Psychologists recognize three universal elements in tests. They include objectivity, standardization and a sample of behavior. G. Domino and M. Domino (2006) indicate that subjective decisions of the examiner do not count when determining aspects such as tests scores and result interpretation. Tests must be free of any subjective judgment and follow objective criteria that addresses how scores are counted, converted and interpreted (G. Domino & M. Domino, 2006). Standardization requires that tests follow a uniformity of procedure even when done by different people (G. Domino & M. Domino, 2006). For example, when a test is administered on the same sample over after a reasonable gap of time, it must yield similar results to the initial test ensuring reliability (Field, 2016). The element of a sample of behavior indicates that tests are not done to reveal hidden conflicts but rather provide a representation of an individual’s behavior, from which inferences can be drawn.
Psychological testing answers a broad range of questions in aspects such as mental disorders, treat emotional illnesses, determine whether medicine should be prescribed, and make acceptable decisions for professional practice. Application of psychological testing is necessary in the modern world due to complex issues in cognitive functioning. Psychological tests save lives on a daily basis by identifying adverse mental conditions that would lead to suicide or self-harm if left untreated. For children, psychological testing can help in identifying learning disability and tracking intellectual development (G. Domino & M. Domino, 2006).The application of psychological testing stretches beyond medical interventions because it applies to aspects such as guiding decisions in undergraduate and professional schools, combating terrorism, and determining decision-making capability.
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Psychological tests are more reliable than standard interviews because they derive objective results (G. Domino & M. Domino, 2006). For example, tests can provide standardized results through multiple-choice answer sheets that are free from bias of gender, ethnicity, or religion (G. Domino & M. Domino, 2006). Psychological tests can be administered quickly and inexpensively while still offering broad coverage. Computerized technology allows for rapid computation of item difficulty and useful indices (G. Domino & M. Domino, 2006). In addition, psychological tests such as the Rorschach test reduce probability of lying by concealing any clue that suggests what a healthy response would be (Field, 2016). Disadvantages of psychological testing include use of hypothetical constructs in obtaining results. These constructs are not directly observable hence require the psychologist to infer results. For example, the Rorschach test reduces reliability because results are obtained from the psychologist’s perception rather than scientific facts (Field, 2016).
Validity refers to the extent by which a test’s scale or observational method correlates with other scales designed to provide similar results. G. Domino and M. Domino (2006) indicate that validity is not just a matter of “is this test valid or not” but also whether the results are an accurate reflection of the particular purpose and situation. Reliability refers to a way of assessing how accurately results convey true scores (G. Domino & M. Domino, 2006). G. Domino and M. Domino (2006) contend that reliability is not a test property, but rather a measure of data consistency. Consistency is determined by carrying out tests over a short period to determine the correlation coefficient (G. Domino & M. Domino, 2006). Standardization refers to applying uniformity in determining test scores (G. Domino & M. Domino, 2006). Psychological tests must be conducted under similar testing conditions that results are similar regardless of the person who scores, administers, and interprets data.
Psychological tests would be viable for children in determining ability and academic achievement during school placement. Children develop differently and some will often have trouble learning in school and concentrating (G. Domino & M. Domino, 2006). Psychological tests can be viable in identifying reasons causing difficulties. Parents with learning disabilities and developmental delays can receive additional schooling resources to enhance learning processes. Psychological testing can identify anxiety disorders, depression, and ADHD at an early age allowing for timely interventions. Psychological testing is not suited for testing in older people because they experience difficulties that inhibit test performance (G. Domino & M. Domino, 2006). An example would be administering a written test to an older person with visual difficulties.
References
Domino, G., & Domino, M. (2006). Psychological Testing: An Introduction (2 nd Ed.). Cambridge University Press.
Field, T. (2016, September 14). Ethical and Cultural Issues in Assessment [Video]. YouTube. https://www.youtube.com/watch?time_continue=1079&v=PIdRSCbTHRY
