PSYC 4503: Psychological Tests and Evaluation
Fall 2005
Exam I Study Guide
Please bring scantron (purchased at MSU bookstore) and #2 pencils. The following topics will be on
the exam. Also look at the learning objectives for each chapter. At the end are some possible short
essay questions.
Chapter 1
Definition of a psychological test
Similarities and differences among tests
Defining characteristics of psychological tests
Assumptions of psychological tests
Test classification methods: Maximal performance, behavior observation, self-report
Chapter 2
Decisions made using psychological tests
Individual vs. Institutional
Comparative vs. Absolute
Controversy over Intelligence Testing
Group differences in Ability
Stereotype vulnerability hypothesis
Controversy over Aptitude and Integrity Tests
Chapter 11
Test domain
Target audience
Purpose of test
Developing a Test plan
Defining construct
Choosing test format
Scoring strategies
Objective vs. Subjective tests
Response bias
Item writing guidelines
Chapter 13
Types of decisions made based on test results in education settings
Selection and placement
Counseling and guidance
Program and curriculum
Administrative policy
Why educators are test users and why they need to follow test user guidelines
Norm referenced vs Criterion referenced tests
Intelligence Testing (lecture)
The evidence for the construct of intelligence (lecture)
General mental ability (lecture)
Specific mental abilities (lecture)
PSYC 4503: Psychological Tests and Evaluation
Fall 2005
Factor analytic theories of intelligence (lecture)
Intelligence Quotient score (Ratio IQ scores) vs. Deviation Scores (lecture)
PSYC 4503: Psychological Tests and Evaluation
Fall 2005
Chapter 14
Models of psychological assessment
Clinical diagnosis
Clinical interview
Structured personality tests
Projective techniques
Nature of personality (lecture)
Trait-oriented view
Situational view
Pervin (1980) definition
Consistency in behavior (lecture)
Relative vs. absolute consistency
Consensus viewpoint
Personality taxonomies: Example “Big 5”
Extroversion
Emotional stability
Agreeableness
Conscientiousness
Openness to experience
Objective Measures of Personality (lecture)
Deductive
vs.
- Logical Content
- Theoretical
Empirical
- Criterion groups/criterion-keying
- Factor analytic
Logical Content: Woodworth Personal Data Sheet
(Clarification: Woodworth first developed using logical content method, but later
revised using criterion groups method, which set stage for development of MMPI)
How were items chosen originally?
Drawbacks
Criterion Groups Approach
MMPI (text pp. 397-401)
Original scale development
Validity scales
Clinical scales
Revision and MMPI-2
Interpretation of Clinical scales: How differs from original purpose of MMPI
Factor Analytic Strategy
16PF: Test construction
Problems with factor analytic strategy
Theoretical Strategy
Edwards Personal Preference Schedule
Ipsative scoring
Response style & bias
Combined Strategy
NEO-PI
Purpose and construction
PSYC 4503: Psychological Tests and Evaluation
Fall 2005
Sample short essay questions
1. What are some defining criteria of a psychological test?
2. What is meant by standardization?
3. What are the differences between Objective vs. Subjective scoring? Give an example of an
objectively scored test and a subjectively scored test.
4. List and describe the 3 classifications of tests and provide an example of each.
5. Discuss 3 assumptions we must make when using psychological tests. Why are these
assumptions important?
6. What are some of society’s concerns about the use of intelligence, aptitude, and integrity
tests?
7. Why is psychological testing important?
8. What are the first four steps of developing a test? What activities are involved in each step?
9. Why is it important to conduct a literature review as an early step in test development?
10. When generating an item pool, what does it mean to be “over-inclusive”? Why be overinclusive?
11. What are some basic principles of item writing?
12. What are the benefits and drawbacks of using an objective or subjective test format?
13. Describe the types of decisions educators make based on the results of psychological tests.
Give an example of each.
14. What are the similarities and differences between norm-referenced and criterion referenced
tests? Provide an example of each.
15. What evidence is there for the concept of intelligence?
16. What is meant by the term “general mental ability”? How is this concept different from
“specific mental abilities”? Give examples of specific mental abilities.
17. What is meant by the term “deviation IQ score”? What are the advantages of the deviation
IQ score compared to the intelligence quotient score?
18. What are the similarities and differences among the three models of assessment? Include
who is likely to use each.
19. What is the theory behind projective testing? How does it work? Give an example of a
projective test.
20. According to the lecture, what are the different strategies for construction of an objective
inventory of personality? Compare and contrast the different strategies. In other words,
how are the methods different? What are the relative strengths and weaknesses of the
different approaches?
21. Pick one of the test construction methods discussed in class and describe that method of test
construction. How do you construct a test using this method?
22. What is the purpose of the MMPI validity scales? In general what type of information is
obtained from these scales?
23. Describe the reason for the revision of the MMPI? What changes were made with the
creation of the MMPI-2?