What is Psychological Testing

What is Psychological Testing

Psychological testing is defined by Anne Anastasi (1908-2001) as an objective and standardized measure of sample behavior (Domino, & Domino, 2006). The definition provided by Anastasi focuses attention of researchers on three primary elements involved in psychological testing; Objectivity, standardization, and sampling of behavior. Objectivity in theory covers most aspects of the test performed. Objectivity also infers that how a test is scored and interpreted is not a baseline function of a subjective decision of any particular researcher but are based on the objective criteria of the test (Domino, & Domino, 2006). Standardization infers that a test requires uniformity and should not account for who administers, scores, or interprets the test (Domino, & Domino, 2006). Sampling of behavior is the act of obtaining a sample of an individual’s behavior that is a representative form from which researchers can draw inferences and hypotheses (Domino, & Domino, 2006).

Beyond the criteria in Anastasi’s focus of psychological testing, there are three other factors of testing one should consider. The first is to consider the administration process of the test in an experimental method (Domino, & Domino, 2006). Standardized testing varies in relation to psychological testing because researchers are not always able to control the variety of variables of the test that is performed. In response to this issue, researchers must be able to focus on standardizing procedures, eliminating conflicting causes, controlling the experimental constructs, and the generation of a solid hypotheses that allows further investigation (Domino, & Domino, 2006). The second factor to consider that researchers must view a test as a process of interviewing test subjects. This process may or may not be performed in a verbal form. For example, an instructor may call upon a student to perform a verbal interview, or the interview can be performed in the form of a structured written format, which gives researchers greater potential of reaching larger amounts of subjects than a verbal test permits (Domino, & Domino, 2006). The third factor is to consider testing as a “tool of the trade” that is used by researchers. Every professional has tools that he or she uses regularly to perform certain functions of the job (Domino, & Domino, 2006). These tools give the individual the ability to perform his or her job functions efficiently, and produce expected results of basic job functions. For some professions, these tools can include text-books used by teachers, dental drills used by dentists, or graphic software used by architects. In research, basic testing is a useful tool to test hypotheses, and produce desired results for a variety of reasons for tests to be performed (Domino, & Domino, 2006).

Basic Assumptions

Using tests in psychological settings requires several foundational assumptions of the advent and implementation that researchers use to gauge psychological measures. First, researchers must surmise that traits and characteristics of an individual is measurable, quantifiable, and to be different from other individuals (Hogan, 2007). Furthermore, under this qualification, researchers must assume that human traits are a description of potentially important aspects of human individuality (Hogan, 2007). Second, researchers must presume that individual traits and characteristics are reasonably consistent, which aids researchers keep exposure to fluctuations to a minimum. The last assumption is that researchers must be able to observe individual traits and characteristics using some form of observational method. This assumption is very important because the lack of observable behavior negates the ability to quantify underlying constructs (Hogan, 2007).

Major Categories

There are several major categories associated with psychological testing. The first encompasses the quantification of human mental abilities by administering both individual and group tests (Hogan, 2007). These tests are designed to measure human intelligence, critical thinking, memory capacity, spacial ability, quantitative reasoning, and vocabulary (Hogan, 2007). Achievement tests are designed to measure individual or group knowledge in one particular area and are usually administered for batteries, certifications, individual achievement tests, government sponsored programs, and single-subject tests (Hogan, 2007). Personality tests are objective tests measure individual personality traits, and include a variety of techniques to obtain results. The last two categories are designed to measure human attitudes and interests, and neuropsychology, and use vocational interest tests and measures of brain functionality respective to the objective of the study (Hogan, 2007).

Uses and Users

The distinction between a test and the context of which it is applied is vague; however, the context does primarily use one or more tests (Hogan, 2007). Psychological tests are primarily applied in settings related to clinical research, educational uses, human resources, and other research programs. Clinical settings like counseling, clinical psychology, neuropsychology, and school psychology use intelligence tests, objective personality tests, and projective techniques to obtain desired results, which can be applied to the proper setting (Hogan, 2007). In a clinical setting, a researcher will administer the tests to a patient to determine his or her psychological profile, whereas tests administered in an educational setting are used to determine the abilities and achievement abilities of students (Hogan, 2007). Business and military applications include the use of ability and personality tests to gain insight into applicants for new positions or promotions within the organization. The research context relates to the use of a variety of psychological tests as the dependent baseline variable in experimental processes, sample descriptions, and test research (Hogan, 2007).

Reliability and Validity

Reliability and Validity of tests measure the sustainability and effectiveness of a particular test, or group of tests. Reliability is specifically related to the consistency, dependability, and replicability of the psychometric results of the test (Hogan, 2007). Reliability, however, does not pertain to constant errors that universally affect the scores of the traits of individuals being measured. However, it does address unsystematic errors and fluctuations related to scores related to the difference of the individuals conducting the test, different instruments used to implement the test, and variations of the measurement conditions (Hogan, 2007; Domino, & Domino, 2006). Validity is related to the ability the interpretation of particular test results. Validity is not a concern fo the actual test being performed, or the purpose of the test. It is concentrated on the relationship of test scores to the construct or trait that researchers are measuring (Hogan, 2007; Domino, & Domino, 2006).

Conclusion

In conclusion, psychological tests are designed to measure characteristic and trait constructs by testing an individuals abilities, achievements, attitudes, interests, and personality by administering a test and interpreting the results based on these assumptions. The measures of tests are used in contexts of business, clinical, educational, and research environments, and rely on the reliability and validity of the various constructs of the test, produced results, and environmental factors involved in the administration of the test itself. Once a test has met the requirements of reliability, proper uses, and application to specific purpose, it is deemed a viable test.

References

Domino, G., & Domino, M.L. (2006). Psychological Testing: An Introduction (2nd ed.). New York, New York: Cambridge Publishing.

Hogan, T.P. (2007). Psychological testing: A practical introduction (2nd ed.). Retrieved from The University of Phoenix eBook Collection database.