Tests Expanded-Psychology Department

The following page gives and expanded view of the Psychology Department-owned tests. The following tests are available for student examination and use in the Test File cabinet in the Academic Building Coordinator’s office, Carnegie room 103. Any material removed from the test cabinet must be registered with the Building Coordinator. Be sure to also check the Faculty Owned Tests for additional testing material. Note: It is usually necessary to order test forms! Please contact the Academic Building Coordinator at least 2 weeks prior to your testing. Tests can be very expensive! You may have to apply for the Class of 39 fund.

16 PF (Personality Factors)

Since its introduction more than 40 years ago, the 16PF instrument has been widely used for a variety of applications, including treatment planning and couples’ counseling and to provide support for vocational guidance, hiring and promotion recommendations. The 16PF Fifth Edition includes significant enhancements to the 16PF Fourth Edition that did not change the tests’ basic structure, such as:

  • Global Factors that combine related primary scales into global factors of personality
  • Updated language and simpler, shorter questions
  • Reduced administration time
  • Consistent response format
  • A normative sample that reflects contemporary U.S. Census statistics on sex, age and race

How to Use This Instrument Psychologists and counselors can use the 16PF assessment to:

  • Provide information for general vocational guidance to help determine occupations for which the individual is best suited
  • Assist with personnel selection and career development through measurement of five primary management dimensions frequently identified to forecast management potential and style
  • Assist with clinical diagnosis, prognosis and therapy planning. The 16PF instrument helps provide clinicians with a normal-range measurement of anxiety, adjustment, and behavioral problems.
  • Help identify personality factors that may predict marital compatibility and satisfaction. Results also highlight existing or potential problem areas.
  • Help identify students with potential academic, emotional, and social problems.

Key Features

  • The 16PF assessment is easy to administer, requiring only 35 to 50 minutes to complete.
  • Five distinct report options give the 16PF test utility in a wide variety of settings.
  • Because the relationship between the test items and the traits measured by the 16PF instrument is not obvious, it is difficult for the test-taker to deliberately tailor responses to achieve a desired outcome.
  • The Couple’s Counseling Report includes an easy-to-understand narrative summary of results to share with the couple.

The Abbreviated Torrance Test for Adults (ATTA)

The Abbreviated Torrance Test for Adults (ATTA) is designed to be a shortened version of the acclaimed Torrance® Tests of Creative Thinking (TTCT), created specifically for use with adults. It can be used as a teaching/training device, for screening purposes, and for use in educational research. The ATTA provides substantial insight into the creativity of adults by quantifying both the figural and verbal creative strengths. It consists of four norm-referenced abilities along with fifteen criterion-referenced creativity indicators that when added together will give the creativity index. The ATTA consists of three open-ended activities. In one activity, for example, the respondent is given a “just suppose” prompt and then asked to list problems that might arise. The ATTA’s four norm-referenced abilities include: fluency, originality, elaboration, and flexibility.

The ATTA

  • Provides an initial response to adults who want to determine their creative strengths.
  • Can be used to measure changes in the creativity of adults through the use of pre- and post testing.
  • Has a shortened administration time.
  • Is easily scored—the manual provides all necessary directions.
  • Provides substantial insight into adult creativity by quantifying both the figural and verbal creative strengths.

The fifteen criterion-referenced creativity indicators are identified as the following:

  • Verbal Responses
    • Richness and Colorfulness of Imagery
    • Emotions/Feelings
    • Future Orientation
    • Humor: Conceptual Incongruity
    • Provocative Questions
  • Figural Responses
    • Openness: Resistance to Premature Closure
    • Unusual Visualization, Different Perspective
    • Movement and/or Sound
    • Richness and/or Colorfulness of Imagery
    • Abstractness of Titles
    • Context: Environment for Object, Articulateness in Telling Story
    • Combination/Synthesis of Two or More Figures
    • Internal Visual Perspective
    • Expressions of Feelings and Emotions
    • Fantasy Manual provides the test administrator with all the information for easy administration along with scoring.
    • The ATTA can be self-scored. Level: Adults Time: 15 minutes

Academic Promise Test (APT)

Siegel, Laurence
Journal of Counseling Psychology, Vol 9(3), Fal 1962, 283-284. doi: 10.1037/h0038803

Reviews the Academic Promise Tests (APT) and the Cooperative Test on Foreign Affairs. The APT is designed to assess intellectual talent in grades six through nine. Judgments about the validity of the battery must await publication of the complete manual However, at this point, there appears to be little doubt that APT will prove to be a very useful battery for counseling junior high school students. The Test on Foreign Affairs was developed by Educational Testing Service in response to a need for assessing knowledge in this area in conjunction with a study of undergraduate education in international relations. Researchers wishing to measure knowledge of foreign affairs will find the test well-suited to their needs. The fact that validity (other than content validity) is not established and that norms are not available for groups other than college seniors should not prove too disturbing to them. However, counselors wishing to assess achievement in this area may be exasperated by a test with tremendous potential but lacking certain fundamental corollary information prerequisite to its intelligent use by them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)

A.C Test of Creative Ability

The test is designed to give a measure of the quantity and the uniqueness of the ideas an individual can produce in a given situation. Individuals who can produce a quantity of unique ideas can be obvious assets where research, design, and development work is a primary function. Areas such as tool design, gauge design, engineering, manufacturing, or process development can always use to good advantage persons who are able to produce not only ideas, but ideas which are different.

Achenbach System of Empirically Based Assessment (ASEBA)

The Achenbach System of Empirically Based Assessment (ASEBA) offers a comprehensive approach to assessing adaptive and maladaptive functioning. Developed through decades of research and practical experience to identify actual patterns of functioning, the ASEBA provides professionals with user-friendly tools.

Achievement Motivation Profile

This convenient self-report inventory is an ideal way to evaluate underachieving or unmotivated students, ages 14 and up. It gives you a complete picture of the personal factors that affect an individual’s academic performance and provides specific recommendations for improvement.

The Adjective Checklist

The Adjective Checklist (ACL) consists of 300 adjectives and adjectival phrases commonly used to describe a person’s attributes. It may be administered to an individual to elicit a self-evaluation or a characterization of someone else; or it may be used by observers in a clinic, counseling center, research laboratory, or in marketing research as a convenient, standardized method for recording and generating meaning of personal attributes of clients, research subjects, products, or even cultures. Visit the Adjective Checklist.

Adult Attention Deficit Disorders Evaluation Scale

The Adult Attention Deficit Disorders Evaluation Scale (A-ADDES) enables private and clinical psychologists, psychiatrists, and other mental health professionals to evaluate and diagnose Attention Deficit/Hyperactivity Disorder in adults from input provided by a self-report, a significant other in the home environment, and a supervisor in the workplace.

Alcohol Misuse Prevention Knowledge Measure

The Alcohol Misuse Prevention Knowledge Measure is “measured by 31 items that assess knowledge of alcohol facts and effects, ability to apply that information to typical alcohol-related situations, pressures to use alcohol, and perceived ability to resist pressure.”

Antioch Sense of Humor Inventory

The Antioch Sense of Humor Inventory has two parts: one for humor appreciation and one for humor creation. Part I presents 50 cartoons and jokes, five from each of 10 humor categories. Respondents rate their enjoyment of each joke on a five point scale from 5 (very much) to 1 (not at all). Sums are computed for (1) the five item ratings in each humor category and (2) all 50 items overall. The eleven sums are scored as extremely low, low, average, high, extremely high in comparison to the authors’ original sample. Scores for each humor category are then related to different personality traits. The test measures appreciation for 10 humor types: Nonsense, Philosophical, Social, Philosophical, Sexual, Hostile, Ethnic, Sick, Scatological, and Male-Demeaning, and Female-Demeaning humor.

Arlin Test of Formal Reasoning

Designed to assess “individual’s ability to use the eight specific concepts associated with (Piaget’s) stages of formal operations”; profiles individual as “concrete, high concrete, transitional, low formal, or high formal.”

Army Alpha Exam

The Army Alpha Exam is a written test for literate recruits. The Alpha test had eight parts, such as analogies, filling in the missing number, and unscrambling a sentence. These types of tests have now become common in modern IQ tests.

Army General Classification Test (AGCT)

The Army General Classification Test: First Civilian Edition is designed as a measure of general learning ability. It was developed to classify male and female inductees of World War II according to “their ability to learn quickly the duties of a soldier.” On the assumption that modern warfare was highly technical in nature, emphasis was placed upon the measurement of the psychological functions of verbal comprehension, quantitative reasoning, and spatial thinking.

Art Judgment Test (Meier)

“This test is the culmination of six years of careful research directed toward the development of an objective measure of art talent, and designed to aid in the discovery of promising talent and the reduction of misdirected effort. Art talent is here regarded as a general capacity-ability complex comprising about twenty or more traits and factors. Hence, in spite of the extensiveness of the research, it should not be presumed that a test of this kind affords a complete, final, quantitatively exact measure of art talent. But it does measure the critical factor—aesthetic judgment, which is basic and indispensable. With a high degree of it the individual may look forward to an art career with assurance; without it he should reconsider.” The test is designed for use in junior and senior high schools. It consists of a test book of 125 pages of pictures (selected from over 600) printed in phototone and resembling etching. A record sheet is also obtainable. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Auditory Pointing Test

The Auditory Pointing Test is a cross-modal test of short-term memory [STM] for children ages 5-0 through 10-11 in which the child receives the stimulus auditorially and responds in the visual-motor modality. The Auditory Pointing Test is scored so that memory span can be examined separately from sequential memory.

Beck Anxiety Inventory® (BAI®)

Screen for anxiety with the Beck Anxiety Inventory® (BAI®). Patients respond to 21 items rated on a scale from 0 to 3. Each item is descriptive of subjective, somatic, or panic-related symptoms of anxiety. Screen Anxiety BAI has been found to discriminate well between anxious and nonanxious diagnostic groups in a variety of clinical populations. Clinical Validity Data are reported on samples of patients who were diagnosed as having panic disorder with agoraphobia, panic disorder without agoraphobia, social phobia, obsessive-compulsive disorder, and generalized anxiety.

Beck Depression Inventory – II

You can assess depression with the Beck Depression Inventory®—II (BDI®-II), which is in line with the depression criteria of the Diagnostic and Statistical Manual of Mental Disorders—Fourth Edition (DSM-IV). This new edition of the Beck Depression Inventory®, the most widely used instrument for detecting depression, takes just five minutes to complete and is more clinically sensitive than ever. Like its predecessor, the BDI-II consists of 21 items to assess the intensity of depression in clinical and normal patients. Each item is a list of four statements arranged in increasing severity about a particular symptom of depression. These new items bring the BDI-II into alignment with DSM-IV criteria. Items on the new scale replace items that dealt with symptoms of weight loss, changes in body image, and somatic preoccupation. Another item on the BDI that tapped work difficulty was revised to examine loss of energy. Also, sleep loss and appetite loss items were revised to assess both increases and decreases in sleep and appetite. Time Frame Increased Current DSM-IV guidelines require assessing depression symptoms over the preceding two weeks. The time frame for the response set in the new edition was changed from one week to two to comply. Improved Clinical Sensitivity After testing original and new items on a large clinical sample (N = 500), test developers compared item-option characteristic curves. The new editions showed improved clinical sensitivity, with the reliability of the BDI-II (Coefficient Alpha = .92) higher than the BDI (Coefficient Alpha = .86).

The Beck Hopelessness Scale

Use this powerful predictor of eventual suicide to help you measure three major aspects of hopelessness: feelings about the future, loss of motivation, and expectations. Responding to the 20 true or false items on the Beck Hopelessness Scale® (BHS®), patients can either endorse a pessimistic statement or deny an optimistic statement.

Predicts Eventual Suicide
Research consistently supports a positive relationship between BHS scores and measures of depression, suicidal intent, and ideation.

The Bender Gestalt Test

The Bender Gestalt Test, or the Bender Visual Motor Gestalt Test, is a psychological assessment instrument used to evaluate visual-motor functioning and visual perception skills in both children and adults. Scores on the test are used to identify possible organic brain damage and the degree maturation of the nervous system. The Bender Gestalt was developed by psychiatrist Lauretta Bender in the late nineteenth century.

Purpose The Bender Gestalt Test is used to evaluate visual maturity, visual motor integration skills, style of responding, reaction to frustration, ability to correct mistakes, planning and organizational skills, and motivation. Copying figures requires fine motor skills, the ability to discriminate between visual stimuli, the capacity to integrate visual skills with motor skills, and the ability to shift attention from the original design to what is being drawn.
The Bender Gestalt Test is an individually administered pencil and paper test used to make a diagnosis of brain injury. There are nine geometric figures drawn in black. These figures are presented to the examinee one at a time; then, the examinee is asked to copy the figure on a blank sheet of paper. Examinees are allowed to erase, but cannot use any mechanical aids (such as rulers). The popularity of this test among clinicians is most likely the short amount of time it takes to administer and score. The average amount of time to complete the test is five to ten minutes.

Description The Bender Gestalt Test lends itself to several variations in administration. One method requires that the examinee view each card for five seconds, after which the card is removed. The examinee draws the figure from memory. Another variation involves having the examinee draw the figures by following the standard procedure. The examinee is then given a clean sheet of paper and asked to draw as many figures as he or she can recall. Last, the test is given to a group, rather than to an individual (i.e., standard administration). It should be noted that these variations were not part of the original test. Read more about the Bender Gestalt Test.

The Blacky Pictures

The Blacky pictures were a series of picture cards used by psychoanalysts in mid-Twentieth century America and elsewhere to investigate the extent to which children’s personalities were shaped by Freudian psychosexual development. The drawings depicted a family of cartoon dogs in situations relating to psychoanalytic theory. The main character, ‘Blacky’, was accompanied by Tippy, a sibling, and a mother and father. Blacky’s sex was decided by the experimenter, depending on the subject who was taking the test.

Boston Diagnostic Aphasia Examination

The BDAE is designed to diagnose aphasia and related disorders. This test evaluates various perceptual modalities (auditory, visual, and gestural), processing functions (comprehension, analysis, problem-solving) and response modalities (writing, articulation, and manipulation). The BDAE can be used by neurologists, psychologists, speech-language pathologists and occupational therapists (Goodglass & Kaplan, 1972).

Authors*: Sabrina Figueiredo, BSc; Vanessa Barfod, BA
Contributor: Katherine Salter
Expert reviewer: Dr. Lorraine Obler
Editors: Lisa Zeltzer, MSc OT; Nicol Korner-Bitensky, PhD OT; Elissa Sitcoff, BA BSc

California Critical Thinking Disposition Inventory

OVERVIEW Highlights of the CCTDI:

  • Straightforward 75-question survey; relatively inexpensive to administer; takes about 20 minutes to complete; questionnaire can be completed by paper and pencil or online.
  • The survey addresses the “dispositional” dimension of critical thinking—as opposed to the “skills” dimension, which is evaluated in the Critical Thinking Skills Test (CCTST). It assesses how students feel they approach these seven qualities: truth-seeking, open-mindedness, analytical tendencies, systematic tendencies, critical thinking self-confidence, inquisitiveness, and cognitive maturity.

Uses of the CCTDI:

  • As a one-time test to gain understanding of how students view themselves as critical thinkers. Students’ strengths toward critical thinking are noted and areas for improvement identified.
  • As a pre- and post-test of a particular curricular or co-curricular experience in order to study how a student’s attitude toward critical thinking develops in relation to that experience.
  • Can be combined with demographic surveys to examine the relationship between student attitudes toward critical thinking and student characteristics (such as socioeconomic status or major).

California Psychological Inventory (CPI)

The goals of the CPI were to assess the kind of everyday variables that ordinary people use in their daily lives to understand, classify, and predict their own behavior and that of others. It seeks to appraise fold concepts that arise from and are linked to the ineluctable processes of interpersonal life, and that are found everywhere that humans congregate into groups and establish societal functions.

California Test of Personality- Adult Form Aa & Bb, 1953

A self report questionnaire, it consists of 96-180 questions answered “yes”” or “no.”” The first half of the test is now labeled Personal Adjustment. It yields 6 sub-scores based on 8-15 items (depending on level). The second half, designated Social Adjustment, contains 6 similar sections yielding sub-scores. Reliability coefficients, item analysis data, and intercorrelations of the sub-scores are given for each level. Changes over the previous editions include rearrangement of items and additional validity and reliability material. [Booklets (8), Scoreze answer sheets (7) IBM answer sheets (4), manual; specimen set (50)]. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Career Ability Placement Survey (CAPS)

The Career Ability Placement Survey (CAPS) is a comprehensive, multi-dimensional battery designed to measure vocationally relevant abilities. Each of the eight ability dimensions is keyed to entry requirements for the majority of occupations in each of the 14 COPSystem Career Clusters. CAPS scores are interpreted in terms of examinees’ abilities relative to others at the same educational level. Scores are also interpreted in terms of each of the 14 COPSystem Career Clusters. Examinees learn which occupational areas are most suited to present abilities and which areas might require a bit more training if examinees are interested in pursuing related occupations.

Career Occupational Preference System (COPS)

The COPS Interest Inventory consists of 168 items, providing job activity interest scores related to 14 different career clusters. Each cluster corresponds to both high school and college curriculum, as well as current sources of occupational information. The COPS interpretive material emphasizes a “hands-on” approach to career exploration, featuring career and educational planning worksheets, along with a listing of suggested activities to gain experience.

Career Orientation Placement & Evaluation Survey (COPES)

Personal values play an important part in occupational selection and job satisfaction. The Career Orientation Placement and Evaluation Survey (COPES) provides a measure of values to supplement programs in educational and industrial career counseling. COPES scores are keyed to the 14 COPSystem Career Clusters enabling examinees to discover which occupational areas match their personal values.

Child Behavior Checklist (1996)

The Child Behavior Checklist (CBCL) is a checklist parents complete to detect emotional and behavioral problems in children and adolescents. This fact sheet describes the assessment and how to order this tool. The CBCL is part of the Achenbach System of Empirically Based Assessment (ASEBA). There are two other components of the ASEBA – the Teacher’s Report Form (TRF) is to be completed by teachers and the Youth Self-Report (YSR) by the child or adolescent.

Children’s Apperception Test (1949)

The Children’s Apperception Test is used to assess personality, level of maturity, and, often, psychological health. The theory is that a child’s responses to a series of drawings of animals or humans in familiar situations are likely to reveal significant aspects of a child’s personality. Some of these dimensions of personality include level of reality testing and judgment, control and regulation of drives, defenses, conflicts, and level of autonomy.

Children’s Depression Inventory

The CDI evaluates the presence and severity of specific depressive symptoms in youth so that you can develop a targeted treatment plan. Parent, teacher, and self-report ratings provide a comprehensive evaluation. The CDI is commonly used in schools, clinics, guidance centers, and medical pediatric settings by psychologists, psychiatrists, social workers, and mental health professionals.

Cognitive Factors, Kit Of Reference Tests

The kit is a tool for studying reasoning, verbal ability, spatial ability, memory and other cognitive processes. It contains a manual and 72 tests that have been demonstrated to be consistent markers in studies of 23 cognitive factors. The kit tests are intended for research use only and should not used for selection, counseling or operational purposes.

Profile of Mood States (POMS)

The POMS assessment provides a rapid, economical method of assessing transient, fluctuating active mood states. It is an ideal instrument for measuring and monitoring treatment change in clinical, medical, and addiction counseling centers. It is also well-suited to clinical drug trials because its sensitivity to change allows you to accurately document the effects of drugs on mood state.

How to Use the Assessment The POMS consists of three versions: POMS Standard, POMS Brief, and POMS-Bipolar. All three versions are available in handscored format with MHS QuikScore™ Forms.

POMS Standard The POMS Standard is the original POMS assessment. It provides the most detailed information with scores for all the scales. Because the POMS can be re-administered as frequently as every week, you can choose the time frame that is most appropriate for your situation.

POMS Brief

The POMS Brief is a shorter version of the original POMS Standard. It measures the same scales, but with fewer items it does not provide as much detail. It is ideal for situations where time is limited and more in-depth information is not necessary.

POMS-Bipolar The POM-Bipolar is the newest addition to the POMS. It measures moods and feelings primarily in clinical rather than nonclinical settings. It can help to determine an individual’s psychiatric status for therapy, or be used to compare mood profiles associated with various personality disorders. In nonclinical settings, the POMS-Bipolar can assess mood changes produced by techniques such as psychotherapy or meditation.

POMS 2™ Profile of Mood States 2nd Edition™

The POMS 2™ instruments assess the mood states of individuals 13 years of age and older. A revision of the Profile of Mood States™, the self-report scales are a collection of tools that allow for the quick assessment of transient, fluctuating feelings, and enduring affect states. The tool is applicable in clinical, medical, research, and athletic settings, where its sensitivity to change makes the assessment ideal for treatment monitoring and evaluation, as well as clinical trials.

Features and Benefits

  • Established clinical and research utility
  • Large normative samples representative of the U. S. population
  • Updated adult norms that include norm groups for 18-29, 30-49, & 50+, as well as the option of a 60+ norm group
  • Includes a new youth version for individuals 13-17 years old
  • Full-length and short versions available to suit varying assessor needs
  • Flexible administration options – online and paper forms
  • Easy administration, scoring, and interpretation of results

Technical Information With an equal number of males and females in age bands, the normative sample for the POMS 2-A and the POMS 2-A Short includes 1,000 self-reports and is representative of the general U.S. population in terms of ethnicity/race and education level. Normative data for the POMS 2-Y and the POMS 2-Y Short includes 500 self-report raters aged 13 to 17 years, with an equal number of females and males from each age. It is representative of the general U.S. population in terms of ethnicity/race, and education level.

Assessment Reports Provide detailed results from a single administration, including the respondent’s scores, and indications of how he/she compares to other adults (POMS 2-A) or adolescents (POMS 2-Y).

Progress Reports Summarize important changes that have occurred over time in reported mood states by combining a respondent’s results from up to four administrations.