ارزیابی روانشناختی: برنامه آموزش از راه دور اداره آزمون شغلی انجمن روانشناسی بریتانیا، سال ۲۰۰۹
Psychological Testing: BPS Occupational Test Administration Open Learning Programme 2009

1. LIST OF FIGURES, TABLES AND EXERCISES

2. Introduction and Study Guide

3. Introduction to test administration

4. What do test administrators do?

5. Limits on the range of tests that may be administered

6. Keeping up to date

7. Summary

8. The BPS Certificate in Occupational Test Administration

9. The BPS test administration standards

10. What does the Certificate provide?

11. How is the Certificate obtained?

12. Becoming a test administrator

13. Acquire the necessary competence

14. Have your competence assessed

15. Checklist of materials in the BPS Open Learning Modules pack

16. What you will need to meet the test administration assessment requirements

17. How to use the Open Learning Modules

18. General hints on self-study methods

19. How to organize your work

20. Build up your portfolio of work for assessment

21. Module 1 An Introduction to Psychological Testing for Test Administrators

22. OVERVIEW

23. KEY AIMS

24. Introduction

25. About these modules

1.1 What Are Psychological Tests?

27. What is a ‘psychological test’?

28. Test manuals

29. What do tests measure?

30. Summary

1.2 Main Types of Psychological Test

32. Measures of typical performance

33. Measures of maximum performance

34. Differences between ability and attainment tests

35. Work samples, trainability tests and job simulations

36. Dexterity tests

37. Apparatus tests: issues for test administration

38. Computer Adaptive Testing

1.3 Controlling the Quality of Psychological Testing

40. Scope: norms and the process of referencing scores

41. Acceptability

42. Practicality

43. Fairness

44. Summary of modules 1.1 to 1.3

1.4 Scales and Measurement

46. Raw scores

47. Scales

48. Absolute and relative scores: raw scores and normative scores

49. Norm-referenced scores – comparing people with other people

50. Self-referenced or ipsative tests – comparing people with themselves

1.5 Understanding and Using Test Norms

52. Frequency distributions

53. Percentiles

54. Descriptive measures based on percentiles

55. Other standard scores

56. T-scores and sten scores

57. Summary of modules 1.4 and 1.5

58. Module 1 Answers to Exercises and Self-Assessment Questions

59. Answers to Exercises

60. EXERCISE 1.5.1: Converting scores to percentiles and grades

61. EXERCISE 1.5.2: Using norm tables

62. Answers to Self-Assessment Questions

63. SAQ 1.2.1

64. SAQ 1.2.2

65. SAQ 1.4.1

66. SAQ 1.5.1: Converting raw scores to percentiles

67. Module 2 Test Administration and Scoring

68. OVERVIEW

69. KEY AIMS

2.1 Test Administration

71. High-stakes and low-stakes testing

72. What are the functions of the test administrator role?

73. Modes of test administration

74. Open Mode

75. Controlled Mode

76. Supervised Mode

77. Managed Mode

78. The International Test Commission (ITC) Guidelines

79. The four stages of test administration

80. Stage 1: Preparation

81. Issues to consider

82. Dealing with candidates who have specific problems

83. Planning the session

84. Preparation of yourself as administrator

85. Planning schedule

86. Preparation for computer-based testing sessions

87. Stage 2: Administration

88. The Test Session Log

89. Introducing the test session

90. Administration of the test

91. Computer-based test (CBT ) administration and administration of tests over the internet

92. Detailing the level of control over the test conditions

93. Stage 3: Scoring

94. Checking answer sheets

95. Hand-scoring

96. Other scoring procedures

97. Converting raw scores to standard scores and percentiles

98. Summary of points to note when scoring tests

99. Stage 4: Completing the administration procedures

100. Paper-and-pencil materials

101. Computer materials

102. Record-keeping, monitoring and follow-up

2.2 Issues of Con •dentiality and Security

104. Maintain the confidentiality of test-taker results

105. Security of test materials

106. Data Protection Act 1998

107. Confidentiality of test data

2.3 Putting it into Practice

109. Overview and practical task

2.4 Feedback and Reporting

111. Preparation of scores for feedback

112. The test conditions

113. Comparisons with the performance of relevant others

114. Making arrangements for the feedback session

115. Helping in the preparation of reports

116. Generating computer-based reports

117. Creating summary reports

118. Endpiece

119. Module 2 Answers to Exercises and Self-Assessment Questions

120. Answers to Exercises

121. EXERCISE 2.1.1: Planning the session

122. EXERCISE 2.1.2: Inviting the candidate to the test session

123. Answers to Self-Assessment Questions

124. SAQ 2.1.1

125. SAQ 2.3.1: Dealing with problems

126. Glossary