1. CHAPTER 13- PSYCHOLOGICAL TESTING

2.  Throughout your many years in school, you are tested many, many times.  Do you think testing in general is a good or bad thing?  Do you think we should have more or less tests in school?  What makes a test fair or not fair? Explain. QUESTIONS

3.  A test can: – Predict how well a person might do in a career. – Assess an individual’s desires, interests, and attitudes. – Reveal psychological problems. TEST USES

4.  A standardized test can – Provide comparable data about many individuals. – Show how an individual compares to others. – Help psychologists help people understand things about themselves more clearly. TEST USES

5.  Danger of testing: we sometimes forget that test are merely a tool for measuring  We sometimes see tests as an end in itself  Not all tests are fair and useful TEST PITFALLS

6.  What makes a test fair and useful?.....  Fairness and usefulness of tests depends on  Reliability  Validity  Standardization TEST USEFULLNESS

7.  Reliability- Ability of a test to give the same results under similar conditions  Consistency  Three ways to determine reliability  1- If a person retakes the test of takes a similar test within a short time after the first test, does he receive the same/ similar score  test retest reliability  Ex-Take an aptitude test three times in 6 months RELIABILITY

8.  2-Whether the test yields the same results when scored at different times by different people  interscorer reliability- Different scorers score test differently  Ex.- Writing portion on SAT scored differently by different people, would not be fair to test takers  scorer reliability- Same person scores same test differently  Ex.-Teacher scores same essays differently at different times  3- Randomly divide the test items in half and score each half separately  Split half reliability  Ex.- Algebra I unit test should not have different sections where person scores very high on some and very low on some RELIABILITY

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10.  Validity- ability of a test to measure what is is intended to measure  Tests can be reliable, but not vaild  Ex.-Spanish vocabulary test is not a valid measure of engineering and a history test will not be a valid measure of general learning ability  Determining the validity of a test is more complex than assessing its reliability  Nothing can be said about a test’s validity unless the purpose of the test is absolutely clear.  Predictive validity- (one of the chief measures of validity) how well a test predicts performance  Ex.- Store giving a manger test VALIDITY

11.  Standardization- Refers to two things  Standardization of the way the test is administered  Standardization of scores- establishing a norm for average scores by a larger group of people  Establishing norms--  Once results are obtained, examiner must translate score into something useful  Raw score gives you a number, ex.- 32/50  Percentile system- ranking of test scores that indicates the ratio of scores lower and higher than a given score  Norms are not standards, they refer only to what has been found to be average for a particular group STANDARDIZATION

12. FIGURE 3 Establishing Percentiles The range of possible raw scores on a test is shown in relation to an idealized curve that indicates the proportion of people who achieved each score. The vertical lines indicate percentiles, or proportions of the curve below certain points. Thus, the line indicated as the 1st percentile is the line below which only 1 percent of the curve lies.

13.  Based on what we discussed in class yesterday, write a ¾- 1 page paper explaining how to ensure a test is both fair and useful. Make sure to address ALL three factors we discussed, covering each point for factors 1 and 3. Also, give TWO SPECIFIC EXAMPLES of how a test would be considered NOT fair and useful. TEST USEFULNESS AND FAIRNESS

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15. WHAT IS INTELLIGENCE?

16.  Intelligence-ability to acquire new ideas and new behavior, and to adapt to new situations Intelligence  Many different opinions and theories on intelligence and what it is.  Some say it is just something that allows you to do well on tests in school INTELLIGENCE

17.  Two-factor theory of intelligence—a person’s intelligence is composed of a general ability level (g) and specific mental abilities (s) Two-factor theory  Ex. of g  problem solving  Ex. Of s  verbal and math skills  Proposed by Charles Spearman in 1904  Spearman believed that each individual had their own type of intelligence  Critics argue that (g) does not measure other kinds of mental abilities; music, arts, creativity TWO FACTOR THEORY

18.  Major opponent of Spearman  Proposed by L.L. Thurstone in 1938  Thurstone tested large numbers of people on more than 50 ability tests and concluded there was no evidence for (g) general intelligence. THURSTONE’S THEORY

19. Thurstone’s theory of intelligence— intelligence is composed of seven primary mental abilities: –Verbal comprehension –Numerical ability –Spatial relations –Perceptual speed –Word fluency –Memory –Inductive reasoning Thurstone’s Seven Primary Mental Abilities

20. Thurstone’s Seven Primary Mental Abilities Thurstone’s theory of intelligence did not include the idea of a general intelligence.

21.  Proposed by Howard Gardner in 1983 and 1999  Rejected traditional idea of intelligence as primary ability to think logically  Gardner did a lot of research on the brain and concluded that humans posses these 8 different and often unrelated capacities of intelligence  Gardner argues that the biological organization of the brain affects one’s strength in each of the eight areas.  His critics claim that some of the capacities are really just skills. GARDNER’S MULTIPLE INTELLIGENCES THEORY

22. Views of Intelligence (cont.) Gardner’s Theory of Multiple Intelligences: –Verbal ability –Logical-mathematical reasoning skills –Spatial ability –Musical ability –Body-kinesthetic ability –Interpersonal skills –Intrapersonal skills –Naturalist intelligence –Experience of existence

23. Gardner’s Multiple Intelligences Gardner proposed that each person has numerous and unrelated intelligences. He points out that a person can be outstanding in some intelligences and not in others.

24. PROFILE Howard Gardner 1943– “I’m sure there are lots of different intelligences. I’m sure an educational approach that pays attention to this is going to be more effective than one that denies it.”

25. CONCEPT TRANS 1

26.  Proposed by Robert Sternberg in 1985  Sternberg’s Theory of Intelligence—the triarchic theory—a person’s intelligence involves analytical, creative, and practical thinking skills.triarchic theory  Sternberg believed traditional intelligence tests do not measure and assess intelligence found in everyday life STERNBERG’S THEORY OF INTELLIGENCE

27.  Emotional intelligence- Interpersonal and intrapersonal abilities needed to understand and use knowledge of emotions effectively  This is similar to Gardner’s interpersonal and intrapersonal EMOTIONAL INTELLIGENCE

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29. Four major aspects of emotional intelligence: –The ability to perceive and express emotions accurately and appropriately. –The ability to use emotions while thinking. –The ability to understand emotions and use the knowledge effectively. –The ability to regulate one’s emotions to promote personal growth. Views of Intelligence (cont.)

30.  Gardner’s multiple intelligences  http://www.youtube.com/watch?v=l2QtSbP4FRg

31.  In 1904, psychologist Alfred Binet, was hired by French school authorities to create a test to measure intelligence  They wanted to separate the slower learners so that they could be in a special class  Binet had a hard time defining what intelligence was, but he knew it was complex and developed with age  He created a test that reflected making common sense judgments, telling meaning of words, problem solving, and puzzles  He tested many children to find what was the norm for each age and the test results were then based on those findings BEGINNING OF THE INTELLIGENCE TEST

32. The Development of Intelligence Tests Binet’s test has be refined many times and now here in the U.S., we use the Stanford- Binet IQ test The Standford-Binet Intelligence Scale groups test items by age level. The IQ, or intelligence quotient (IQ), is a standardized measure of intelligence based on a scale in which 100 is average.IQintelligence quotient (IQ)

33. IQ= mental age x 100 actual age Ex. 8 year old child scores at a regular 8 year old level, 8/8=1, 1x100= 100 Ex.- 8 year old child scores at an average 6 year old level, 6/8=.75,.75x100= 75 ----------------------------------------------------------------------------------------------------  Test are now scored a little bit differently; all start at 100 and then fall in a placement from there  Test also report more than just one score

34. FIGURE 14 Typical Items on the Stanford-Binet Test

35. The Development of Intelligence Tests (cont.) The Otis-Lennon Ability Test is often used today—this test seeks to measure the cognitive abilities that are related to a student’s ability to learn and succeed in school.

36. The Development of Intelligence Tests (cont.) The Wechsler Tests—These tests yield percentile scores in separate areas, such as vocabulary and arithmetic, which provide a more detailed picture of the individual’s strengths and weaknesses.

37. FIGURE 6 Sample Items on the Wechsler Tests These test items are similar to those included in the various Wechsler intelligence scales.

38. The Uses and Meaning of IQ Scores IQ tests seem to be most useful when related to school achievement. They are accurate in predicting which people will do well in schools, colleges, and universities. However, critics wonder whether such tests actually measure intelligence.  Most people score at or right around 100, 98% fall between 70-130.

39. Distribution of IQ Scores This normal curve displays intelligence as measured by the Stanford-Binet and Wechsler tests. The mean IQ score is 100; the standard deviation is 15.

40. Controversy Over IQ Testing The main question— –Do genetic differences or environmental inequalities cause two people to receive different scores on intelligence tests?

41. Controversy Over IQ Testing (cont.) Researchers test people with varying degrees of genetic relationships to help answer this question. They have found a high degree of heritability- the degree to which a characteristic is related to inherited genetic factorsheritability As genetic relationship increases, the similarity of IQ also increases. Studies on identical twins have shown that up to 70% of IQ can be genetic

42. Controversy Over IQ Testing (cont.) Factors such as the richness of the home environment, the quality of food, and the number of brothers and sister in the family also affect IQ. So, research has proven that both heredity and environment have an impact on intelligence.

43. Controversy Over IQ Testing (cont.) A major criticism of intelligence tests is that they have a cultural bias.cultural bias Cultural bias- an aspect of an intelligence test in which the wording in questions may be more familiar to people of one social group than to another group

44. FIGURE 8 The Dove Counterbalance Intelligence Test In the 1960s, psychologist Adrian Dove developed the Counterbalance Intelligence Test to stress that cultural background can influence performance on an intelligence test.

45.  3 parts  Emotional Intelligence Theory  Using interpersonal and intrapersonal skills, you will work with a small group to take a standardized pre quiz  Using Self Assessment  After your group pre quiz, you will go back to your seat and look through your notes to self assess your knowledge and see how your group did  Gardner’s Multiple Intelligences  The third step is your own quiz…show me what you know!  13.1 QUIZ

46.  Based on what we have learned so far in chapter 13, we know that there are many ways to show your knowledge and intelligence.  We are going to take this opportunity to try out Gardner’s theory.  You are going to create your own quiz, YOU choose how to show me what you have learned.  Topics to be covered: what makes a test fair and useful and TWO different theories. Include details about the three factors making tests fair and useful and be sure to include ideas and criticisms for each theory.  Be creative!  Examples- write a paper, create a detailed drawing or comic strip, write a song or poem, make a multiple choice test and answer it on your own, make diagrams, create a brochure, anything else as long as you FULLY cover the topics  You will be graded on the information given and effort 13.1-13.2 QUIZ

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48. WELCOME BACK FROM SPRING BREAK! A little motivation.. SENIORS- 21 DAYS LEFT!! Juniors/ Sophomore- 36 DAYS LEFT!! Now that your high school career is coming to an end, or you are one year closer to senior year, think about your past year and asses the time that has passed. Do you feel as though you accomplished the goals you set for your self throughout the year, do you wish you could go back and do anything differently, do you feel as though you have accomplished what you wanted to academically, socially, and personally? How do you feel about the remaining weeks of the year and what do you wish to accomplish during that time? JOURNAL #2

49. SECTION 3 Psychologists have created many tests to assess interest, abilities, and experiences. Aptitude Tests- estimates the probability that a person will be successful in learning a specific new skill They are assessed in terms of their predictive validity (predicts they way a person will perform).

50. SECTION 3 Aptitude Tests (cont.) Examples: –Differential Aptitude Test (DATE) –General Aptittude Test Battery (GATB) –SAT –ACT The GATB

51. FIGURE 9 The GATB Samples of items from the GATB testing verbal skills, mathematical skills, and manual skills are shown here.

52. Achievement Tests Achievement tests are designed to measure how much a person has already learned in a particular area.Achievement tests They are validated in terms of their content validity, or how well they measure a student’s mastery of a set of knowledge.

53. SECTION 3 Achievement Tests (cont.) Sometimes difficult to distinguish between because they seem to overlap. The distinction between aptitude and achievement tests rests more on purpose and validation than on content. Predict future ability  aptitude test What a person already knows  achievement test

54. SECTION 3 Computers are often used to administer adaptive testing. The computer changes the question difficulty as it adapts the test to your performance. If you answer several problems correctly, the computer challenges you with harder problems and vice versa. Considered to be more accurate than standardized Achievement Tests (cont.)

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56. SECTION 3 Adaptive instruction—by increasing the questions posed on topics you are missing, the computer reinforces more careful studying in areas least understood. Achievement Tests (cont.)

57. SECTION 3 Interest Inventories Interest inventory—measures a person’s preferences and attitudes in a wide variety of activities to identify areas of likely success.Interest inventory The purpose of these measures is to help people find the career that is right for them. A tester’s responses are compared to responses given by people in clearly distinct groups Ex.- KPR- Kuder Preference Record

58. FIGURE 10 The KPR Shown are items from the Kuder Preference Record (KPR). The individual taking the test chooses from among three possible activities the one he or she would most like to do and the one he or she would least like to do.

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60.  Describe your personality. JOURNAL #3

61. Personality test- Assess an individuals characteristics and identifies problemsPersonality test Can help predict how a person will behave in the future Some are objective, some are projective

62. Objective test- limited or forced choice personality testObjective test Most commonly used: MMPI- Minnesota Multiphasic Personality MMPI2- More modern wording used and problems The items on the MMPI reveal habits, fears, sexual attitudes, and symptoms of psychological disorders.

63. SECTION 4 MMPI/ MMPI2 It was originally developed to help diagnose psychological disorders. Scoring is based on patterns of responses. Answer choices are T/F/ cannot say Most psychologists feel that the scores should be supplemented and confirmed with interviews and observations. Some critics question the test’s validity. Scoring is based on previously categorized people

64. SECTION 4 Objective Personality Tests (cont.) The CPI is similar to the MMPI, but does not have any of the questions that reveal psychiatric illnesses. It measures traits such as responsibility, self-control, and tolerance. MMPI Scales

65. FIGURE 11 MMPI Scales The MMPI is a true-false self-questionnaire that is designed to assess major patterns of personality and emotional disorders. Clinical scales identify the specific areas whose content includes references to a specific disorder. Validity scales assess whether the test taker was lying or faking answers.

66. SECTION 4 Objective Personality Tests (cont.) The Meyers-Briggs Test (MBTI) is used to predict things like adjustment to stress, leadership, and job success. This test focuses on how a person takes in information, makes decisions, and approaches day-to-day tasks.

67. SECTION 4 The MBTI characterizes personality on four different scales: –Extraversion vs. introversion –Intuition vs. sensing –Feeling vs. thinking –Judging vs. perceiving Objective Personality Tests (cont.)

68. SECTION 4 Projective Personality Tests Projective test- Unstructured test in which a person is asked to respond freely, giving his or her own interpretation of various ambiguous stimuliProjective test The test taker projects his or her feelings, perspectives, and attitudes onto the test items.

69. SECTION 4 Projective Personality Tests (cont.) Rorschach inkblot test Theory is that anything that someone does or says will reveal an aspect of that person’s personality. Many researchers have criticized the test, charging that the scoring systems are neither reliable nor valid because it depends on psychologists expectations

70. SECTION 4 Projective Personality Tests (cont.) The Thematic Apperception Test (TAT) consists of a series of 20 cards containing pictures of vague but suggestive situations. The individual is asked to tell a story about the picture.

71. SECTION 4 Projective Personality Tests (cont.) –urge clients to speak freely about their problems. –assess the motivation and personality characteristics of the individual. –assess personality problems of individuals.

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