Daiane Boran
Introduction to Psychological Testing
PSY475
Dr. Andrea Engles March 21, 2016
Introduction to Psychological Testing
Psychological testing consists of many types or categories of tests. Because psychology is a science testing is a large part of this field. Individual behaviors, characteristics, and traits are part of humans a need to measurable these by psychologists is necessary. Psychologists must be able to conduct psychological test and quantify the results. These traits vary from person to person and in such a way that measuring clearly will show the different aspects of the individuals through testing. Psychologists agree that different psychological states and traits are part of human behavior. To quantify these states and traits can be difficult because qualities are not tangible and testing can give assistance in this matter (Hogan, 2007). Test
The term test according to Hogan (2007) can be defined in a number of ways. Originally, the term test was used to describe a cup “used for smelting gold or silver ore, perhaps an apropos reference for some high-stakes testing today” (Hogan, 2007, p, 38). In modern times the term is typically defined as any assessments designed to measure peoples’ behaviors, knowledge, abilities, skills, or personalities. Hogan (2007) suggests that regardless of these various definitions of the term test, there are six common elements defining the term test in the behavioral sciences. These six elements include procedure or device, behavior, information, and cognitive processes, systematic, and standardized, sample, and measurement or quantification. To have a more comprehensive understanding as it pertains to psychology the individual needs consider the basic assumptions, major categories, users, uses, reliability, and validity of testing (Hogan, 2007). Mental Ability Tests
The first category of tests is mental ability and can be administered both individually or group. Mental ability tests measure memory, creative thinking, intelligence, quantitative reasoning, spatial ability, and vocabulary. Two examples of mental ability tests are the Stanford-Binet intelligence test and Wechsler Adult Intelligence Scale. Both of these tests are administered to individuals by trained psychologists to obtain information on most mental abilities (Hogan, 2007). The Stanford-Binet is the standard for intelligence testing and new tests are validated in terms of their correlations with this measure. The Wechsler scales are an alternative to the Stanford-Binet because it provides more than just an IQ score. The Wechsler scales provide Full Scale IQ, Verbal and Performance IQ, and 10 to 12 subtest scores (Burn, 2010). Achievement tests
These tests are designed to measure skills or knowledge in one certain area. The tests are usually administered through the avenues of batteries, licensing, certifications, government-sponsored programs, single-subject tests, and individual achievement tests. “The Wechsler Individual Achievement Test-Second Edition (WIAT-II) has eight composite scores in the following areas: Oral Language, Basic Reading, Total Reading, Reading Comprehension and Fluency, Written Expression, Mathematics, Math Fluency, and Total Achievement. WIAT-II is considered the best achievement test available” (Burn, 2010, p. 1). Personality tests
These tests attempt to measure personality into types and are used mostly in research or clinical settings to help with diagnoses. Some of the issues tested for in a clinical setting are eating disorders, depression, or anxiety. “Two of the most common personality tests are the Minnesota Multiphasic Personality Inventory it is composed of several hundred “yes or no” questions. The second is the Rorschach (the “inkblot test”) it is composed of several cards of inkblots. The individual taking this test simply give a description of the images and the feelings he or she is experiencing looking at the blots” (ABDELFATTAH, 2010, p. 1). Interests and attitudes test
This category of tests assists in measuring vocational interest and attitudes as pertaining to career choice or college. “This category also includes numerous measures of attitudes toward topics, groups, and practices. Examples of these tests are the Strong Interest Inventory and the Kuder Career Search (Hogan, 2007, p. 8). Neuropsychological Tests
This category of tests assesses the functioning of the central nervous system. A psychologist can identify the extent of brain damage by measuring the personality changes and behavioral deficits that have developed. Neuropsychological tests can provide valuable information about injuries to the brain and the extent of damage. These tests can give a direction for rehabilitation for brain injury sufferers (Hogan, 2007). Uses and Users
Uses of psychological tests are primarily used in research, educational, clinical, and personnel contexts. In clinical situations the uses of psychological testing for clinical psychologies, school psychology, facilitate counseling, and neuropsychology is assessed through the use of projective techniques, and intelligence tests. Users of psychological tests are psychologists trained in the scoring, administration, and interpretation of psychological tests (Hogan, 2007). Reliability and Validity
Reliability is mostly concerned with how precise or accurate the score on a test is, whereas validity is more concerned with true measuring than the test score. Documentation of research should demonstrate that a test score is a meaningful measure of the quality or qualities that the test was designed to measure. “A test is administered, and the outcome is an observed score of the quality measured by the test. However, the observed score may be misleading without information on how successful the test has been in measuring that quality accurately” (Hogan, 2007, p. 112). Conclusion
Psychological testing is the use of a variety of psychological assessment scales to aid in identifying psychological problems, cognitive problems, personality characteristics, motivational issues, memory impairment, and other issues. Once a test has been deemed reliable and valid it can be used in its proper context it may be applied to a specific purpose or use. It is the responsibility of the test user to be knowledgeable about psychology tests and about the standards for identifying a bad test or good test for the particular situation.

References
ABDELFATTAH, F. (2010). THE RELATIONSHIP BETWEEN MOTIVATION AND ACHIEVEMENT IN LOW-STAKES EXAMINATIONS. Social Behavior & Personality: An International Journal, 38(2), 159-167.
Burns, T. G. (2010). Wechsler Individual Achievement Test-III: What is the 'Gold Standard' for Measuring Academic Achievement?. Applied Neuropsychology, 17(3), 234-236. doi:10.1080/09084282.2010.499803
Hogan, T. P. (2007). Psychological testing: A practical introduction (2nd ed.). Hoboken, NJ:
Wiley.