Candidates selected from the highest test score downwards until there
are enough applicants based on accuracy (number correct ÷ number of questions).
Disadvantage: Less well performing applicants who might otherwise be suitable for
the job are ignored.
2. Cut off: Only applicants scoring above a certain threshold value are accepted. This is
more appropriate for a high rate of applicants to vacancies.
3. Norm referencing: Compares someone taking the test with other people who have
previously taken the test (normative sample). Allows relative judgements to be made.
