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Intro to Psychological Testing

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Introduction to Psychological Testing
Megan Szopinski
PSY/475
April 13, 2015
Dennis Plunkett

Abstract
Within this essay there will be information providing the following; the psychological testing definition of the word ‘test', the major categories of psychological test, the uses and users of each, and the difference and similarities of reliability and validity. The information provided will give you a good idea of what test should be used for and who would administer that particular test. There will also be an example of how a test can be reliable but not valid. For an experiment to have an accurate test, the test needs to have reliability and validity.

Introduction to Psychological Testing
Psychological testing is crucial when it comes to measuring how and why humans behave in certain ways. Choosing the correct test for the right experiment is also important. There are some major assumptions and fundamental questions that relate to psychological testing. The main ones are (a) defining the term test, (b) describing the major categories of test and who uses them or users of them, and (c) reliability and validity and how affect psychological testing. Throughout this paper, we will discuss the assumptions and questions related to psychological testing.
Defining the Term ‘Test’
Most of us have taken a test of some sort throughout our lives. Sometimes we may think to ourselves "why do we need to take another test" or "I am horrible at test, but I do know the information". According to Hogan (2007), "a test is a standardized process or device that yields information about a sample of behavior or cognitive processes in a quantified manner" (p. 41). In the definition of the word test from a psychological view, there are six different categories that helped with the creation of this definition. The six categories are (1) process or device, (2) yields information, (3) behavior or cognitive process, (4) sample of, (5) standardized, and (6) quantified (Hogan, 2007). While determining the psychological meaning of the word ‘test', all six categories played a role in developing the definition. Making sure that every aspect of tests is included in the definition, helps to make sure a valid test is given. Before a scientist creates a test to be given during an experiment, it needs to have all categories covered as in the definition given. Not only do these types need to be used in the test, but it is important who uses these test and who they are given to. The following will explain the major categories of test and the use and users of each.
Major Categories of Test Within the study of psychological testing, there are five major categories of testing. The first category is labeled as mental ability tests (Hogan, 2007). Mental ability tests measure the cognitive functions of an individual (Hogan, 2007). Some examples of cognitive functions are (a) memory, (b) spatial visualization, and (c) creative thinking (Hogan, 2007). Within this category, there are subdivisions as well. The subdivisions of this category are individually administered intelligence test, group administered intelligence test, and a variety of other ability tests other than just intelligence testing (Hogan, 2007). The second category of testing is achievement tests (Hogan, 2007). These tests are used to measure a person’s knowledge or skill in a particular category (Hogan, 2007). You may be thinking to yourself that you are familiar with these types of test. Well, you should be. Achievement tests are the most widely used (Hogan, 2007). There are five subdivisions of the achievement test. The subdivisions are (1) achievement batteries (Stanford testing, metropolitan, etc.), (2) single-subject test (Graduate Record Examinations), (3) certification and licensing tests, (4) government agency testing, and (5) individually administered achievement test (learning disability test) (Hogan, 2007). The third category is personality test (Hogan, 2007). A personality test is easily defined as gathering or measuring information of a person's personality (Hogan, 2007). The subdivisions within this category are (1) objective personality test (true/false or similar test), (2) projective techniques (inkblot test), and (3) "other approaches" (Hogan, 2007). Personality tests are very common, and most people have taken some personality test. During high school or even in some college classes a personality test may be given. The fourth category is interests and attitudes test (Hogan, 2007). These tests are pretty self-explanatory as well. An interest and attitudes test is measuring exactly what it states your interests and attitudes. The two subdivision of interests and attitudes test are (1) vocational interests and (2) attitude toward topics, groups, and practices (Hogan, 2007). The fifth and final category of testing is neuropsychological tests (Hogan, 2007). Neuropsychology deals with the brain functions; therefore, this category of tests gather information of the functioning of the central nervous system but primarily focusing on the brain. The tests that are mainly focused on the brain activity measure the memory for verbal and figural material, psychomotor coordination, and abstract thinking (Hogan, 2007). Major uses and users of testing. There are four major categories of the users and uses of the tests mentioned above (Hogan, 2007). The four categories are (a) clinical, (b) educational, (c) personnel or employment testing, and (d) research testing (Hogan, 2007). Within the clinical category, the tests that relate to this are mental ability testing (intelligence test) and personality tests (Hogan, 2007). The professions or professionals that administer these test are clinical psychologists, counselors, school psychologist, and neuropsychologist (Hogan, 2007). The clinical test are used to determine a severe or mild problem or issue an individual may be dealing with, and needs help solving it (Hogan, 2007). The second category is educational (Hogan, 2007). Teachers, educational administrators, parents, and the general public are all persons who would administer these test (Hogan, 2007). The reason for these tests are to make sure that educational schools have a success rate within their academics (Hogan, 2007). The major category of testing that is used in this category are achievement tests (Hogan, 2007). Personnel or employment testing is the third category (Hogan, 2007). The reason for these test is to make sure you are interested or have the skills and personality for a particular job (Hogan, 2007). Tests related to this category are (a) mental ability test, (b) interests and attitudes test, and (c) personality test (Hogan, 2007). People that would administer these test would be a business or the military (Hogan, 2007). The last category is researching (Hogan, 2007). The main people who would be considered to use test in the research category are (a) psychologist, (b) educational related workers, and (c) other social/behavioral sciences related careers (Hogan, 2007). The uses of this category of tests are used to describe samples and the dependent variable used in an experiment (Hogan, 2007). The category of tests that would be involved in the research category would be the achievement, intelligence, and personality tests (Hogan, 2007). Having these categories and what and who uses them makes it easier to choose what test should be given to the information that is needed. The reliability and validity are the next important things that will determine the use of the test and if the test can be accurately counted or not. Reliability vs. validity. Starting with the definition of both reliability and validity will give us a better idea of what a reliable and valid test consist of. Reliability in psychological testing is when a test that is given to an individual the scores will be consistent no matter when the test is given as long as it is the same exact test (Hogan, 2007). Validity in Psychological testing is defined as a test that is given and measures what is meant to be measured not something else that was measured but not intended to (Hogan, 2007). Hogan (2007) states, "Although a test can be reliable without being valid, a test cannot be valid unless it is reliable” (Hogan, 2007, p. 112). If a test is given during an experiment and it is considered to be a reliable test, but it has measured something different than what it was intended for, that test would be considered invalid and would not get accurate data for the experiment that was conducted. Due to not having a valid test would prolong the experiment and findings of the problem that could impact the testing and would have to be done all again. An example of this would be giving an algebra class a test that covers geometry instead of algebra. Although, the scores of the individuals would be the same whenever the test is given making the test reliably, it would not be a valid test because the intended information to be measured was not measured. That would cause a problem with the psychological testing and making this experiment invalid and needed to be given again using a reliable and valid test.
Conclusion
Understanding the term ‘test' in psychological testing is important to determine accurately and create a test to be reliable and valid during an experiment. Using the major categories to determine what test should be given for the appropriate conclusion that is trying to be discovered. Making sure the test is used to the right people and its outcome will give you your desired solution is essential. A test needs to be reliable and valid to get statistical results during an experiment. Explaining the different categories of psychological testing, uses, and users, and comparing and contrasting reliability and validity is one way to make sure the test used will result in the correct data that is needed.

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

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