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Unit 13 : Interpretation of Test Scores : Qualitative and Quantitative

a person’s performance as well as measure it. The data and indexes derived from psychological Notes
tests are, for the most part, objectively determined; but their clinical use involves judgment,
subjective assessment, and interpretation, based upon a variety of data from several sources. The
experienced clinical examiner will supplement the test’s numerical results with his observations
of the testee’s attitudes during the examination and the manner in which he attacks the problems
of the test : his degree of confidence or dependence, his cooperativeness or apathy, his negativism
or resentment, the richness or paucity of his responses. The individual test situation thus can be,
in effect, an occasion lor general psychological observations—really a penetrating psychological
interview.
Ability not only to score a test but also to assess and interpret responses and to evaluate the
individual’s behavior during the examination is a clinical skill the psychologist develops from
working with persons rather than with tests alone. However, for the practice of his skill he must,
of course, thoroughly understand the psychological and statistical foundations and hypotheses
upon which the tests are based.
A few specific instances of the qualitative analysis and interpretation of test responses will illustrate
the kinds of observations that constitute the clinical aspects that supplement numerical scoring.
Word definitions are generally acceptable at a fairly elementary level; but they vary in level and
quality from purely concrete, to functional, to conceptual or abstract. Differences in quality level
are indicative of differences in modes of thinking. It also happens, at times, that some words are
emotionally charged for the examinee, in which case his definition and behavioral response may
be revealing.
Some test items permit the exercise of considerable freedom in response. These responses may
reveal the examinee’s attitudes, values, and modes of meeting life situations. In this category are
test items that ask, “What is the thing to do when . . . ?” Or, “Why should we . . ?” The subject’s
reactions to such items, the qualities of his verbalizations in making the responses, and the
presence or absence of strong feelings reveal some of the nonintellective aspects of his personality.
The subject’s specific comments while performing a task are of possible significance in regard to
his attitude toward himself, or toward an authority figure (the examiner), or toward other
individuals and institutions in his environment.
Responses to items or random comments may reveal hostilities and anxieties, or wholesome
cooperativeness and security.
The manner of speech—the use of expletives, halting and fumbling, restless movements, blushing,
or, on the other hand, a relaxed attitude, mild criticism of one’s own performance — provides
valuable clues to the testee’s personality.
Character disorders may be indicated by impetuous and uncritical responses that are incorrect
but are given with assurance and pretentiousness.
The subject’s ability to direct his attention toward, to concentrate upon, and to organize a task are
often revealed by his mode of approach to a test problem.
The selective character, if any, of a person’s vocabulary and information (two subtests widely
used) will shed light upon his experiences, interests, cultural background.
A personality trait such as compulsiveness (as opposed to desirable thoroughness and self-criticism)
may be revealed by excessively detailed responses and by numerous and unnecessary alternative
responses.
Some types of responses indicate pathological or psychotic states : erroneously bizarre responses
by an otherwise intelligent person (for example, London is in Africa; the population of the
United States is 1,500,000); disjointed and irrelevant responses; and distorted interpretations of
the task or problem.

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