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Factors affecting assessment results chap 17 (fox) (Assessment results in…
Factors affecting assessment results chap 17 (fox)
Assessment results in context
Itrapsychic context:
comprises of emotions, abilities and personal disposition.
Biological and intrapsychic processes are regarded as interdependent components of the individual as a psychological entity
Transient condition:
Everyday events that unexpectedly happen and upset us (car accident)
Psychopathology:
impair the performance of cognitive negatively (anorexia, bulimia etc). Depressions cause problems in memory and psychomotor slowing and cognitive tasks.
Social context:
Aspects of the environment we live (homes, communities, people interactions, work experiences, cultural and socio-political considerations.
Schooling:
Formal education provides us with problem-solving skills, cognitive skills and knowledge we need to acquire information and deal with problems.
Language:
The most important single moderator of performance on assessment measure.
Culture:
Socio-cultural factors may affect manifestations of underlying cognitive and emotional processes, it is unlikely that cultural differences exist in the basic component cognitive processes.
Acculturation: process by which people become assimilated into a culture (changes the way they dress)
Environmental factors:
distal factors" wider environment (socio-economic status(SES), social environment)
proximal factors (immediate environment, socialisation within the family/home)
Biological context:
the lowest level which refers to the bodily structures and functions which effect behaviour.
Age-related changes:
measure are developed for certain age groups based on skills and interest characteristics of a particular age group.
Physical Impairments:
measures need to be adapted for people with disabilities to get a true level of functioning. One needs to get a medical history before starting. (brain injury, cerebral malaria, meningitis, chronic fatigue syndrome)
Methodolocial:
test administrations which influence performance and interpretation of a test score
Interpreting patterns in test scores:
the standard error of measurement (SEM) indicates the band of error around each obtained score, and examiners should be aware of the SEM for each subtest before interpreting the test-takers score
Influence of the assessment practitioner:
should be prepared.
not a mechanical process.
establish rapport with test taker.
assessment practitioner needs to be familiar with the procedure and at ease with the situation.
Test adminsitration and standardised procedures:
Flexilibilty and minor adjustments especially with children, physical and mental disabilities, brain injuries.
Status of test taker (be aware of):
anxiety, test taking effort and motivation.
faking bad, malingering (faking sick or injury), faking good.
cheating (when getting informed consent also get a honesty contract signed)
Practice effects
Bias and construct validity
A score is an inferred/direct measure of strength/ability. A test score is only one piece of information about how a person performs, assessment results need to be looked at in different contexts.
Psychological assessment is based on that people have an inherent abilities and characteristics that can be measured