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Psychological Assessment | PYC4807 UNISA
Psychological Assessment | PYC4807 UNISA
Introduction to psychological assessment for PYC4807 at UNISA. Learn key concepts, definitions, and foundational principles for student success.
Welcome to Theme 1 of UNISA’s PYC4807 Psychological Assessment tutorials.
Welcome to Theme 1 of UNISA’s PYC4807 Psychological Assessment tutorials.
This section introduces the foundational concepts of psychological assessment, including its definition, historical context, and key applications. These materials support the tutorial discussions and help students prepare for assessments and assignments.
Theme 1: Psychometric Properties - Norming; Reliability; Validity; Bias
Theme 1: Psychometric Properties - Norming; Reliability; Validity; Bias
PYC4807 Assessment 1
PYC4807 Assessment 1
Learning Objectives - What will you learn?
Learning Objectives - What will you learn?
This theme deals with aspects of psychometric theory such as reliability and validity, norm-referenced and criterion-referenced measures, and bias. This section also includes the development of a Psychological Measure and Cross-cultural Test Adaptation. Refer to Chapters 3 to 7 from your prescribed book (6th ed).
Tutorial Outcomes: This tutorial prepares you for your Quiz Assessments - Assignments 1 and 2.
Chapters 3 to 7
The resources for this theme are Chapters 3 (section 3.6), 4, 5, 6 and 7 in Foxcroft and de Kock (2023) and the articles by Gadd and Phipps (2012), Gradidge and De Jager (2011), Hill et al. (2013), and Oosthuizen and Phipps (2012).
Key concepts in Theme 1 PYC4807 psychological assessment
Key concepts in Theme 1 PYC4807 psychological assessment
Norming and Types of Norms
Norming and Types of Norms
Are psychological assessment measures norm-referenced? Yes, many are but not all. This implies that an individual’s score on the measure is interpreted by comparing this score to the performance of people similar to himself or herself. A norm is defined in Foxcroft and de Kock (2023 p. 74) as “a measurement against which the individual’s raw score is evaluated so that the individual’s position relative to that of the normative sample can be determined.”
A norm is like a score that helps us see how someone did compared to others. Imagine you and your friends run a race. If we check everyone’s times, we can see if you ran faster, slower, or about the same as most of your friends. That’s what a norm does—it helps us compare! 😊
Lesson: Norming and Types of Norms Lecture Recording (35 mins)
Lesson: Norming and Types of Norms Lecture Recording (35 mins)
In this lesson, you are encouraged to watch the lecture video in order to gain a better understanding of the concepts introduced in Chapter 3. The PowerPoint slides in the next lesson will help you identify the central key areas that will facilitate the preparation for your online assessment and exam essay.
I know that understanding psychometric properties (norming, reliability, validity) can be quite challenging initially. It's like trying to grasp onto something slippery—it takes time and patience.
But here's the thing: the more you immerse yourself in the course, the more it starts to make sense. It's like a light bulb moment waiting to happen. So, please bear with me as we navigate through this intricate topic.
Remember, learning is a journey, and sometimes the most difficult concepts take time to fully comprehend. Trust that as you mature into the course, the pieces will start to fall into place, and the understanding will deepen.
It gets better!
Types of Norms.mp4Lecture video
Lecture video
Norming and Types of Norms
Norms_Types of Norms 2021.pdfSlides
Slides
Click and Scroll
Lesson: Chapter 3 Summary
Lesson: Chapter 3 Summary
This is a summary of Chapter 3 - 4th ed. notes but still relevant. Theory is theory.
You are not required to memorise formulas but it helps us see how we got there.
Statistical Concepts simplified. Read Chapter 3 (sections 3.2, 3.3 and 3.5) for enrichment. Study section 3.6.
Foxcroft Chapter 3.docxQuiz - Give it a go!
Quiz - Give it a go!
Norm Quiz: 20 questions
Reliability
Reliability
When administering a measure, you should be aware of the fact that the score that an individual obtains is not a perfectly accurate reflection of that individual’s standing on the construct being measured. You should understand what is meant by a person’s observed score, true score and error score in the context of reliability.
There are 2 lecture recordings available.
Ensure that you are able to define reliability in its entirety.
"The reliability of a measure refers to the consistency with which it measures whatever it measures" (Foxcroft & de Kock, 2023, Ch. 4).
What does this mean?
What does this mean?
Example: Consistency
Example: Consistency
Imagine you have a ruler that you use to measure your teddy bear every day. If the ruler always says your teddy bear is 30 cm tall, then the ruler is reliable because it gives the same number every time.
But if one day it says 30 cm, the next day 25 cm, and another day 35 cm, even though your teddy bear hasn’t changed, then the ruler is not reliable because it keeps giving different answers.
So, reliability means that when we measure something, we should get the same result every time, as long as nothing has changed! 😊
Lesson: Reliability Recording Part 1 (10 mins 25)
Lesson: Reliability Recording Part 1 (10 mins 25)
Reliability Part 1_Definition.mp4Lecture video
Lecture video
Part 1
Reliability Part 1 2021.pptxPowerpoint Slides
Part 1
Lesson: Continuation of lecture video part 2.
Lesson: Continuation of lecture video part 2.
Types of Reliability
Types of Reliability
Types of Reliability Part 2 .mp4Lecture video
Lecture video
Part 2
Reliability Part 2 2021.pdfPowerpoint Slides
Powerpoint Slides
Part 2
Quiz - Reliability
Quiz - Reliability
Reliability Quiz.docxValidity
Validity
"The validity of a measure concerns what the test measures and how well it does so. Measurement
validity thus reflects the accuracy of measurement" (Foxcroft & de Kock, 2013, p. 103).
What does this mean?
Let’s say a teacher gives a maths test to a group of 10-year-old kids to check how well they understand multiplication.
If the kids take the same test twice and get almost the same scores, the test is reliable (because it gives consistent results).
But if the test only has easy addition questions instead of multiplication, it’s not valid (because it’s not actually measuring multiplication skills).
So, validity means the test must check what it's supposed to check, not just give consistent results! ✏️➗➕😊
Does it check what it's supposed to check?
So, validity means you're measuring the right thing—just like how a test should measure what it's supposed to! 🎯😊
Lesson Lecture Recording: 30 mins
Lesson Lecture Recording: 30 mins
Defining Validity
Types of validity
Interpretation of coefficients
Factors affecting validity
Standard Error of Estimation
Validity.mp4Lecture video
Lecture video
Validity
Validity 1.pdfSlides
Slides
Facets of Validity
Content-Description: Ensures the test covers what it should.
Construct-Identification: Ensures the test measures the correct concept.
Criterion-Prediction: Ensures the test predicts outcomes correctly.
Differential Validity and Incremental Validity fall under Criterion-Prediction, as they assess how well a test predicts across different groups and whether it adds value beyond other measures.
Watch the lecture video for clearer explanations and more straightforward examples.
Validity
│
┌───────────────────────┴───────────────────────┐
A. Content-Description B. Construct-Identification
(Focus: What is measured) (Focus: How well it is measured)
│
1── Face Validity 1── Construct Validity
│ (Looks like it measures (Measures the intended concept)
what it should) │
2── Content Validity ── Factorial Validity
│ (Covers all parts of the concept) (Factor Analysis)
2── Correlation with Other Tests
a── Convergent Validity b── Discriminant Validity
(Correlates with similar tests) (Does not correlate with unrelated tests)
│
C. Criterion-Prediction
(Focus: How well it predicts outcomes)
│
1── Concurrent Validity
│ (Predicts outcome measured at the same time)
2── Predictive Validity
│ (Predicts future performance)
│
a── Differential Validity
│ (Predicts different groups equally well)
│
b── Incremental Validity
(Adds new predictive value beyond existing measures)
Watch the lecture video for a simpler explanation.
To ensure this diagram maintains its formatting consider using a laptop or pc.
📢 ⚠️ A psychologist, psychometrist or researcher is required to have an indepth understanding of psychometric properties of tests. As practitioners, we develop and administer tests, thus we have to ensure that our tests are not compromised.😲
Norm-referenced test vs Criterion-referenced tests
Norm-referenced test vs Criterion-referenced tests
What are the differences?
What are the differences?
Norm-Referenced Tests: These tests compare your performance to that of others. The goal is to see how you rank in relation to the group.
Example: A class of 30 students takes a test, and the scores are ranked from highest to lowest. Your score tells you where you stand compared to everyone else (e.g., you're in the top 10% of the class).
💡 an aptitude test is a norm-ref measure.
Criterion-Referenced Tests: These tests measure whether you’ve learned specific knowledge or skills, regardless of how others perform. The goal is to see if you meet a set standard.
Example: A driving test where the goal is to show you can safely operate a vehicle, not how you compare to other drivers. If you pass the set criteria (like following traffic laws), you’re considered successful.
💡 your PYC4807 exam is a criterion-ref measure.
Thanks to www.youtube.com/@TeachingsinEducation
Lesson: Rational Method (Theory-based) versus Empirical (Criterion-keying) Method
Lesson: Rational Method (Theory-based) versus Empirical (Criterion-keying) Method
Let's break down these test construction methods in simple terms with easy examples:
Rational (Theoretical) Method:
This approach involves developing test items based on theoretical understanding (literature) or logical reasoning about the construct being measured.
Example: Imagine developing a stress assessment tool. Understanding that stress can manifest through physical symptoms like headaches, emotional responses like irritability, and behavioural changes eg. disrupted sleep, a clinician might include items such as:
"Over the past week, how often have you experienced headaches?"
"Over the past week, how often have you felt irritable?"
"Over the past week, how often has your sleep been disrupted?"
Respondents would rate their experiences, and the combined responses would help assess the individual's stress levels.
Empirical (Criterion-Keying) Method:
This method selects test items based on their ability to predict specific outcomes or criteria, determined through statistical analysis.
Example: In developing a personality test, researchers might administer a pool of questions to 2 groups: employees who have been promoted and those who haven't. Items that best differentiate between these groups are retained, aiming to predict job success.
Each method has its strengths and is chosen based on the test's purpose and the construct being measured.
🚨 Read carefully 6.2.1.3 Define the content of the measure on page 124. Pay attention to Box 6.2.
Development of a Psychological Measure
Development of a Psychological Measure
Lesson: Test Development Slides
Lesson: Test Development Slides
How to Develop a Psychological Measure.pdf(Assignment 02)
(Assignment 02)
Cross-cultural Adaptation & Bias
Cross-cultural Adaptation & Bias
Lesson: Cross-cultural Slides
Lesson: Cross-cultural Slides
Xcultural adaptation & Bias 2021.pdfHave you prepared adequately for your quiz assignment?
Have you prepared adequately for your quiz assignment?
Click 'Resources' on the Menu bar to access previous year's Tuts (Assignments with answers).
2019;2020;2021
https://drive.google.com/drive/folders/1n0-7GSERf78i0a8xRTiyLKpZCz-RhD_P?usp=share_link
Continue to Theme 2
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