California State Hogan Personality Inventory Psychological Test Evaluation Paperby Gary Chapman

California State Hogan Personality Inventory Psychological Test Evaluation Paperby Gary Chapman California State Hogan Personality Inventory Psychological Test Evaluation Paperby Gary Chapman ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Home > Humanities > California State Hogan Personality Inventory Psychological Test Evaluation Paper Question Description I need an explanation for this Psychology question to help me study. The purpose of the current assignment is to evaluate the psychometric properties of a psychological assessment. I have chosen the Hogan Personality Inventory. I have included that assessment and the two research articles that use the Hogan Personality Inventory that are needed for this assignment. The body of this paper should be 2-3 pages double spaced and in APA 7 format. There is also instructions and a sample included. Let me know if you have any questions! Unformatted Attachment Preview TEST EVALUATION PAPER INSTRUCTIONS OVERVIEW The purpose of the current assignment is to evaluate the psychometric properties of a psychological assessment of your choice. For this paper, each student will select ONE psychological test that is NOT covered in the textbook or in any class presentations. In grading your paper, your instructor will look at the following: INSTRUCTIONS Evaluation of the Psychometric Properties of the Test Your evaluation of the test should include the following areas of consideration: 1. Purpose of Test: What is the purpose of the test (personality, screening, diagnosis, marriage counseling, placement for children, etc.)? Who developed it and why? How is it used? 2. Type of Test/Scoring: What kind of items does the test utilize (T/F, Likert, etc.)? How is the test scored? What kind of score(s) do respondents receive (percentile rank, z score, T score, total and /or subscale scores?) 3. Normative Sample: Describe the normative sample (including the number of participants and their known demographic characteristics). Indicate whether or not the normative sample is adequately representative of the intended test-takers. 4. Administration: How is the test administered? Paper and pencil? Computer based? Who can purchase/administer the test (i.e., minimum qualifications)? 5. Reliability: Correctly use terms from the textbook/course materials to define the types of evidence for reliability reported in the review articles, and provide the specific numerical values of the reliability statistics. If no reliability data are provided, then explain what type of evidence for reliability you would need in order to fully evaluate the test. 6. Validity: Correctly use terms from the textbook/course materials to define the types of evidence for validity reported in the review articles, and provide the specific numerical values of the validity coefficients. If no validity data are provided, then explain what type of evidence for validity you would need in order to fully evaluate the test. Justification for Selecting the Test Your justification for selecting the test should include the following areas of consideration: 1. Explain why you selected this test for review. Specifically, explain how the test is relevant to what you are doing now and/or your future career plans. 2. Explain how the test that you chose fits in with the goals and responsibilities of Christian professionals who might utilize the test. California State Hogan Personality Inventory Psychological Test Evaluation Paperby Gary Chapman. Choose at least one scriptural citation to support your argument. Page 1 of 2 Assignment Parameters 1. Use of current APA formatting guidelines is expected throughout your paper. 2. Your assignment should include an APA-formatted Title Page. 3. You will choose one (1) psychological test to evaluate, and you will find two (2) articles from the Mental Measurements Yearbook (MMY) database that assess the psychometric properties of the test that you chose. 4. In your evaluation of the test, you will use information gathered from both review articles to write a comprehensive evaluation of the test. • The written evaluation of the test itself (the body of your paper) should be 2-3 pages in length. • Your paper should be written in a scholarly writing style with a formal, college-level tone that utilizes appropriate grammar, diction, spelling, and punctuation. • Your paper should appropriately utilize in-text citations of all sources (2 review articles and 1 scriptural citation), and citations should be presented in accurate APA format. 5. Your paper will include an APA-formatted References Page. • Your references page should include the reference information for the 2 review articles that you obtained from the MMY. • You also may include the class textbook as a reference if you cite information from the textbook when writing your paper. • Make sure that you reference every source that you cite and that you cite every source that you reference. (Referencing the Bible is not required in APA-formatted manuscripts, but you can choose to reference it if you would like. Citing the Bible is required.) • Your references for articles obtained from the MMY should include the following information: 1) Last name, first initial of author(s) of the review, 2) year of publication of MMY edition, 3) name of test being reviewed, 4) name(s) of MMY editors, 5) title of MMY edition, and 6) electronic retrieval statement • Please see the MMY Reference Template document provided in the Assignment Instructions folder for visual guidance on how to format your references. Be sure to carefully review the Grading Rubric posted in the Assignment Instructions folder so that you know exactly what is expected of you when completing this assignment. Page 2 of 2 TEST EVALUATION 1 Evaluation of the Personality Assessment Inventory—Adolescent Author Note TEST EVALUATION 2 Abstract An abstract that provides an overview of the paper’s content is required. Please format the abstract according to current APA Manual standards. Write your abstract (and paper) as if you are preparing this manuscript for submission in a peer-reviewed journal. Keywords: test name, test content keyword, assessment, psychometric properties TEST EVALUATION 3 Evaluation of the Personality Assessment Inventory—Adolescent The Personality Assessment Inventory- Adolescent (PAI-A) is a self report personality questionnaire for clinical assessment of adolescents ranging in age from 12 to 18 years old. Kade (2010) identifies this assessment as an objective test for personality, designed to give insight on vital client variables in professional settings. The manual for the test indicates that there are 264 items that take participants 30-45 minutes to complete, and examiners 10-15 minutes to score. California State Hogan Personality Inventory Psychological Test Evaluation Paperby Gary Chapman. Each item is answered on a 4-point likert-like scale ranging from false/not at all true, to true/very true (Sandoval, 2010). The option of having computer-based administration, scoring, and interpretive report software is available. Analysis of the test instructions and items shows reading comprehension at a fifth grade level is required for test completion. Norms for scores on the PAI-A were based in 707 participants. The sample was not random, because data were collected on 1,032 participants in matching demographics. Norms are not broken down by age, ethnicity, or gender because observed group differences were typically within the range of measurement error and account for less than 5% of the variance in scores (Kade, 2010). There was an average test-retest reliability coefficient of .78 for the scales after a mean of 18 days. Sandoval (2010) explains that six validity studies were completed with samples ranging from 77 to 1,160 and support the assessments criterion related validity. Sandoval (2010) also asserts that the PAI-A gives a much better alternative to the growing number of other self report measures available for this age group in clinical decision making. Justification for Choosing the Personality Assessment Inventory—Adolescent I selected the current test because I thought it would be very helpful for my brother who was diagnosed with both Oppositional Defiant Disorder and Attention Deficit/Hyperactivity TEST EVALUATION 4 Disorder at age 9. It will be helpful to him when he is older and starts venturing into more professional settings. Specifically, it would be very beneficial to be knowledgeable about the different aspects of his personality when sending him to college or into the work place so that he may be as effective and productive as possible. Knowing what affect his behavioral disorders have on his personality will enable our family to equip him with the tools necessary to succeed and achieve to his fullest potential. From the perspective of a Christian professional who utilizes psychological tests, this test is a reliable and validy way to gain information and to make clinical decisions to help people who may be struggling with emotional and/or behavioral disorders. In Matthew 25:35-40 (New International Version) Jesus says: 35 For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, 36 I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me.’ 37 “Then the righteous will answer him, ‘Lord, when did we see you hungry and feed you, or thirsty and give you something to drink? 38 When did we see you a stranger and invite you in, or needing clothes and clothe you? 39 When did we see you sick or in prison and go to visit you?’ 40 “The King will reply, ‘Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me.’ The PAI-A is a test that allows Christian professionals to accurately and consistently identify hurting people in order to offer them assistance. California State Hogan Personality Inventory Psychological Test Evaluation Paperby Gary Chapman In this way we will fulfill Jesus’ expectations for His followers to take care others just as if we were taking care of Him. TEST EVALUATION 5 References Kade, H. D. (2010). Test review of the Personality Assessment Inventory-Adolescent. In R. A. Spies, J. F. Carlson, & K. F. Geisinger (Eds.), The eighteenth mental measurement yearbook. Retrieved from the Buros University Mental Measurement Yearbook online database. Sandoval, J. (2010). Test review of the Personality Assessment Inventory-Adolescent. In R. A. Spies, J. F. Carlson, & K. F. Geisinger (Eds.), The eighteenth mental measurement yearbook. Retrieved from the Buros University Mental Measurement Yearbook online database. HOGAN PERSONALITY INVENTORY HOGAN PERSONALITY INVENTORY M A N U A L MANUAL Robert Hogan, PH.D. Robert Hogan, PH.D. Joyce Hogan, PH.D. www.hoganpress.com Joyce Hogan , PH.D. Hogan Personality Inventory Manual Third Edition Robert Hogan, Ph.D. Joyce Hogan, Ph.D. Hogan Assessment Systems Tulsa, OK 74114, USA 2007 © 2007 Hogan Assessment Systems, Inc. All rights reserved. No part of this work may be copied or transferred to any other form or expression without the expressed written consent of Hogan Assessment Systems, Inc. Hogan Personality InventoryTM Hogan Development SurveyTM Motives, Values, Preferences InventoryTM Hogan Business Reasoning InventoryTM are the exclusive registered trademarks of Hogan Assessment Systems, Inc. www.hoganassessments.com ISBN 978-0-9794448-1-4 CONTENTS Contents 1. Introduction 1.1 1.2 1.3 1.4 1.5 Applying Socioanalytic Theory to Performance at Work Measurement: Personality Assessment and the Five-Factor Model Measurement: Assessing Job Performance using Multidimensional Models A Viewpoint on Measurement What to Measure 2. Inventory Construction, Reliability, And Con?rmation 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 Early Development Later Development Most Recent Technical Developments De?nitions of the Scales Composition of the Personality Scales; The 1992 Factor Analysis Composition of the Personality Scales: The 2007 Con?rmatory Factor Analysis HPI Scale Distributions and Reliability HPI Test-Retest Reliability 3. Validity 8 8 10 11 12 13 15 15 16 17 19 20 26 31 37 42 3.1 Correlations With Other Tests 3.2 Interpretive Summaries of the HPI Scale Correlations with Other Tests 3.3 HPI Correlates of Organizational Behavior 3.4 HPI Validity for Personnel Selection in Seven Job Families 3.41 Managers & Executives Job Family 3.42 Professionals Job Family 3.43 Technicians & Specialists Job Family 3.44 Operations & Trades Job Family 3.45 Sales & Customer Support Job Family 3.46 Administrative & Clerical Job Family 3.47 Service & Support Job Family 43 64 69 78 83 88 91 94 97 101 103 4. Interpretation 107 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 108 109 110 111 112 113 114 115 Adjustment Ambition Sociability Interpersonal Sensitivity Prudence Inquisitive Learning Approach Adjectival Correlates of HPI Scale Scores 3 CONTENTS 5. Administering the HPI 5.1 5.2 5.3 5.4 5.5 5.6 5.7 Key Features of the Web-Based Platform Completing the HPI Using the Online Internet System Participant’s Informed Consent Using International Translations of the HPI Accommodating Individuals with Disabilities Frequently Asked Questions Alternative Testing Solutions 6. Compilation Of Norms 6.1 Characteristics of the 2005 HPI Norming Sample 6.2 Demographics of the Norming Sample 6.3 Descriptive Statistics of the Norming Sample 7. References 121 121 122 125 127 130 130 131 132 132 137 138 143 Appendix A: 2005 HPI Norming Sample Scale Scores 157 Appendix B: 1995 HPI Norms (N=21,573) Appendix C: References For Transportability Of Validity Within Job Families Appendix D: Correlations of HPI Scales With Adjectival Descriptions By Observers 166 167 175 4 TA B L E S & F I G U R E S Tables & Figures Table 1.1 Components of the Five-Factor Model 9 Table 2.1 Varimax Rotated Factor Matrix for HPI HIC 22 Table 2.2 The Constituent HICs for the Seven HPI Scales 25 Table 2.3 Intercorrelations Between HPI Observed Scale Scores and Latent Factor Scores 27 Figure 2.1 HIC-Level Con?rmatory Factor Model for the HPI 28 Figure 2.2 Histogram of Standardized Residuals for the Oblique Factor Model with Maximum Likelihood 29 Parameter Estimation Table 2.4 CFA factor Loadings for the HPI HICs 30 Table 2.5 Classical Item and Scale Statistics for the HPI 35 Table 2.6 Composite Alphas and Standard Errors of Measurement for the Seven HPI Scales 36 Table 2.7 Hypothetical Scores on a Personality Scale Over Two Test Occasions 37 Figure 2.3 Hypothetical Scores and Test-Retest Reliabilities for a Personality Scale Over Two Test 38 Occasions Table 2.8 Short-Term (14-21 day interval) Test-Retest Stability Indices for the HPI 40 Table 2.9 Long-Term (8 years interval) Test-Retest Stability Indices for the HPI 41 Table 3.1 Correlations Between the ASVAB Composites and the HPI Scales 44 Table 3.2 Correlations Between the PSI Basic Skills Tests and the HPI Scales 44 Table 3.3 California State Hogan Personality Inventory Psychological Test Evaluation Paperby Gary Chapman. Correlations Between GATB (Form E) and the HPI Scales 45 Table 3.4 Correlations Between WGCTA (Form B) and the HPI Scales 46 Table 3.5 Correlations Between BMCT and the HPI Scales 46 Table 3.6 Correlations Between HBRI and the HPI Scales 46 Table 3.7 Correlations Between the MBTI and the HPI Scales 48 Table 3.8 Correlations Between the SDS and the HPI Scales 48 Table 3.9 Correlations Between the MVPI the HPI Scales 48 Table 3.10 Correlations Between the IAS and the HPI Scales 50 Table 3.11 Correlations Between Goldberg’s Big-Five Markers and the HPI Scales 50 Table 3.12 Correlations Between 16PF and the HPI Scales 51 Table 3.13 Correlations Between CPI and the HPI Scales 52 Table 3.14 Correlations Between JPI-R and the HPI Scales 53 Table 3.15 Correlations Between MPQ the HPI Scales 53 Table 3.16 Correlations Between the NEO-PI-R and the HPI Scales 54 Table 3.17 Correlations Between the PCI Primary Scales and the HPI Scales 54 Table 3.18 Correlations Between the Inventario de Personalidad de Cinco Factores and the HPI Scales 54 Figure 3.1 Relations Between FFM Inventories and the HPI Scales 55 Table 3.19 Correlations Between the HDS and the HPI Scales 57 Table 3.20 Characteristics of Rated Personality Description Scales 66 Table 3.21 Scale Correlates of Rated Personality Descriptions 67 Table 3.22 Adjectival Correlates of the HPI Scales 68 Figure 3.2 Example Criteria Representing Getting Along, Getting Ahead, and HPI Personality Scales 70 5 TA B L E S & F I G U R E S Table 3.23 Distribution of Studies Based on Holland Code and Job Title 72 Table 3.24 Meta-Analysis Results Across Getting Along and Getting Ahead Criteria Combined 74 Table 3.25 Meta-Analysis Results for Getting Along and Getting Ahead Criteria Separated 74 Table 3.26 Meta-Analysis Results for Criteria Aligned by Personality Construct 77 Table 3.27 US Department of Labor Job Categories and SOC Codes Categorized by Job Family 83 Table 3.28 Managers & Executives Jobs with Criterion-Related Data for Meta-Analysis 84 Table 3.29 Meta-Analytic Correlations Between HPI Scales and Performance Criteria for Managers & 85 Executives Jobs Table 3.30 HPI Synthetic Validity/Job Component Validity for Managers & Executives Job Family 87 Competencies Table 3.31 Professionals Jobs with Criterion-Related Data for Meta-Analysis Table 3.32 Meta-Analytic Correlations Between HPI Scales and Performance Criteria for Professionals Jobs 89 Table 3.33 HPI Scale Synthetic Validity/Job Component Validity for Professionals Job Family Competencies 90 Table 3.34 Technicians & Specialists Jobs with Criterion-Related Data for Meta-Analysis 92 Table 3.35 Meta-Analytic Correlations Between HPI Scales and Performance Criteria for Technicians & 92 89 Specialists Jobs Table 3.36 HPI Scale Synthetic Validity/Job Component Validity for Technicians & Specialists Job Family 93 Competencies Table 3.37 Operations & Trade Jobs with Criterion-Related Data for Meta-Analysis 95 Table 3.38 Meta-Analytic Correlations Between HPI Scales and Performance Criteria for Operations & 95 Trades Jobs Table 3.39 HPI Synthetic Validity/Job Component Validity for Operations & Trades Job Family Competen- 96 cies Table 3.40 Sales & Customer Support Jobs with Criterion-Related Data for Meta-Analysis 98 Table 3.41 Meta-Analytic Correlations Between HPI Scales and Performance Criteria for Sales & Customer 99 Support Jobs Table 3.42 HPI Synthetic Validity/Job Component Validity for Sales & Customer Support Job Family Compe- 100 tencies Table 3.43 Administrative & Clerical Jobs with Criterion-Related Data for Meta-Analysis 101 Table 3 44 Meta-Analytic Correlations Between HPI Scales and Performance Criteria for Administrative & 102 Clerical Jobs Table 3.45 HPI Synthetic Validity/Job Component Validity for Administrative & Clerical Job Family Compe- 103 tencies Table 3.46 Service & Support Jobs with Criterion-Related Data for Transportability of Validity 104 Table 3.47 Meta-Analytic Correlations Between HPI Scales and Performance Criteria for Service & Support 104 Jobs Table 3.48 HPI Synthetic Validity/Job Component Validity for Service & Support Job Family Competencies 105 Table 4.1 Adjustment Correlations with CQS and ACL Items 116 Table 4.2 Ambition Correlations with CQS and ACL Items 117 Table 4.3 Sociability Correlations with CQS and ACL Items 117 6 TA B L E S & F I G U R E S Table 4.4 Interpersonal Sensitivity Correlations with CQS and ACL Items 118 Table 4.5 Prudence Correlations with CQS and ACL Items 119 Table 4.6 Inquisitive Correlations with CQS and ACL Items 119 Table 4.7 Learning Approach Correlations with CQS and ACL Items 120 Figure 5.1 Hogan Assessment Systems Participant Login Web Page 122 Figure 5.2 Hogan Assessment Systems Participant Information Web Page 123 Figure 5.3 Hogan Assessment Systems Participant Menu Web Page 124 Figure 5.4 Hogan Assessment Systems Questionnaire Assessment Web Page 125 Table 5.1 HPI Language Translations 127 Figure 5.5 Hogan Assessment Systems Report Language Selection 128 Figure 5.6 Hogan Assessment Systems Language Translation Flags 129 Table 6.1 HPI Database Classi?ed by DoL Occupations 134 Table 6.2 HPI Norming Sample Distribution by Occupation Using Applicants in Selection Contexts 135 Table 6.3 Final Norming Sample Distribution by Test Purpose 136 Table 6.4 Final Norming Sample Distribution by Occupation 136 Table 6.5 Gender Distribution of Final Norming Sample 137 Table 6.6 Race/Ethnicity Distribution of Final Norming Sample 137 Table 6.7 Norming Sample Ethnic Composition by Age and Gender 137 Table 6.8 Norming Sample Scale Means and Standard Deviations 138 Table 6.9 Norming Sample Scale Means and Standard Deviations by Age 139 Table 6.10 Norming Sample Scale Means and Standard Deviations by Gender 140 Table 6.11 … Purchase answer to see full attachment Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10