PSYCHOLOGY

PSYCHOLOGICAL
TESTING
MODULE
2018
PSYCHOLOGY PSYCHOLOGICAL TESTING

COURSE DESCRIPTION
This course is designed to introduce students with the principles of psychological
assessment. It focuses on the acquisition of knowledge on psychological testing,
measurement and evaluation by becoming familiar with the history, development, theories,
methods, current trends, issues, and ethics of psychological testing. This also involves the
engagement of tests with the science of psychological measurement such as item analysis,
reliability, validity and utility and; the critical evaluation of intelligence and personality tests
which are practically used in the field of psychological testing. Henceforth, this course is
considered as a preparation for the application of psychological assessment.

LEARNING OBJECTIVES

By the end of the course, students should be able to:

LO1. Describe and differentiate psychological assessment, testing, measurement and

evaluation
LO2. Be accustomed with the historical, cultural, and legal/ethical considerations in
Psychological Assessment.

LO3. Demonstrate deep understanding of psychological measurement including

standardization, reliability, validity, utility, scoring and statistics.

LO4. Be familiar with the different psychological test such as intelligence, personality,
aptitude, neuro-psychological, and interest inventory.
CONTENTS
Chapter 1: Test

Topic 1: What is a Test?

Topic 2: Type of test
Topic 3: Classification of Test
Topic 4: Cheating

Chapter 2: Psychological Test

Topic 1: Psychological Test

Topic 2: Uses of Psychological Test
Topic 3: Design Properties of Psychological Test
Topic 4: Kinds of Psychological Test

Chapter 3: Psychological Testing

Topic 1: Psychological Testing

Topic 2: Principles of Psychological Testing
Topic 3: Purpose of Psychological Testing
Topic 4: General Procedure / Guidelines in Test Administration
Topic 5: Principles to be Considered in Test Administration
Topic 6: Selecting Appropriate Test
Topic 7: Examinee Considerations

Chapter 4: History of Psychological Testing

Topic 1: Early Antecedents

Topic 2: Historical Background and Development of Testing
Topic 3: Published locally made test

Chapter 5: Psychological Assessment

Topic 1: Assessment
Topic 2: Psychological Assessment
Topic 3: Part of Psychological Assessment

Chapter 6: Test Construction

Topic 1: Principles of Test Construction

Topic 2: Function of Various Kind of Examination
Topic 3: Classifications or Kinds of Examinations
Topic 4: Criteria of a Good Examination
Topic 5: General Principles in Constructing Different Types of Tests
Topic 6: Difference Between Standardized Test and Teacher – Made Test
Topic 7: Classifications and Uses of Standard Tests

Chapter 7: Writing a Psychological Report

Topic 1: Scoring and Interpreting the Test

 Topic 2: Level of Interpretation
Topic 3: Criteria of Psychological Report
Topic 4: Kind of Psychological Report
Topic 5: Principles of Value in Writing an Individualized Psychological Report
Topic 6: Some Sources of Error in Psychological Interpretation
Topic 7: Sample of Psychological Report

LABORATOTY ACTIVITY
Preparing Test Administration and Assessment

Activity 1: Intake Interview

Activity 2: Mental Status Examination
Activity 3: Mini-Mental Status Examination
Activity 4: Behavioral Observation

Intelligence Test

Activity 5: Revised Beta Examination II

Activity 6: MD5

Aptitude Test

Activity 7: SRA Verbal

Nuero-psychological Test

Activity 8: Bender Visual Motor Gestalt Test

Personality Test

Activity 9: Draw a Person Test

Activity 10: House-Tree-Person Test
Activity 11: Hand Test
Activity 12: Basic Personality Test
Activity 13: Emotional Profile Index
Activity 14: MDQ Competency Model
Activity 15: Dimension of Self - Concept
Activity 16: Multiple Intelligence Quiz
Activity 17: Sack’s Sentence Completion Test
Activity 18: Sorensen Self Esteem Test

Interest Inventory

Activity 19: RIASEC

Activity 20: Curtis Interest Scale

Achievement Test

Activity 21: Achievement Test (Chapter 1-7)

Activity 22: Achievement Test (Laboratory 1-20)
 INTRODUCTION

Psychology is a broad, exciting field. Psychologists work in settings ranging from schools and clinics to
basic research laboratories, pharmaceutical firms, and private international companies. Despite this diversity, all
psychologists have at least two things in common: They all study behavior, and they all depend to some extent
on its measurement. This module concerns a particular type of measurement, psychological tests, which measure
characteristics pertaining to all aspects of behavior in human beings.
Psychological Testing is the result of a long-standing partnership between the authors. As active
participants in the development and use of psychological tests, we became disheartened because far too many
undergraduate college students view psychological testing courses as boring and unrelated to their goals or career
interests. In contrast, we see psychological testing as an exciting field. It has a solid place in the history of
psychology, yet it is constantly in flux because of challenges, new developments, and controversies.
To understand the applications and issues in psychological testing, the student must learn some basic
principles, which requires some knowledge of introductory statistics. The future of applied psychology may
depend on the ability of psychologists to face these challenging issues.

CHAPTER 1
TEST

WHAT IS A TEST?
Everyone has had experience with tests. A test is a measurement device or technique used to quantify
behavior or aid in the understanding and prediction of behavior. A spelling test, for example, measures how well
someone spells or the extent to which someone has learned to spell a specific list of words. At some time during
the next few weeks, your instructor will likely want to measure how well you have learned the material in this
book. To accomplish this, your instructor may give you a test. As you well know, the test your instructor gives
may not measure your full understanding of the material. This is because a test measures only a sample of
behavior, and error is always associated with a sampling process.

Test scores are not perfect measures of a behavior or characteristic, but they do add significantly to the
prediction process, as you will see. An item is a specific stimulus to which a person responds overtly; this response
can be scored or evaluated (for example, classified, graded on a scale, or counted). Because psychological and
educational tests are made up of items, the data they produce are explicit and hence subject to scientific inquiry.
 A test or examination (informally, exam or evaluation) is an assessment intended to measure a test-taker's
knowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs). A test may be
administered verbally, on paper, on a computer, or in a confined area that requires a test taker to physically
perform a set of skills. Tests vary in style, rigor and requirements. For example, in a closed book test, a test taker
is often required to rely upon memory to respond to specific items whereas in an open book test, a test taker may
use one or more supplementary tools such as a reference book or calculator when responding to an item.

A test may be administered formally or informally. An example of an informal test would be a reading
test administered by a parent to a child. An example of a formal test would be a final examination administered
by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results
in a grade or a test score. A test score may be interpreted with regards to a norm or criterion, or occasionally both.
The norm may be established independently, or by statistical analysis of a large number of participants. An exam
is meant to test a child's knowledge or willingness to give time to manipulate that subject.

A test may be developed and administered by an instructor, a clinician, a governing body, or a test
provider. In some instances, the developer of the test may not be directly responsible for its administration. For
example, Educational Testing Service (ETS), a nonprofit educational testing and assessment organization,
develops standardized tests such as the SAT but may not directly be involved in the administration or proctoring
of these tests. As with the development and administration of educational tests, the format and level of difficulty
of the tests themselves are highly variable and there is no general consensus or invariable standard for test formats
and difficulty. Often, the format and difficulty of the test is dependent upon the educational philosophy of the
instructor, subject matter, class size, policy of the educational institution, and requirements of accreditation or
governing bodies. In general, tests developed and administered by individual instructors are non-standardized
whereas tests developed by testing organizations are standardized.

A standardized test is any test that is administered and scored in a consistent manner to ensure legal
defensibility. Standardized tests are often used in education, professional certification, psychology (e.g., MMPI),
the military, and many other fields.

A non-standardized test is usually flexible in scope and format, variable in difficulty and significance.
Since these tests are usually developed by individual instructors, the format and difficulty of these tests may not
be widely adopted or used by other instructors or institutions. A non-standardized test may be used to determine
the proficiency level of students, to motivate students to study, and to provide feedback to students. In some
instances, a teacher may develop non-standardized tests that resemble standardized tests in scope, format, and
difficulty for the purpose of preparing their students for an upcoming standardized test.
 In contrasts to non-standardized tests, standardized tests are widely used, fixed in terms of scope, difficulty
and format, and are usually significant in consequences. Standardized tests are usually held on fixed dates as
determined by the test developer, educational institution, or governing body, which may or may not be
administered by the instructor, held within the classroom, or constrained by the classroom period. Although there
is little variability between different copies of the same type of standardized test (e.g., SAT or GRE), there is
variability between different types of standardized tests.

TYPE OF TEST

Written tests
Written tests are tests that are administered on paper or on a computer (as an eExam). A test taker who takes a
written test could respond to specific items by writing or typing within a given space of the test or on a separate
form or document.
In some tests; where knowledge of many constants or technical terms is required to effectively answer questions,
like Chemistry or Biology – the test developer may allow every test taker to bring with them a cheat sheet.
A test developer's choice of which style or format to use when developing a written test is usually arbitrary given
that there is no single invariant standard for testing. Be that as it may, certain test styles and format have become
more widely used than others.

Below is a list of those formats of test items that are widely used by educators and test developers to construct
paper or computer-based tests. As a result, these tests may consist of only one type of test item format (e.g.,
multiple choice test, essay test) or may have a combination of different test item formats (e.g., a test that has
multiple choice and essay items).

Multiple choice
In a test that has items formatted as multiple choice questions, a candidate would be given a number of set answers
for each question, and the candidate must choose which answer or group of answers is correct. There are two
families of multiple choice questions. The first family is known as the True/False question and it requires a test
taker to choose all answers that are appropriate. The second family is known as One-Best-Answer question and
it requires a test taker to answer only one from a list of answers.

Alternative response
True/False questions present candidates with a binary choice – a statement is either true or false. This method
presents problems, as depending on the number of questions, a significant number of candidates could get 100%
just by guesswork, and should on average get 50%.
Matching type
A matching item is an item that provides a defined term and requires a test taker to match identifying
characteristics to the correct term.

Completion type
A fill-in-the-blank item provides a test taker with identifying characteristics and requires the test taker to recall
the correct term. There are two types of fill-in-the-blank tests. The easier version provides a word bank of possible
words that will fill in the blanks. For some exams all words in the word bank are used exactly once. If a teacher
wanted to create a test of medium difficulty, they would provide a test with a word bank, but some words may be
used more than once and others not at all. The hardest variety of such a test is a fill-in-the-blank test in which no
word bank is provided at all. This generally requires a higher level of understanding and memory than a multiple
choice test. Because of this, fill-in-the-blank tests[with no word bank] are often feared by students.

Essay
Items such as short answer or essay typically require a test taker to write a response to fulfill the requirements of
the item. In administrative terms, essay items take less time to construct. As an assessment tool, essay items can
test complex learning objectives as well as processes used to answer the question. The items can also provide a
more realistic and generalizable task for test. Finally, these items make it difficult for test takers to guess the
correct answers and require test takers to demonstrate their writing skills as well as correct spelling and grammar.

Quizzes
A quiz is a brief assessment that may cover a small amount of material that was given in a class. Some of them
cover two to three lectures that were given in a period of times as a reading section or a given exercise in were
the most important part of the class was summarize. However, a simple quiz usually does not count very much,
and instructors usually provide this type of test in order to help and know if the student is learning the material.
In addition, doing this at the time the instructor collected all can make a significant part of the final course grade.

Mathematical questions
Most mathematics questions, or calculation questions from subjects such as chemistry, physics or economics
employ a style which does not fall into any of the above categories, although some papers, notably the Maths
Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a
mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for
the steps taken than for the correct answer.
Open-Note Tests
Though not as popular as the closed-note test, open-note tests are slowly rising in popularity. An open-note test
allows the test taker to bring in all of their notes and use them while taking the test. The questions asked on open-
note exams are typically more thought provoking and intellectual than questions on a closed-note exam. Rather
than testing what facts you know, open-note exams force you to apply the facts to a broader question. The main
benefit that is seen from open-note tests is that they are a better preparation for the real world where you don't
have to memorize and have anything you need at your disposal.

Physical fitness tests

A physical fitness test is a test designed to measure physical strength, agility, and endurance. They are commonly
employed in educational institutions as part of the physical education curriculum, in medicine as part of diagnostic
testing, and as eligibility requirements in fields that focus on physical ability such as military or police.

Performance tests
A performance test is an assessment that requires an examinee to actually perform a task or activity, rather than
simply answering questions referring to specific parts. The purpose is to ensure greater fidelity to what is being
tested. An example is a behind-the-wheel driving test to obtain a driver's license. Rather than only answering
simple multiple-choice items regarding the driving of an automobile, a student is required to actually drive one
while being evaluated. Performance tests are commonly used in workplace and professional applications, such as
professional certification and licensure. When used for personnel selection, the tests might be referred to as a
work sample. A licensure example would be cosmetologists being required to demonstrate a haircut or manicure
on a live person.

Diagnostic Tests
These tests are used to diagnose how much you know and what you know. They can help a teacher know what
needs to be reviewed or reinforced in class. They also enable the student to identify areas of weakness.

Placement Tests
These tests are used to place students in the appropriate class or level. For example, in language schools,
placement tests are used to check a student’s language level through grammar, vocabulary, reading
comprehension, writing, and speaking questions. After establishing the students level, the student is placed in the
appropriate class to suit his/her needs.
Progress or Achievement Tests
Achievement or progress tests measure the students improvement in relation to their syllabus. These tests only
contain items which the students have been taught in class. There are two types of progress tests: short-term and
long-term.
Short-term progress tests check how well students have understood or learned material covered in specific units
or chapters. They enable the teacher to decide if remedial or consolidation work is required.
Long-term progress tests are also called Course Tests because they check the learners progress over the entire
course. They enable the students to judge how well they have progressed. Administratively, they are often the
sole basis of decisions to promote to a higher level.

Progress tests can also be structured as quizzes, rather than as tests. They can be answered by teams of students,
rather than individuals. They can be formulated as presentations, posters, assignments, or research projects.
Structuring progress tests in this way takes into account the multiple intelligences and differing learning styles of
the students. Yet many students still expect a regular test as a part of normal learning.

Proficiency Tests
These tests check learner levels in relation to general standards. They provide a broad picture of knowledge and
ability. In English language learning, examples are the TOEFL and IELTS exams, which are mandatory for
foreign-language speakers seeking admission to English-speaking universities. In addition, the TOEIC (Test of
English for International Communication) checks students knowledge of Business English, as a prerequisite for
employment.

Internal Tests
Internal tests are those given by the institution where the learner is taking the course. They are often given at the
end of a course in the form of a final exam.

External Tests
External tests are those given by an outside body. Examples are the TOEFL, TOEIC, IELTS, SAT, ACT, LSAT,
GRE and GMAT. The exams themselves are the basis for admission to university, job recruitment, or promotion.

Objective Tests
Objective tests are those that have clear right or wrong answers. Multiple-choice tests fall into this group. Students
have to select a pre-determined correct answer from three or four possibilities.
Subjective Tests
Subjective tests require the marker or examiner to make a subjective judgment regarding the marks deserved.
Examples are essay questions and oral interviews. For such tests, it is especially important that both examiner and
student are aware of the grading criteria in order to increase their validity.

Combination Tests
Many tests are a combination of objective and subjective styles. For example, on the TOEFL iBT, the Test of
English as a Foreign Language, the reading and listening sections are objective, and the writing and speaking
sections are subjective.

CLASSIFICATION OF TESTS

A. Performance vs Pencil-Paper Tests

Performance test is a test in which the examinee is required to manipulate objects or perform task.
Pencil- paper test is a test which represents questions or items to which a person responds by writing or marling
answers. For economy and convenience of scoring, separate answer sheets are often used.

B. Objective vs Subjective Tests

Objective tests require the person scoring the test to exercise little, or if any, judgment. An answer key is prepared
when the test is constructed so as that no matter how many persons grade the test, the one who took the test will
receive the same numerical score for each item.
Subjective tests require the scorer to use considerate judgment and training in evaluating the examinee’s
responses.

C. Standardize vs Teacher-made Tests

Standardized tests is administered and scored according to specific instruction for uniformity. It has been the
result of test and retest. Norms are available for standard interpretation of scores.
Teacher-made test are those constructed by the teacher for the purpose of an informal evaluation of her classroom
teaching.

D. Speed vs. Power Tests

Speed tests are those that require the examinee to complete as many test items or complete some tasks as possible
in a specific time limit.
Power tests require the
examinee to demonstrate the extent of his knowledge or depth of his understanding with the time factor eliminated
as much as possible.

E. Group Vs Individual Test.

Individuals test are designed to be administered to one personal at a time. It allows the tester to observe carefully
the examinee’s behavior.
Group tests are designed to administer to a group of examinees at a time. Group testing saves time, money and
effort.

CHEATING
Cheating on a test is the process of using unauthorized means or methods for the purpose of obtaining a
desired test score or grade. This may range from bringing and using notes during a closed book examination, to
copying another test taker's answer or choice of answers during an individual test, to sending a paid proxy to take
the test.

CHAPTER 2
PSYCHOLOGICAL TEST

WHAT IS A PSYCHOLOGICAL TEST?

Suppose that you are a psychologist. A new client walks into your office reporting trouble concentrating,
fatigue, feelings of guilt, loss of interest in hobbies and loss of appetite. You automatically think that your client
may be describing symptoms of depression. However, you note that there are several other disorders that also
have similar symptoms. For example, your client could be describing post-traumatic stress disorder (PTSD),
insomnia or a list of other psychological disorders. There are also some physical conditions, such as diabetes or
congestive heart failure, which could result in the mental symptoms that your client is reporting.
So, how do you determine which diagnosis, if any, you give your client? One tool that can help you is a
psychological test or psychological assessments. These are instruments used to measure how much of a specific
psychological construct an individual has. Psychological tests are used to assess many areas, including:
•Traits such as introversion and extroversion
•Certain conditions such as depression and anxiety
•Intelligence, aptitude and achievement such as verbal intelligence and reading achievement
•Attitudes and feelings such as how individuals feel about the treatment that they received from their
therapists
•Interests such as the careers and activities that a person is interested in
•Specific abilities, knowledge or skills such as cognitive ability, memory and problem-solving skills
 It is important to note that not everyone can administer a psychological test. Each test has its own
requirements that a qualified professional must meet in order for a person to purchase and administer the test to
someone else.
Psychological tests provide a way to formally and accurately measure different factors that can contribute
to people's problems. Before a psychological test is administered, the individual being tested is usually
interviewed. In addition, it is common for more than one psychological test to be administered in certain settings.
Psychological test is a device for measuring characteristics of human being that pertain to overt
(observable) and covert (intra-individual) behavior. A psychological test measures past, present, or future human
behavior (Kaplan & Succuzo, 2001). A psychological test is essentially an objective and standardize measure of
a sample of behavior (Anastasi & Urbina, 1997).

USES OF PSYCHOLOGICAL TEST

Psychological tests and other assessment instruments and procedures are used extensively for various
purposes in a wide range of organizational contexts; schools and colleges, business and industries, psychological
clinics and counseling centers, government and military organizations, and research institution. Psychologist,
guidance counselors, personnel officers, and applied and research-oriented practitioners and specialist in human
behavior spend a good portion of their professional time in administering, scoring and interpreting psychological
test.
Dizon (2002) in defense of testing, stresses the need to develop the tests, to stop the use of inappropriate
ones, and to prove others rather than to give it (testing) up. One area of concern in guidance work in the Philippines
is the development and validation of appraisal measures appropriate for Filipinos and congruous with Filipino
culture. In the field of psychological assessment, we have relied so much on foreign-made test because of the
apparent lack of test made by / for Filipinos. Psychological testing should be construed as one of the measures of
identifying or assessing the child. With the varying qualities of tests, the evaluator is confronted with the crucial
task of choosing those which will enable him to accurately assess the child’s least bias.
Psychological tests are important techniques in education. De Leon (1993) stated that schools give
intelligence, aptitude and interests tests to pupils of various stages. Once the students have experienced difficulties
in school, either academically or a socially, they are referred to a psychologist to administer additional
psychological tests to diagnose their problem. Lazo, Jesus, and Tiglao (1987) stated that the uses for psychological
assessment are very wide today ranging from business to education to the industrial field.
Guillani (2003) cited that assessment process involved collection, the process of tracing and the gathering
information from the many sources of background information on a child such as; school records, observation
and parent’s intakes. Moreover, the evaluation of a child’s intellectual, psychological, emotional, perceptual,
language, cognitive and medical development is needed in order to determine areas of strength and weakness. In
school context many goals, purposes and people are involved in a testing program such as identifying the readiness
of students. Each part of the assessment process provides valuable information not only about the types of
interaction in which the adolescent engages with significance to others, and these involve the process of interview,
rating scales, behavioral observation and standardized test.
Despite the critics’ and issues surrounding their use, psychological test provides valuable data that are
utilized on applied areas previously mentioned or in any situation that involves making decisions about people,
programs and procedures.
Traditionally, tests are used to measure differences between individuals or between the reactions of the
same individual on different occasions. Generally, they are useful in making judgments, predictions and decisions
that confront both individuals and groups.

1. EDUCATIONAL SETTING
A. School admission- screening of applicants
B. Classroom selection or classification of children with reference to their ability to profit from different
types of school instruction –assessment process involve collection, the process of tracing and gathering
information from the many sources of background information on a child such as; school records,
observation and parent’s intakes. Moreover, the evaluation of the child’s intellectual, psychological,
emotional, perceptual, language, cognitive and medical development is needed in order to determine areas
of strength and weaknesses. In school context many goals, purposes and the people are involved in a
testing program such as identifying the readiness of students. Each part of the assessment process provides
valuable information not only about the types of interaction in which the client engages with significance
to others, and these involve the process of interview, rating scales, behavioral observation and
standardized test.
C. Identification of exceptional (deficits and gifted)
D. Diagnosis of academic failures and learning disabilities–identifying dyslexia, dyscalculia, dysgraphia,
and speech disorder. Searches for the underlying causes of these problems that do not respond to first aid
treatment.
E. Educational planning and career counseling of high school and college students.
F. Evaluation of student competencies – determined the extent to which the student have mastered in
the objectives of the intended instruction.
G. Evaluation of teacher competencies – designed to measure teacher’s competencies and teaching
techniques. To modify the teaching and learning process.
H. Evaluation of instructional programs – can detailed information so that education program may be
developed as basis in planning for a relevant instruction.
2. INDUSTRIAL SETTING
Psychological tests are used in conjunction with other methods of obtaining information about individuals
i.e., biological data, application forms, interviews work samples and employment records.
A. Selection of New Employees, Hiring, Classification and Job Assignment
B. Evaluation of current Employees, Job Transfer, training, promotion or termination.
C. Evaluation of programs and products
D. Assessment of consumer behavior
E. Selection of Military personnel

3. CLINICAL SETTING
The use if tests in canceling have broadened from education/vocational planning to involvement in all
aspects of the person’s life. Test are used to enhance self-understanding and personal development.
A. Identification of intellectual deficiencies
B. Psycho diagnosis/different diagnosis of psychopathology
C. Clinical assessment of family/behavioral disorders
D. Marital and family assessment
E. Assessment in health psychology
F. Career development

4. RESEARCH SETTING
A. Data gathering/theory verification
B. Environment assessment

5. LEGAL SETTING
A. Help the courts decide issues, child custody or competency to stand trial.

DESIGN PROPERTIES OF PSYCHOLOGICAL TEST

a. What is the name of the test
b. Who are their authors
c. Who publish it?
d. When was it published?
e. Is there an alternative form available
f. How does it cost?
g. How long does it take to administer?
h. What was the standardization group?
 i. How recently has the test been revised?
j. Is there a test manual?

TYPES OF PSYCHOLOGICAL TESTS

There are a number of general kinds and types of test. These must be considered in developing a testing
program. The classification of these instruction is based on test purposes and the technical features with respect
to the behavior that is sampled.
Types of tests that measure stated objectives are; intelligence, mental abilities or general classification
tests, performance or achievement test, diagnostic tests, aptitude and readiness tests.
Structured and partially structured self-reporting inventories are also used to secure information and examine
reaction about his interests, activities and personal concerns.

Intelligence tests
Intelligence tests are used to measure intelligence, or your ability to understand your environment, interact with
it and learn from it. It also assesses the person’s ability to relate to its foreign environment. Measured objective
of intelligence tests (general ability tests) are designed to provide an estimation of a person’s probable intellectual
behavior, his innate potential. It is now general accepted that the intelligence quotient score is not only valuable
working score for a person’s intelligence. The mental age is meaningful because it can be interpreted in grade
expectancies. It is believe that student mental age is probably the best single basis for estimating the education
level at which the person should be able to achieve. These intelligence or mental ability tests provide opportunities
for the student to use his powers of reasoning and his numerical and verbal knowledge in a form that can be
objectively scored. The two types of forms of mental ability test are verbal and non-verbal test. Intelligence tests
include:
• Wechsler Adult Intelligence Scale (WAIS)
• Wechsler Intelligence Scale for Children (WISC)
• Stanford-Binet Intelligence Scale (SB)
• Wechsler Pre-School and Primary Scale of Intelligence

Personality tests
Personality tests are used to measure personality style and traits. Personality tests are commonly used in research
or to assist with clinical diagnoses. Personality test are not really test at all, but rather attempt to inventory an
individual’s feeling about himself and other people. A personality inventory is merely a structural interview. It is
designed to elicit he kinds of information about the individual which cannot be discovered through talking with
him. Although all psychological tests can be faked to some extent, personality test are the most easily faked of all
these tests. Personality tests are designed to discover further attitudes about self and others, behavior and social
adjustment. Thus, certain tests referred to as attitude tests and adjustment test is in fact a personality test as well.
Personality tests may be structured, as a psychometric test is, or unstructured as with projective tests/techniques.
The projective techniques for obtaining a picture of personality are among the most imaginative approach to the
study of people. An adequately trained tester especially in psychoanalysis can handle projective testing. Examples
of personality tests include:
• Minnesota Multiphasic Personality Inventory (MMPI)
• Thematic Apperception Test (TAT)
• Rorschach, also known as the 'inkblot test'

Achievement Tests
Achievement tests are also a type of psychological tests that measure your ability to comprehend a specific topic
and it used to measure how well you understand a particular topic; for example, mathematics. The achievement
tests are designed to measure the outcome of the instructional program. They are designed to measure what a
student has already learned in a particular subject area or areas. They attempt to measure actual learning than
potential for learning. They include general achievement in subject matter areas, achievement in specific course
such as psychology, physics, chemistry, etc. Achievement may be divided into two types, namely: battery and
single. You can read through the following cases:
• Peabody Individual Achievement Test
• Wechsler Individual Achievement Test

Aptitude Tests
The aptitude tests measure the potential of performance in a person. Aptitude tests are used to measure your
abilities in a specific area (i.e. clerical skills). Aptitude tests attempt to measure an individual potentialities for
future development and learning among individuals along certain lines or specific areas. They are tests which
ordinarily measure skills not taught directly in school which may determine innate tendencies. Aptitude battery
consist of a number of the individual’s capabilities along various lines or areas. Most general aptitude batteries
usually include separate tests of:
1. Spatial and Abstract 2.Verbal 3. Numerical
4. Mechanical 5. Clerical 6. Language Abilities
Specific Aptitude Test are designed to measure unique and specific ability or talent important for success in one
type of job or occupation. These include tests of special abilities, psychomotor performance, and artistic aptitude.
All these psychomotor tasks involve intellectual abilities such as those found in pencil-paper tests. Examples are
• Armed Services Vocational Aptitude Battery
• Bloomberg Aptitude Test
Neuro-psychology Tests
The Neuro-psychological tests are usually conducted when an individual has suffered a traumatic stress or injury.
To check the proper cognitive functioning of the brain, these kinds of tests are conducted. Some typical examples
of these tests include:
• Benton Visual Retention Test
• Wisconsin Card Sorting Test
• Halstead Reitan Neuropsychological Test Battery

Interest inventories
Interest inventories are actually measure of a person’s preference, his likes and dislike at a given time, which may
be influenced by his environment, his experience and perhaps his innate tendencies. An interest inventory is a
method designed to provide an individual with forced choices that he will either like or dislike. These choice are
then grouped into areas. Thus, scoring an interest inventory is a way of scoring out and putting together one’s
likes dislikes so that they will have some meaning in terms of person’s possible choices. It is most often used as
a test for choosing possible careers. Though it has been classified here separately, some experts would consider
this personality tests. Examples are
• RIASEC
• Curtis Interest Inventory
• COPES

CHAPTER 3
PSYCHOLOGICAL TESTING

WHAT IS PSYCHOLOGICAL TESTING?

Psychological testing refers to the use of psychological tests. Psychological testing refers to all possible
uses, application, and underlying concepts of psychological tests (Kaplan & Succuzo, 2001). The technical term
for the science behind psychological testing is “psychometrics” by samples of behavior, it means observation
over time of individual performing task that have usually been prescribe beforehand (a score on a test).

Objective Measures
• It aims to describe measures, that the recording of a specific and limited piece of behavior.
• It implies uniformity of procedure in administering and scoring the test.
• Standardized in terms of examined statistical concepts, scoring and criteria for the interpretation.
 Psychometrics is a specialized branch of psychology dealing with mental tests. The branch of psychology
dealing with the development and the application of statistical and other mathematical procedures to psychology.
Test administration is act of giving a test. Test administrator is a person giving a test (Kaplan & Succuzo, 2001).
Psychologists, psychometrician and other qualified mental health professionals use psychological tests to measure
specific psychological constructs in individuals.

PRINCIPLES OF PSYCHOLOGICAL TESTING

By principles of psychological testing, we mean the basic concepts and fundamental ideas that underlie
all psychological and educational tests. It consists of two of the most fundamental concepts in testing: reliability
and validity.
Reliability refers to the accuracy, dependability, consistency, or repeatability of test results. In more
technical terms, reliability refers to the degree to which test scores are free of measurement errors. As you will
learn, there are many ways a test can be reliable. For example, test results may be reliable over time, which means
that when the same test is given twice within any given time interval, the results tend to be the same or highly
similar.
Validity refers to the meaning and usefulness of test results. More specifically, validity refers to the degree
to which a certain inference or interpretation based on a test is appropriate. When one asks the question, “What
does this psychological test measure?” one is essentially asking “For what inference is this test valid?” Another
principle of psychological testing concerns how a test is created or constructed.

PURPOSE OF TESTING
Test are extensive of the psychologist’s ability to observe individuals. Test are essentially sample or X-
rays of person’s behavior at a particular time. There is massive assumption that a sample represents these on-
going aspects of behavior. The more complex, the greater depth of cause, the more subtle the meaning, the more
difficult it is to appraise, massive or evaluate particular behaviors.

General Uses of Tests

• Identification of abilities
• Classification for grouping purposes
• Selecting individuals for placement
• Planning educational and vocational steps
• Adjustment of a person

A testing program may have a number of purposes. It is important for the psychometrician to work
cooperatively with other members of the department staff, to determine the precise objectives for the testing
program. Only a few objectives should be attempted at any one time. Furthermore, the purpose of testing must
not only be consistent with goals, but also with the availability of the psychometrician to actually use test results.
It may be fatal to a testing program, in fact to a department program, if the staff can make only minimal use of
the test results.

GENERAL PROCEDURES/ GUIDELINES FOR TEST ADMINISTRATION

A. CONDITIONS OF TESTING
1. Physical condition: The physical condition where the test is given may affect the test scores. If the
ventilation and lighting are poor, the subject will be handicapped.
2. Condition of the person: Sate of the persons affects the result, if the test is given when he is fatigued,
when his mind is concerned with the other problems, or when he is emotionally disturbed, results will not
be a fair simple of his behavior.
3. Test condition: The testing condition can often be improved by spacing the tests to avoid cumulative
fatigue. Test questionnaires, answers sheet and other testing materials needed must always be in good
condition so as not to hinder good performance.
4. Condition of the day: Time of the day may influence scores, but is rarely important. Alert subjects are
more likely to give their best than subjects who are tired and dispirited. Equally good results can be
produced at any hour, however, if the subjects want to do well.

B. CONTROL OF GROUP
1. Group tests are the given only to those reasonably and cooperative subjects who expects to do as the
tester request. Group testing then, is a venue for problem in command.
2. Direction should be given simply, clearly and singly. The subject must have a chance to ask questions
whenever they are necessary but the examiner attempts to anticipate all reasonable questions by full
directions.
3. Effective control may be combine with good rapport if the examiner is friendly, avoid an antagonist,
overbearing or fault attitude.
4. The goal of the tester is to obtain useful information about people; that is to elicit good information
from the result of test. There is no value adhering rigidly to a testing schedule if the schedule will not give
true information. Common sense is the only safe guide in exceptional situations.

C. DIRECTIONS TO THE SUBJECT

1. The most important responsibility of the test administrator is giving directions.
2. It is imperative that the tester give the directions exactly as provided in the manual. If the tester
understand the importance of this responsibility. It is simple to follow printed directions, reading them
word for word, adding nothing and changing nothing.
D. JUDGMENTS LEFT TO THE EXAMINER
1. The competent examiner must possess a high degree of judgment, intelligence, sensitivity to the
reactions of others, and professionalism as well as knowledge with regards to scientific methods
experience in the use of psychometric techniques.
2. No degree of mechanical perfection of the test themselves can ever take the place of good judgment
and psychological insight of the examiner.

E. GUESSING
1. It is against the rule for the tester to give supplementary advice; he must retreat to such formula as “Use
your judgment” (But the tester is not to give his group the advantage by telling this trade secret).
2. The person taking the task is usually wise to guess freely. (But the tester is not to give his group the
advantage by telling them this trade secret)
3. From the point of view of the tester, the tendency to guess is unstandardized aspect of the testing
situation which interfere with accurate measurement.
4. The systematic advantage of the guesser is eliminated if the test manual directs everyone to guess, but
guessing introduce large change of errors. Statistical comparison of “do not guess” instruction and “do
guess” instruction show that with the latter, the test has slightly lesser predictive value.
5. The most widely accepted practice now is to educate students that wild guessing is to their disadvantage,
but to encourage them to respond when they can make an informed judgment as to the most reasonable
answer even if they are uncertain.
6. The motivation helpful to valid testing is a desire on the part of the subject that the score be valid.
Ideally the subject become a partner in testing himself. The subject must place himself on a scale, and
unless he cares about the result he cannot be measured accurately.
7. The desirability of preparing the subject for the test by appropriate advance information is increasingly
recognized. This information increase the person’s confidence, and reduce standard test anxiety that they
might otherwise have.

PRINCIPLES TO BE CONSIDERED IN TEST ADMINISTRATION

Some tests are sufficiently simple for any intelligent adult to give successfully; others are subtle that
months of special training are required before the tester can do a fully effective job. In general, group test are
required less training to administer than individual tests, although there are some exceptions. If the tester has no
responsibility, except to read a set of printed directions, any conscientious non-threatening persona should be
successful. Where it is necessary to question the subject individuality and to use follow-up questions or answer
is unclear, greater skill and experience is required. Some of the principles to remember in administering test are:
 A. To ensure fair testing, the tester must become thoroughly familiar with the test. Even a simple test
usually presents one or more stumbling blocks which can be anticipated if the tester studies the manual in
advance or even takes the test himself before administering.
B. The tester must main an impartial and scientific attitude. The tester must be keenly interested with the
persons they test, and desire to see them do well. It is the duty of the tester to obtain from each subject the
best record he can produce.
C. Establishing and maintaining rapport is necessary if the subject is to do well. That is, the subject must
feel that he wants to cooperate with the tester. Poor rapport is evident by the presence of inattention during
directions, giving up before time is up, restlessness or finding fault with the test.
D. In case of individual testing, where each question is given orally, unintended help can be given by
facial expression or words of encouragement. Thereon, taking test is always concerned to know how well
he is doing and watches the examiner for indications of his success. The examiner must maintain a
completely unrevealing expression, while at the same time silently assuring the subject of his interest in
what he says or do.
E. In individual testing, the tester observes the subject’s performance with care. He notes the time to
complete each task and errors, he watches for any unusual method of approaching the task. Observation
and note taking must be done in subtle and unobtrusive manner so as not to indirectly or directly affect
the subject’s performance of the task.

SELECTING APPROPRIATE TESTS

Test users should select tests that meet the purpose for which they are to be used and that are appropriate
for the intended test-taking populations.

Test Users Should:

1. First define the purpose for testing and the population to be tested. Then, select a test for that purpose
and that population based on a thorough review of the available information’s and materials.
2. Investigate potentially useful sources of information, in addition to test scores, to collaborate the
information provided by tests.
3. Read the materials provided by test developers and avoid using tests for which unclear or incomplete
information is provided.
4. Become familiar with how and when the test was developed and tried out.
5. Read independent evaluations of a test and of possible alternative measures. Look for evidence required
in supporting the claims of the test developers.
6. Examine specimen sets, disclosed tests or samples of questions, directions, answer sheets, manuals, and
score reports before selecting a test.
 7. Ascertain whether the test content and nom group(s) or comparison group(s) is appropriate for the
intended test takers.
8. Select and use only those tests for which the skills needed to administer the test and interpret scores
correctly are available.

EXAMINEE CONSIDERATIONS
1. What prerequisite skills are needed by the examinee to complete the test?
2. In what language or modes of communication can the test be administered?
3. Is the vocabulary level of the test’s direction appropriate for the examinee?
4. How are the test items presented?
5. What stated and unstated adaptations can be made in presentation and response modes?
6. Is the test free of sex and ethnic biases?
7. Are the test materials interesting to the examinees?
8. Is the test suitable for individual or group administration?

CHAPTER 4
HISTORY OF PSYCHOLOGICAL TESTING

EARLY ANTECEDENTS
Most of the major developments in testing have occurred over the last century, many of them in the United
States. The origins of testing, however, are neither recent nor American. Evidence suggests that the Chinese had
a relatively sophisticated civil service testing program more than 4000 years ago (DuBois, 1970, 1972). Every
third year in China, oral examinations were given to help determine work evaluations and promotion decisions.
By the Han Dynasty (206 B.C.E. to 220 C.E.), the use of test batteries (two or more tests used in
conjunction) was quite common. These early tests related to such diverse topics as civil law, military affairs,
agriculture, revenue, and geography. Tests had become quite well developed by the Ming Dynasty (1368–1644
C.E.). During this period, a national multistage testing program involved local and regional testing centers
equipped with special testing booths. Those who did well on the tests at the local level went on to provincial
capitals for more extensive essay examinations. After this second testing, those with the highest test scores went
on to the nation’s capital for a final round. Only those who passed this third set of tests were eligible for public
office.
The Western world most likely learned about testing programs through the Chinese. Reports by British
missionaries and diplomats encouraged the English East India Company in 1832 to copy the Chinese system as a
method of selecting employees for overseas duty. Because testing programs worked well for the company, the
British government adopted a similar system of testing for its civil service in 1855. After the British endorsement
of a civil service testing system, the French and German governments followed suit. In 1883, the U.S. government
established the American Civil Service Commission, which developed and administered competitive
examinations for certain government jobs. The impetus of the testing movement in the Western world grew
rapidly at that time (Wiggins, 1973).
Ancient China was the first country in the world that implemented a nationwide standardized test, which
was called the imperial examination. The main purpose of this examination was to select able candidates for
specific governmental positions. The imperial examination was established by the Sui dynasty in 605 AD and
was later abolished by the Qing dynasty 1300 years later in 1905. England had adopted this examination system
in 1806 to select specific candidates for positions in Her Majesty's Civil Service, modeled on the Chinese imperial
examination. This examination system was later applied to education and it started to influence other parts of the
world as it became a prominent standard (e.g. regulations to prevent the markers from knowing the identity of
candidates), of delivering standardized tests.
Perhaps the most basic concept underlying psychological and educational testing pertains to individual
differences. No two snowflakes are identical, no two fingerprints the same. Similarly, no two people are exactly
alike in ability and typical behavior. As we have noted, tests are specifically designed to measure these individual
differences in ability and personality among people.
A Song Dynasty painting of candidates participating in the imperial examination, a rudimentary form of
psychological testing. Physiognomy was used to assess personality traits based on an individual's outer
appearance.
The first large-scale tests may have been examinations that were part of the imperial examination system
in China. The test, an early form of psychological testing, assessed candidates based on their proficiency in topics
such as civil law and fiscal policies. Other early tests of intelligence were made for entertainment rather than
analysis. Modern mental testing began in France in the 19th century. It contributed to separating mental
retardation from mental illness and reducing the neglect, torture, and ridicule heaped on both groups.
Englishman Francis Galton coined the terms psychometrics and eugenics, and developed a method for measuring
intelligence based on nonverbal sensory-motor tests. It was initially popular, but was abandoned after the
discovery that it had no relationship to outcomes such as college grades. French psychologist Alfred Binet,
together with psychologists Victor Henri and Théodore Simon, after about 15 years of development, published
the Binet-Simon test in 1905, which focused on verbal abilities. It was intended to identify mental retardation in
school children.
The origins of personality testing date back to the 18th and 19th centuries, when personality was assessed
through phrenology, the measurement of the human skull, and physiognomy, which assessed personality based
on a person's outer appearances. These early pseudoscientific techniques were eventually replaced with more
empirical methods in the 20th century. One of the earliest modern personality tests was the Woolworth Personality
Data Sheet, a self-report inventory developed for World War I and used for the psychiatric screening of new
draftees
 CHAPTER 5
PSYCHOLOGICAL ASSESSMENT

WHAT IS AN ASSESSMENT?

Assessment is a procedure used to evaluate an individual so that one can describe the person in terms of
current functioning and also that one can predict future functioning. Tests are used in the assessment process
(Kaplan & Saccuzzo, 2001).
Assessment is a broader word than “testing” when, as in usual, it connotes integrating and evaluating information.
An assessment of an individual will ordinarily consider tests along with a case history and interviews. But the
term assessment has also been applied to statistical surveys based solely on tests and to narrow experiment
measures ( Anastasi & Urbina,1997).
According to Kaplan & Saccuzzo (2001), psychological assessment involves classifying behavior into categories
measured against a normative standard. Although tests are used in assessment process, not all assessment
procedures are test. An assessment procedure can only be called a test when its procedure for administration,
scoring, and interpretation are standardized, there is a standardized sample, and evidence supports its reliability
and validity.

PSYCHOLOGICAL ASSESSMENT

Psychological assessment is a process of testing that uses a combination of techniques to help arrive at
some hypotheses about a person and their behavior, personality and capabilities. Psychological assessment is also
referred to as psychological testing, or performing a psychological battery on a person. Psychological testing is
nearly always performed by a licensed psychologist, or a psychology trainee (such as an intern). Psychologists
are the only profession that is expertly trained to perform and interpret psychological tests.
Psychological assessment should never be performed in a vacuum. A part of a thorough assessment of an
individual is that they also undergo a full medical examination, to rule out the possibilities of a medical, disease
or organic cause for the individual’s symptoms. It’s often helpful to have this done first, before psychological
testing (as it may make psychological testing moot).
Psychological Assessment is similar to psychological testing but they differ a more complex process that needs
to be conducted by a multidisciplinary team of trained professional and involves the integration of information
from multiple sources, such as test of normal and abnormal personality, test of ability or intelligence, test of
interest or attitudes, as well as information from personal interviews and observations.
Typical types of focus for psychological assessment are:
• To provide diagnosis for treatment setting;
• To assess a particular area of functioning or disability often for school settings
• To help select type of treatment or to assess treatment outcomes
• To help courts decide issues such as child custody or competency to stand

Psychological assessment is never focused on a single test score or number. Every person has a range of
competencies that can be evaluated through a number of methods. A psychologist is there to evaluate the
competencies as well as the limitations of the person, and report on them in an objective but helpful manner. A
psychological assessment report will not only note weaknesses found in testing, but also the individual’s strengths.
There are a number of core principles that form the foundation for psychological assessment:
• Tests are samples of behavior.
• Tests do not directly reveal traits or capacities, but may allow inferences to be made about the person
being examined.
• Tests should have adequate reliability and validity.
• Test scores and other test performances may be adversely affected by temporary states of fatigue, anxiety,
or stress; by disturbances in temperament or personality; or by brain damage.
• Test results should be interpreted in light of the person’s cultural background, primary language, and any
handicaps.
• Test results are dependent on the person’s cooperation and motivation.
• Tests purporting to measure the same ability may produce different scores for that ability.
• Test results should be interpreted in relation to other behavioral data and to case history information, never
in isolation.

PARTS OF PSYCHOLOGICAL ASSESSMENT

The Interview
Note that an interview can be conducted in many ways and for a variety of purposes. Below are several aspects
in which to view an interview.
Verbal and face-to-face - what does the client tell you? How much information are they willing/able to provide?
Para-verbal- how does the client speak? At normal pace, tone, volume, inflection? What is their command of
English, how well do they choose their words? Do they pick up on non-verbal cues for speech and turn taking?
There are really two kinds of Interviews, structured or unstructured.

Structured - The SCID-R is the Structured Clinical Interview for the DSM-III-R and is, as the name implies, an
example of a very structured. It is designed to provide a diagnosis for a client by detailed questioning of the client
in a "yes/no" or "definitely/somewhat/not at all" forced choice format. It is broken up into different sections
reflecting the diagnosis in question. Often Structured interviews use closed questions, which require a simple pre-
determined answer. Examples of closed questions are "When did this problem begin? Was there any particular
stressor going on at that time? Can you tell me about how this problem started?" Closed interviews are better
suited for specific information gathering.

Unstructured - Other interviews can be less structured and allow the client more control over the topic and
direction of the interview. Unstructured interviews are better suited for general information gathering, and
structured interviews for specific information gathering. Unstructured interviews often use open questions, which
ask for more explanation and elaboration on the part of the client. Examples of open questions are "What was
happening in your life when this problem started? How did you feel then? How did this all start?" Open interviews
are better suited for general information gathering.
Interviews can be used for clinical purposes (such as the SCID-R) or for research purposes (such as to determine
moral development or ego state).

Behavioral Observations
How does the person act? Nervous, calm, smug? What they do and do not do? Do they make and maintain eye
contact? How close to you do they sit? Often, behavior observations are some of the most important information
you can gather.
Behavioral observations may be used clinically (such as to add to interview information or to assess results of
treatment) or in research settings (to see which treatment is more efficient or as a DV)

Testing
There are basically seven types of tests:
• Group educational tests such as the California Achievement Test
• Ability and preference tests such as the Myers-Briggs
• LD and neuropsychology tests such as the Halstead Reitan Battery
• Individual intelligence tests such as the WAIS and WISC
• Readiness tests such as the Metropolitan Readiness Tests
• Objective personality tests such as the MMPI2 or PAI
• Self-administered, scored, and interpreted tests, such as data base user qualification tests
There are generally three parties involved in testing according to the Standards for Educational and Psychological
Testing, though this could become four:
1. Test Developer - This may be a company, an individual, a school.... The Test Developer has certain
responsibilities in developing, marketing, distributing tests and educating test users.
2. Test User - This may be a counselor, a clinician, a personnel official.... The Test User has certain
responsibilities in selecting, using, scoring, interpreting, and utilizing tests.
3. Test Taker - This may be the client in many cases. The Test Taker has certain rights regarding tests,
their use, and the information gained from them.
4. Test Utilizer - may be the test taker, but in other cases however, a business or organization may send a
person to be tested. Thus, the organization also has certain rights regarding tests, their use, and the
information gained from them.

CHAPTER 6
TEST CONSTRUCTION

PRINCIPLES OF TEST CONSTRUCTION

For the classroom teachers, the preparation of examinations and test has become a routine activity but they
oftentimes find it difficult to construct objective types of tests. In the modern schools using modern teaching
methodologies, the giving of teacher-made examinations and tests has been recognized as an integral part of the
teaching-learning process. Because of the important and indispensable role that examinations and tests play in the
educative art, teachers should be expected to know how to prepare such examinations and tests and how to use
them properly.
Teachers should know the various kinds and types of examinations, their functions, and their uses. They
should be well-acquainted with the characteristics, or criteria of good examinations, as well as with the principles
in constructing various types of examinations and tests. It cannot be over-emphasized that classroom teachers
should prepare their tests in accordance with these criteria and construction principles.
The unit presents in brief but in concise, comprehensive, and exhaustive discussions the concepts and
understandings that make for good examinations and tests. It covers in detail and in particular the fundamental
principles essential in the preparation of the different objective types of tests.

Definition of Examination. Examination is any test to determine ability, knowledge or fitness of an individual. It
is usually used as a tool to measure pupils’ intelligence and achievements.
FUNCTIONS OF VARIOUS KINDS OF EXAMINATIONS

1. Examinations are used to measure the pupils’ intelligence and achievements for admission and
classification in schools.
2. They determine ‘who are qualified to pursue college degree courses.
3. They stimulate pupils to study harder or they motivate learning.
4. They provide students the opportunity to train themselves in self-expression and in thought
organization.
5. They determine and maintain standards for social control by setting minimum requirements and
accomplishments in institutions of learning.
6. They are used as basis for giving grades.
7. They measure the effectiveness of teaching methods and textbooks.
8. They determine the efficiency of a teacher.
9. They guide teaching when they reveal difficulties or weakness and strengths of the pupils.
10. They are used to follow the progress of the pupils on the day to day recitations
11. They are used to determine the pupils’ mastery of the subject matter under study.
12. They are means of discovering needed improvements of instructional objectives contents,
learning experiences and methods of teaching.
13. They provide opportunities for professionals like doctors, lawyers and engineers etc. to practice
their professions.
14. Some standardized tests reveal emotional and social adjustments, attitudes and interests which
are some of the most important aspects of personality traits.

CLASSIFICATIONS OR KINDS OF EXAMINATIONS

1. According to manner of response:

a. Oral examinations are answered orally. They are rarely given except to students in the
graduate level in depending their theses as a requirement for graduation.
b. Written examinations are those that are answered by writing the answers. They are also
known as paper and pencil tests.
c. Performance or practical examinations are those that are accomplished by actual doing or
performing the practical questions. Performance examinations are especially given in
physical education, vocational and practical arts courses, and in some professional degree
courses.

2. According to method of preparation:

a. Subjective or essay, or traditional type.

b. Objective type, or new type.
(1) Standardized test is a test for which content has been selected and checked
empirically, for which norms have been established, for which uniform method of
administering and scoring have been developed and which may be scored with a
relatively high degree of objectivity.
(a) Individual test is a test that is given to one individuals at a time.
(b) Group test is a test that is given to groups of individuals at a time.
 Norms and standards of standardized tests. Norms and standards are oftentimes used
interchangeably. What are norms at certain times become standards at other times.
However, norms and standards may be differentiated, as follows:
Norms are actual achievements expressed in terms of the means or medians of the
groups. They afford the basis for the evaluation of instruction.
Standards are the goals or objectives to be achieved. They provide goals of
achievement of the stimulation and aspiration of pupils.
Norm referenced test and criterion referenced tests.
Criterion referenced test is a measuring device with a predetermined level of
success or standard on the part of students to accomplish such as for example a level
of 75 percent score in all the test items could be considered as satisfactory
accomplishment by an individual student. The 75 percent criterion could be
interpreted as the minimum standard for a student to accomplish in a test in order for
him to pass it.
Norm referenced test is a test that is scored or rated on the basis of the norm or
median level of accomplishment in the test by the whole group of students taking the
test. The grades of the students in the norm referenced test are based on the normal
curve of distribution of the test scores of the group that took the test.
(2) Unstandardized test
(a) Informal objective or teacher-made objectives types
(1) Recall types
(2) Recognition types

3. According to nature of answer:

a. Personality test e. Sociometric test
b. Intelligence test f. Diagnostic or formative test
c. Aptitude test g. Trade or vocational test
d. Achievement or summative test

(1) Personality test is a test intended to measure some aspects of an individual’s

personality, including such instruments as personality inventories, attitude test, tests
of emotional stability, social adjustment, interests, character traits, neurotic
tendencies and other emotional and expressive functions of personality.
(2) Intelligence test is a mental test designed to measure an individual’s natural ability or
personality as developed by general experience. It is used in predicting one’s success
in academic work and in some vocations.
(3) Aptitude test is a device or test designed to indicate a person’s potential ability for
performance of a certain type of activity, such as musical aptitude test, mathematics
aptitude test, scholastic aptitude test, etc.
(4) Achievement or summative test is a test intended to measure a person’s knowledge,
skills, understanding, etc. in a given field taught in school. A general achievement
test may include several types of subject matter and may yield separate scores for
each subject.
(5) Sociometric test is a test or device for revealing the preferences, likes, dislikes, etc.
obtaining among members of a group as to preferences for housemates, seat mates,
teammates, etc. and/or for revealing various types of group members, for example,
leaders, isolates, rival factions, etc.
(6) Diagnostic or formative test is an examination, or a test intended to measure
achievement in a narrow subject field or in related subject fields, particularly with a
view to determining specific weakness of pupils as a basis for remedial measures.
 (7) Trade test or vocational test is a test designed to measure ability in a given trade or
vocation, usually based on performance in sampling of actual processes or skills
common to a trade or vocation in question.

CRITERIA OF A GOOD EXAMINATION

1. A good examination must have the following criteria:

a. Validity f. Economy
b. Reliability g. Adequacy of sampling
c. Objectively h. Utility
d. Scorability i. Comparability
e. Administrability.

A. Validity is the degree to which a test measures what is intended to measure. It is the usefulness of the test for
a given purpose. It is the most important criterion of a good examination. A valid test is reliable. The validity of
a test is the degree of accuracy by which it measures what it aims to measure. For instance, if a test aims to
measure proficiency in solving linear system in algebra, and it does measure proficiency in solving linear
system in algebra, then it is valid. But if the test measures only proficiency in solving linear equations then the
test is not valid. The degree of validity of a test is often expressed numerically as a coefficient of correlation
with another test of the same kind and of known validity.

Types of validity. There are generally accepted types of validity.

a. Content validity. This refers to the relevance of the test items of a test to the subject matter or situation
from which they are taken. For instance, an achievement test in elementary algebra is to be constructed.
If all the items to be included in the test are taken from elementary algebra, then the test has a high
content validity. However, if most of the items are taken from arithmetic, then the test will have a very
low content validity. This type of validity is also called ‘’face validity’’ or ‘’logical validity.’’

b. Concurrent validity. This refers to the correspondence of the scores of a group in a test with the scores
of the same group in a similar test of already known validity used as a criterion. Supposed a man
constructs an intelligence test and he wants to know how valid his test is. He takes another intelligence
test of already known validity and uses this as a criterion. He gives the two tests, his test and the
criterion test, to the same group. The he computes the coefficient of correlation between the scores of
the group in the two tests. If the coefficient of correlation between the two tests is high, say.80, then the
new test has a high concurrent validity. (The degree of correlation is expressed numerically from 1.00 to
0 for negative correlation and from 0 to + 1.00 for positive correlation, with from .70 to 1.00 considered
as high. Correlation between two tests is high if the examinees is getting high in the first test also get
relatively high scores in the second test and those getting low scores in the first test also get relative low
scores in the second test.)

c. Predictive validity. This refers to the degree of accuracy of how a test predicts the level of
performance in a certain activity which it intends to foretell. Example: Intelligence tests usually predict
the level of performance in certain activities involving intellectual ability like school work. So if an
individual scores high in an intelligence test and also gets high grades in school work, the intelligence
test has a high predictive validity.
 d. Construct validity. This refers to the agreement of test results with certain characteristics which the test
aims to portray. Consider the following examples. If children with high intellectual ability score higher
than children with lower intellectual ability, the intelligence test has a high construct validity. Another
example. Suppose in an intelligence test for high school students, the second year students score
generally higher than the first year students, the third year students score generally higher than the
second year students and the fourth students score generally higher than the third year students, the said
intelligence test has a high construct validity. Another example. True extroverts score higher for
extroversion than true introverts in a test of personality if the test has a high construct validity.

(1) Test for validity. A test is valid when:

a) It measures abilities, qualities, skills and information it is supposed to measure.
b) It is adapted to the intellectual level or maturity and background and experience of pupils.
c) Materials actually included are of prime importance.
d) There is a wide sampling of items among essentials which the pupils are expected to
master as provided in the course of study.
e) It includes skills or abilities which are essential to success in given field.
f) The test items cover the materials found in textbooks and courses of the study in field.
g) The test items are of the type found in the recommendations educational committees.
h) The test items are of social utility, reflecting actual life situations.
i) The test items are of the types that parallel good teaching.

(2) Methods of validating a test or examination:

a) By judgement of competent persons, usually three or more expected in the field.
b) By correlation against an outside valid criterion.
c) By computation of the percentage of pupils answering each item correctly at successive
age or grades, that is older or pupils of higher grades answer more items correctly than
the younger or lower grade pupils, then the test is valid.
d) By curricular validity, i.e., by checking whether the test contents are relevant with the
contents of the prescribed courses of study as taught to students.

B. Reliability is the degree to which a test measures what it really does measures. It is the second most important
criterion of a good examination. It is synymous to accuracy or consistency of measurement. The longer and more
extensive the test is more reliable it becomes. A valid test is reliable and a reliable test may not be necessarily
valid. A test is reliable if the coefficient of correlation is not less than 0.85.
The reliability of a test is the degree of consistency of measurement that it gives. Suppose a test is given
to an individual and after the lapse of certain length of time the same test is again given to the same individual.
If the scores in the two administrations of the test are identical or almost identical, the test is reliable. Or, if the
test is given to a group again and the means (averages) of the scores in the two test administrations are the same
or almost the same, the test is reliable. Like the validity, the degree of reliability of a test is numerically expressed
as a coefficient of correlation. There are ways of computing the degrees of validity and reliability but they are
complicated statistical methods and they are within the scope of books in higher statistics and so there is no
intention of including them here.
Factors affecting reliability. There are factors that affect reliability, among which are:
a. Adequacy. Adequacy refers to the appropriate length of the test and the proper sampling of the test
content. A test is adequate if it is long enough to contain a sufficient number of representative items of
the behaviour to be measured so that it is able to give true measurement. To make a test more reliable,
make it longer and the items should be proportionally selected from all the topics in the subject matter
which is the subject of the test.
 b. Objectivity. A test is objective if it yields the same score no matter who checks it or even if it is
checked at different times. Suppose a teacher scores a paper and the number of correct answers is 73.
Another teacher checks the same paper and the number of correct answers is also 73. The test is
objective. Again, suppose a teacher checks a paper and the number of correct responses is 80. After
several days he checks the same test paper and the number of correct responses is also 80. The test is
objective. To make a test objective, make the responses to the items single symbols, words or phrases.
c. Testing condition. This refers to the conditions of the examination room. If the room is too warm,
poorly lighted or unevenly lighted, poorly ventilated or unevenly ventilated, there is much noise and
other constructions, the testers cannot score as much as when the room is properly lighted, ventilated,
and quite. The seats and writing edge of the testers should also be made as comfortable as possible to
ensure good scoring by the testers.
d. Test administration procedures. The manner of administrating a test also affects its reliability. Explicit
directions usually accompany a test and they should be followed strictly because these procedures are
standardized. Directions should be clearly understood before starting the test. The testers may be
allowed to ask questions for better of the procedures before starting of the examination. Testers are no
longer expected to ask questions during the test period because this will distract the others. Testing
materials should be sufficient and available. If possible, the testers should have two pens so that if one
runs out of ink, there is immediate replacement.

Methods of determining reliability:

a. By comparing the results of the test with those of a reliability test.

b. By giving the test twice to the same pupils at different days. The coefficient of correlation
between the two results should not be lower than 0.85.

c. If the test is administered but once, reliability can be determined by breaking the correctly
answered test items into two sets of tests and then computing the coefficient of correlation
between them.

C. Objectivity is the degree to which personal judgment is eliminated in the scoring of the answers. The items or
exercises are so stated that only one possible answer to each item is required.

D. Scorability is the quality when the test can be scored with the simplest and quickest possible time by
providing answer keys and providing separate answer sheets. The answer in the answer sheets should be so
arranged so as to facilitate speed and ease of scoring.

E. Administrability means that the test is easy to give and easy to score. The test includes clear, simple, and
direct instructions to the examinee, to the examiner, and to the scorer. Sample test exercises may be illustrated
to clarify the instructions for performing the test. Definite statements of time limit and of total possible scores
are provided.

F. Economy refers to the cheapest way of giving the test. A short quiz may be written on the blackboard before
the quiz is given, but for long tests this is very laborious and not practical. The use of answer sheets separate
from the test questions, so that the test question sheets can be use from time to time is cheap enough.

G. Adequacy is the degree to which a test contains a fairly wide sampling of items to determine the educational
outcomes or abilities so that the resulting scores are representative of relative total performance in the areas
measured.
H. Utility is the quality of a test to meet the needs and purposes for which it is constructed and administered.
The test should satisfactorily serve a definite need in the situation in which it is used.

GENERAL PRINCIPLES IN CONSTRUCTING DIFFERENT TYPES OF TESTS

1. The test items should be selected carefully. Only important facts could be included.
2. The test should have extensive sampling of items.
3. The test items should be carefully expressed in simple, clear, definite, and meaningful sentences.
4. There should be only one possible correct response for each test item.

DIFFERENCE BETWEEN STANDARDIZED TEST AND TEACHER – MADE TEST

Standard tests Teacher- made tests

1. Standard tests generally are highly objective. 1. Teacher- made tests may be objective and
2. Standard tests have their norms computed for may be essay in which case scoring is
purposes of comparison and interpretation. subjective.
3. Standard tests measure innate capacities and 2. Teacher-made tests have no norms unless the
characteristics as well as achievement. teacher computes the median, mean, and other
4. Standard tests are intended to be used for a measures for comparison and interpretation.
long period of time and for all people of the 3. Teacher-made tests generally measure subject
same class in the culture where they are achievement only.
validated. 4. Teacher-made tests are intended to be used
5. Standard tests are accompanied by manuals of only once or twice to measure achievement of
instructions on how to administer and score students in a subject matter studied during a
tests and how to interpret the results. certain period.
6. Standard tests are generally copyrighted. 5. Teacher-made tests do not have manuals of
instructions, only the directions for the
different types of tests which may be given
orally or in writing.
6. Teacher- made tests are not copyrighted.

Advantages of Standard Tests

1. Standard tests are generally valid and reliable.

2. Standard tests are accompanied by manuals of instructions concerning their administration and scoring
and so there are no problems on how they are administered and scored.
3. Standard tests have norms with which test results are compared and given meaning. Hence,
interpretation of tests results is easy.
4. Standard tests can be used again and again provided they are not given to the same group twice. Their
validity and reliability will be affected because of the effect of practice if given again and again to the
same group.
5. Standard tests provide a comprehensive coverage of the basic knowledge, skills, abilities, and other
traits that are generally considered as essential.
Limitations of Standard Tests

1. Since standard tests are for general use, their contents may not fully correspond to the expected
outcomes of the instructional objectives of a particular school, subject, or course. This is especially true
with standard tests are to be used for measurement.
2. Since standard tests are very objective they may not be able to measure the ability to reason, explain,
contrast, organize one’s ideas, and the like.
3. Standard tests of the right kind for a purpose may be very scarce and hard to find.

CLASSIFICATIONS AND USES OF STANDARD TESTS

The more common ways of classifying standard tests are the following:

A. According to Function

1. Psychological test. This is a test that measures an individual’s ability or personality as developed by
general experience. (Good, 561) The types of psychological tests are the following:
a. Intelligence test. This is a composite test made of parts that have been found to correlate well
with some practical measure of intellectual ability, such as success in school. (Good 560) This is
popularly called I. Q. test. It measures general mental ability.
b. Aptitude Test. This is a test designed to indicate a person’s potential ability for performance of
a type of activity. Examples are musical aptitude test, prognostic test, scholastic aptitude test,
mechanical aptitude test and the like. (Good, 577) This measures special ability or talent.
c. Personality Test. This is a test designed to measure some aspects of an individual’s personality.
(Good, 562)
(1) Rating Scale. A device used in evaluating products, attitudes, or other
characteristics of instructors or learners. The usual form is an evaluation chart
carrying some suggestive points for checking. (Good, 440)
(2) Personality inventory. This is a measuring device for determining an
individual’s personal characteristics such as his emotional adjustment or
tendencies toward introversion or extroversion; may be arranged for self-rating or
for rating by other persons. (Good, 300) This test also measures dominance and
submissiveness.
(3) Projective test. A method of measurement of an individual’s personality in which
the stimulus is usually unstructured and produces responses reflecting the
person’s individuality. (good, 300) An example of this test is the Rorschach Test
consisting of ink-blots which the subject interprets and his interpretations will
reveal his values, motives, and other aspects of his personality.
d. Vocational and professional interest inventory. This is a test used to determine the extent to
which a person’s like and dislike relate to a given vocation or professional. (Good, 566) This test
reveals the type of work or career a person is interested in whether business, teaching, nursing,
etc.

2. Educational Test. This is an achievement test which aims to measure a person’s knowledge, skills,
abilities, understanding any other outcomes in subject taught in school. (Good, 556-557) Examples are
achievement test in mathematics, English, etc.
B. According to Construction

1. Structured test. A test is said to be structured when the examinee is required to respond within the
framework or design of the test and correct responses are expected. Examples are objective tests whether
standardized or teacher-made. These are also called restricted test because there are restrictions imposed.
2. Unstructured test. In the test, the examinee is free to respond in any way he likes, thinks, feels, or has
experienced and there are no incorrect answers. Examples are projective tests. There are also called
unrestricted test because there are no restrictions imposed.

C. According to the Number of Persons to Whom Test Administered

1. Individual test. This test is administered to only one person at a time, Examples are personality tests
that can be given to only one person at a time.

2. Group Test. This is a test that can be given to more than one person at a time. Intelligence tests and
achievement tests are usually given to several persons at a time.

D. According to the Degree to Which Words Are Used in Test Items and in Pupil Responses

1. Verbal test. A verbal test is of the paper-and-pencil test variety but questions may be presented orally or
in written form or objects may be presented for identification. The answers, however, are given in words
usually written but sometimes given orally.

2. Nonverbal test. This is a test which a minimum amount of language is used. The test, composed mostly
of symbols, may be written or given orally but the answers are given solely in numbers, graphical
representations, or three-dimensional objects or materials. Some intelligence tests are nonverbal and
they are used with people with language difficulty.

3. Performance test. This test is also nonverbal but the pupils may be required to use paper and pencil for
responding, or the manipulation of physical object and materials. An example of this test is the
arrangement of blocks. This is also used with persons with language difficulty.

E. According to Difficulty of Items

1. Speed Test. This is a test whose items are of the same level of difficulty. Pupils are tested on the
number of items they can answer in certain period. It is speed and accuracy that are measured.

2. Power test. The items in this test have different degrees of difficulty and are arranged in ascending
order of difficulty, i.e., from easy to difficult. The pupils are expected to answer the items which they
know and stop where the items are too difficult for them. Intelligence tests are examples of power tests.

F. According to the Arrangement of Items

1. Unscaled test. Speed tests are of this kind because the items are of equal difficulty. Arrangement of
items has no effect whatsoever upon performance.
 2. Scaled tests. This is a test in which the items are of different difficulty and are arranged from easy to
difficult. Examples are power tests. The process of determining the difficulty of test items and arranging
them in an ascending order of difficulty is called scaling. “A scale is a series of objective samples or
products of different difficulty or quality that have been arranged in definite order, or position, usually in
ascending order of difficulty or quality.

G. According to the Amount to be performed

1. Maximum-performance test. In this test, the examinee is urged to accomplish as much as he can to
show his ability, capacity, etc. Examples are intelligence, aptitude, and achievement tests.

2. Typical performance test. This test tries to reveal what a person really is. The examinee is urged to
answer all items honestly. Examples are tests of personality, vocational interest, emotional adjustment,
etc. Time limits are not important.

CHAPTER 7
WRITING A PSYCHOLOGICAL REPORT

Psychological report is an abstract of a sample of behavior of a patient or client derived from results of
psychological tests. A vary sample of one’s behavior.
Protocol. The original note or records of an experiment (Chaplin, 1985)
Test battery. A collection of tests, the of which are used together in appraising an individual (Kaplan & Saccuzzo,
2001).
Biodata. Responses to questions about life history, including interest, hobbies, and work experience

SCORING AND INTERPRETING THE TEST

The acquisition of the raw score maybe obtained in a number ways, two of which are hand and machine
scoring.
A. Hand Scoring: This is advised only when a small number of answer sheet are to be scored. The involvement
of accuracy is major a consideration in these methods of obtaining are scores. IBM answer sheets that have hole-
punched scoring stencils/templates are rather easy to use. Carbon-backed answer such as the DAT score sheets
key is another method of hand scoring. The strip key device is among the most difficult to use. With hand scoring,
it is important to have a dependable clerical help to do the something.
B. Machine Scoring: Large number of answer sheets can be scored in a short period of time by a testing scoring
machine. Modern/updated tests have devised answer sheets that can be machine scored or have offered computer
assisted scoring programs with regular answer sheets. This is not an infallible method, and answer sheets should
still be periodically checked for errors.
LEVELS OF INTERPRETATION
Level 1
There is minimal amount of any sort of interpretation.
There is a minimal concern with intervening processes.
Data are primarily treated in a sampling or correlated way.
There is no concern with underlying constructs.
Found in large-scale selection testing.
For psychometric approaches.

Level 2
The effort is to develop a coherent and inclusive theory of the individual life or a “working image” of the
patient. In terms of a general theoretical orientation, the clinician attempts a full-scale exploration of the
individual’s personality, psychosocial, and developmental history.

CRITERIA OF PSYCHOLOGICAL REPORT

1. Clarity- written in language that can easily be understood.
2. Meaningfulness of the report- perceived by the reader as clear and is understood by the reader.
3. Syntheses of the report-details are formed into broader concepts about the specific person.

KIND OF PSYCHOLOGICAL REPORT

1. Industrial
a. Identifying information.
b. Test Results
c. Skills and Abilities
d. Personal profile
e. Summary / Recommendation
2. Clinical
a. Personal information
b. Referral question
c. Test administered
d. Behavioral observation (Test and Interview )
e. Test results and interpretation
f. Summary formulation
g. Diagnostic impression
h. Recommendation
PRINCIPLES OF VALUE IN WRITING AN INDIVIDUALIZED PSYCHOLOGICAL REPORT

1. Avoid mentioning general characteristics, which could describe almost anyone, unless the
particular importance in the given case is made clear.
2. Describe the particular attributes of the individuals fully using as distinctive terms as possible.
3. Simple listing of the characteristics is not helpful; tell how they are related and organized in the
personality.
4. Information should be organized developmentally with respect to the time line of the individual life.
5. Many of the problems of poor reports, such as vague generalizations, over qualifications, clinging to
the immediate data, stating the obvious and describing stereotypes are understandable but undesirable
reactions to uncertainty.
6. Validate statements with actual behavioral responses.
7. Avoid, if possible, the use of qualities such as, “ It appears”, “tends”, etc. for these convey the
psychologist’s uncertainties or indecisions
8. Avoid using technical terms. Present them using layman’s language.

SOME SOURCES OF ERROR IN PSYCHOLOGICAL INTERPRETATION

1. Information overload
2. Schematizing
3. Insufficient internal evidence for interpretation
4. Insufficient external verification of interpretation
5. Over interpretation
6. Lack of individualization
7. Lack of integration
8. Over pathologizing
9. Over “psychologizing”

SAMPLE OF PSYCHOLOGICAL REPORT

CASE : Here is a part of hypothetical report on a male college student, age 20, who came to a University Psychological
Clinic.
Joe is a bright student who sometimes doubts his intellectual ability. Though he does reasonably well in his courses,
he is fearful at examination time. When studying, he sometimes feels he is not learning anything, though later on he
realizes that a fair amount of material was retained. He is uncertain in his relations with women classmates for fear
that he cannot please them. He hesitates before making dates, though usually things turn out all right. Toward his
family, he holds ambivalent attitudes; often welcoming their concern, other times wanting to be free from their
control. At present, he is an identity crisis. His future seems vague, and he is not sure what is really important. He is
looking for meaning in philosophy, in rap sessions with friends, and by going to meetings of campus political groups.
He has a conflict between hostile and dependent needs, sometimes acting aggressively, sometimes passively. He feels
he is not assertive enough to but feels quilt when he takes advantage of someone. He should do well in psychotherapy
with a sympathetic therapist, provided with a proper relationship develops. And so on.

Psychological report
I. Identifying Data Age:

Name:
Sex: Civil Status:
Educational attainment:

II. Reason for referral:

- Assessment of personality dynamics

III. Psychological Tests Administered

Date Administered
-Raven Progressive Matrices
-SSCT
-BGT
-DAP
- HTP
- TAT

IV. Test Result Interpretation

Psychological Tests revealed that the subject’s intellectual capacity falls within the superior level of
intelligence, suggestive of his superior ability to perceive and integrate logical relationship among abstract
concepts. Visual-motor coordination is fair with an above average retentive memory recall. No sign of
psychosis.
Affective, the subject seems to be experiencing anxiety due to lack of mother figure and of his father’s illness.
Difficulty in coping with emotional stresses is likewise noted, thus, exhibits weak personality. Maternal
dependence for emotional support was verbalized. Low frustration is noted. Socially, subjects is apparently
afraid or interpersonal relationship and feeling inferiority emanating from his fellow drug patients, which
caused him to be aloof. Moreover, he seems to have unsatisfying social status. Sexually, subject identifies
himself with the same sex.

V. Remarks and recommendation

The said subject is suggested to join group dynamics, which can help him to uplift self-confidence and self –
esteem. It is also recommended that he should undergo though- stopping therapy.
REFERENCES

Cohen, R. J, Swerdlik, M.E, Sturman, E.D (2013) Psychological Testing and Assessment
Kaplan, R.M, Sazzuco, D.P, (2013) Psychological Testing
De Jesus, Evangeline (1995) Handbook of Psychological Test Theories, Administration, Scoring
and Applications
https://en.wikipedia.org/wiki/Test_(assessment)
http://www.goodluckexams.com/types-of-tests/
https://en.wikipedia.org/wiki/Psychological_testing
https://study.com/academy/lesson/psychological-test-definition-types-examples.html
https://www.lybrate.com/topic/different-types-of-psychological-
tests/5a9028263311f9361bfbd0ba47dbdba1
https://psychcentral.com/lib/what-is-psychological-assessment

PREPARED BY:

EFSAEL G. MARCELO