activity 2.4 Take a test with its manual and read it carefully, and identify the following : • Number and type of items • Information about reliability, validity, and norms • Type of test: verbal or otherwise, individual or groups • Type of test: Speed, power, or mixed • Any other characteristics
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There are many facets to the categorization of psychological tests, and even more if one includes educationally oriented tests; indeed, it is often difficult to differentiate many kinds of tests as purely psychological tests as opposed to educational tests. The ensuing discussion lays out some of the distinctions among such tests; however, it is important to note that there is no one correct cataloging of the types of tests because the different categorizations often overlap. Psychological tests can be categorized by the very nature of the behavior they assess (what they measure), their administration, their scoring, and how they are used. Figure 3-1 illustrates the types of psychological measures as described in this report.
FIGURE 3-1. Components of psychological assessment.
FIGURE 3-1
Components of psychological assessment. NOTE: Performance validity tests do not measure cognition, but are used in conjunction with performance-based cognitive tests to examine whether the examinee is exerting sufficient effort to perform well and responding (more...)
The Nature of Psychological Measures
One of the most common distinctions made among tests relates to whether they are measures of typical behavior (often non-cognitive measures) versus tests of maximal performance (often cognitive tests) (Cronbach, 1949, 1960). A measure of typical behavior asks those completing the instrument to describe what they would commonly do in a given situation. Measures of typical behavior, such as personality, interests, values, and attitudes, may be referred to as non-cognitive measures. A test of maximal performance, obviously enough, asks people to answer questions and solve problems as well as they possibly can. Because tests of maximal performance typically involve cognitive performance, they are often referred to as cognitive tests. Most intelligence and other ability tests would be considered cognitive tests; they can also be known as ability tests, but this would be a more limited category. Non-cognitive measures rarely have correct answers per se, although in some cases (e.g., employment tests) there may be preferred responses; cognitive tests almost always have items that have correct answers. It is through these two lenses—non-cognitive measures and cognitive tests—that the committee examines psychological testing for the purpose of disability evaluation in this report.
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