PYC4807/101/0/2021

Tutorial letter 101/0/2021

Psychological Assessment
PYC4807

Year Module

Department of Psychology

This tutorial letter contains important information

about your module.
 CONTENTS
Page
1 INTRODUCTION .......................................................................................................................... 3
2 PURPOSE AND OUTCOMES ...................................................................................................... 4
2.1 Purpose ........................................................................................................................................ 4
2.2 Outcomes ..................................................................................................................................... 4
2.3 Syllabus ........................................................................................................................................ 5
3 LECTURER(S) AND CONTACT DETAILS................................................................................... 6
3.1 Lecturer(s) .................................................................................................................................... 6
3.2 Department ................................................................................................................................... 6
3.3 University ...................................................................................................................................... 7
4 RESOURCES ............................................................................................................................... 8
4.1 Prescribed book(s) ........................................................................................................................ 8
4.2 Recommended book(s) ................................................................................................................. 8
4.3 Electronic Reserves (e-reserves) .................................................................................................. 8
4.4 Library services and resources ..................................................................................................... 9
5 STUDENT SUPPORT SERVICES ................................................................................................ 9
6 STUDY PLAN ............................................................................................................................. 10
7 PRACTICAL WORK ................................................................................................................... 10
8 ASSESSMENT ........................................................................................................................... 10
8.1 Assessment criteria..................................................................................................................... 10
8.2 Assessment plan ........................................................................................................................ 11
8.3 Assignment numbers .................................................................................................................. 11
8.3.1 General assignment numbers ..................................................................................................... 11
8.3.2 Unique assignment numbers ...................................................................................................... 11
8.4 Assignment due dates ................................................................................................................ 11
8.5 Submission of assignments ........................................................................................................ 11
8.6 The assignments ........................................................................................................................ 12
8.7 Other assessment methods ........................................................................................................ 12
8.8 The examination ......................................................................................................................... 12
9 FREQUENTLY ASKED QUESTIONS ........................................................................................ 13
10 SOURCES CONSULTED ........................................................................................................... 13
11 IN CLOSING ............................................................................................................................... 13
12 ADDENDUM ............................................................................................................................... 14

2
 PYC4807/101/0/2021

Dear Student

As part of this tutorial letter, we wish to inform you that Unisa has implemented a transformation
charter based on five pillars and eight dimensions. In response to this charter, we have also
placed curriculum transformation high on the agenda. For your information, curriculum
transformation includes the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and
the infusion of African epistemologies and philosophies. These pillars and their principles will be
integrated at both the programme and module levels, as a phased-in approach. You will notice
the implementation thereof in your modules, and we encourage you to fully embrace these
changes during your studies at Unisa.

1 INTRODUCTION
Welcome to the honours paper in Psychological Assessment. We hope that your study of this
subdiscipline of psychology will be an exciting and meaningful contribution to your development
as a future honours graduate.

The notion of assessment as a means of knowing and understanding another person has been
with us for a very long time. Human behaviour has been assessed and measured in a variety of
settings and by individuals from many different disciplines. Most people approach the task in
their own distinct ways, drawing on intuitive experience as well as professional knowledge. The
aim of psychological assessment is to introduce consistency into this task and provide
guidelines for accountable practice. If you are interested in reading more about the history of
psychological assessment and specifically the history of assessment in South Africa, you can
consult Foxcroft and Roodt (2018).

There are numerous ways of assessing human behaviour, characteristics and abilities. The
resultant information helps individuals, groups and organisations to better understand, describe
and predict aspects of behaviour and make informed and appropriate decisions. In this module,
we focus on testing as a means of assessment. Despite very humble beginnings, psychological
testing nowadays has an impact on virtually every aspect of modern life. By the time they reach
adulthood, most people have been exposed to psychological testing at least once – intelligence
testing at school, testing for remedial purposes, career counselling, or attitude surveys. As
students of psychology, we have a particular ethical responsibility to ensure that tests are used
properly and that the people who use psychological tests are accountable for their
administration and interpretation. Throughout this module, we will refer to ethical assessment
practices. It would also be a good idea to familiarise yourself with the issues related to the
statutory control of the use of tests as discussed by Foxcroft and Roodt (2018). You need not
study the latter, but this information is important to your future endeavours in this subdiscipline.

In this module, you will not be taught how to use different tests – that comes later if you want to
pursue your studies as a psychologist – but the emphasis is rather on the properties of
psychological tests, responsible test use, and meaningful interpretation of psychological test
data. Our assessment is likely to be sounder if it is based on meaningful (i.e. reliable and valid)
information. Furthermore, tests represent only one source of information used in the
assessment process, which involves comparing and integrating information from different
sources. Our approach is based on the rationale that human behaviour is influenced by many
determinants – the characteristics of individuals, their interactions with others and their
environments. We believe that any assessment of a person is incomplete without some
recognition of the role of the person’s context (i.e. personal, social, economic and cultural
environment) in influencing his or her functioning.
3
Knowledge of testing and the correct use of test results is a professional responsibility, even if
you decide not to use tests yourself.

Please note: Formal tuition in this course will be conducted in English only. Where capability
exists, and upon request, individual consultations will be conducted in any preferred South
African language.

We will communicate with you by means of tutorial letters in the 100 and 200 series under the
code name PYC4807. This first tutorial letter, for instance, is marked PYC4807/101/0. All such
tutorial letters are concerned with the module in Psychological Assessment only. The following
tutorial letters are included in your syllabus:

Tutorial Letter 101: Administrative information and the assignments

Tutorial Letter 102: The themes covered in the syllabus
Tutorial Letter 103: Information on the portfolio
Tutorial Letter 201: Feedback on Assignment 01
Tutorial Letter 202: Feedback on Assignment 02

You will also receive at least one tutorial letter in the 300 series under the code name
PSYHONM/301. Such tutorial letters are of a general nature and have a bearing on all the
honours papers, unless there is an explicit exemption regarding a certain point.

Please do not contact the Psychology Department with regard to the tutorial matter. Refer to
Study@Unisa.ac.za for the correct procedure.

2 PURPOSE AND OUTCOMES

2.1 Purpose

 Those who achieve this module will have a grounding in psychometric theory, an
understanding of the issues related to assessment in the multicultural South African context
and knowledge of the different types of psychological assessment measures.
 Qualifying students will be able to critically discuss the assessment measures and
procedures of assessment relevant to different contexts.
 The purpose of the learning is to deliver students who can in an informed manner, contribute
to assessment contexts. The module also serves as the basis for further specialisation in the
field of assessment.

2.2 Outcomes

Outcome 1: Successful students can apply the psychometric theory.

Outcome 2: Successful students can evaluate the appropriateness of measures of cognitive

functioning and personality based on the context of testing and the purpose and properties of a
test.

Outcome 3: Successful students can apply their knowledge on assessment processes and the
various assessment measures to different contexts, namely early childhood assessment,
educational contexts and assessment in organisational contexts.

4
 PYC4807/101/0/2021

2.3 Syllabus

The module in psychological assessment provides you with a grounding in psychometric theory,
introduces a range of assessment measures and illustrates the practical application of
knowledge of psychological assessment in different contexts. The syllabus is structured in terms
of specific themes that are discussed in Tutorial Letter 102. Each theme refers to a particular
section or sections of the prescribed book that you need to study for the examination. Apart
from the prescribed book, additional reading material is required for the different themes. Note
that you are not taught how to use different tests. What is important for this module is an
understanding of the general nature of the different types of tests, the theoretical approaches
underlying different types of tests, and the value and application of these tests. You should be
able to provide examples of types of tests.

THEME 1 Psychometric theory

This theme deals with aspects of psychometric theory such as reliability and validity, norm-
referenced and criterion-referenced measures, and psychometric bias and equivalence. In
addition, the processes involved in test development and the adaptation and translation of tests
for cross-cultural application are covered.

The resources for this theme are chapters 3 (section 3.6), 4, 5, 6 and 7 in Foxcroft and
Roodt (2018) and the articles by Gadd and Phipps (2012), Gradidge and De Jager (2011),
Hill et al. (2013) and Oosthuizen and Phipps (2012).

Note that in chapter 3 (sections 3.2, 3.3 and 3.5) in Foxcroft and Roodt (2018), some basic
statistical concepts are discussed. These would have been covered in any undergraduate
statistics course that you have been exposed to. If this is not the case, please read through
these pages for the background. These sections (i.e. sections 3.2, 3.3 and 3.5) do not form part
of the syllabus.

THEME 2 Types of psychological assessment measures

In this theme, the theories that underlie measures of cognitive ability and of personality are
briefly discussed, and the nature and purpose of the different types of tests are explored.
Emphasis is placed on the criteria for determining if a measure is appropriate for inclusion in an
assessment battery. You need not know all the tests, but you should have knowledge of some
examples that you can use when required to propose an assessment battery.

The resources for this theme are chapters 10, 12, 13 (section 13.2) and 15 (sections 15.2
and 15.3) in Foxcroft and Roodt (2018) and the articles by Bar-On (2006) and Costa,
Terracciano, and McCrae (2001).

Computer-based and online assessment is covered in chapter 14 in Foxcroft and Roodt (2018).
You should be aware of the increasing prevalence of this type of assessment. However, this
chapter (i.e. chapter 14) does not form part of the syllabus.

THEME 3 Application of assessment in different contexts

Three contexts are covered in this theme, namely early childhood assessment, educational
contexts and assessment in organisational contexts. The theory and practice of assessment in
each of these contexts are discussed briefly. The selection of measures for an assessment
battery and the principles involved in test administration, interpretation of scores and feedback

5
are covered in detail to enable students to apply this information to case studies within the
different contexts.

The resources for this theme are chapters 8 (sections 8.3.1 and 8.3.3), 9 (figures 9.2, 9.3
and 9.4), 13 (section 13.2), 15 (sections 15.2, 15.3 and 15.4), 16 (section 16.4) and 17
(section 17.2) in Foxcroft and Roodt (2018) and the articles by Meisels and Atkins Burnett
(1999) and Van Eeden, De Beer, and Coetzee (2001).

Psychodiagnostic assessment is discussed in chapter 15 (section 15.5) in Foxcroft and Roodt

(2018). You should take note of this topic if you plan a career involving psychological
assessment. However, this section (i.e. section 15.5) does not form part of the syllabus.

3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)

Teaching team

Prof René van Eeden 012 429 8252 veeder@unisa.ac.za

(course coordinator)
Mr Sean Hagen 012 429 8236 hagensn@unisa.ac.za
Dr Janice Moodley 012 429 8069 moodjk@unisa.ac.za
Prof Petro van der Merwe 012 429 2118 vdmerp1@unisa.ac.za
Ms Germinah Phuthi 012 429 8309 phuthmg@unisa.ac.za
(administrative course coordinator)

3.2 Department

Electronically

E-mail is the most efficient way of contacting the teaching team. This only applies to
enquiries of an academic nature. Please direct administrative enquiries appropriately. You can
also contact your lecturers for this module via the myUnisa system. When you send an e-mai,l
please remember to provide your personal details (e.g. name and student number) and the
module code (PYC4807). Unfortunately, no study material can be sent to students by e-mail.
You are also not allowed to e-mail your assignments or the portfolio to the University.

Please note that you must only use your myLife e-mail address when communicating
with the university. Make sure that it is activated.

By telephone

Note that e-mail is a more efficient manner to contact the teaching team. The departmental
telephone number is 012 429 6934. Always have your student number at hand.

Sometimes lecturers have to attend meetings, conferences, etcetera, or present discussion

classes. Therefore, they may not be in their offices at all times. If you cannot get hold of a
particular lecturer, you can contact the administrative course coordinator for this paper or the
departmental secretary. They are not familiar with the paper, but they will help you to get hold of
a lecturer if the matter is urgent. This arrangement also applies to the period from the middle of
December to early January when many lecturers take leave. Please bear this in mind when
planning your study programme.
6
 PYC4807/101/0/2021

By letter

Please address all correspondence concerning the content of this paper and related problems
(in other words enquiries of an academic nature) to:

The course coordinator: PYC4807

Department of Psychology
PO Box 392
UNISA
0003

Please write your name, title, student number, the module code (PYC4807), your postal
address, telephone number, and e-mail address clearly at the top of each letter.

Personal visits

The departmental address for personal visits is Winnie Madikizela-Mandela building, 5th floor.
You are welcome to visit us if you experience any problems with the contents of the module.
Make an appointment in advance to ensure that the lecturer concerned is available when you
visit us. Please make sure that you arrive on time for your appointment, or telephone us to let us
know if you are going to be late or have to postpone the appointment. Also, make sure that you
know what questions you want to ask the lecturer.

3.3 University

Electronically

Internet address: http://www.unisa.ac.za

myUnisa: http://my.unisa.ac.za

myUnisa is an internet facility offered to all registered Unisa students. With the help of myUnisa
students are able to perform a number of study-related functions such as:

 contact your lecturers via e-mail

 join a discussion forum (e.g. for discussions with other students doing the same course)
 order books from the library, and search for books on the library database
 access the e-reserves
 download study material placed on myUnisa
 check whether your assignments have been received and marked
 submit written as well as multiple-choice assignments
 lookup your assignment or examination marks as soon as they are released

To make use of myUnisa, you need a computer with a modem and an internet connection.
Refer to Study@Unisa.ac.za for more information.

Unisa has entered into partnerships with establishments (referred to as Telecentres) in

various locations across South Africa to enable you (as a Unisa student) free access to
computers and the Internet. This access enables you to conduct the following academic
related activities: registration; online submission of assignments; engaging in e-tutoring
activities and signature courses; etc. Please note that any other activity outside of these
are for your own costing e.g. printing, photocopying, etc. For more information on the 7
Telecentre nearest to you, please visit www.unisa.ac.za/telecentres.
By telephone

Telephonic enquiries about administrative matters should be addressed to the section or

department concerned with your problem. Consult Study@Unisa.ac.za. Always have your
student number at hand when you telephone the University.

By letter

Contact addresses for the various departments are contained in Study@Unisa.ac.za. You may
enclose more than one letter in an envelope, but do not address enquiries to different
departments in the same letter. This will cause a delay in the replies to your enquiries. Please
write a separate letter to each department and mark each letter clearly for the attention of that
department. Letters to lecturers may not be enclosed together with assignments. Always write
your student number and the module code (PYC4807) at the top of your letter.

4 RESOURCES
4.1 Prescribed book(s)

There is one prescribed book for this paper: Foxcroft, C., & Roodt, G. (2018). Introduction to
psychological assessment in the South African context (5th ed.). Cape Town: Oxford University
Press.

Prescribed books are not available from the library, and therefore you have to purchase your
own copy. Please consult Study@Unisa.ac.za for the list of official booksellers and their
addresses. If you have any difficulties obtaining books from these booksellers, please contact
the prescribed book section as soon as possible at 012 429 4152 or e-mail address
vospresc@unisa.ac.za.

4.2 Recommended book(s)

There are no recommended books for this module. However, should you continue your
involvement in the field of psychological assessment, you can consult the following publication
for a comprehensive overview of assessment-related research and practice in South Africa:
Laher, S., & Cockcroft, K. (2013). Psychological assessment in South Africa. Research and
applications. Johannesburg: Wits University Press.

4.3 Electronic Reserves (e-reserves)

E-reserves can be downloaded from the Library catalogue. More information is available at:
http://libguides.unisa.ac.za/request/request

Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema,

18(Suppl), 13─25.
Costa, P.T., Terracciano, A., & McCrae, R. R. (August 2001). Gender differences in personality
traits across cultures: Robust and surprising findings. Journal of Personality and Social
Psychology, 81(2): 322─331.
Gadd, C., & Phipps, W.D. (2012). A preliminary standardisation of the Wisconsin Card Sorting
Test for Setswana-speaking university students. South African Journal of Psychology,
42(3), 389─398.
Gradidge, D.H., & De Jager, A.C. (2011). Psychometric properties of the Wellness
Questionnaire for Higher Education. South African Journal of Psychology, 41(4), 517─527.
8
 PYC4807/101/0/2021

Hill, C., Nel, J.A., Van de Vijver, F.J.R, Meiring, D., Valchev, V.H., Adams, B.G. et al. (2013).
Developing and testing items for the South African Personality Inventory (SAPI). SA Journal
of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 39(1), Art. #1122, 13 pages.
http://dx.doi.org/10.4102/ sajip.v39i1.1122.
Meisels, S.J., & Atkins-Burnett, S. (1999). Assessing intellectual and affective development
before age three: A perspective on changing practices. Food and Nutrition Bulletin, 20(1),
23-33. http://archive.unu.edu/unupress/food/V201e/ch04.htm.
Oosthuizen, M.D., & Phipps, W.D. (2012). A preliminary standardisation of the Bohnen et al.
version of the Stroop Color-Word Test for Setswana-speaking university students. South
African Journal of Psychology, 42(3), 411─422.
Van Eeden, R., De Beer, M., & Coetzee, C.H. (2001). Cognitive ability, learning potential, and
personality traits as predictors of academic achievement by engineering and other science
and technology students. South African Journal of Higher Education, 15(1), 171─179.

4.4 Library services and resources

The Unisa Library offers a range of information services and resources:

 For detailed Library information, go to https://unisa.ac.za/library
 For research support and services (eg personal librarians and literature search services),
go to https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-
support
 The Library has created numerous Library guides: https://libguides.unisa.ac.za

Recommended guides:
 Request and download recommended material:
https://libguides.unisa.ac.za/request
 Postgraduate information services:
https://libguides.unisa.ac.za/request/postgrad
 Finding and using Library resources and tools:
https://libguides.unisa.ac.za/research-support
 Frequently asked questions about the Library:
https://libguides.unisa.ac.za/ask
 Services to students living with disabilities:
https://libguides.unisa.ac.za/disability
 Assistance with technical problems accessing the Unisa Library or resources:
https://libguides.unisa.ac.za/techsupport

You may also send an e-mail to Lib-help@unisa.ac.za (please add your student number in the
subject line).

5 STUDENT SUPPORT SERVICES

The Study@Unisa.ac.za website is available on myUnisa: www.unisa.ac.za/brochures/studies.
This website has all the tips and information you need to succeed at Unisa.

Please note that we will communicate information on this module to you via announcements on
myUnisa as the need arises. Regularly check myUnisa and your student e-mail for
communication from the teaching team. We will also on occasion place study notes under
additional resources on myUnisa to guide you through the module material. There are no group
discussions for this module.

9
6 STUDY PLAN
Refer to the Study@Unisa.ac.za website for general time management and planning skills. The
following might help you to plan your studies in this module.

Electronic communication: Logon to myUnisa

Follow announcements on myUnisa
Check your student e-mail
Prescribed and recommended material: Obtain a library pin
Obtain the prescribed book
Download e-reserves
Module overview: Read Tutorial Letter 101 in detail
Read Tutorial Letter 301
Module themes: Work through the themes in Tutorial Letter 102
Cross-reference to the prescribed material
Assignments: Assignment 01 due 24 May
Assignment 02 due 5 July
Examination/portfolio: Assignment 03 due 27 September

7 PRACTICAL WORK
There is no practical work for this module.

8 ASSESSMENT
8.1 Assessment criteria

We will know that students can apply the psychometric theory when
 the evaluation of the psychometric soundness of psychological assessment measures
demonstrates sound understanding of the theory
 students demonstrate an understanding of the processes of test development, and
adaptation and translation.

We will know that students can evaluate the appropriateness of measures when
 students demonstrate the ability to differentiate between the theoretical approaches
 the selection and discussion of measures demonstrate the ability to differentiate between
measures in terms of the nature and purpose of the measures
 examples selected are appropriate.

We will know that students can apply their knowledge to different contexts when
 the application of the general and context-specific processes and practices related to test
administration, interpretation of scores and feedback is appropriate to each case study
and references are made to relevant theory
 skills are applied at a basic level (e.g. development of a competency matrix,
interpretation of results)
 the application of the assessment process (context and aim of the assessment, compiling
a test battery, and administration, interpretation of scores and feedback) is appropriate to
the case study.

10
 PYC4807/101/0/2021

8.2 Assessment plan

There are three assignments for this module. Two of these assignments contribute to the year
mark. The final assignment is a portfolio, which replaces the examination. You do not sit for an
examination in this module. Your portfolio counts as your examination. You have to submit the
portfolio on or before the final due date.

There are two multiple-choice assignments. You are expected to submit both Assignment 01
and Assignment 02 (multiple-choice assignments) to be allowed to submit Assignment
03 (the portfolio) for examination. Remember that it is a university requirement that at
least one of these assignments be submitted before the end of May.

The percentage you obtain for Assignment 01 will count 15% of the final mark, and the
percentage you receive for Assignment 02 will count 15% of the final mark. The percentage you
obtain for Assignment 03 (the portfolio) will count 70% of the final mark. There is no
subminimum for your year mark. Even if you have a low year mark, you will be allowed to
submit the portfolio for examination.

8.3 Assignment numbers

8.3.1 General assignment numbers

The assignment numbers are:

Assignment 01 Multiple-choice
Assignment 02 Multiple-choice
Assignment 03 Portfolio

8.3.2 Unique assignment numbers

The unique numbers for the assignments are:

Assignment 01 783512
Assignment 02 792332
Assignment 03 721934

8.4 Assignment due dates

Specific closing dates are set for submission of the assignments. Please keep to these dates.
No extension can be given: the MCQ assignments are automatically marked, and the
portfolio due date is an examination date.

The closing dates are: Assignment 01 24 May

Assignment 02 5 July
Assignment 03 27 September

8.5 Submission of assignments

Assignments can be submitted electronically via myUnisa. Do not submit your assignments as
hard copies (i.e. do not post the assignments) or via e-mail to the Psychology Department.
Please note that the electronically submitted portfolio will only be accepted in PDF format.

11
 To submit an assignment via myUnisa:
■ Go to myUnisa.
■ Log in with your student number and password.
■ Select the module from the orange bar.
■ Click on assignments in the menu on the left-hand side.
■ Click on the assignment number you want to submit.
■ Follow the instructions.

Enquiries about assignments (whether they were received by the University, what mark was
awarded, when they were returned to you, etc.) should be addressed to the Assignment
Section. State the paper code (PYC4807) and the assignment number when enquiring about an
assignment. Information is also available on myUnisa.

8.6 The assignments

The detail on the assignments is given in the addendum.

Feedback

You will receive the correct answers to Assignment 01 and Assignment 02 automatically.
Comments on the assignments will be sent in Tutorial Letter 201 and Tutorial Letter 202. No
feedback is provided on the portfolio as this is the examination.

Exemption from doing the assignments

No exemption is given for assignments.

Plagiarim

Your assignments have to be your own work. Response patterns (in the case of MCQs) and
similarity checks (in the case of written assignments) are done. If you take words, ideas and
thoughts of others and pass them off as your own, you are committing an act of plagiarism.
Plagiarism is a form of theft that involves a number of dishonest academic activities. Plagiarism
is not tolerated. You will be penalised for work that contains plagiarised material.

The Disciplinary Code for Students is given to all students at registration. Students are advised
to study this code, especially sections 2.1.13 and 2.1.4. Kindly read the University’s Policy on
Copyright Infringement and Plagiarism as well.

A notice will be placed on myUnisa regarding the use of Turnitin by students and lecturers. This
is an originality checking and plagiarism prevention service.
8.7 Other assessment methods

None

8.8 The examination

You do not sit for an examination in this module. But you are required to submit your portfolio
for the examination. Your examination date is, therefore, the due date for the submission of the
portfolio. Because this is an examination date, no extension can be given.

12
 PYC4807/101/0/2021

You pass if you obtain a subminimum of 40% in Assignment 03 (the portfolio) and a final mark
(examination mark plus year mark) of at least 50%. The year mark contributes 30% towards the
final mark, and the portfolio contributes 70%. However, if you do not obtain the subminimum of
40%, the percentage obtained for the portfolio constitutes the final mark.

There is no supplementary examination. If you fail the module, you will have to re-register.

9 FREQUENTLY ASKED QUESTIONS

The Study@Unisa.ac.za website contains an A-Z guide of the most relevant study information.

10 SOURCES CONSULTED

The prescribed and recommended material were consulted.

11 IN CLOSING
We wish you a stimulating and successful year of study!

YOUR PYC4807 LECTURERS

13
12 ADDENDUM

ASSIGNMENT 01
Multiple-choice assignment

Unique assignment number

783512

Closing date: 24 May 2021

In the article by Gadd and Phipps (2012), they refer to the challenges faced by psychological
and, specifically, neuropsychological assessment. Their study focused on a preliminary
standardisation of the Wisconsin Card Sorting Test (a non-verbal measure) for Setswana-
speaking university students. The US normative sample is described as participants (N = 899)
from both genders who were screened beforehand to exclude individuals with a history of
neurological, learning, emotional and attention difficulties. The South African sample consisted
of university students (N = 93) from both genders, between the ages of 18 and 29, who were
screened in terms of hearing and visual impairments and any history of psychiatric/neurological
difficulties. The latter was done to prevent contamination of the results by these variables. The
students were from the University of Limpopo, Medunsa Campus. Answer Questions 1 to 5.

Question 1

The Wisconsin Card Sorting Test can be described as a/n … test. Choose the most correct
answer.

(1) outcomes based

(2) criterion-referenced
(3) norm-referenced
(4) comparative

Question 2

There are similarities and differences between the South African and the original norm sample
for the Wisconsin Card Sorting Test. Given the purpose of the test as a neuropsychological
measure, which characteristic implies that the local sample is appropriate?

(1) language
(2) age
(3) absence of neurological difficulties
(4) reading ability

Question 3

Which characteristics would have an effect on the performance of the local sample in
comparison to the original norm sample?

(a) age
14
 PYC4807/101/0/2021

(b) hearing impairments

(c) language
(d) level of education
(e) neurological difficulties

(1) (a) (b) (c)

(2) (a) (c) (d)
(3) (b) (c) (e)
(4) (b) (d) (e)

Question 4

A full standardisation of the Wisconsin Card Sorting Test for the South African population
implies a sample that is more representative than the present sample in terms of …

(a) age
(b) neurological functioning
(c) gender
(d) educational level
(e) language
(f) hearing and visual impairments

(1) (a) (c) (d)

(2) (a) (d) (e)
(3) (b) (c) (d)
(4) (c) (d) (e)

Question 5

Gadd and Phipps (2012) found that the results of the South African sample on the Wisconsin
Card Sorting Test did not resemble a normal distribution and could not be converted to a normal
distribution. This implies that the …

(1) mean performance of this sample cannot be calculated

(2) standard deviation will differ below and above the mean
(3) mean and standard deviation do not provide a predetermined distribution of performance
(4) results cannot be replicated

Gradidge and De Jager (2011) evaluated the psychometric properties of the Wellness
Questionnaire for Higher Education. The questionnaire comprises seven subscales, namely
Physical wellness, Career wellness, Intellectual wellness, Environmental wellness, Social
wellness, Emotional wellness and Spiritual wellness. The Cronbach’s Alpha coefficients ranged
between 0.80 and 0.96 for the seven subscales of the questionnaire and the test-retest
coefficients ranged between -0.04 and 0.71 for the seven subscales. Answer Questions 6 to 10.

Question 6

The methods to determine internal consistency and test-retest reliability are similar in terms of
the following:

(a) The test/forms of the test can be administered on two different occasions.
(b) The test is administered in a single session.

15
 (c) One sample of respondents are involved.
(d) Two different samples of respondents complete the test/forms of the test.
(e) Only one form of the test is required.
(f) A correlation is calculated.

(1) (a) (b) (c)

(2) (b) (d) (e)
(3) (c) (e) (f)
(4) (d) (e) (f)

Question 7

The Cronbach’s Alpha coefficients for the subscales of the Wellness Questionnaire imply that …

(1) the test is internally consistent

(2) the test is stable over time
(3) the error due to chance factors is unacceptable
(4) the type of reliability is not appropriate for this type of test

Question 8

The Wellness Questionnaire will provide reliable indications of wellness levels among student
populations.

(1) true, the measure is stable over time

(2) false, the internal consistency is inadequate
(3) true, the items in each subscale are related
(4) false, different constructs are measured

Question 9

Test-retest reliability is a suitable type of reliability to determine in this context. Choose the most
correct response.

(1) true, as long as transfer effects are limited

(2) false, test-retest reliability is only determined for aptitude tests
(3) true, reliability refers to consistency over time
(4) false, the wellness construct is expected to be influenced by developmental initiatives

Question 10

A relatively high test-retest coefficient (0.71) was found for only one subscale of the Wellness
Questionnaire, namely Environmental Wellness. A plausible hypothesis for this finding would be
that:

(1) The wellness construct, in general, can be expected to remain stable over time.
(2) Efforts to increase environmental wellness have been successful.
(3) Less attention has been given to promoting environmental wellness.
(4) The time period between administrations has been too long.

In the same study, Gradidge and De Jager (2011) reported that no practically significant
differences were found between the mean wellness of demographic groups (gender, language
or academic year level). This is in line with wellness theory and previous research. Factor

16
 PYC4807/101/0/2021

analysis also revealed the expected factor structure. Correlations between the seven subscales
furthermore indicated that scales measure the same theoretical construct (i.e. Wellness).
Answer Questions 11 to 15.

Question 11

The statistical methods described above, are …

(a) discriminant validity

(b) theory-related group comparison
(c) correlations with other tests
(d) factorial validity
(e) convergent validity
(f) incremental validity

(1) (a) (b) (d)

(2) (b) (d) (e)
(3) (c) (d) (e)
(4) (c) (e) (f)

Question 12
The theoretical model of wellness employed here is relevant for a multicultural South African
student population.

(1) true, the theoretical model was replicated across subgroups

(2) true, a new theoretical model was identified
(3) false, the underlying structure differed from the theoretical model
(4) false, the underlying structure differed between subgroups

Question 13

If a questionnaire of wellness correlates highly with a measure of depression while the

correlation with a mechanical aptitude test is low, this implies that the wellness questionnaire
shows …

(1) high convergent but low discriminant validity

(2) low convergent but high discriminant validity
(3) high convergent and discriminant validity
(4) low convergent and discriminant validity

Question 14

Suppose that the researchers want to use the Wellness Questionnaire to determine if wellness
is related to a person’s level of satisfaction. They would need to determine the … validity of the
questionnaire.

(1) content
(2) construct
(3) predictive
(4) concurrent

17
Question 15

The ‘level of satisfaction’ referred to in Question 14 can be regarded as …

(1) observable behaviour

(2) a cognitive construct
(3) an unknown
(4) a criterion

18
 PYC4807/101/0/2021

ASSIGNMENT 02
Multiple-choice assignment

Unique assignment number

792332

Closing date: 5 July 2021

Foxcroft (2004) provides guidelines for the development of a multicultural test (please see study
note 3 under additional resources on myUnisa). With regard to the development of test content,
she distinguishes between three approaches, namely theory-based/rational, empirical (criterion-
keying), and criterion-referenced (e.g. learning outcomes and job analysis) methods. Answer
Questions 1 and 2.

Question 1

The Mathematical Proficiency Test (MPT11) is used to determine if a learner who completed the
Grade 11 Mathematics curriculum has attained a level of proficiency that would enable the
learner to complete the Grade 12 curriculum. The content domain of the MPT11 was therefore
defined by means of …

(1) a theoretical review

(2) contrasting groups
(3) an analysis of learning outcomes
(4) a job analysis

Question 2

A study was done to determine the effects of substance abuse on the well-being of users of
various addictive substances. Before starting the research, a measure of well-being was
developed for a large sample representative of the general population. Existing data on levels of
happiness that were available for this sample were used. Items for the well-being scale were
selected based on the ability of the items to discriminate between individuals with different
levels of happiness. The content domain of the measure of well-being was thus defined by
means of …

(1) a theoretical review

(2) an analysis of learning outcomes
(3) a job analysis
(4) contrasting group

The purpose, norm group and psychometric properties of the Junior South African Individual
Scales (JSAIS) are provided in the table below. Answer Questions 3 to 7.

Description of the JSAIS

Description and aim Normative sample Psychometric properties
An individual intelligence measure that Age: Internal consistency:
provides an indication of general ability 3 years to 7 years 11 months subtests 0.67 – 0.80+
and a profile of abilities for diagnostic Language: scales 0.86 – 0.96
19
 purposes. The battery comprises 22 Afrikaans and English Construct validity:
subtests. The first 12 of these subtests Population: factor analysis – satisfactory
constitute the Global Scale consisting Coloured, Indian and White Criterion-related validity:
of four subscales, namely a Verbal correlations with ratings of language
Scale, a Performance Scale, a ability and intelligence – satisfactory
Numerical Scale and a Memory Scale.

Question 3

Which of the following is NOT true of developmental screening?

(1) Screening measures can be administered by non-specialists who have been trained to use
them.
(2) The aim of screening measures is to identify the existence, nature and severity of the
problem.
(3) The results from screening measures are generally qualitative in nature in that they
categorise the child’s performance rather than provide a numerical score.
(4) Screening measures usually provide an overall view of the child’s development, rather
than information relating to specific areas.

Question 4

Thandeka is a 5-year-old South African child who speaks Xhosa at home. According to her
mother, she seems to experience some delay in terms of speech development. The
psychologist decides to use the JSAIS to do an indepth assessment. The JSAIS is appropriate
because …

(a) it is a screening measure

(b) it is a diagnostic measure
(c) it measures different areas of functioning
(d) the age of the normative sample is appropriate
(e) the culture of the normative sample is appropriate

(1) (a) (b) (e)

(2) (a) (c) (d)
(3) (b) (c) (d)
(4) (b) (d) (e)

Question 5

The normative sample is not representative of the broader South African population in terms of
…

(a) age
(b) gender
(c) education
(d) culture
(e) language

(1) (a) (c)

(2) (b) (e)
(3) (c) (d)
(4) (d) (e)

20
 PYC4807/101/0/2021

Question 6

Which one of the following statements regarding the reliability of the JSAIS is correct?

(1) The JSAIS is stable over time.

(2) The magnitude of the reliability coefficients for the two forms of the JSAIS is high.
(3) The reliability coefficients are based on the consistency of responses to the items.
(4) There is a correspondence between raters.

Question 7

Which of the following statements describes the psychometric properties of the JSAIS most
accurately?

(1) The reliability of the JSAIS is acceptable, but the test lacks validity.
(2) The validity of the JSAIS is acceptable, but the test lacks reliability.
(3) The reliability and validity of the JSAIS are acceptable.
(4) The JSAIS lacks reliability and validity.

According to the person-environment fit approach, a test battery for career counselling would
typically consist of a measure of general intelligence, an aptitude test, an interest questionnaire
and measures of personality and values. The following results on the Learning Potential
Computerised Adaptive Test (LPCAT) and the Differential Aptitude Test (DAT) are available for
an individual interested in a career in engineering. Answer Questions 8 to 11.

LPCAT* Pre-test 5
Post-test 6
Total score 6

DAT** Verbal aptitude 7

Numerical aptitude 3
Visual-spatial reasoning 4
Clerical aptitude 3
Memory 8
Mechanical aptitude 7
* These LPCAT scores are suitable for a tertiary diploma and an NQF level 6.
** The DAT scores are stanines with an average of 5 and a maximum of 9.

Question 8

Consider the domains assessed when using the person-environment fit approach within the
context of career counselling. Which of the following would be appropriate tests to measure
these domains?

(a) Basic Traits Inventory (BTI)

(b) Bar-On Emotional Quotient Inventory (EQ-I)
(c) General Scholastic Aptitude Test (GSAT)
(d) Rorschach Inkblot Test (Rorschach)
(e) Beck Depression Inventory

(1) (a) (b)

(2) (a) (c)
21
(3) (c) (e)
(4) (b) (d)

Question 9

Tests of cognitive abilities, such as the LPCAT, that are based on the social or contextual
theories provide for the potential influence of language (if the content is non-verbal) and socio-
cultural factors on performance on these tests. For whom of the following candidates for career
counselling would the LPCAT be a suitable choice? Order the options from MOST to LEAST
suitable.

(a) Joshua is a 17-year-old Zulu-speaking boy in Grade 12 in an English-medium private

school.
(b) Patricia is a 28-year-old English-speaking postgraduate student.
(c) Thandi is an 18-year-old Venda-speaking girl in Grade 12 in a government school.
(d) Marie is a 24-year-old Afrikaans-speaking woman who left school after Grade 10.

(1) (a) (b) (d) (c)

(2) (b) (a) (c) (d)
(3) (c) (a) (d) (b)
(4) (d) (c) (a) (b)

Question 10

The LPCAT results in the table above indicate that engineering is a suitable career choice given
the individuals cognitive abilities. Choose the most correct response.

(1) False, an engineering degree requires a higher score on a test of cognitive ability.
(2) True, if the candidate enrols for an engineering diploma.
(3) False, a learning potential test does not measure cognitive abilities.
(4) True, the individual will do better every time he/she is tested.

Question 11

The DAT scores in the table above indicate that the individual might NOT be suitable for a
career in engineering because …

(a) verbal aptitude should be strong

(b) numerical aptitude is essential
(c) visual-spatial reasoning should be strong
(d) a strong memory would be an advantage

(1) (a) (b)

(2) (a) (c)
(3) (b) (c)
(4) (c) (d)

The first step in selection in an organisational context involves the development of a

competency profile. Related to each of the competencies included in this profile, is an area (or
areas) of measurement. We call these the measurement constructs. Tests to measure each of
these constructs are combined in the test battery. Below is an example of a competency matrix
consisting of competencies and related measurement constructs. Answer Questions 12 to 15.

22
 PYC4807/101/0/2021

Measurement constructs

intelligence
Personality

Behaviour
Emotional
Cognitive
Competency

Aptitude

Integrity
ability
Interpersonal and networking X X X
Planning X X X
Organising X X
Project management skill X X
Analytical and strategic thinking X X X
Change management X X X X
Financial management X X X
Report-writing skills/Verbal skills X X
Client orientation and customer focus X X X

Question 12

The process whereby an attempt is made to create an everyday work situation, and the
participants are then requested to play a particular role and to deal with a specific problem
refers to a(n) . . .

(1) interview
(2) simulation
(3) in-basket test
(4) leaderless group exercise

Question 13

Below are four competency - measurement construct sets. Choose the correct match.

(1) interpersonal and networking – aptitude

(2) planning – personality
(3) change management – emotional intelligence
(4) client orientation – cognitive ability

Question 14

Which of the following tests would be suitable to measure behaviour in an organisational

context?

(1) DAT
(2) SDS
(3) Bar-On EQ-I
(4) Simulations

Question 15

Which of the following tests would be suitable to measure personality in an organisational

context?

(1) BTI

23
(2) TAT
(3) Bar-On EQ-I
(4) SDS

24
 PYC4807/101/0/2021

ASSIGNMENT 03
Portfolio assignment

Unique assignment number

721934

Closing date: 27 September 2021

Content of the portfolio

Three applied contexts of testing are covered in this module, namely developmental
assessment of infants and pre-school children, assessment in education and assessment in
organisational contexts. For the portfolio you will be expected to a) tell us about experiences in
your everyday life with assessment in an applied context or contexts and b) answer specific
questions related to a case study/ies in an applied context or contexts.

The detail on the portfolio

The detail on the portfolio is provided in Tutorial letter 103, which will be uploaded on myUnisa
during June. At this stage, you would have covered the syllabus and completed Assignments 01
and 02. You would thus be prepared to do the portfolio while at the same time having sufficient
time to complete the portfolio before the due date. Note that there will be a strict limit on the
length of the portfolio. Tutorial letter 103 comprises:

 Instructions for the description of experiential learning

 A case study/ies with related questions
 Requirements for the technical production of the portfolio

Preparation for the portfolio

Syllabus

The syllabus for this module is provided in Tutorial letter 101. The three themes from the
syllabus are discussed in Tutorial letter 102. This tutorial letter guides you in a structured
manner through the work with reference to the relevant sections in the textbook and prescribed
articles. Study notes under additional resources on the module site on myUnisa also help you to
systematically work through the material before completing Assignments 01 and 02. The
syllabus covers the theoretical knowledge on assessment in applied contexts that you need to
complete the questions in the portfolio on the case study/ies.

Experiential learning

We want you to become aware of the contexts in your everyday life in which psychological
assessment is done. See the table below for some ideas:

25
Developmental Educational Organisational
You, a friend or a family If you or someone you know Were you or someone you
member may have a child in has a child who has to make know tested when they
primary school. What happens subject choices in Grade 9, applied for a job? If so, what
in this context if a child has the school may inform parents was this experience like?
learning difficulties? Perhaps of the availability of Perhaps you work in a context
the school makes use of the psychologists who will do where testing is done for high
services of an educational career counselling that risk jobs.
psychologist. If the school involves psychological
and/or the parents do not assessment. You, yourself
have the resources to do so, may have contacted the
there might be efforts to assist student counselling services
children who struggle with at Unisa or you may be in an
additional classes. This organisation that helps
highlights the issue of employees with assessment
availability of assessment for career counselling.
services to South African
communities.

There are various ways to gain experiential learning. You can read on the topic (news articles,
magazines, and articles in subject journals), talk to your friends and family, or to someone who
is actually involved in the psychological assessment process. Things you can think about
include:

 A description of the contexts of assessment.

 The aim(s) of assessment in different contexts.
 The individuals typically assessed.
 The professionals who administer and interpret the assessment results.
 The types of psychological tests typically used.
 Any contextual/ethical issues that impact on the use of these tests.
 Perceptions of the tests being used.

26