Recall and Review: Psychological Assessment

Most licensure exam takers in the BLEPP 2014 got low score if not failed  on this subject. Special focus and attention should be given to this subject since it is 150 items and it consists of 40% or double of any of the three other subjects (20%) in weight. In some school Psychological Assessment is named as Psychological Testing or Psychological Measurement.

(Posted 10/23/14 h=280)

What's in a name, Psychological Assessment?

Image source -http://drjuliaking.com/yahoo_site_admin/assets/images/GettyImages_CC000596.84171129_std.jpg

Different schools have different names for the courses or subjects they offer compared with other schools or with CHED's Course specification for that matter. A particular case is the subject Psychological Assessment that will be given in the upcoming 2014 Psychometrician Licensure Exam. The title Psychological Assessment is different with that of Psychological Testing which is a subject and course offered by most universities or schools.

We have received a lot of questions about applicants' concern whether they need to secure Certificate of Equivalency from CHED about this matter. A sample question we received recently:

Kailangan pa bang humingi ng Certificate of Equivalency sa CHED that certifies na equivalent ang Psych Testing sa Psych Assessment? According kasi sa iba, matagal yun iprocess at sa CHED main office pa mismo hihingi eh mga taga-Bicol kami. May nagtanong na po ba sa inyo na may similar case sakin/samin? Hoping for your fast response regarding this matter.

Our reply - most applicants like us have submitted our requirements and the subject course title is Psychological Testing, we have received our NOA upon PRC Application Division's review of those requirements (TOR included). So we did not apply from CHED any Certificate of  Equivalency. We hope that the PRC Board of Psychology has also clarified about this matter of Psychological Testing/Measurement  is synonymous, equal or equivalent to Psychological Assessment  to the PRC and the rest of PRC's regional offices.

An advise, go to PRC and submit your application NOW to find out more of what they will say about your application. File your application now and do not rush at the last minute given that PRC sometimes require additional requirements such as the CAV for those whose TOR does not contain Special Order (SO) Number including the additional documentary stamps to each of the three notarized certificates of good moral character. Do not wait for the deadline if you are ready and desire to take the licensure exam - FILE NOW! Well, otherwise, there's next year and the coming years to take the board exam.

Image source - http://www.lifepsych.com.au/wp-content/uploads/2012/10/psychological-testing.jpg

Let us take a look below of the course title and description  taken from the syllabus of different schools in the Philippines offering courses in Psychology (sources are from websites accessed as of  21 August 2014):


UP
BA/BS Psychology Curriculum (1992-93)
http://kssp.upd.edu.ph/psych/psychdept_programs_undergrad.html

Psychology 162: PSYCHOLOGICAL MEASUREMENT
Orientation into the rudiments of psychological testing and evaluation with emphasis on reliability and validity, and test development.
6 hours a week (3 lect; 3 lab); 4 units credit
Prerequisite: Psychology 115

Psychology 110: PSYCHOLOGICAL STATISTICS
Statistical techniques in the design, analysis and interpretation of psychological studies.
7 hours a week (4 lect; 3 lab); 5 units credit
Prerequisites: Psychology 101 & Math 11 or 17

Psychology 115: EXPERIMENTAL PSYCHOLOGY
A method course to familiarize students with the methods of science in the treatment and invetigation of human problems; principles of experimental inference; experimental design in behavior research and the ethics involved in laboratory research.
9 hours a week (3 lect; 6 lab); 5 units credit
Prerequisite: Psychology 110


DLSU
http://www.dlsu.edu.ph/academics/programs/undergraduate/cla/bs-psyc.asp
Bachelor of Science (BS) in Psychology

Psychological Measurement 1 (PSYCME1/LBYPSY1)
3 units
Prerequisite     : Theories of Personality
Prerequisite to : Psychological Measurement 2

This course includes 2 units of lecture and 1 unit of laboratory work. This course aims to introduce the students on the history of psychological measurement; psychophysical and scaling methods; basic concepts and principles in testing such as reliability, validity and norming; selection, administration, scoring and interpretation of selected psychological test; as well as issues and ethical considerations in psychological testing in the Philippine context and applied in the clinical setting. The students will be trained on writing up of profile reports based on psychological test battery results.

Psychological Measurement 2 (PSYCME2/LBYPSY2)
3 units
Prerequisite     : Psychological Measurement 1, Experimental Psychology

This course will introduce the students to the procedures and instruments used in clinical assessment. The students will be introduced to the peculiarities of the assessment process in special population as preschool children, brain-damaged populations, psychotic patients, mentally and/or physically disabled cases, violent and/or emotionally disturbed cases, and the mentally retarded. Students will be familiarized with different strategies in clinical assessment, namely: assessment interview; cognitive assessment; personality assessment; perceptual, sensory, and sensorimotor assessment; behavioral assessment which includes naturalistic observation, self-monitoring and controlled/systematic observation; and clinical judgment which includes quantitative and subjective approaches.

Opportunities for supervised administration and interpretation procedures and tests to actual cases will be provided and will be conducted in Psychology Laboratory. At the end of the course, the student is expected to have acquired the skill of establishing report with a client and preparing a case report.


Ateneo de Manila University 
http://ls.ateneo.edu/global/UserFiles/File/20121018091051123_PSYCHOLOGY%20Generic%20Course%20Syllabi%20II%20Sem%2012-13.pdf
Loyola Schools
Generic Course Syllabus for 2nd Semester, School Year 2012-2013
Department Psychology School Social Sciences

Course No. PSY 109.1 (Lec) and 109.2 (Lab)
Course Title Psychological Testing (Lecture and Laboratory)
No. of Units 3 and 2

Course Description:
This course is an orientation to the rudiments of psychological testing. The basic
principles, methods, current trends, issues, and ethics of psychological testing are
tackled. The course involves a review of the basic psychometric principles that apply to
all types of psychological tests, including item analysis, reliability and validity. Students
will also gain actual exposure in administering, scoring, interpreting and evaluating
various cognitive and personality tests that are typically used in assessment batteries
across the different applied fields of psychology in the Philippine setting


Silliman University
Bachelor of Science (Psychology)
http://su.edu.ph/resources/college-of-arts-and-sciences/154-165-dept-psychology-1327385201.pdf

Psychology 30. Psychological Testing 5 units
The principles, methods, and uses of psychological testing are tackled with
emphasis on issues of item analysis, reliability, and validity in test construction
(with computer use). The administration, scoring, and interpretation of objective
cognitive and affective tests used in various settings are covered. Ethical
considerations as well as current trends and issues in psychological testing in the
Philippine setting are discussed.


Colegio de San Juan de Letran
Major in Psychology
http://www.letran.edu/collegiate/clased/clas_abpsych.php

PSYCHOLOGICAL TESTING 1 - PSYCH 106 (3 units)
This course presents the basic orientation and the introduction on the major structured and non-structured psychological instruments, its rationale and uses. It deals with the basic concepts concerning the construction, purpose and choice of psychological tests. It surveys the psychological tests used to assess constructs such as intelligence and personality, and those used in clinical, educational, and business settings. Emphasis is placed on building skills in informed selection and use of psychological tests, and on familiarity with the basic procedures used to establish their norms, reliability, and validity, which are addressed in the laboratory component of the course. Social and ethical issues surrounding psychological testing are also addressed.


University of the East
https://www.ue.edu.ph/manila/main.html?page=colleges&link=curriculum&c=APSY2011

APY 221 Psychological Testing I (Psychometric Tests) 3 Units
APY 313 Psychological Testing II (Application to Psychological Tests) 3 Units

PSYCHOLOGICAL TESTING 2 - PSYCH 30 (3 units)
The course provides the basic orientation and discussion on the major non-structured psychological instruments, their rationale and  uses. It provides a venue for students to be exposed to and to undertake actual administration, scoring and interpretation of these tests. It deals with the actual administration, scoring and interpretation of selected objective cognitive and effective tests used in various applied fields of psychology.

Structured Personality Tests

The need to measure emotional functioning to evaluate large number of people and screen out those unfit for military service provided the impetus for the development of personality tests.

Self-report questionnaires were used that provide a list of statements and required subjects to respond in some way to each - marking True or False that applies to them. They are asked to respond to a structured or objective method of personality assessment. Personality tests characterized by structure and lack of ambiguity, where a clear and definitive stimulus is provided, and the requirements of the subject are evident and specific.

Nonintellective aspects of human behavior, typically distinguished from mental abilities  are called personality characteristics.

Personality - relatively stable and distinctive patterns of behavior that characterize an individual and his/her reactions to the environment.

Personality traits - relatively enduring dispositions - tendencies to act, think, or feel in certain manner in any given circumstances and that distinguish one person from another.

Personality types - general descriptions of people (ex. avoiding types - low social interest and avoiding social situations)

Personality states - emotional reactions that vary from one situation or another.

Self-concept - a person's self-definition or  according to Carl Rogers (1959) an organized and relatively consitent set of assumptions that a person has about him or herself.

Alfred Binet hypothesized that a person's pattern of intellectual functioning might reveal information about personality factors.


ESSENTIAL POINTS
Strategies of Structured Personality Test Construction

1) Deductive strategies use reason and deductive logic to determine the meaning of a test response.

2) Logical content method has test designers select items on the basis of simple face validity.

3) Theoretical approach is guided by a particular psychological theory.

4) Empirical strategies rely on data collection and statistical analyses to determine themeaning of a test response or the nature of personality and psychopathology

5)  Empirical strategies retain self-report features of the deductive strategies - views, opinion, feelings

6)  Empirical strategies use experimental research to determine empirically themeaning of a test response

7) Criterion group approach items are choosen to distinguish a group of individuals with certain characteristics - the criterion group  from a control group.

8) Factor analytic approach uses the statistical technique of factor analysis to determine the meaning of test items.

9) Examples of tests of Logical Content Strategy- Woodworth Personal Data Sheet, Early Multidimensional Logical Content Scales, Mooney Problem Checklist

10) Examples of tests of Theoretical approach strategy - Edwards Personal Preference Schedule, Personality Research Form,  Jackson Personality Inventory

11)Examples of tests of Criterion Group Strategy -  Minnesota Multiphasic Personality Inventory, California Psychological Inventory 3rd Edition

12) Examples of tests of Factor Analytic Strategy - Guilford-Zimmerman Temperament Survey, 16 Personality Factor Questionnaire, Clinical Analysis Questionnaire

13) Examples of tests of Combination Strategies - NEO Personality Inventory (Neuroticism, Extroversion, Openess)/ NEO-PI-Revised

14) Frequently Used Measures of Positive Personality Traits
a) Rosenberg Self-Esteem Scale
b) General Self-Efficacy Scale
c) Ego Resiliency Scale
d) Dispositional Resilience Scale
e) Hope Scale
f) Life Orientation Test-Revised (LOT-R)
g) Satisfaction with Life Scale
h) Positive and Negative Affect Schedule
i) Coping with Intervention for Stressful Situations
j) Core Self-Evaluations

Source - Psychological Testing, Principles, Applications, and Issues by Kaplan and Saccuzzo, 6th Ed



Structured Personality Tests (PowerPoint)

Source - http://www.docstoc.com/docs/document-preview.aspx?doc_id=96143965

Related Links: 

http://psychometricpinas.blogspot.com/2014/08/16-personality-factor-questionnaire.html

http://psychometricpinas.blogspot.com/2014/08/stanford-binet-intelligence-scales-and.html

http://psychometricpinas.blogspot.com/2014/05/notes-on-mmpi.html

http://psychometricpinas.blogspot.com/2014/05/mmpi-video-lectures-validity-and.html

http://psychometricpinas.blogspot.com/2014/05/minnesota-multiphasic-personality.html

http://psychometricpinas.blogspot.com/2014/01/psychometric-principles-by-professor.html

http://psychometricpinas.blogspot.com/2013/06/video-lecture-psychological-assessment.html

http://psychometricpinas.blogspot.com/2013/06/psychological-assessment.html

Stanford-Binet Intelligence Scales and SBI Scales for Early Childhood

Source - http://en.wikipedia.org/wiki/Stanford%E2%80%93Binet_Intelligence_Scales

The Stanford-Binet Intelligence Scale is an individually administered intelligence test that was revised from the original Binet-Simon Scale by Lewis M. Terman, a psychologist at Stanford University. The Stanford-Binet Intelligence Scale is now in its Fifth Edition. It is a cognitive ability andintelligence test that is used to diagnose developmental or intellectual deficiencies in young children. The test measures five weighted factors and consists of both verbal and nonverbal subtests. The five factors being tested are knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning.

The development of the Stanford–Binet Intelligence Scales initiated the modern field of intelligence testing and was one of the first examples of an adaptive test. The test originated in France, then was revised in the United States. It was initially created by the French psychologist Alfred Binet, who---following the introduction of a law mandating universal education by the French government---undertook to develop a method of identifying "slow" children for their placement in special education programs (rather than removing them to asylums as "sick").^[1] As Binet indicated, case studies might be more detailed and helpful, but the time required to test many people would be excessive. In 1916, at Stanford University, the psychologist Lewis Terman released a revised examination which became known as the "Stanford–Binet test".

The Modern Stanford-Binet Intelligence Scale[edit]

Just as it was used when Binet first developed the IQ test, the Stanford-Binet Intelligence Scale: Fifth Edition (SB5) is still rooted in the schooling process to assess intelligence. It continuously and efficiently assesses all levels of ability in individuals with a broader range in age. It is also capable of measuring multiple dimensions of abilities (Ruf, 2003).

The SB5 can be administered to individuals two through eighty-five plus years of age. There are ten subsets included in this revision including both verbal and nonverbal domains. Five factors are also incorporated in this scale, which are directly related to Cattell-Horn-Carroll (CHC) hierarchical model of cognitive abilities. These factors include fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory (Bain & Allin, 2005). Many of the familiar picture absurdities, vocabulary, memory for sentences, and verbal absurdities still remain from the previous editions (Janzen, Obrzut, & Marusiak, 2003) however with more modern artwork and item content for the revised fifth edition.

For every verbal subtest that is used there is a nonverbal counterpart across all factors. These nonverbal tasks consist of making movement responses such as pointing or assembling manipulatives (Bain & Allin, 2005). These counterparts have been included in order to address the language-reduced assessments in multicultural societies. Depending on age and ability, administration can range from fifteen minutes to an hour and fifteen minutes.

The fifth edition incorporated a new scoring system, which can provide a wide range of information such as four intelligence score composites, five factor indices, and ten subtest scores. Additional scoring information includes percentile ranks, age equivalents, and a change-sensitive score (Janzen, Obrzut, & Marusiak, 2003). Extended IQ scores and gifted composite scores are available with the SB5 in order to optimize the assessment for gifted programs (Ruf, 2003). In order to reduce errors and increase diagnostic precision, scores are obtained electronically through the use of computers now.

The standardization sample for the SB5 included 4,800 participants varying in age, sex, race/ethnicity, geographic region, and socioeconomic level (Bain & Allin, 2005).

Reliability of the Modern Scale[edit]

Several reliability tests have been performed on the SB5 including split-half reliability, standard error of measurement, plotting of test information curves, test-retest stability, and inter-scorer agreement. On average, the IQ scores for this scale have been found to be quite stable across time (Janzen, Obrzut, & Marusiak, 2003). Internal consistency was tested by split-half reliability and was reported to be substantial and comparable to other cognitive batteries (Bain & Allin, 2005). The median interscorer correlation was found to be .90 on average (Janzen, Obrzut, & Marusiak, 2003). The SB5 has also been found to have great precision at advanced levels of performance meaning that the test is especially useful in testing children for giftedness (Bain & Allin, 2005). There have only been a small amount of practice effects and familiarity of testing procedures with retest reliability, however, these have proven to be insignificant. Readministration of the SB5 can occur in a six-month interval rather than one year due to the small mean differences in reliability (Bain & Allin, 2005).

Validity of the Modern Scale[edit]

Content validity has been found based on the professional judgments Roid received concerning fairness of items and item content as well as items concerning the assessment of giftedness (Bain & Allin, 2005). With an examination of age trends, construct validity was supported along with empirical justification of a more substantial gloading for the SB5 compared to previous editions. The potential for a variety of comparisons, especially for within or across factors and verbal/nonverbal domains, has been appreciated with the scores received from the SB5 (Bain & Allin, 2005).

Score classification[edit]

Main article: IQ classification

The test publisher includes suggested score classifications in the test manual.

Stanford-Binet Fifth Edition (SB5) classification^[2]

IQ Range ("deviation IQ")	IQ Classification
145–160	Very gifted or highly advanced
130–144	Gifted or very advanced
120–129	Superior
110–119	High average
90–109	Average
80–89	Low average
70–79	Borderline impaired or delayed
55–69	Mildly impaired or delayed
40–54	Moderately impaired or delayed

The classifications of scores used in the Fifth Edition differ from those used in earlier versions of the test.

Below text came from the publisher of the modern day version of the test.

============================================================
Source - http://riverpub.com/products/sb5/details.html 

Stanford-Binet Intelligence Scales (SB5), Fifth Edition

Author: Gale H. Roid
	Type:	Cognitive ability assessment
	Purpose:	Individually administered assessment of intelligence and cognitive abilities
	Measures:	Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, Working Memory
	Ages:	2 to 85+ years
	Times:	Approximately 5 minutes per subtest
	Scoring:	SB5 ScoringPro Software
	Restriction Level:	High; Examiner Qualifications

Details

General Information

The Stanford-Binet Intelligence Scales, Fifth Edition(SB5) is a contemporary assessment with a rich tradition, which began in 1916 when Lewis Terman completed his American revision of the Binet-Simon Scale (1905, 1908). Through various editions, this assessment has become widely known and is acknowledged as the standard for intelligence measurement.
As a battery of cognitive tests, the SB5 advances the assessment of strengths and weaknesses in the cognitive processes of students who may be evaluated for learning disabilities. The SB5 supports early prediction of emerging learning disabilities in children as young as four years old. Author research has identified special predictive composite scores for identifying both Reading and Math disabilities. Information on these composites is available in the Interpretive Manual. As a battery of cognitive tests, the SB5 advances the assessment of strengths and weaknesses in the cognitive processes of students who may be evaluated for learning disabilities. The SB5 supports early prediction of emerging learning disabilities in children as young as four years old. Author research has identified special predictive composite scores for identifying both Reading and Math disabilities. Information on these composites is available in the Interpretive Manual
The SB5 provides comprehensive coverage of five factors of cognitive ability:

• Fluid Reasoning
• Knowledge
• Quantitative Reasoning
• Visual-Spatial Processing
• Working Memory

Uses

The SB5 helps to diagnose a wide variety of developmental disabilities and exceptionalities and may also be useful in:

• Clinical and neuropsychological assessment
• Early childhood assessment
• Psychoeducational evaluations for special education placements
• Adult social security and workers? compensation evaluations
• Providing information for interventions such as IFSPs, IEPs, career assessment, industrial selection, and adult neuropsychological treatment
• Forensic contexts
• Research on abilities and aptitudes

Administration

Testing begins in Item Book 1 with the routing subtests. The start points for two routing subtests in Item Book 1 are determined by age or estimated ability level. Nonverbal Fluid Reasoning routes to the appropriate difficulty level in Item Book 2 (Nonverbal), while Verbal Knowledge does so for Item Book 3 (Verbal). The remaining eight subtests (four nonverbal and four verbal) are then measured in Item Books 2 and 3.

Scoring

The SB5 can be scored by hand or scored with the SB5 ScoringPro. ScoringPro is a Windows^®-based software program that provides consistency in raw score conversion, an extended score report, a graphical report, and a brief, narrative summary report with guidelines and suggestions based on well-established principles of assessment. The report can be exported to a word-processing file for editing as necessary.

Interpretation

At the most granular level of the norm-referenced scores are the 10 subtest scores (scaled scores have a mean of 10, SD of 3, score range 1?19). These subtest scores combine to form four types of composite scores: factor index, domain, abbreviated, and full scale (each with scaled score means of 100, SD of 15, score range 40?160). Two subtests (one verbal, the other its nonverbal complement) combine to form each factor index. There are two domain scales: Nonverbal IQ (NVIQ) (combines the five nonverbal subtests) and Verbal IQ (VIQ) (combines the five verbal subtests). Two routing subtests combine to form the Abbreviated Battery IQ (ABIQ). Finally, the Full Scale IQ (FSIQ) combines all 10 subtests. The Change-Sensitive Scores (CSS) use item response theory scaling to convert the raw score totals on the composite scales described above into criterion-referenced levels of ability. These scales, as with the norm-referenced scores, have excellent measurement properties. Because the CSSs reference absolute levels of ability, they provide a way to compare changes in an individual?s scores over time.

Average scores range from the 2-year-old level (about 430) to the adult level (about 520). All of the SB5 items have been calibrated to this scale, and the difficulty of each item has a location along that scale. The scores are particularly useful for the evaluation of extreme performance levels. The SB5 also offers age-equivalent scores derived from CSSs, along with a CSS-based abbreviated battery score making use of raw scores from the Nonverbal Reasoning and Verbal Knowledge subtests. Finally, the Interpretive Manual describes a hand scoring procedure for deriving an Extended IQ (EXIQ) that allows for scores between both 10?39 and 161?225.

Technical Information

Normative data for the SB5 were gathered from 4,800 individuals between the ages of 2 and 85+ years. The normative sample closely matches the 2000 U.S. Census. Bias reviews were conducted on all items for the following variables: gender, ethnicity, culture, religion, region, and socioeconomic status. Additionally, the SB5 was co-normed with the Bender^® Visual-Motor Gestalt Test, Second Edition (page 125), and the Test Observation Form (page 142). Reliabilities for the SB5 are very high. For the FSIQ, NVIQ, and VIQ, reliabilities range from .95 to .98 (average internal consistency composite reliability, across all age groups). Reliabilities for the Factor Indexes range from .90 to .92. For the 10 subtests, reliabilities range from .84 to .89. Concurrent and criterion validity data were obtained using the SB-IV,SB-LM, WJ III^®, UNIT?, Bender-Gestalt II, WPPSI-R^®,WAIS^®-III, WIAT^®-II, and WISC-III^®.


===============
Source - http://riverpub.com/products/earlySB5/details.html

Stanford-Binet Intelligence Scales for Early Childhood (Early SB5)

Author: Gale H. Roid
	Type:	Cognitive ability assessment for early childhood
	Purpose:	Individually administered assessment of intelligence and cognitive abilities
	Measures:	Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, Working Memory
	Restriction Level:	High
	Ages:	2 to 7-3 years (2 to 5-11 years for full battery; 6 to 7-3 years for abbreviated battery)
	Times:	Full Battery: 30-50 minutes; Abbreviated Battery: 15-20 minutes
	Scoring:	SB5 ScoringPro
THIS TEST INCLUDES CERTAIN MANIPULATIVES WITH SMALL PARTS THAT MAY PRESENT A CHOKING HAZARD FOR CHILDREN UNDER THE AGE OF EIGHT. DO NOT ALLOW THE CHILD TO PLACE ANY MANIPULATIVE IN THEIR MOUTH. A TRAINED ADULT EXAMINER MUST ALWAYS CLOSELY SUPERVISE THE ADMINISTRATION OF THE TEST AND USE OF MANIPULATIVES BY CHILDREN.

Details

Summary

Valid and reliable assessment of intellectual functioning is an important need in many assessment practices, and the Stanford-Binet Intelligence Scales for Early Childhood, Fifth Edition (Early SB5) provides a psychometrically superior, accessible, and cost-effective test of intelligence for use with young children.  The Early SB5 is a specialized version of the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) for use with young children ages 2.0 through 7.3 years.

 TOP

Administration

Administration time varies.  The estimated time is 30-50 minutes for the full battery and 15-20 minutes for the abbreviated battery.
The Early SB5, like the SB5, has 10 subtests.  Two routing subtests (Nonverbal Fluid Reasoning and Verbal Knowledge) cover the age range 2.0 through 7.3, while the remaining eight subtests offer scores in the preschool range, from 2.0 through 5.11.  As with the SB5, testing begins in Item Book 1 with the two routing subtests, which are retained in their entirety.  However, all remaining subtests into which the first two subtests route are contained in Item Book 2, with only the most difficult levels of items dropping across those subtests.  Dropping these more difficult items will generally have no impact on the scores of the young children typically assessed with the Early SB5.  However, because of the changes, assessment for intellectual giftedness would require use of only the two routing subtests or, better yet, the complete SB5.

 TOP

Technical Qualities

Standardization
The Early SB5 is a specialized version of the SB5, and thus shares its technical qualities.  A normative sample of 1,800 individuals was used in the age range addressed by the Early SB5 (ages 20. through 7).  The normative sample closely matches the 2000 U.S. Census (education level based on 1999 data). Bias reviews were conducted on all items for the following variables: gender, ethnicity, culture, religion, region, and socioeconomic status.  The Early SB5 was co-normed with the Bender^® Visual-Motor Gestalt Test, Second Edition (beginning at age 4) and theeTest Observation Form (beginning at age 2).
Reliability and Validity
Reliabilities for the Early SB5 are very high for scores across its age range: FSIQ (.97-.98), NVIQ and VIQ (.94.96), factor indexes (.90-.92), and subtests (.81-.92).  Concurrent and criterion validity data were obtained using the SB IV, SM L-M, WJIII^®, UNIT^™, Bender^®-Gestalt II, WPPSI-R^®, WAIT^®-II, and WISC-III^®.

Resources

Use of the Test Observation Checklist by Glen P. Alyward and Andrew D. Carson

Tables of Specifications for Psychometricians Licensure Exam

A. Psychological Assessment

Outcome	Weight	No. of items
1. Apply technical concepts, basic principles and topics of psychometrics and psychological assessment.	20%	29
2. Describe the process, research methods and statistics used in test development and standardization.	20%	29
3. Identify the importance, benefits and limitations of psychological assessment	10%	19
4. Identify, assess, and evaluate the methods and tools of psychological assessment relative to the specific purpose and context: school, hospital, industry, and community.	20%	29
5. Evaluate the administration and scoring procedures of intelligence and objective personality tests and other alternative forms of tests.	15%	22
6. Apply ethical considerations and standards in the various dimensions of psychological assessment.	15%	22
TOTAL	100%	150

B. Theories of Personality

Outcome	Weight	No. of items
1. Recognize and differentiate basic theories and perspectives of personality.	80%	80
2. Identify the socio-cultural and environmental factors that may impact personality.	10%	10
3. Identify relevant Filipino/indigenous concepts in understanding personality.	10%	10
TOTAL	100%	100

C. Abnormal Psychology

Outcome	Weight	No. of items
1. Distinguish between pathological and non-pathological manifestations of behavior.	20%	20
2. Recognize common psychological disorders given specific symptoms.	20%	20
3. Use major psychological theories, particularly the commonly recognized ones, in explaining how psychological problems are caused and how they develop.	30%	30
4. Identify the socio-cultural factors that may impact on problem-identification and diagnosis of abnormal behavior.	15%	15
5. Apply appropriate ethical principles and standards in diagnosing cases of abnormal behavior.	15%	15
	100%	100

D. Industrial Psychology

Outcome	Weight	No. of items
1. Discuss the major considerations and principles of employee selection.	20%	20
2. Describe the process and principles in employee training and development.	20%	20
3. Apply the major principles in performance evaluation.	15%	15
4. Apply the major theories of motivation in designing and administering rewards.	15%	15
5. Apply basic theories in team dynamics.	10%	10
6. Differentiate the various functions involved in Human Resource Management.	10%	10
7. Recognize issues of work life balance and well-being in the workplace.	10%	10
	100%	100

Refer to this link - http://psychometricpinas.blogspot.com/2014/05/just-released-table-of-specifications.html