By Keith Coaley
This available e-book outlines the most important components of mental review and gives case stories to demonstrate their program, making this a great textbook for classes on psychometrics or mental review. The booklet covers the character of review, uncomplicated elements, how exams are made, underlying records, reliability and validity, overview of intelligence, skills and character, non-psychometric techniques, in addition to moral matters and smooth advancements. a last bankruptcy explains how readers can build their very own checks. Wide-ranging case stories show the diversity of contexts during which overview is carried out. The author’s readability of writing and use of functional examples all through is helping scholars practice those tools in perform with self belief as a part of their reports on an array of classes.
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Extra resources for An Introduction to Psychological Assessment and Psychometrics
Trait measures try to assess people in terms of how they usually are. However, it is important to note that people can change, sometimes dramatically through unusual circumstances or gradually through life experience – hence the use of the word ‘relatively’. We can’t measure traits directly, and our principal aim is to compare a person’s position on a trait scale to that of others, for example I might demonstrate the trait of aggressiveness but just how aggressive am I? Am I more or less aggressive than others or am I at a level which is typical for most people?
The Wechsler Memory Scale (WMS-III) was used and the Controlled Oral Word Association Test. The Rey-Osterrieth Complex Figure Test assessed visual–spatial ability and visual memory. The Trail-Making Test (TMT) measured visual conceptual and visuomotor tracking/ attentional switching. The Hayling Test measured basic task initiation speed. The Tower of Hanoi Puzzle assessed planning, response inhibition, information-processing speed and working memory. Analysis showed Mrs Smith had sustained a moderately severe head injury, suffering impairments in general and working memory, learning, retrieval of new information and attention, as well as slower cognitive processing and impairment in higher-level functioning.
An individual’s true score on a test can never be directly known and can only be inferred from the consistency of performance. We will never be able to specify exactly the performance on the unobservable trait. The ‘true’ score is the ideal or perfectly accurate score but, because of a wide variety of other factors, it is unlikely that the measure will establish it accurately – it will produce instead an ‘observed’ score (Ferguson, 1981; Thompson, 1994). Thus the theory says that every score is fallible in practice.