Psychological Testing

BPS Occupational Test Administration Open Learning Programme

David Bartram, Patricia Lindley

• Publisher: Wiley-Blackwell
• Year: 2009
• Print ISBN: 9781405131070
• eBook ISBN: 9781405182003
• Edition: 1
• Topic: Psychology
• Subtopic: Industrial & Organizational Psychology
• Index: Psychology

This self-study manual provides users with all the learning materials they need to train for the British Psychological Society's new Test Administration Certificate.

• Provides a structured programme of training, covering all the learning requirements for the Certificate.
  
• Also suitable for use on other courses in test administration.
  
• Includes material on computer-based, Internet-based and other mixed modes of test administration.
  
• Contains self-assessment exercises to enable users to monitor their progress and know when they are ready to be assessed.

Table of contents

• LIST OF FIGURES, TABLES AND EXERCISES
• Introduction and Study Guide
• Introduction to test administration
• What do test administrators do?
• Limits on the range of tests that may be administered
• Keeping up to date
• Summary
• The BPS Certificate in Occupational Test Administration
• The BPS test administration standards
• What does the Certificate provide?
• How is the Certificate obtained?
• Becoming a test administrator
• Acquire the necessary competence
• Have your competence assessed
• Checklist of materials in the BPS Open Learning Modules pack
• What you will need to meet the test administration assessment requirements
• How to use the Open Learning Modules
• General hints on self-study methods
• How to organize your work
• Build up your portfolio of work for assessment
• Module 1 An Introduction to Psychological Testing for Test Administrators
• OVERVIEW
• KEY AIMS
• Introduction
• About these modules
• 1.1 What Are Psychological Tests?
• What is a ‘psychological test’?
• Test manuals
• What do tests measure?
• Summary
• 1.2 Main Types of Psychological Test
• Measures of typical performance
• Measures of maximum performance
• Differences between ability and attainment tests
• Work samples, trainability tests and job simulations
• Dexterity tests
• Apparatus tests: issues for test administration
• Computer Adaptive Testing
• 1.3 Controlling the Quality of Psychological Testing
• Scope: norms and the process of referencing scores
• Acceptability
• Practicality
• Fairness
• Summary of modules 1.1 to 1.3
• 1.4 Scales and Measurement
• Raw scores
• Scales
• Absolute and relative scores: raw scores and normative scores
• Norm-referenced scores – comparing people with other people
• Self-referenced or ipsative tests – comparing people with themselves
• 1.5 Understanding and Using Test Norms
• Frequency distributions
• Percentiles
• Descriptive measures based on percentiles
• Other standard scores
• T-scores and sten scores
• Summary of modules 1.4 and 1.5
• Module 1 Answers to Exercises and Self-Assessment Questions
• Answers to Exercises
• EXERCISE 1.5.1: Converting scores to percentiles and grades
• EXERCISE 1.5.2: Using norm tables
• Answers to Self-Assessment Questions
• SAQ 1.2.1
• SAQ 1.2.2
• SAQ 1.4.1
• SAQ 1.5.1: Converting raw scores to percentiles
• Module 2 Test Administration and Scoring
• OVERVIEW
• KEY AIMS
• 2.1 Test Administration
• High-stakes and low-stakes testing
• What are the functions of the test administrator role?
• Modes of test administration
• Open Mode
• Controlled Mode
• Supervised Mode
• Managed Mode
• The International Test Commission (ITC) Guidelines
• The four stages of test administration
• Stage 1: Preparation
• Issues to consider
• Dealing with candidates who have specific problems
• Planning the session
• Preparation of yourself as administrator
• Planning schedule
• Preparation for computer-based testing sessions
• Stage 2: Administration
• The Test Session Log
• Introducing the test session
• Administration of the test
• Computer-based test (CBT ) administration and administration of tests over the internet
• Detailing the level of control over the test conditions
• Stage 3: Scoring
• Checking answer sheets
• Hand-scoring
• Other scoring procedures
• Converting raw scores to standard scores and percentiles
• Summary of points to note when scoring tests
• Stage 4: Completing the administration procedures
• Paper-and-pencil materials
• Computer materials
• Record-keeping, monitoring and follow-up
• 2.2 Issues of Con •dentiality and Security
• Maintain the confidentiality of test-taker results
• Security of test materials
• Data Protection Act 1998
• Confidentiality of test data
• 2.3 Putting it into Practice
• Overview and practical task
• 2.4 Feedback and Reporting
• Preparation of scores for feedback
• The test conditions
• Comparisons with the performance of relevant others
• Making arrangements for the feedback session
• Helping in the preparation of reports
• Generating computer-based reports
• Creating summary reports
• Endpiece
• Module 2 Answers to Exercises and Self-Assessment Questions
• Answers to Exercises
• EXERCISE 2.1.1: Planning the session
• EXERCISE 2.1.2: Inviting the candidate to the test session
• Answers to Self-Assessment Questions
• SAQ 2.1.1
• SAQ 2.3.1: Dealing with problems
• Glossary