 Hello, I welcome you all once again to my channel Explore Education. I am Dr. Ashmi Singh, Assistant Professor, Department of Education, Assistant Nagar's University of Allahabad. It is my email ID and today I am going to discuss a very genuine, important and relevant topic under psychological testing that is characteristics of a good psychological test. This lecture will be in bilingual mode and it must be useful for you. So let's see what is a psychological test? All the students do psychological testing. Psychological testing is a relatively young branch of one of the youngest of the scientists. Psychological testing is a standardized measure of a person's behavior that is used to measure the individual differences that exist among people. A psychological test is a standardized measure. Psychological test is an objective and standardized measure of an individual's mental and behavioral characteristic. A psychological test is a standardized measure of an individual's mental and behavioral characteristic. A psychological test is a systematic procedure. A psychological test is a systematic procedure. A psychological test is a systematic procedure of observing a person's behavior or performing describing it with the aid of a numerical scale or a category system. This means that we can give data on a person's behavior, performance, and numerical scale. Psychological tests are written, visual or verbal evaluations administered to assess the cognitive and emotional functioning of children and adults. Psychological tests are written, visual or verbal evaluations are written to assess the emotional and emotional functioning of the person, the children, and the children. If we want to define it, then a standardized psychological test procedure measures either quantitatively or qualitatively. One or more aspects of a trait through a sample of verbal or non-verbal behavior. That is, verbal or non-verbal behavior or a trait through a psychological test. Anastasi and Arbina have defined this in their childhood. It is an objective and standardized measure of a sample of a person's behavior. As simple as that. The definition above is that a person's behavior, behaviour, and human behavior is a very important way of doing it. In 1998, it was said that a psychological test is a standardized procedure for sampling behavior and describing the same in scores or categories. Then, the need for psychological tests. Why does it need to be done? We need to identify the weakness and strength of children and students. We need to identify the weakness and strength of children and students. Support individualized lesson plan. If you want to make an individualized lesson plan according to the child's nature, then it needs to be placed in a place. It needs to be placed in a place where it needs to be placed. We need to see the progress of the child's student. Identify the disabilities. If there is any disability, then helping the administrative and academic works and vocational ability. We can prescribe it for vocation. We will also do divorce. Now, we will come to the main topic. If we say that it is a good human behavior test, then the test will be a good human behavior test. When it will be objective, then it will be a list, it will be reliable, it will be suspicious, it will be valid, it will be valid, it will be non-scientific, it should be standardized. It should be humanistic, and it should be practical and private. A good psychological test must have objectivity, reliability, validity, non-standardization and practicality. Let's see what is objectivity. The degree to which the test results are obtained is the same by scoring different scores without the influence of their biases or beliefs. Non-scoring is known as objectivity. Objectivity means that more scores are more individual. If they are administering the same test, then they get the same result. It means that their bias or their belief is not affecting the scoring system. Most standardized tests of aptitude and achievement are high in objectivity. The tests of many clubs and aptitudes are high in objectivity. If we look at the dictionary, what is objectivity? It is the American Psychological Association, the American Psychological Association. It is a tendency. The tendency to base judgments and interpretations on external data rather than on subject impactors such as personal feelings, beliefs and experiences. The tendency to base judgments and interpretations on external data, the data we are getting, is based on our judgment and interpretation, not on subject factors. What we think, what we believe, what our beliefs are, what our beliefs are. It doesn't matter. What is objectivity? A quality of a research study such that it's hypothesis, choices of variables, study measurements, techniques of control and observations are as free from bias as possible. Whatever we are doing in it, if there is no bias in it, then it is just an assumption. And the test should be free from subjective judgment regard. The last one is the APA dictionary definition. It should be different. The test should be free from subjective judgment. It means that your judgment will not come, There will not be judgment of subject, what the passive is regarding what is theffentlich regarding his or her caution with the expert on knowledge, behavior , or potentially measure and evaluate there will be no subjectivity in it. How is that? will be subjectivity. And a good psychological test should be objective. Then reliability. If you see the reliability, It includes it's video and you can read it in detail It shows reliability, the objective evaluation of psychological tests involves primarily the determination of the reliability and reliability of the destined specified situations. As used in psychometrics, the term reliability always means consistency. Consistency is the consistency of scores. Consistency of scores is the consistency of what? Consistency of scores obtained by the same persons. Consistency of scores obtained by the same persons when re-tested with the identical test, when the same test is tested again, and when the same test is tested in the same equivalent form, or under other variable examining conditions, or in different tests, the same or consistent score of the same persons is obtained, so that test is reliable. This concept of reliability underlies the computation of the error of measurement of a single score, thereby we can predict the range of fluctuation likely to occur in a single individual score as a result of irrelevant chance factors. They are saying that if the consistency is not coming in the score, it means that there is a measurement error. And that error can be through chance factor, or through irrelevant factor. By chance, if you have a problem, or if you are sick, then you are not well, if you are not feeling well, then you can face a problem in the score. The concept of test reliability has been used to cover several aspects of score consistency. The concept of reliability in that score consistency has been covered by many factors. In its broadest sense, test reliability indicates the extent to which individual differences in test scores are attributable to chance errors. They are saying that if the test is reliable, then your score will be consistent. But if there are differences in the score, then it will be because of chance error. That is, the wrong by chance. To put it in more technical terms, measures of test reliability make it possible to estimate what proportion of the total variance of test scores is error variance. They are saying that if we talk in more technical terms, then what does test reliability mean? That we can estimate it. We can tell them how much part of the total variance of the test score is error variance. That is, the error is because of chance factor, and that error will not be consistent with the score. So, what is the matter of death? There should be consistency in this score. And if it is consistent, then your test is reliable. And if your test is reliable, then that is the main feature of a scientific experiment. In the very titty, undoubtedly the most important question to be asked about any psychological test concerns is very difficult. The importance of any scientific experiment is very important. The degree to which the test actually measures what it purports to measure. That degree, that limit, that extent of the test, that experiment is not being done for which it has been made. Very titty provides a direct check on how well the test fulfills its function. The determination of very titty usually requires independent or external criteria of whatever the test is designed to measure. The validity of a test concerns for the test measures and how well it does so. Moreover, the validity of a test cannot be reported in general terms. We always tell that no test can be said to have high or low validity in the abstract. Abstract means that it is high or low. It will always be against a criteria. Its validity must be determined with reference to the particular use for which the test is being considered. Then, for determining test validity, the standards for educational and psychological tests, these procedures are classified in the three principle categories, content, criteria, validity and construct validity. You can see the old video of validity. You will be able to see that there are three categories that are classified in the content, validity, criteria, validity and construct validity. Criteria validity becomes predictive and concurrent, construct validity becomes your determinant and conformity. So, you can see the old video there. And norms. You can see my old video or previous video where I have discussed the norms in detail. The norms are grade norms and age norms. What are the norms? Test norms describe the characteristics or behaviors that are typical or common within a specific population. We say that age is not according to the norm. The norm is not according to the norm. It is not typical, it is not common. It is deviated. In other words, test norms compare a person's answers to the answer of other test takers in the same group. What does the norm mean? It is comparing. It is not comparing. It is the answers of the same group that the test takers have answered. Test norms consist of data that the relative standing of an individual who has taken the test. That is, the test we have done, we are participants and we are the subject to give the test. So, the rest of the students, the test takers, the rest of the individuals who have performed it, what is their relative position in the norm? By itself, the subject is not a raw score. That is, our raw score is 100 out of 100 of which we have achieved 75. Until we find out that how many students have done more than 100, 75, they have reduced it to 75. If the maximum students have performed better than 75, that means we have performed very well. But our score is higher than many people, so we have performed very well. But our performance will not depend on our performance. In fact, the rest of the test takers are performing this very well. Okay. Almost always, a test score must be interpreted as indicating the subject's position relative to others. In some group, some group should be the same. Norms provide a basis for comparing the individual in the group. Okay. Our comparing base provides norms, values called centiles or percentiles. We say the result is percentiles. How many percentiles do you have? That is, we have scored well from so many people. Serve as the basis for one widely applicable system of norms. From a distribution of the groups, the raw scores, the percentage of subjects falling below any given raw score can be found. If we have 75 percentiles, that means we have performed better than 74 percentiles and 25 percentiles have performed better than us. Any raw score can then be interpreted relative to the performance of the reference or normative group. Then standardization. As you can see, you do not get this term in characteristics, but standardization is necessary. It is important to remember that the initial definition of psychological test was described as a standardized measure. Whenever you read the definition of psychological test, you will realize that it is a standardized measure. That means you can handle it in a practical way, in an administrative way, in an administrative way, in a scoring way. What does this mean? Standardization means uniformity of procedure. That is, one thing will be done. For this, you have to administer it and score it. It is not like we are administering in some other way, or in some other way, so that is not a standardized measure. Otherwise, it will be considered as a practical procedure. Another important standardization of a test is the establishment of norms. We have talked about that we should establish the norms of our test only then it will be a practical procedure. Psychological tests have no pre-determined standards of passing or failing. Like criteria reference. There are two types of tests. You can listen to this in the old video. Criteria reference and norm reference. Criteria reference and criteria reference are already passed. If you pass 10 to 100, if you pass 32, then it is a fail. But in norm reference, we can top 10 to 100 and fail 80 to 100. Why? Because the comparison of our group is performed in a way that this age group has a typical characteristic. As its name implies, a norm is in normal or average performance. Thus the administration scoring and interpretation of scores are objective in so far as they are independent of the subjective judgment of the individual examiner. And last but not the least, practicality. The test is very good and reliable. It is very good and valid. The norms are also set in a standardized way. But if it is practically very difficult to administer it, then it is of no use. It means that the test is easy to design, easy to administer, easy to see. No matter how well it is reliable at least, it has to be practical to make and to take. This means it must be economical to deliver. If it is very expensive, then it is useless. The layout should be easy to follow and understand. It should be easily followed and understood. It must stay within appropriate time constraints. It is difficult. It takes at least 2-3-4 hours if it is going on. Who will do it? Who will be the subject? Who will be able to do it? There is not much time. Everyone keeps quiet. It must be relatively easy to administer. It should be easy to administer. It is very typical. It is correct evaluation procedure is specific and time efficient. Okay. So this question is very much asked what are the characteristics of a good psychological test? Or do you give feedback when someone is testing creativity or creativity then they will ask you if you have a good experience. In general you should know reliability, validity, norms, practicability, objectivity, and standardization. If you are a psychology or a student then I have completed this a very important, basic and easy to understand topic. Characteristics of a good psychological test. Okay. So