Individual aspects impact on the performance during psychological tests
Keywords:
Psychological tests, Child, Behavior and behavior mechanismsAbstract
The test-taking behaviors have an important impact on the performance in the maximum performance test, like it happens in the cognitive tests for children; this way, the observation and recording these behaviors is the necessary action of the psychologist assessor. Still when a clinical focus, justly it has emerged a more formal and more normative assessment of the taking-test behaviors. Currently, technical and theoretical framework it has been elaborated make that the observation of the test-taking behaviors allows it is normative and more informative that the single informal observation. The present article will briefly present the findings in this assessment topic.
Downloads
References
Sattler JM. Evaluación de la inteligencia infantil y habilidades especiales. 2 da ed. México: El Manual Moderno;1988.
Brown FG. Principios de la medición en psicología y educación. México:El Manual Moderno;1980.
Glutting J, Oakland T, McDermott P. Observing child behavior during testing: Constructs, validity, and situational generality. J School Psych 1989;27:155-64.
Green K, Forehand R, Beck S, Vosk B. An assessment of the relationship among measures of children’s social competence and children’s academic achievement. Child Dev 1980;51:1149-56.
Achenbach TM, McConaughy SH, Howell CT. Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity. Psych Bull 1987;101:213-32.
Glutting J, Oakland T. Guide to the assessment of test session behaviors for the WISC-III and WIAT. San Antonio:The Psychological Corporation;1993.
Terman LM, Merrill MA. Stanford-Binet intelligence scale: form L-M. Boston: Houghton Mifflin;1960.
Thorndike RL, Hagen EP, Sattler JJ. Stanford Binet intelligence scale. 4th ed. Chicago: Riverside;1986.
Thorndike RL, Hagen EP, Sattler JJ. Stanford Binet observation schedule. Chicago: Riverside;1986.
Oakland T, Glutting J. Assessment of test behaviors with the WISC-III. In: Prifitera A, Saklofske D, eds. WISC-III; a scientist-practitioner perspective. New York:Academic Press;1998.
Konold T, Glutting J, Oakland T, O’Donnell L. Congruence of test-behavior dimensions among child groups that vary in gender, race-ethnicity, and SES. J Psychoed Assess 1995;13:111-9.
Glutting J, Oakland T, Konold R. Criterion-related bias with the guide to the Assessment of test-session behavior for the WISC-III and WIAT: possible race, gender, and SES effects. J School Psych 1994;32:355-69.
Oakland T, Glutting JJ. Examiner observations of children’s WISC-R test-related behaviors: possible sex, race, and gender effects. Psych Assess: Cons Clin Psych 1990;2(1):86-90.
Nunnally JC, Bernstein J. Teoría psicométrica. 3ra ed. México:McGraw-Hill;1995.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
