Discussion Questions

Have you ever taken a group or individual achievement or intelligence test, and if so:

1. Describe your general impressions of the test and the testing situation.
2. Describe your perceptions of the purposes of administering the tests.
3. What outcomes occurred as a result of your participation? What impact (if any) did the test taking experience(s) have on your life?
4. How you felt during testing. What factors might have enhanced or negatively affected your performance? What sources of error may have been operating?
5. What do you consider characteristics of a "good" test? Of a "bad" test?

In the same context as above, give examples of your experiences with other types of tests, such as tests used in counseling, business, professional credentialing, program evaluation or psychological theory building, and the legal process.

Choose a particular setting (e.g., legal or educational) and relate any interesting experience you've had with respect to some tool of assessment other than a test (such as an interview or behavioral observation). Can you identify possible sources of error variance in the process?

Brainstorm as many different measuring units as possible that may have application to psychological measurement and explain why. Identify those that appear related to psychological measurement.

Compare and contrast the concepts of psychological testing and psychological assessment. Give examples of each from your own life experiences (e.g., group achievement test in school or assessment for selection to a particular college or university). As a psychologist, which approach would you prefer in evaluating clients or applicants? What are the legal implications of each? How do the authors define psychological assessment and psychological testing?

Give different examples of test formats (e.g., computerized tests). What has your own experience been with computerized tests? How do the advantages of computer-assisted psychological assessment discussed in Chapter 1, from the standpoint of the test user, compare to your perceptions as the test taker?

Discuss more recent examples of traits given in the chapter (e.g., androgynous, New Age). Can you identify other traits? Discuss characteristics that would classify each as a trait.

Discuss the twelve assumptions in Psychological Testing. Can you give examples of each? For example, (Assumption 11) Testing and assessment can be conducted in a fair and unbiased manner. How well, in your view, does the SAT (or other college aptitude tests) live up to this assumption? Discuss the issue of the rights of test users. Do test users have rights? Do test takers have the right to be told the purpose of testing? Should whether or not they are told be dependent on the age of the test taker? (See Rogers, 1997 for Test Takers Bill of Rights). The rights apply to the use of tests in all settings (i.e., college-entrance exams, intelligence tests in schools, employment testing) except classroom testing. (Assumption 12) Testing and assessment benefit society. Give examples of ways you believe testing and assessment benefit society. Can you posit a view which suggests that testing and assessment doesn't benefit society?

Create a list of possible variables on which test takers may differ when engaging in the psychological assessment enterprise (e.g., the amount of anxiety, willingness to cooperate, extent to which they have received prior coaching, etc.). Give examples of situations in which you exhibited one or more of these characteristics and how it impacted your performance. Can you think of others to add to the list?

How might the concept of psychological assessment be applied to settings such as business/industry, schools, mental health? What would be the purpose of psychological assessment in each setting?

If a psychologist were to conduct a case study on yourself or another student in your class, what sources of information would be appropriate to include?

Give examples of types of alternative, performance, portfolio, and/or authentic assessments in which you have participated. Think about your experiences in elementary school (e.g., reading or writing portfolios), high school (e.g., writing portfolios, typing/keyboarding tests), and/or college (e.g., art portfolio, writing portfolio).