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PSYC37H3 (100)
Chapter 7

Psychological Assessment - Chapter 7 Book Notes


Department
Psychology
Course Code
PSYC37H3
Professor
Bouffard
Chapter
7

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Test Administration
Reliability theory is concerned with random sources of error, but we must consider other potential sources
of error such as testing situation, tester characteristics and test-taker characteristics
The Examiner and the Subject
The Relationship between Examiner and Test Taker
The examiners relationship had little effect on the scores of the younger children, but average IQ scores
for the fifth grade through ninth grade students were higher for those who had received the test under the
enhanced rapport condition
Reading scores among children were lower, when the child was presented with an unfamiliar test
administrator
In surveys, respondents tend give the response that they perceive to be expected
People tend to disclose more information in self-report format than in an interview
Computer administration is at least as reliable as traditional test administration
The Race of the Tester
There is little evidence that the race of the examiner is significantly affects intelligence test scores
The reason why only a few studies show effects of the examiners race on the results of test is that
the procedures for properly administering an IQ test are so specific
The test administrator gives a test according to a strict procedure
In one study in which a small effect of the examiners race was found, the examiners were
paraprofessionals rather than psychologists
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Language of Test Taker
Cannot be assumed that the validity and reliability of the translation is comparable to the English
version
Concern about the internal validity often comprises the external validity
For test takers who are proficient in two or more languages, the test should be given in the
language that the test takers feel is their best
Test interpreters should be used with caution since test interpreters can bias the testing the
situation
Training of Test Administrators
Many behavioral assessments require training and evaluation but not a formal degree or diploma
Psychiatric diagnosis is obtained using a Structured Clinical Interview for DSM-IV (SCID)
SCID users are licensed psychiatrists or psychologists with additional training on the test
Individuals who administer complicated tests are not trained, although they are licensed
psychologists
Training programs have students complete only four practice administrations of the WAIS-R, but
approximately ten administrations are required to begin gaining competence with the WAIS-R
Expectancy Effects
Expectancy effects are often called Rosenthal effects
Subjects provide data that confirm the experimenter’s expectancies, but the magnitude of the
effects is small (approximately a 1-point difference on a 20-point scale)
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