Lecture 5: Classification of Psychological Tests

Hinzugefügt: 2026-05-07

[00:00:16]Hello learners, welcome back to the course on psychological assessment in applied setting. This is module one lecture five classification of psychological tests. So when we talk about psychological tests and their utility in different areas, we need to understand that not all tests come in the same form. tests are available in various different forms to the extent that an a lay person may not even recognize some psychological tests as standardized procedures. So what are the grounds on which we classify these tests? We will see that in this lecture.

[00:01:00]The first basis on which we classify tests is the administrative conditions under which the test is performed. On this basis, tests can be classified as either individual tests or group tests.

[00:01:16]Individual tests are given to one person at a time, often requiring oral uh instructions. So individual tests are those tests that can only be administered to one person at a time.

[00:01:33]That is only one examinee can be administered that test at a time. This is usually because these tests require oral instructions. So an examiner would give that instruction only to one examinee. Also the test may require the examiner to record or not note down the performance or responses of the examinee. That is why also the examiner cannot conduct the test on multiple examinees at the same time. On the other hand are group tests which can be administered to multiple individuals simultaneously.

[00:02:16]So you can conduct this in different sizes of groups that is multiple examinees can sit together and give their tests alongside each other.

[00:02:27]However, you should not confuse group tests as tests that are given in groups.

[00:02:33]that is it is not that uh uh different examinees are consulting each other or that they are all giving responses in a combined group format. On the other hand, group tests are uh tests which uh can be administered on multiple examinees simultaneously.

[00:02:55]So uh maybe you can give it to 10 examinees at the same time. Usually these tests are of paper pencil format uh group tests. Uh that is why uh the questionnaire or the inventory can be handed over to each examinee and they can read it themselves and mark their uh answers on it. The examiner does not need to give uh specific attention to each and every examinee.

[00:03:27]Individual tests allow for close examiner supervision. So you can say that this is an advantage of individual tests as it allows the examiner to pay attention to the test taking behavior of the examinee. uh we know and we will see in the future modules that the responses of the examinee are not only influenced by the ability or trait that is being measured but may also be influenced to some extent by the conditions under which the examinee is taking the test. Uh all of these conditions may influence the test taking behavior of the examinee. So for example, if an examiner uh is conducting a personality test on an examinee and before answering each question, the examinee is taking a long pause. They are looking here and there thinking a lot about it and after a lot of thinking they are giving a very uncertain answer that may inform the examiner that perhaps the response that the examinee is giving is not the true response of the examinee. In this case, if the examiner is uh uh conducting the test in an individual test setting, that is they are paying attention to the test taking behavior of the examinee. They may think twice before actually relying upon the results of this uh test because it might be that the results are influenced more by the nervousness or anxiety of the examinee than by the personality that is the attribute being assessed.

[00:05:21]Individual tests are also more time consuming. It is not that an individual It is not that an individual test would be longer in duration than group test.

[00:05:34]It is just that if you have to conduct the test on multiple individuals then of course if you do it one by one on each examinee it will take you longer than if you conducted it in a group setting where you conducted it on multiple examinees simultaneously. Individual tests often also need much more trained professionals because these tests by nature tend to be uh such where the uh items are to be either orally presented or they are performance tests. So the examiner needs to record and attend to the response or performance of the examinee uh in real time. That is why much more training is required to administer most intellig most individual tests.

[00:06:27]Group tests on the other hand are such where instructions are printed and simple to understand.

[00:06:36]So in group test usually the instructions and the items are printed on a paper and uh the examinee can uh administer can understand these instructions and these items on their own. Very rarely are they such that require attention of the examine examiner.

[00:06:59]They do not however allow for attention of the examiner on the test taking behavior. So what was an advantage for individual test becomes a disadvantage for group tests because here the examiner cannot pay attention to the examinees test taking behavior. So if the examinee is skipping some items and coming back to them later on uh if the examine is taking a lot of time to think before they are responding. If the examiner is conducting the test in a group setting and they are attending to multiple examinees at the same time, the examiner may miss out on uh observing this behavior.

[00:07:42]Group tests are often suitable for assessing cognitive skills or achievement in classroom settings where teachers have to assess multiple students on the same ability or achievement or trait. There group tests serve as a very good uh uh form of testing as the teacher or the educator can get an idea about each and every student all together.

[00:08:12]If we take up an example of individual test cog design test which is a performance test of intelligence where we show a card to the examinee and uh they have to replicate the pattern that is there on the card with the help of uh using a certain multicolored blocks that are given to them. So uh the performance is evaluated with the speed and accuracy with which the examinee is completing the uh task. That is why this is an individual test because uh multiple examinees cannot do it at one at a time at once and also the examiner needs to uh use a stopwatch to keep a track of the time note the time and discontinue if the uh examine is taking too long to solve a particular problem.

[00:09:08]On the other hand, an example of group test is a bell adjustment inventory which is a paper pencil test of adjustment. So the inventory can simply be handed over to the examinee and they can understand and uh answer to it on their own. The next basis on which we classify psychological tests is the nature of items. And on this basis tests can be categorized as uh verbal, nonverbal, performance and non-language tests. So what is the nature of items?

[00:09:44]What is the content of the items that is presented? Is it presented in words? Is it presented in form of a uh problem? Is it presented in form of a task that is to be done? Uh that will determine the nature of the test.

[00:10:03]Uh if we first look at the distinction between verbal and non-verbal tests. So verbal tests involve the use of language in the form of reading, writing or oral expression. So um verbal tests are those which rely heavily on words and when we talk about verbal tests we need to understand that we are discussing the items. So the items of verbal tests uh require the understanding and use of language in some or the other form.

[00:10:38]Either these could be printed uh items.

[00:10:42]So the examinee who's taking the test would need to know have some reading level or understanding of reading to be able to answer those items or even if the items are orally presented they can only be administered to an examinee who has understanding of the language in which the test is provided.

[00:11:03]An example of a verbal test is the Minnesota multifphasic personality inventory which consists of 567 true false statements. So the examinee has to read the statement and if they find that the statement applies to them they mark true. If it doesn't they mark false.

[00:11:23]These are also known as paper pencil tests because the examinee reads the items on the paper and marks the uh answers with the help of a pen or a pencil. Uh the uh uh use of verbal test is restricted to those individuals who can read and understand the language that is used in the test. Uh this is a major limitation of verbal tests as it cannot be used with individuals who are either illiterate so they cannot read and write or they may individuals who may not be familiar with the language of the test uh that is being used by the psychologist.

[00:12:08]The uh on the other hand we have nonverbal tests which use symbols, figures, pictures uh in order to uh instead of language to assess abilities of the individual. So nonverbal tests do not require any use of language in the items. The items are presented in the form of either a symbol or a picture or some sort of a uh visual uh uh uh medium which uh uh does not require any language on the part of the examinee. If there are options, they are also given in the form of pictures or symbols. An example of a non-verbal test would be the Raven progressive matrices in which we have uh a grid of uh uh picture where there is some logical connection between the different parts of the matrix and the examinee has to choose the part from the options that will complete the matrix based on the logic of the uh different parts of the matrix.

[00:13:19]Non-verbal tests might use language to give instructions. So they are not completely language free. They may still require complex instructions to be given which may be uh given in using some language. However, this minimizes the use of language as the examinee uh who is not well-versed with the language may be able to understand instructions in a particular language or a person who's illiterate may be able to understand instructions that are given orally.

[00:13:53]However, if items are uh given in a language form or in a verbal form, they may not be able to do the test. So non-verbal tests can be taken up by illiterate individuals or individuals who have basic understanding of the language in which instructions are to be given. The next set of tests uh that are also based on nature of items are the performance tests. So performant tests uh require the examinees to perform a task such as puzzle assembly or sequencing activities rather than answering questions uh that are given in a verbal format. So performance test also do not require language. However, here as opposed to non-verbal tests, the examinee has to perform some task. In non-verbal test, they may have had to tick mark or point to the right answer, the one that they think is right. But in performance test, the examinee has to do some task. They have to manipulate the uh uh uh the material of the test that is provided to them in the form of the item. Uh this emphasizes task performance over verbal response. The examinee has to manipulate the test material as a means of responding. An example of this test is also the course block design test. As I have already explained, we present a card and the examinee has to replicate the pattern on the card using some blocks. So they have to manipulate the blocks in a way that they replicate the pattern that is there on the card.

[00:15:39]The final tests that are there based on nature of items are non-language tests.

[00:15:44]These are very rarely found. However, they are effective in assessing individuals from varied cultural or linguistic backgrounds. These eliminate the use of written or spoken language entirely using only gestures or object manipulation. So in non- language tests not even the instructions require the use of language. These are suitable for those who cannot communicate using conventional language. So individuals who might be hearing impaired or um might not uh have uh developed the uh language skills appropriately. Those individuals can be assessed using non- language tests. So these are extremely important so that that population of our society is not left behind because assessment of psychological attributes of every individual is extremely important. The next set of tests are uh divided based on the method of scoring and on this basis we identify two types of tests objective and subjective tests.

[00:17:02]Objective tests have unambiguous scoring with no subjective judgment. So uh these are those tests which uh where the score that is given to the performance or to the response of the examinee is predetermined and it is fixed. There is no judgment on the part of the examiner that is required. So usually these tests use multiplechoice items uh such as true, false or matching items uh usually including clear scoring guidelines for examiners. So uh tests which have alternatives in the form of strongly agree agree undecided disagree strongly disagree where the scoring is predetermined that strongly agree will receive a score of five agree will receive a score of four undecided will receive a score of three disagree will receive a score of two and strongly disagree will receive a score of one.

[00:18:03]There is no contention in terms of the scoring. So the advantage of objective tests is that they uh there is no difference in scoring uh from one examiner to the other. Usually these tests come along with a scoring guideline or a scoring key that is provided to aid the examiner in scoring the tests appropriately and accurately.

[00:18:31]On the other hand, our subjective tests uh which are also known as essay type or free answer tests that allow examinees to organize and present answers in their own way. So these tests do not have any fixed response pattern. So they will not offer alternatives of responses to the examinee. On the other hand, the examinee is free to give any sort of answer that they want. Usually these tests do not have a limitation of what is a right and what is wrong answer. However, uh this is not true for all. There are some intelligence or ability tests which are also subjective in nature where there is a right and wrong answer. However, the examinee is not restricted to specific choices that are predetermined.

[00:19:26]Projective tests that uh often use presenting an ambiguous stimulus to the examinee to be interpreted by the examinee in their own unique way are examples of subjective tests. Usually projective tests where uh we show the examinee uh an ambiguous uh stimulus such as an ink blot or a picture on which they are supposed to create a story or an incomplete sentence which they can complete in any way they want are subjective in nature. One must understand these are not subjective because the responding is uh free u of a free pattern or uh the examinee can give any response that they want. They are subjective because the scoring depends on the judgment of the examiner. So once uh the examiner receives a response from the examinee they now have to decide what score is to be allotted to this response.

[00:20:29]Scoring involves uh scoring involves uh examiner judgment uh which usually helps in assessment of abilities such as logical organization, creativity and personality which require expression of ideas. So how can you uh assess the creativity of an examinee by restricting them to specific responses? After all, creativity is uh defined as uh the newer or the more novel or create or divergent form of responses or solutions to a problem that you can come up with. So if you restrict uh an examinee in a creativity test to three predetermined answers, you will not be able to actually capture the creativity of the examinee. That is why such tests must be of a subjective nature. Usually subjective tests require much more expertise for scoring. uh again that is because the uh judgment of the examiner is what uh on what the scoring is dependent. That is why this examiner needs to have received rigorous training in scoring the test profile so that they can score it accurately and without letting their bias or their own uh uh personal thoughts creep in. The final uh classification of tests that we will be looking at is on the basis of time limits. So tests can be power tests or speed tests depending on the time limit allotted for completion of each item.

[00:22:19]Power tests assess how much knowledge or skill a person has. So power tests are only interested in seeing whether or not a person has a skill or knowledge. How uh efficient a person is is not the interest of power test.

[00:22:38]So power tests usually have a generous time limit. Uh by generous time limit we actually mean that they don't really have a time limit. But of course if there is a test which is usually done uh by examinees in within 20 minutes if an examinee a specific examine is taking over 2 hours to do that test we may discontinue the test. So it still has a generous time limit. Maybe perhaps we'll say that the test has a time limit of 40 minutes and if the examinee is not even able to complete it within that time we may discontin it.

[00:23:17]However, the examinee score will not be influenced by the time within which they completed the test. So whether you completed the test in 20 minutes, 15 minutes, 5 minutes, you will be scored only on the basis of the number of items you answered correctly, not the speed with which you answered those items.

[00:23:40]uh these tests provide ample time for responding and the performance is judged only on the basis of accuracy not on the basis of speed. On the other hand are speed tests that assess the rapidity with which a person can respond correctly. So speed tests uh uh are those where we see not only whether an examinee has answered an item correctly but also how quickly they were able to arrive at that correct answer. So an examinee who answers an item correctly within 30 seconds will receive a higher score than that examinee who answered the same item correctly within 1 minute.

[00:24:27]So because the examinee the first examinee took shorter to answer the item correctly they receive a higher score.

[00:24:36]These uh speed tests usually have strict time limits for answering each item.

[00:24:43]This is not because we say that uh uh the examinee cannot answer if if the examinee has passed the time limit that is wasting the time of the examiner or you know something like that. On the other hand, the time limit or the discontinue criteria is allotted based on norms that tell you that if an examinee is not able to answer this item correctly within that time frame, that means they will most likely not arrive at the correct answer. And as they will ultimately receive a zero score because they haven't answered the item correctly. So if they exceed the time limit the uh the uh score of zero is allotted to them. So speed tests per uh assess performance on both accuracy and speed. So a score will be allotted to the examinee both if the item is answered correctly. That is of course the primary condition. uh if an examinee gives an incorrect answer with great rapidity that wouldn't mean that they get the score. Uh the answer needs to be correct. But an examinee who answers the uh item correctly in with a much faster rate will receive a higher score than one who answers at a much score slower pace. Which test that is whether speed test is better or whether power test is better for uh which type of uh trait depends on uh the examinee for whom the test is being developed that is the group of examinees for whom the test is being developed and the purpose of the test. So if you're developing an intelligence test it is not that every intelligence test has to be a speed test. There are some intelligence tests that are power tests especially those intelligence tests which are meant for assessment of the lower uh levels of intelligence uh such as identification of intellectual disability. There uh giving a speed test would most likely result in most examinees not being able to answer the items correctly. On the other hand, if you are developing a test to assess giftedness, extremely high intelligence in examinees, there it is better to create a speed test as your intention is to assess the uh efficiency of intelligence. You don't just want to see whether an individual is intelligent or not. You also want to see how efficient they are or how high their intelligence is.

[00:27:30]So with that we have covered the different types of tests based on classification on different uh uh aspects. Again uh the type of test that is used by an uh a test maker uh to develop their test would depend highly on the intention and the purpose of the test. Thank you so much.