WESTERN COLLEGES INC.

Naic, Cavite

Name: BRYL JOHN LAWRENCE Z. VILLAMAR

Course: MASTER in ADMINISTRATION and SPERVISION Major in GUIDANCE and
COUNSELING
Semester: Summer Class

Subject: GM 112 ADVANCED PSYCHOMETRICS

A. DIFFERENT CONCEPT OF ON PSCYHOMETRICS

1. RELIABILITY
- The degree to which a measurement tool consistently and accurately assesses the construct it
is intended to test is referred to as psychometric reliability. Any psychological or educational
evaluation tool must have this crucial component in order to guarantee that the results are
accurate and devoid of random error.
Psychometricians evaluate a measurement instrument's consistency using many categories of
reliability, including:
o Reliability measured via test-retest examines the consistency of test results over time.
It entails giving the same test to the same group of people twice, with a break in
between each administration. If the test is valid, the results from both administrations
should show a strong correlation.
o Internal consistency reliability: This kind of reliability looks at how closely related the
results are produced by several items on the same test or questionnaire. It is often
evaluated using techniques like Cronbach's alpha, which calculates the overall average
correlation. Indicators that measure the same underlying construct have higher internal
consistency.
o Inter-rater reliability is essential when measuring things that need human judgment,
like grading essay responses. It establishes the degree to which several raters or
observers provide scores that are consistent. When evaluating inter-rater reliability,
Cohen's kappa and intraclass correlation coefficient are frequently used.
o Reliability in parallel or alternate forms measures the consistency between two
identical copies of the same test. When given to the same set of people, both versions
ought to result in outcomes that are comparable.
o Split-Half Reliability: In split-half reliability, a test is divided into two halves, with the
scores from each half being compared. By evaluating the degree to which the two
components of the test are correlated with one another, it provides an estimate of
internal consistency.
o Any evaluation tool must have reliability because it has a direct impact on the validity
of the results. Because the results do not adequately reflect the genuine level of the
construct being assessed, a test cannot be legitimate if it is not trustworthy.
o In conclusion, a crucial component of evaluation in psychology and education is
psychometric reliability. By creating a trustworthy measurement tool, researchers and
practitioners may feel confident in the consistency and precision of the data gathered,
increasing the significance and credibility of the findings.
2. VALIDITY
- A subfield of psychology research known as psychometric theory is concerned with
measuring psychological characteristics like IQ, personality traits, attitudes, and talents.
Validity, or the degree to which a test or assessment properly assesses what it is intended to
measure, is the key concept in psychometric theory. Any type of psychological evaluation,
such as surveys, questionnaires, intelligence tests, and performance tasks, may be referred to
as a "test" in this sense.
- In order to ensure that the inferences and conclusions made from test results are accurate and
reliable, validity is essential in psychometric theory. There are numerous validity kinds that
are frequently discussed:
o The degree to which the items or questions on a test accurately represent the whole
domain of the construct being tested is known as content validity. A test should
include a representative sample of topics from the discipline of mathematics, for
instance, if it is intended to evaluate knowledge of mathematics.
o Examining the degree to which a test result predicts an individual's performance on a
relevant external criterion or outcome is known as "criterion-related validity." In terms
of criterion-related validity, there are two subtypes:
 Concurrent Validity: This concept refers to the degree to which test results and
criterion measures coincide simultaneously. For instance, the results of a new
job aptitude test might be compared to the productivity of the current
workforce.
 Predictive Validity: This gauges how accurately a test foretells future
performance on a standard. For instance, a test for college admissions should
be able to forecast a student's college academic success.
o The degree to which a test actually measures the underlying theoretical construct it
claims to measure is known as construct validity. It is a more inclusive type of validity
that includes both content-related validity and criterion-related validity. To establish
construct validity, researchers frequently employ a variety of techniques, such as
factor analysis or the correlation of test results with relevant measurements.
o Convergent and Discriminant Validity: The degree to which a test corresponds with
other measures that evaluate related constructs is referred to as convergent validity.
Contrarily, discriminant validity describes how little a test correlates with
measurements of unrelated constructs.
o Face validity is a superficial indicator of whether a test appears to measure what it is
intended to measure rather than a true measure of validity. It is arbitrary and has no
verifiable scientific basis.
o Ecological Validity: This type of validity is concerned with how well test findings
represent behavior or performance in the real world.
- Psychometric assessment validity is carefully ensured through a multi-step procedure that
includes test development, data collection, statistical analysis, and continuous validation
research. To establish and validate validity, psychometricians employ a number of statistical
approaches, including factor analysis, correlation coefficients, and regression analysis.
- It's crucial to understand that a test is not always dependable even if it is legitimate. The
consistency and stability of test results across time and in many contexts are referred to as
reliability. A test may be valid but not reliable (for instance, if it regularly measures a non-
relevant trait on a scale), but a test that is valid must also be trustworthy.
 - In conclusion, validity is an essential component of psychometric theory that guarantees the
precision and significance of psychological tests, enabling researchers and practitioners to
draw valid conclusions and take appropriate action based on test results.

B. PROTOCOL TO BE CONSIDERED IN CONDUCTING PSYCHOMETRIC ASSESSMENT

To ensure the validity, reliability, and fairness of the assessment results, conducting a
psychometric assessment necessitates careful consideration and adherence to established
guidelines. The following are some crucial protocols to take into account:
1. Ensure that all participants receive, score, and interpret the evaluation in accordance with the
same standards. To reduce potential biases and administration discrepancies, this entails
utilizing consistent instructions and methods.
2. Assess the stability and consistency of the evaluation outcomes. To make sure that the
assessment yields consistent results over time and across questions, use measures such as test-
retest reliability and internal consistency (Cronbach's alpha).
3. Validity: Determine the extent to which the assessment captures the objectives for which it
was designed. To ensure the correctness of the assessment, many types of validity, including
content validity, construct validity, and criterion-related validity, should be taken into account.
4. Establishing acceptable standards or reference groups to compare individual scores against is
known as norming. Norms give scores meaning and show where a participant's performance
stands in relation to the comparison group.
5. Make that the assessment is fair and free from systematic bias against any particular group
based on characteristics like gender, race, or socioeconomic position. Check the evaluation for
potential bias on a regular basis and take action to reduce it.
6. Test Security: Prevent cheating, content leaks, and unauthorized access to the test by
maintaining the confidentiality and security of the assessment materials.
7. Use the evaluation strictly for the purposes for which it was intended, and refrain from
exploiting the findings to make judgments that are not appropriate.
8. To achieve accurate and consistent scoring, adhere to the standardized scoring techniques and
criteria. Use caution while interpreting the results and keep in mind additional pertinent
details regarding the person being evaluated.
9. Ethics-related factors to be taken into account when conducting the evaluation include
informed consent, confidentiality, and the voluntary character of involvement.
10. Ensure that the assessment is carried out by trained and competent administrators who are
familiar with the test's theoretical foundations and are capable of administering it correctly.
11. After the assessment, provide participants with pertinent comments and a debriefing to aid in
their understanding of the test's objective and outcomes.
12. Continuous Improvement: Review and revise the examination from time to time in order to
include fresh research and enhance its psychometric qualities.
Observing these guidelines will enable researchers and practitioners to perform psychometric tests
that produce accurate and valid findings, offering insightful information about a person's cognitive
ability, personality qualities, or other psychological attributes.

C. HAVE A CLEAR DISCUSSION ON THE DIFFERENT TECHNNIQUES IN MEASURING

 ATTITUDE
 o A crucial component of social science research is measuring attitudes, particularly in
disciplines like psychology, sociology, marketing, and political science. A person's
attitudes are their assessments and feelings toward other people, things, events, or
ideas, and they are a major factor in determining how they behave. There are various
methods for measuring attitudes, each having advantages and disadvantages. Here,
we'll go over some of the most popular methods:
 Self-Report questionnaires: One of the most popular ways to gauge sentiments
is through self-report questionnaires. A sequence of inquiries or remarks
pertaining to the desired attitude are presented to the participants. The intensity
and direction of attitudes are often assessed using rating scales, such as Likert
scales (e.g., strongly agree to strongly disagree) or semantic differential scales
(e.g., happy-sad, good-bad). Surveys are very inexpensive and simple to
conduct among a big population.
 Observational techniques are used to indirectly infer people's attitudes by
monitoring their behavior or nonverbal indicators. For instance, in a retail
environment, researchers might watch customers' body language, facial
expressions, or product selections to infer how they feel about a certain brand
or product. Although observational measures are less prone to social
desirability bias, they could not fully reflect attitudes.
 The Implicit Association Test (IAT) measures the strength of links between
mental images of things and evaluative ideas through a computer-based
exercise. It gauges people's potential automatic or unconscious prejudices
against particular things or ideas. It is common practice to employ the IAT to
assess implicit attitudes that could be difficult to detect through self-report
assessments.
 Physiological Measures: Physiological methods can be used to measure the
physiological reactions connected to attitudes, including
electroencephalography (EEG), face electromyography (EMG), and skin
conductance. These tests can shed light on emotional responses that people
might not be aware of or may not fully describe.
 Behavioral Measures: Behavioral measures evaluate the impact of attitudes on
behavior. Researchers might, for instance, watch to see if people actively seek
out information or steer clear of circumstances that are relevant to their
attitudes. Measures of behavior make the connection between attitudes and
deeds more clear.
 Projective techniques are employed to investigate hidden or subconscious
attitudes. Participants are instructed to project their emotions and thoughts onto
ambiguous stimuli (such words or images) that have been shown to them.
These methods are predicated on the notion that when individuals analyze
ambiguous stimuli, their concealed attitudes will become apparent.
 Physiognomic clues: In this method, attitudes are evaluated based on physical
clues such as facial expressions, body language, and tone of voice. This
approach is intuitive, but it might not be as effective as more straightforward
methods.
In order to fully understand people's opinions, researchers who measure attitudes frequently
combine several methodologies. The study issue, target population, and resource availability
 all influence the approach selection. Each method has advantages and disadvantages. In order
to derive valid findings from their research, researchers must also take into account any biases
and limitations that may be connected with each technique.

 MENTAL ABILITY/INTELLIGENCE
o It is a challenging assignment that has been the focus of years of development and
research to assess mental capacity or IQ. To evaluate various facets of cognitive
functioning and intelligence, there are numerous methodologies and tests available.
Here, we'll go through some of the methods most frequently employed to gauge
mental acuity or intelligence:
 IQ tests, often known as intelligence quotient exams, are one of the most
popular and commonly used ways to gauge intellect. They test a variety of
cognitive skills, including verbal comprehension, mathematical prowess,
spatial awareness, and logical thinking. These exams are intended to generate
an intelligence quotient, or IQ, which is a standardized number based on the
test-taker's performance in relation to their age group.
 Raven's Progressive Matrices: Because it doesn't require linguistic or cultural
background, this non-verbal test is sometimes seen as a pure indicator of fluid
intelligence. It evaluates abstract reasoning.
 Wechsler Adult Intelligence Scale (WAIS): The WAIS is a thorough IQ test
made for adults, while there is also a WISC version for kids. To assess verbal
comprehension, working memory, perceptual reasoning, and processing speed,
it has a number of subtests.
 The Cognitive Abilities Test (CogAT), mostly used to examine school-aged
children, measures a person's capacity for verbal, numerical, and nonverbal
reasoning.
 One of the earliest IQ tests, the Stanford-Binet Scales, has undergone
numerous revisions. It rates general intellect and evaluates cognitive ability
across age ranges.
 Language, logical-mathematical, spatial, musical, bodily-kinesthetic,
interpersonal, intrapersonal, and naturalistic intelligences are just a few
examples of the multiple "intelligences" Gardner proposed as part of his
multiple intelligences theory. Evaluation of these many domains is the main
focus of assessment approaches based on this notion.
 Emotional intelligence tests examine a person's capacity to recognize,
comprehend, control, and make good use of their emotions. Self-report
questionnaires or behavioral tests are frequently used in EI evaluations.
 Neuropsychological testing measures cognitive skills associated with how the
brain functions. It aids in locating cognitive deficiencies brought on by
neurological illnesses, developmental problems, or brain damage.
 Performance-based evaluations: These tests, which are frequently employed in
occupational contexts or hiring procedures, examine practical problem-solving
abilities.
 Dynamic assessment: Using support and help during the assessment process,
this method assesses a person's capacity for learning and growth. It seeks to
 comprehend how a person reacts to guidance and support in order to assess
their cognitive flexibility and capacity for learning.
It is crucial to remember that intelligence is a complicated idea, and no one test can
adequately capture all of its complexities. Each form of assessment has advantages and
disadvantages, and it may be necessary to combine many methods in order to fully
comprehend a person's capabilities. Additionally, discussions and initiatives to enhance the
fairness and accuracy of IQ assessments across varied groups have been sparked by the
cultural and linguistic biases in some tests.
 INTEGRATIVE SCALE DEVELOPMENT PAPER: ASSESSING PERSONALITY TRAITS

Title: Teachers' Implicit Attitudes toward Students’ Achievements

Teachers always play an integral part in society since they are responsible for providing
learners with knowledge, skills, and values. They perform an essential part in molding young minds
and enabling the generations that come generation to confront the challenges of today's world.
Effective teachers have an array of traits, such tolerance, empathy, broad subject knowledge, great
communication abilities, and a love of the subject they're teaching. Along with providing academic
knowledge, teachers also act as role models, mentors, and mentors for their students. They encourage
curiosity, thoughtfulness, and a passion for learning. Every student has a chance to succeed when
teachers change their teaching strategies to accommodate for various styles of learning and aptitudes.

The successes of students are notable and can be measured in a number of ways, including
academic achievement, extracurricular engagement, personal development, and social development.
It is essential that we recognize and appreciate young children's accomplishments given that doing so
can increase their self-esteem, competitive drive, and general wellbeing. Since every young person is
different, achievements should be valued and recognized in light of their particular strengths and
challenges. Not all triumphs are academic; some kids succeed in extracurricular activities like sports,
the arts, leadership, or volunteer work, all of which are equally significant. The efforts of learners to
accomplish their goals must be supported and encouraged by teachers, parents, and society in general.
Students can be motivated to achieve all that they can and develop a lifetime love of learning by
receiving constructive criticism and encouragement to succeed.

In this integrative scale development paper, this will measure the impact of teachers to the
achievements of the learners. The respondents will provide their demographic profile but not limited
to gender and age. To identify the reliability and validity of this integrative scale development paper,
the teacher will use Likert Scale. Likert Scale is a rating used to measure opinions, attitudes, or
behaviors. The respondents will answer statements by having use the guide of Likert Scale.

Gender: ____________
Age: ____________

Instruction: There will be number of statements with which you will agree and disagree. Please rate
how much you personally agree or disagree with the statements and how much you reflect, feel or
think personally. (Magkakaroon ng bilang ng mga pahayag na sasang-ayon ka at hindi sasang-ayon. Paki-
rate kung gaano ka personal na sumasang-ayon o hindi sumasang-ayon sa mga pahayag at kung gaano mo
sinasalamin, nararamdaman o iniisip nang personal.)

Scale Definition
1 Strongly disagree
2 Agree
3 Neither Agree or Disagree
4 Agree
5 Strongly Agree
Here are the statements need to be answered by the respondents.
3
1 5
Statements Strongly
Disagree
2
Agree
Neither
Agree or
Disagree
4
Agree
Strongly
Agree

1. Teachers give a lot of activities in assurance that

learners/students follow the topics.
(Ang mga guro ay nagbibigay ng maraming aktibidad
bilang katiyakan na ang mga mag-aaral/mag-aaral ay
sumusunod sa mga paksa.)
2. Teachers give chances to learners/students to answer
questions and participate in the class.
(Binibigyan ng mga guro ng pagkakataon ang mga mag-
aaral/mag-aaral na sagutin ang mga tanong at makilahok
sa klase.)
3. Teachers motivate learners/students to participate in
the class.
(Ang guro ay nag-uudyok sa mga mag-aaral/mag-aaral na
makilahok sa klase.)
4. Teachers encourage learners/students to recite during
the class.
(Hinihikayat ng guro ang mga mag-aaral/mag-aaral na
magbigkas sa panahon ng klase)
5. Teacher provides adequate knowledge in learning the
subject matter.
(Nagbibigay ang guro ng sapat na kaalaman sa pag-aaral
ng paksa.)
6. Teachers provide question that learner/students can
easily understand to answer even if test their critical
thinking skills.
(Nagbibigay ang guro ng tanong na madaling
mauunawaan ng mga mag-aaral/mag-aaral upang
masagot kahit na subukan ang kanilang mga kasanayan sa
kritikal na pag-iisip.)
7. Teacher acknowledges your effort, determination,
and work in producing a result in everything that you do.
(Kinikilala ng guro ang iyong pagsisikap, determinasyon,
at trabaho sa paggawa ng resulta sa lahat ng iyong
ginagawa.)
8. Teacher has fair rules for the class and is extremely
impartial to learners/students in achieving goals.
(Ang guro ay may patas na mga tuntunin para sa klase at
lubos na walang kinikilingan sa mga mag-aaral/mag-aaral
sa pagkamit ng mga layunin.)
9. Teachers asks each one of learners/students whether
we have understood what he/she taught and helps us in
 case we have doubts.
(Tinatanong ng mga guro ang bawat isa sa mga mag-
aaral/mag-aaral kung naunawaan natin ang kanyang
itinuro at tinutulungan tayo kung sakaling tayo ay may
pagdududa.)
10. Teachers help learners/students in understanding
ways to improve your grades.
(Tinutulungan ng mga guro ang mga mag-aaral/mag-aaral
sa pag-unawa ng mga paraan upang mapabuti ang iyong
mga marka.)

Statement No. 1

1. Teachers give a lot of activities in assurance that learners/students follow the topics.
(Ang mga guro ay nagbibigay ng maraming aktibidad bilang katiyakan na ang mga mag-
aaral/mag-aaral ay sumusunod sa mga paksa.)

Table 1

Chart Title
14
12
10
8
6
4
2
0
Statement 1

1 Stronlgy Disagree 2 Agree

3 Neither Agree or Disagree 4 Agree
5 Strongly Agree

Interpretation
In table 1, with a total of 12, it shows that a lot of students agreed that teachers gives a lot of activities
in assurance that learners/students follow the topics and be able to achieve at the end of the school year.

Statement No. 2

2. Teachers give chances to learners/students to answer questions and participate in the class.
(Binibigyan ng mga guro ng pagkakataon ang mga mag-aaral/mag-aaral na sagutin ang mga
tanong at makilahok sa klase.)
Table 2

Chart Title
20
15
10
5
0
Statement No 2

1 Strongly Disagree 2 Disagree

3 Neither Agree or Disagree 4 Agree
5 Strongly Agree
Interpretation
In table 2, with a total of 18, it shows that students strongly agreed that teachers gives chances to
learners/students to answer questions and participate in the class and be able to achieve at the end of the school
year.

Statement No. 3

3. Teachers motivate learners/students to participate in the class.

(Ang guro ay nag-uudyok sa mga mag-aaral/mag-aaral na makilahok sa klase.)
Table 3

Chart Title
20
18
16
14
12
10
8
6
4
2
0
Statement No. 3

1 Strongly Disagree 2 Disagree

3 Neither Agree or Disagree 4 Agree
5 Strongly Agree

Interpretation
In table 3, evidently, most of the respondents strongly agreed that teachers motivates learners/students
to participate in the class and be able to achieve their goal in school year.

Statement No. 4

4. Teachers encourage learners/students to recite during the class.

(Hinihikayat ng guro ang mga mag-aaral/mag-aaral na magbigkas sa panahon ng klase).
Table No. 4

Chart Title
16
14
12
10
8
6
4
2
0
 1 Strongly Disagree 2 Disagree
3 Neither Agree or Disagree 4 Agree
5 Strongly Agree

Interpretation

In table 4, clearly, respondents agreed and strongly agreed that teachers encourage learners/students
to recite during the class and be able to achieve their goal in school year.
Statement No. 5

5. Teacher provides adequate knowledge in learning the subject matter.

(Nagbibigay ang guro ng sapat na kaalaman sa pag-aaral ng paksa.)
Table 5

Chart Title
16
14
12
10
8
6
4
2
0
Statement No. 5

1 Strongly Disagree 2 Disagree

3 Neither Agree or Disagree 4 Agree
5 Strongly Agree Series6

Interpretation

In table 5, visibly, strongly agreed prevailed with 15 tallied points that teachers provides adequate
knowledge in learning the subject matter and be able to achieve their goal in school year.

Statement No. 6

6. Teachers provide question that learner/students can easily understand to answer even if test
their critical thinking skills.
(Nagbibigay ang guro ng tanong na madaling mauunawaan ng mga mag-aaral/mag-aaral
upang masagot kahit na subukan ang kanilang mga kasanayan sa kritikal na pag-iisip.)
Table 6

Chart Title
20
15
10
5
0
Statement No. 6

1 Strongly Disagree 2 Disagree

3 Neither Agree or Disagree 4 Agree
5 Strongly Agree
Interpretation
In this table 6, it is obvious that respondents agree with this statement since the result displayed with
19 total tallied and it only expressed that teachers provide question that learner/students can easily
understand to answer even if test their critical thinking skills.

Statement No. 7
7. Teacher acknowledges your effort, determination, and work in producing a result in
everything that you do.
(Kinikilala ng guro ang iyong pagsisikap, determinasyon, at trabaho sa paggawa ng resulta sa
lahat ng iyong ginagawa.)
Table 7

Chart Title
18
16
14
12
10
8
6
4
2
0
Statement No. 7

1 Strongly Disagree 2 Disagree

3 Neither Agree or Disagree 4 Agree
5 Strongly Agree

Interpretation

Teacher acknowledges the effort, determination, and work of learners/students in producing a

result in everything they do and to be able to achieve their goal in a school year at it is shown the
Table 7 with total of 17 tallied.

Statement No. 8
8. Teacher has fair rules for the class and is extremely impartial to learners/students in achieving
goals.
(Ang guro ay may patas na mga tuntunin para sa klase at lubos na walang kinikilingan sa
mga mag-aaral/mag-aaral sa pagkamit ng mga layunin.)
Table 8

Chart Title
20
15
10
5
0
Statement No. 8

1 Strongly Disagree 2 Disagree

3 Neither Agree or Disagree 4 Agree
Interpretation

With a total of 17 out of 30 respondents, it shows that they agreed and 11 of the respondents
strongly agreed with 2 respondents selected neither agree or disagree that teachers have fair rules for
the class and is extremely impartial to learners/students in achieving goals as shown in the Table 8.

Statement No. 9
9. Teachers asks each one of learners/students whether we have understood what he/she taught
and helps us in case we have doubts.
(Tinatanong ng mga guro ang bawat isa sa mga mag-aaral/mag-aaral kung naunawaan natin
ang kanyang itinuro at tinutulungan tayo kung sakaling tayo ay may pagdududa.)
Table 9

Chart Title
20
15
10
5
0
Statement No. 9

1 Strongly Disagree 2 Disagree

3 Neither Agree or Disagree 4 Agree
5 Strongly Agree
Interpretation

Table 9 shows that 18 respondents agreed and 12 strongly agreed that teachers asked each one
of learners/students whether they have understood what they taught and helps them in case they have
doubts and able to attain the learners/students goals in a school year.

Statement No. 10.

10. Teachers help learners/students in understanding ways to improve your grades.

(Tinutulungan ng mga guro ang mga mag-aaral/mag-aaral sa pag-unawa ng mga paraan
upang mapabuti ang iyong mga marka.)
Table 10
 Chart Title
16

12

0
Statement No. 10

1 Strongly Disagree 2 Disagree

3 Neither Agree or Disagree 4 Agree
5 Strongly Agree

Interpretation

Table 10 only shows that 17 of the respondents strongly agreed while 13 agree that teachers help
learners/students in understanding ways to improve their grades to reach their goal in the school
year.

As part of the demographic profile needed to finish in this integrative scale development paper:
assessing personality traits, the researcher included gender and age to make it more realistic, reliable and
valid.

Table 11

Chart Title
20
18
16
14
12
10
8
6
4
2
0
GENDER

MALE FEMALE

Interpretation
This table shows that more of the respondents are Male with a total of 19, on the other hand, 11 are
female with a total of 30 respondents.
Table 12
 Chart Title
14
12
10
8
6
4
2
0
Age

16 17 18 19 20

Interpretation
Table 12 shows that ages 16, 17, 18, 19, and 20 are the respondents. It also shows that 18 years of age
respondents prevailed in this integrative scale development paper being conducted while the most least
respondents of this paper are ages 16, 19 and 20.