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  • W.B.C.S. Main 2018 Question Answer – Psychology – Psychological Test Construction.
    Posted on November 26th, 2018 in Psychology
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    W.B.C.S. Main 2018 Question Answer – Psychology – Psychological Test Construction.

    A)Psychological test construction

    PURPOSE OF A PSYCHOLOGICAL TEST

    In psychology and education, the purpose of a test is two-fold.Continue Reading W.B.C.S. Main 2018 Question Answer – Psychology – Psychological Test Construction.

    • First, it attempts to compare the same individual on two or more than two aspects of traits.
    • Second two or more than two persons may be compared on the same trait. Such a measurement may be either quantitative or qualitative.

    CHARACTERISTICS OF A GOOD TEST

    For a test to be scientifically sound, it must possess the following characteristics;

    • OBJECTIVITY

    A test must have the trait of objectivity, that is it must be free from the subjective element so that there is complete interpersonal agreement among experts regarding the meaning of items and scoring of the test. Objectivity here refers of two aspects of the test i-e

    • OBJECTIVITY OF ITEMS

    By objectivity of items is meant that the items should be phrased in such a manner that they are interpreted in exactly the same way by all those who are taking the test. For ensuring objectivity of items, items must have uniformity of order of presentation (either ascending or descending).

    • OBJECTIVITY OF SCORING

    By objectivity of scoring is meant that the scoring method of the test should be a standard one so that complete uniformity can be maintained when the test is scored by different experts at different times.

    • RELIABILITY

    A test must also be reliable. Reliability is “Self-correlation of the test.” It shows the extent to which the results obtained are consisted when the test is administered. Once or more than once on the same sample with a reasonable gap. Consistency in results obtained in a single administration is the index of internal consistency of the test and consistency in results obtained upon testing and retesting is the index of temporal consistency. Reliability thus, includes both internal consistency as well as temporal consistency. A test to be called sound must be reliable because reliability indicates the extent to which the scores obtained in the test are free from such internal defects of standardization, which are likely to produce errors of measurement.

    • VALIDITY

    Validity is another prerequisite for a test to be sound. Validity indicates the extent to which the test measure what it intends to measure, when compared with some outside independent criteria. In other words it is the correlation of the test with some outside criteria. The criteria should be independent one and should be regarded as the best index of trait or ability being measured by the test. Generally, validity of a test is dependent upon the reliability because a test which yields inconsistent results( poor reliability) is ordinarily not expected to correlate with some outside independent criteria.

    • NORMS

    A test must also be guided by certain norms. Norms refer to the “average performance of the representative sample on a given test.” There are four common types of norms;

    • Age norm
    • Grade norm
    • Percentile norms
    • Standard score norms.

    Depending upon the purpose and use, a test constructor prepares any of these above norms of his test. Norms help in interpretation of the scores. In the absence of norms no meaning can be added to the score obtained on the test.

    • PRACTICABILITY

    A test must also be practicable from the point of view of the time taken in its completion, length, scoring etc. in other words, the test should not be lengthy  and the scoring method must not be difficult nor one which can only be done by highly specialized person.

    “GENERAL STEPS OF TEST CONSTRUCTION”

    Development of good psychological test requires thoughtful and sound application of established principles of test construction. Before the real work of test construction, the test constructor take some broad decisions about the major objectives of the test in general terms and population for whom the test is intended and also indicates the possible conditions under which the test can be used and its important uses. These preliminary decisions have far reaching consequences. For example a test constructor may decide to construct an intelligence test meant for students of tenth grade broadly aiming at diagnosing the manipulative and organizational ability of the pupils. Having decided the above preliminary things, the test constructor go ahead with the following steps:

    1. Planning
    2. Writing items for the test.
    3. Preliminary administration of the test.
    4. Reliability of the final test.
    5. Validity of the final test.
    6. Preparation of norms for the final test.
    7. Preparation of manual and reproduction of the test.
    8. Planning.

    The first step in the test construction is the careful planning. At this stage, the test constructor address the following issues;

    • DEFINITION OF THE CONSTRUCT

    Definition of the construct to be measured by the proposed test.

    • OBJECTIVE OF THE TEST

    The author has to spell out the broad and specific objectives of the test in clear terms. That is the prospective users (For example Vocational counselors, Clinical psychologists, Educationalists) and the purpose or purposes for which they will use the test.

    • POPULATION

    What will be the appropriate age range, educational level and cultural background of the examinees, who would find it desirable to take the test?

    • CONTENT OF THE TEST

    What will be the content of the test? Is this content coverage different from that of the existing tests developed for the same or similar purposes? Is this cultural specific?

    • TEST FORMAT

    The author has to decide what would be the nature of items, that is to decide if the test will be multiple choice, true false, inventive response or n some other form.

    • TYPE OF INSTRUCTIONS

    What would be the type of instructions i-e written or to be delivered orally?

    • TEST ADMINISTRATION

    Whether the test would be administered individually or in groups? Will the test be designed or modified for computer administration. A detailed agreement for preliminary and final administration should be considered.

     

     

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