Introduction to Psychological Assessment
STUDY UNIT 1
Tools are available to make it possible for us to assess (measure) human behaviour. Various
names are used to refer to these tools; tests, measures, assessment measures, instruments,
scales, procedures, and techniques.
Psychometrics refers to the systematic and scientific way in which psychological measures
are developed and the technical measurement standards (e.g. reliability and variability)
required of measures.
Psychological assessment is a process-orientated activity aimed at gathering a wide array of
information by using psychological assessment measures (tests) and information from
many other sources (e.g. interviews, a person's history, collateral sources). We then
evaluate and integrate all this information to reach a conclusion or to make a decision.
TESTING (I.E. THE USE OF TESTS AND MEASURES), WHICH INVOLVES THE
MEASUREMENT OF BEHAVIOUR, IS ONE OF THE KEY ELEMENTS OF THE MUCH BROADER
EVALUATIVE PROCESS KNOWN AS PSYCHOLOGICAL ASSESSMENT.
Possible exam question (May/June 2012)
Psychological assessment measures are often used in the work context. List and briefly
discuss the key characteristics of psychological tests
Possible exam question (May/June 2010)
Assessment measures have been defined as objective, standardised measures that are used
to gather data for a specific purpose. Describe in detail the main characteristics of
assessment measures
Possible exam question (May/June 2009)
Differentiate between a speed and a power test
CHARACTERISTICS OF ASSESSMENT MEASURES
• Assessment measures include many procedures and can be administered to
individuals, groups and organisations
• Specific domains of functioning (e.g. intellectual ability, personality, organisational
climate) are sampled by assessment measures. From these samples, inferences can
be made about normal and abnormal behaviour.
• Assessment measures are administered under carefully controlled (standardised)
conditions.
• Systematic methods are applied to score or evaluate assessment protocols.
• Guidelines are available to understand and interpret the results of an assessment
measure. Such guidelines may make provision for the comparison of an individual's
performance to that of an appropriate norm group or criterion (e.g. competency
profile for a job), or may outline how to use test scores for more qualitative
classification purposes (e.g. into personality types or diagnostic categories).
• Assessment measures should be supported by evidence that they are valid and
reliable for the intended purpose. (This evidence is usually provided in the form of a
technical test manual.)
• The appropriateness of an assessment measure for an individual, group, or
organisation from another context, culture, or society, cannot be assumed without an
, investigation into possible test bias (i.e. whether a measure is differentially valid for
different subgroups).
• Assessment measures may vary in terms of:
➢ How they are administered
➢ Whether time limits are imposed.
Speed Measure Power Measure
Large number of fairly easy items of a No time limits are imposed, however the
similar level of difficulty that needs to be items get progressively more difficult. Test-
completed within a certain time. takers may complete all the items
No one completes all items in time
➢ How they are scored
➢ How they are normed (e.g. by using a comparison group or a criterion)
➢ What their intended purpose is (e.g screening versus diagnostic,
competency-based testing)
➢ The nature of the items (e.g. verbal items, performance tasks)
➢ The response required by the test-taker
➢ The content areas that they tap (e.g. ability or personality related)
NB!! Test results represent only one source of information in the assessment process. We need
to recognise the approximate nature of assessment (test) results.
• Because assessment measures offer the promise of objective measurement, it takes on
magical proportions for assessment practitioners who begin to value them above their
professional judgement or opinion.
• Psychological assessment measure is simply a means of enhancing our observations and
should not obscure our view of the patient by substituting it for our professional
opinions
Possible exam question (May/June 2010)
The assessment process is multidimensional in information gathering. Explain
THE ASSESSMENT PROCESS
It entails gathering and synthesising information as a means of describing and
understanding functioning which informs appropriate decision making and intervention.
Test performance in a controlled clinic situation with one person is not representative
sample of behaviour and that is why it must be multidimensional
Sources of information include:
SOURCES OF INFORMATION EXAMPLES
Multiple measures Types of assessment measures include
norm-based and criterion-referenced tests,
interviews, behavioural observation, rating
scales, and ecologically-based measures that
describe the social or occupational context
of individual should be used.
Multiple domains The following could be assessed, for
example: attention; motor, cognitive,
language-related, non-verbal, and
personality-related functioning; scholastic
achievement; and job performance.
,Multiple sources Consult with other professionals, teachers,
parents, extended family, and employers
Multiple settings Assessment should take place in a variety of
settings (e.g. home, school, work, consulting
rooms) and social arrangements (e.g. one-to-
one, with peers, with parents) to get as
broad a perspective as possible of a person's
functioning and the factors that influence it.
Multiple occasions For assessment to be relevant, valid and
accurate, patterns of functioning have to be
identified over a long period of time.
Possible exam question (May/June 2009)
Discuss the importance of doing a thorough job analysis in testing and assessment in the
work context
Possible exam question (Oct/Nov 2009)
You are working for a company that wishes to validate an employment test for a particular
job through content validation. A complete job analysis would be important for such an
exercise. Motivate the importance of job analysis in testing and assessment in the work
context
Possible exam question (May/June 2011)
For fair and equitable testing and assessment in the work context, the starting point is that
the job must be described. Explain why this is important
Ans
To ensure fair and equitable testing it is important to do a job description so that you know
exactly what the job entails and what the person should be able to do before you start
looking for the right person to fill the position
The process of identifying and describing the criteria is called a job analysis
The analysis helps to identify:
• Requirements of the job
• What the incumbent must do
• Cognitive abilities/Skills/Personality/Interests required
• Education/Qualifications required
• Previous or on-the-job training required
ENSURING FAIR AND EQUITABLE TESTING AND ASSESSMENT
Much of the controversy about testing and assessment is related to bias and fairness.
Bias is a statistical concept and can be investigated in an objective and scientific manner.
Fairness is a value judgement and what is considered fair may differ from one person to
the next.
Professional and ethical guidelines can be followed to ensure that measures are constructed
according to accepted scientific psychometric principles:
• the first step in the decision-making process is a thorough job analysis - to know
exactly what the job entails and what qualities, characteristics, qualification, and
experience are required to be successful in the job
• it is important to also list specific requirements that are often not stated, but only
come out when certain candidates can NOT be considered for a particular position
, • the next step includes fair procedures for decision-making. This entails well thought
through and justifiable procedures for job description, advertisements and all further
steps incorporated in the decision-making process
• Evaluate and justify (minimum) requirements in formal education, prior learning,
relevant experience, training, skills and knowledge
• decide which testing and/or assessment or measurement techniques are
suitable to use for the specific job application
• use scientific, professional and ethical guidelines in evaluating the procedures to
be used
• monitor outcomes for fairness and adverse impact
• take steps to ensure equity and fairness for future opportunities
Possible exam question (May/June 2011)
The EEA is used as a guideline to ensure fair and equitable assessment practices in the
industry. Discuss the value of the EEA in the psychological assessment domain in the South
African context
Ans
Historically individuals were not legally protected against any form of discrimination; now
the EEA refers to psychological test and assessment and states that these tests are
prohibited unless:
• Scientifically shown to be valid and reliable
• Can be applied fairly to all employees
• Is not biased against any employee or group
Possible exam question (May/June 2012)
The EEA gives clear guidelines on the use if psychological assessment tools. Discuss the
different psychometric and other aspects covered by the EEA
THE EMPLOYMENT EQUITY ACT
The employment equity act was passed in an attempt to regulate activities in the work
context. Psychological testing and other similar assessments are mentioned specifically in
the Act.
The Employment Equity Act states that the purpose of the act is to achieve equity in the
workplace by:
a) promoting equal opportunity and fair treatment in employment through the
elimination of unfair discrimination; and
b) implementing affirmative action measures to redress the disadvantages in
employment experienced by designated groups
With regard to psychological testing and other similar assessments, the EEA 55 of 1998
states that:
Psychological testing and other similar assessments of an employee are prohibited unless the
test or assessment being used:
a) has been scientifically shown to be valid and reliable;
b) can be applied fairly to all employees; and
c) is not biased against any employee or group.
STUDY UNIT 1
Tools are available to make it possible for us to assess (measure) human behaviour. Various
names are used to refer to these tools; tests, measures, assessment measures, instruments,
scales, procedures, and techniques.
Psychometrics refers to the systematic and scientific way in which psychological measures
are developed and the technical measurement standards (e.g. reliability and variability)
required of measures.
Psychological assessment is a process-orientated activity aimed at gathering a wide array of
information by using psychological assessment measures (tests) and information from
many other sources (e.g. interviews, a person's history, collateral sources). We then
evaluate and integrate all this information to reach a conclusion or to make a decision.
TESTING (I.E. THE USE OF TESTS AND MEASURES), WHICH INVOLVES THE
MEASUREMENT OF BEHAVIOUR, IS ONE OF THE KEY ELEMENTS OF THE MUCH BROADER
EVALUATIVE PROCESS KNOWN AS PSYCHOLOGICAL ASSESSMENT.
Possible exam question (May/June 2012)
Psychological assessment measures are often used in the work context. List and briefly
discuss the key characteristics of psychological tests
Possible exam question (May/June 2010)
Assessment measures have been defined as objective, standardised measures that are used
to gather data for a specific purpose. Describe in detail the main characteristics of
assessment measures
Possible exam question (May/June 2009)
Differentiate between a speed and a power test
CHARACTERISTICS OF ASSESSMENT MEASURES
• Assessment measures include many procedures and can be administered to
individuals, groups and organisations
• Specific domains of functioning (e.g. intellectual ability, personality, organisational
climate) are sampled by assessment measures. From these samples, inferences can
be made about normal and abnormal behaviour.
• Assessment measures are administered under carefully controlled (standardised)
conditions.
• Systematic methods are applied to score or evaluate assessment protocols.
• Guidelines are available to understand and interpret the results of an assessment
measure. Such guidelines may make provision for the comparison of an individual's
performance to that of an appropriate norm group or criterion (e.g. competency
profile for a job), or may outline how to use test scores for more qualitative
classification purposes (e.g. into personality types or diagnostic categories).
• Assessment measures should be supported by evidence that they are valid and
reliable for the intended purpose. (This evidence is usually provided in the form of a
technical test manual.)
• The appropriateness of an assessment measure for an individual, group, or
organisation from another context, culture, or society, cannot be assumed without an
, investigation into possible test bias (i.e. whether a measure is differentially valid for
different subgroups).
• Assessment measures may vary in terms of:
➢ How they are administered
➢ Whether time limits are imposed.
Speed Measure Power Measure
Large number of fairly easy items of a No time limits are imposed, however the
similar level of difficulty that needs to be items get progressively more difficult. Test-
completed within a certain time. takers may complete all the items
No one completes all items in time
➢ How they are scored
➢ How they are normed (e.g. by using a comparison group or a criterion)
➢ What their intended purpose is (e.g screening versus diagnostic,
competency-based testing)
➢ The nature of the items (e.g. verbal items, performance tasks)
➢ The response required by the test-taker
➢ The content areas that they tap (e.g. ability or personality related)
NB!! Test results represent only one source of information in the assessment process. We need
to recognise the approximate nature of assessment (test) results.
• Because assessment measures offer the promise of objective measurement, it takes on
magical proportions for assessment practitioners who begin to value them above their
professional judgement or opinion.
• Psychological assessment measure is simply a means of enhancing our observations and
should not obscure our view of the patient by substituting it for our professional
opinions
Possible exam question (May/June 2010)
The assessment process is multidimensional in information gathering. Explain
THE ASSESSMENT PROCESS
It entails gathering and synthesising information as a means of describing and
understanding functioning which informs appropriate decision making and intervention.
Test performance in a controlled clinic situation with one person is not representative
sample of behaviour and that is why it must be multidimensional
Sources of information include:
SOURCES OF INFORMATION EXAMPLES
Multiple measures Types of assessment measures include
norm-based and criterion-referenced tests,
interviews, behavioural observation, rating
scales, and ecologically-based measures that
describe the social or occupational context
of individual should be used.
Multiple domains The following could be assessed, for
example: attention; motor, cognitive,
language-related, non-verbal, and
personality-related functioning; scholastic
achievement; and job performance.
,Multiple sources Consult with other professionals, teachers,
parents, extended family, and employers
Multiple settings Assessment should take place in a variety of
settings (e.g. home, school, work, consulting
rooms) and social arrangements (e.g. one-to-
one, with peers, with parents) to get as
broad a perspective as possible of a person's
functioning and the factors that influence it.
Multiple occasions For assessment to be relevant, valid and
accurate, patterns of functioning have to be
identified over a long period of time.
Possible exam question (May/June 2009)
Discuss the importance of doing a thorough job analysis in testing and assessment in the
work context
Possible exam question (Oct/Nov 2009)
You are working for a company that wishes to validate an employment test for a particular
job through content validation. A complete job analysis would be important for such an
exercise. Motivate the importance of job analysis in testing and assessment in the work
context
Possible exam question (May/June 2011)
For fair and equitable testing and assessment in the work context, the starting point is that
the job must be described. Explain why this is important
Ans
To ensure fair and equitable testing it is important to do a job description so that you know
exactly what the job entails and what the person should be able to do before you start
looking for the right person to fill the position
The process of identifying and describing the criteria is called a job analysis
The analysis helps to identify:
• Requirements of the job
• What the incumbent must do
• Cognitive abilities/Skills/Personality/Interests required
• Education/Qualifications required
• Previous or on-the-job training required
ENSURING FAIR AND EQUITABLE TESTING AND ASSESSMENT
Much of the controversy about testing and assessment is related to bias and fairness.
Bias is a statistical concept and can be investigated in an objective and scientific manner.
Fairness is a value judgement and what is considered fair may differ from one person to
the next.
Professional and ethical guidelines can be followed to ensure that measures are constructed
according to accepted scientific psychometric principles:
• the first step in the decision-making process is a thorough job analysis - to know
exactly what the job entails and what qualities, characteristics, qualification, and
experience are required to be successful in the job
• it is important to also list specific requirements that are often not stated, but only
come out when certain candidates can NOT be considered for a particular position
, • the next step includes fair procedures for decision-making. This entails well thought
through and justifiable procedures for job description, advertisements and all further
steps incorporated in the decision-making process
• Evaluate and justify (minimum) requirements in formal education, prior learning,
relevant experience, training, skills and knowledge
• decide which testing and/or assessment or measurement techniques are
suitable to use for the specific job application
• use scientific, professional and ethical guidelines in evaluating the procedures to
be used
• monitor outcomes for fairness and adverse impact
• take steps to ensure equity and fairness for future opportunities
Possible exam question (May/June 2011)
The EEA is used as a guideline to ensure fair and equitable assessment practices in the
industry. Discuss the value of the EEA in the psychological assessment domain in the South
African context
Ans
Historically individuals were not legally protected against any form of discrimination; now
the EEA refers to psychological test and assessment and states that these tests are
prohibited unless:
• Scientifically shown to be valid and reliable
• Can be applied fairly to all employees
• Is not biased against any employee or group
Possible exam question (May/June 2012)
The EEA gives clear guidelines on the use if psychological assessment tools. Discuss the
different psychometric and other aspects covered by the EEA
THE EMPLOYMENT EQUITY ACT
The employment equity act was passed in an attempt to regulate activities in the work
context. Psychological testing and other similar assessments are mentioned specifically in
the Act.
The Employment Equity Act states that the purpose of the act is to achieve equity in the
workplace by:
a) promoting equal opportunity and fair treatment in employment through the
elimination of unfair discrimination; and
b) implementing affirmative action measures to redress the disadvantages in
employment experienced by designated groups
With regard to psychological testing and other similar assessments, the EEA 55 of 1998
states that:
Psychological testing and other similar assessments of an employee are prohibited unless the
test or assessment being used:
a) has been scientifically shown to be valid and reliable;
b) can be applied fairly to all employees; and
c) is not biased against any employee or group.
