PROFESSOR JIDEOFO KENECHUKWU DANMBAEZUE HAS REDUCED A POST-DOCTORAL PRACTICUM TO ITS MOST LOWEST COMMON FACTORS
RESPONSIBLE PARENTS CAN BE THE FAMILY COUNSELLORS OF
THEIR CHILDREN BY MASTERING THESE BASIC LECTURES BY DANMBAEZUE
PSYCHOMETRIC LECTURE TO
POSTGRADUATE STUDENTS TWO DECADES AGO AT THE UNIVERSITY OF NIGERIA
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video for understanding this lecture is live at:
DR KENEZ LECTURES TO
STUDENTS OF GUIDANCE & COUNSELLING IN TERTIARY INSTITUTIONS
Saturday, June 27, 2015
PSYCHOMETRIC FAMILY COUNSELLING
IN PRACTICE, THE CONCEPTUALISATION, DEVELOPMENT, STANDARDISATION OD PSYCHOLOGICAL
TESTS
PSYCHOMETRICS PROPER IN
KENEZIAN HUMAN MEDICINE / FAMILY RESEARCH PROGRAMMES
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more encyclopaedic information.
PSYCHOLOGY IS
UBIQUITOUS AND SO IS MEASUREMENT
AN INTRODUCTION TO PRODUCTION OF STANDARDISED TESTS FOR ALL
PROFESSIONS RELATED TO THE OPTIMUM PROGRESS OF HEALTHY, SUCCESSFUL AND HAPPY
FAMILIES
Dr Jideofo Kenechukwu Danmbaezue here shows new students
what it takes to start using standardised tests using this site;
https://targetjobs.co.uk/careers-advice/psychometric-tests/275677-psychometric-tests-what-they-are-and-why-graduates-need-to-know
PSYCHOMETRIC TESTS:
WHAT THEY ARE AND WHY GRADUATES NEED TO KNOW
Psychometric tests: when they are used | ability tests | aptitude tests | critical thinking and
situational judgement tests | personality tests | 3D simulations | free practice tests | exercise your mind | tips for test days
Many
graduate employers use psychometric tests as part of the selection process for
their graduate schemes. Use our quick guide to find out what to expect, and
have a go at some practice tests.
If
you apply for a place on a graduate scheme with a big graduate employer,
chances are you’ll be asked to take psychometric tests. They are often used as
a filtering mechanism at an early stage in the recruitment process.
As
with any kind of test, you can improve your performance by knowing what to
expect and by practising. As long as you’ve done some preparation beforehand,
you can approach psychometric tests confident in the knowledge that you’re as
well placed to succeed as anyone else.
Pychometric
tests are impersonal, standardised and objective, and practice tests are
readily available. The psychometric test is a level playing field: employers
value them because they are a fair way of comparing different candidates’
strengths regardless of educational background.
This
article will explain what to expect from the different kinds of tests and which
tests are used by some of the most popular graduate employers. We’ll also give
you links to free psychometric tests from some of the key organisations that
devise these assessments for graduate recruiters, plus tips for preparation and
for doing your best on the day.
When you could be
tested in the recruitment process
Psychometric
tests may be used at different stages of the graduate selection process:
After
you submit your online application form.·
Alongside
a first interview.·
At
a later stage, possibly with a second interview or as part of an assessment
centre. You may be re-tested at this point to confirm the results of earlier
tests.·
Types of test;
ability, aptitude and personality
Ability tests measure either general or particular skills,
capability and acumen. This category of test can include:
·Numerical tests: assess
how well you interpret data, graphs, charts or statistics. Can test basic
arithmetic.
·Verbal reasoning tests: assess
how you well you understand written information and evaluate arguments and
statements.
·Non-verbal reasoning tests: assess
how well you follow diagrammatic information or spot patterns. Can check
spatial awareness. Diagrammatic or abstract reasoning tests are sometimes
described as inductive reasoning tests.
·Logical reasoning tests: assess
how well you follow through to a conclusion given basic information, or using
your current knowledge or experience. These include deductive reasoning tests, in
which you are given information or rules to apply in order to arrive at an
answer.
You are particularly likely to come up
against inductive reasoning tests when
applying for engineering, science and IT roles, including software development
jobs and positions that involve technical design. They tend to consist of multiple
choice questions that you have to complete against the clock. Each question
might consist of a series of simple pictures, each one of which is slightly
different. You might then be asked to choose another picture from a number of
options to complete the series. Try to find out in advance if you are likely to
be set an inductive reasoning test as part of an assessment centre, as this
will give you the chance to seek out examples and practise. Don't panic if you
can't complete all the questions on the day; the test may have been devised so
that it is almost impossible to finish before time is up.
Deductive reasoning tests assess a different type of logical problem
solving. Broadly speaking, inductive reasoning moves from observation of
specific instances to forming a theory that can be used to make predictions.
Deductive reasoning starts with a number of rules and applies them in order to
work out what happens in specific cases. Inductive reasoning can arrive at new
solutions rather than using what is already known to solve a problem, so you
can see why employers who focus on technological innovation are interested in
it.
Employers
may also run tests to assess your problem-solving skills or ability to identify
mistakes accurately: eg proof-reading or basic spelling and grammar tests.
Aptitude tests examine your potential to learn a new skill
that is needed to do the job you have applied for. If you are considering
careers in IT you may be asked to complete a programming aptitude test (this
could take the form of a diagrammatic, abstract reasoning or inductive
reasoning test). For other career areas, such as finance, you may find that
numerical and verbal reasoning tests are focused on the kind of information you
would come across in your daily work.
Ability
and aptitude tests are usually conducted under timed, exam conditions. Most
involve multiple-choice or true/false answers. They can be done on paper but
increasingly employers use computer-based programs.
The
results compare your ability levels to a ‘normal’ expectation for a demographic
group chosen by the employer or test provider (this could be the results of a
group of previously successful applicants, people typical of your level of
education, or the general public).
Critical thinking and
situational judgement tests assess
candidates’ natural responses to given situations. They are used in two ways:
To
give graduates the chance to evaluate themselves. Several employers host tests
in a quiz or game format on their websites to enable graduates to see if they
would be a good fit. These tests are usually designed to be fun and appealing,
but can be a wake-up call if you are less well suited to working for that
particular organisation than you think.·
As
part of the recruitment process, to gauge how a candidate operates. The test
results may also help the recruiter decide which area of the business the
candidate would suit best.·
The
best approach is to answer as honestly and calmly as possible. Candidates should
make sure they understand the scenario properly and only use the information
given. Situational judgement and critical thinking assessments measure
suitability rather than ability, so applicants who don't get through to the
next stage of the recruitment process have not failed; rather, they have
succeeded in avoiding a job and employer that would not have been a good match.
Personality tests assess your typical behaviour when presented
with different situations and your preferred way of going about things. They
examine how likely you are to fit into the role and company culture. Assessors
may match your responses with those of a sample of successful managers or
graduate recruits. Employers look for people with certain characteristics for
particular jobs. For a sales role they may want someone who is very forward,
sociable, and persuasive.
Don't
try to second guess what you think the employer wants to see – personality
questionnaires assess consistency in responses. If you’re right for the job and
the employer is right for you, you’ll do fine. If the job and employer isn’t
looking for people with your personality, you’ll make a lucky escape.
Graduate Talent Simulations were recently introduced by SHL. These are
3D graphics which visually demonstrate a situation, rather than simply telling
you about it. They are very similar to the video simulations used by other
companies. The difference is that they can be customised and branded to suit a
company, so you may come across them more than once in your graduate job hunt.
Talking 3D people can be a little off-putting at first, so if you think you’re
going to be taking one of these tests, be prepared to listen to what the
characters are saying.
Our employer hubs include in-depth reports on
individual graduate employers that provide information about how to get hired
and give insights about what to expect from the recruitment process.
Free practice tests
online
The
best way to approach graduate psychometric tests is to practise so that you
become familiar with the typical formats they take and the way questions are
asked. It will also help you to improve on speed and accuracy and identify
areas in your ability tests that need work. Just make sure you don’t get
over-confident. Doing practice tests can improve your performance to some
degree, but each employer’s tests will be slightly different.
Follow these links for free practice psychometric tests (not
hosted by targetjobs.co.uk):
·Psychometric tests from SHL includes verbal,
numerical, inductive reasoning, accuracy and motivation tests.
·Preparation guides for aptitude
tests from Saville Consulting. Various guides including verbal
and numerical reasoning and comprehension, and diagrammatic and spatial
reasoning.
Exercise your mind:
do word and number puzzles
If
you have verbal and numerical reasoning tests coming up it’s good to increase
your mental agility and get yourself into the habit of recognising word and
number patterns through some simple activities.
·Get back to the basics of maths: Numerical tests don't require advanced algebra: revising some
GCSE-level maths should provide what you need. Revise how to read information
presented graphically and brush up on percentages, ratios and probability.
·Do number puzzles: Number
puzzles like Sudoku are good for helping you recognise number patterns.
·Add, subtract, multiply and divide… in your head: When you're at the shops try adding up a few
items in your head. Or at least try to get a good estimate of what your
trolley-load will cost.
·Think about meaning: When
you read news stories, think about what statements really mean, and how they
could be interpreted.
·Do word puzzles: Never
has there been a better excuse for frittering away time on the Saturday morning
crossword.
·Be aware of commonly misspelt words: Most English grammar books and websites have
lists of commonly misspelt or 'confusable' words, eg 'its' and 'it's', or
'complement' and 'compliment'. Check you are also aware of the English
spellings of words such as liaise, favourite and organise.
Tips for
psychometric tests at assessment centres
Pack everything you might
need: glasses or
contacts, a hearing aid or an inhaler. You may be given a calculator and
writing tools to complete the test but it doesn't hurt to take your own kit.
Get a good night’s sleep and leave plenty of time to get to the test
centre.
Wear a watch so you can keep track of the time if there
is no clock in the room.
If you have a disability
that may affect your performance, contact the recruitment team before the test
day. Giving the
recruiters sufficient notice will enable them to make appropriate arrangements
for you.
Listen to instructions and follow them carefully.
If you are given practice
examples, make the most of them. You
may be given a couple of practice questions to complete before the test starts.
If you don't understand how the test works, or anything still doesn't make
sense, this is your last chance to ask.
Make sure you know the
number of questions and how much time is allowed.
Time left at the end? Use any remaining time to check your
answers, but don't be surprised or downhearted if you don't finish everything.
Psychometric tests are meant to be challenging.
Don’t let the test throw
you, and try not to take any notice of what other candidates say about it. Stay focused, upbeat and ready for the rest
of the day.
PSYCHOMETRIC FAMILY
COUNSELLING NOW FOR LECTURERS IN ALL UNIVERSITIES
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PSYCHOMETRIC FAMILY COUNSELLING TUTORIALS FOR ALL INTERESTED
LECTURERS, FATHERS & MOTHERS.
A Kenezian Lecturer’s Overview
of Psychometrics as a Science
My dear students, please always click on each blue word to get
more encyclopaedic information.
GENERAL OVERVIEW
Psychometrics is the field
of study concerned with the theory and technique of psychological measurement, which includes the measurement of
knowledge, abilities, attitudes, personality traits,
and educational measurement. The field is primarily
concerned with the construction and validation of measurement instruments such
as questionnaires, tests, and
personality assessments.
It
involves two major research tasks, namely: (i) the construction of instruments
and procedures for measurement; and (ii) the development and refinement of
theoretical approaches to measurement. Those who practice psychometrics are
known as psychometricians. All psychometricians possess a specific psychometric
qualification, and while many are clinical psychologists, others work as human resources or learning and development professionals.
THE FOLLOWING IS JUST AN ELEMENTARY
INTRODUCTION TO THE SUBJECT FOR NEOPHYTE STUDENTS BY
Dr Jideofo Kenechukwu Danmbaezue, D.Sc.
CONTENTS AND SUBHEADINGS
19TH CENTURY FOUNDATION
Psychological
testing has come from two streams of thought: one, from Darwin, Galton, and
Cattell on the measurement of individual differences, and the second, from
Herbart, Weber, Fechner, and Wundt and their psychophysical measurements of a
similar construct. The second set of individuals and their research is what has
led to the development of experimental psychology, and standardized testing.[1]
Victorian stream
Charles Darwin was
the inspiration behind Sir Francis Galton who
led to the creation of psychometrics. In 1859, Charles Darwin published his
book "The Origin of Species",
which pertained to individual differences in animals. This book discussed how
individual members in a species differ and how they possess characteristics
that are more adaptive and successful or less adaptive and less successful.
Those who are adaptive and successful are the ones that survive and give way to
the next generation, who would be just as or more adaptive and successful. This
idea, studied previously in animals, led to Galton's interest and study of
human beings and how they differ one from another, and more importantly, how to
measure those differences.
Galton
wrote a book entitled "Hereditary Genius" about different
characteristics that people possess and how those characteristics make them
more "fit" than others. Today these differences, such as sensory and
motor functioning (reaction time, visual acuity, and physical strength) are
important domains of scientific psychology. Much of the early theoretical and
applied work in psychometrics was undertaken in an attempt to measure intelligence. Francis Galton, often referred to as "the father
of psychometrics," devised and included mental tests among his anthropometric measures.
James McKeen Cattell, who is considered a pioneer of psychometrics went on to
extend Galton's work. Cattell also coined the term mental
test, and is responsible for the research and knowledge which
ultimately led to the development of modern tests. (Kaplan & Saccuzzo,
2010)
German stream
The
origin of psychometrics also has connections to the related field of psychophysics. Around the same time that Darwin
Following
Herbart, E.H. Weber built
upon Herbart's work and tried to prove the existence of a psychological
threshold saying that a minimum stimulus was necessary to activate a sensory
system. After Weber, G.T. Fechner expanded upon the knowledge he gleaned from
Herbart and Weber, to devise the law that the strength of a sensation grows as the
logarithm of the stimulus intensity. A follower of Weber and Fechner, Wilhelm
Wundt is credited with founding the science of psychology. It is Wundt's
influence that paved the way for others to develop psychological testing.[1]
20th century
The
psychometrician L. L. Thurstone, founder and first president of the
Psychometric Society in 1936, developed and applied a theoretical approach to
measurement referred to as the law of comparative judgment, an approach that has close
connections to the psychophysical theory of Ernst Heinrich Weber and Gustav Fechner. In addition, Spearman and Thurstone
both made important contributions to the theory and application of factor analysis, a statistical method developed and
used extensively in psychometrics.[citation needed] In the late
1950s, Leopold Szondi made
an historical and epistemological assessment of the impact of statistical thinking
onto psychology during previous few decades: "in the last decades, the
specifically psychological thinking has been almost completely suppressed and
removed, and replaced by a statistical thinking. Precisely here we see the
cancer of testology and testomania of today."[2]
More
recently, psychometric theory has been applied in the measurement of personality, attitudes, and beliefs, and academic achievement. Measurement of these unobservable
phenomena is difficult, and much of the research and accumulated science in
this discipline has been developed in an attempt to properly define and
quantify such phenomena. Critics, including practitioners in the physical sciences and
social activists, have argued that such definition and quantification is
impossibly difficult, and that such measurements are often misused, such as
with psychometric personality tests used in employment procedures:
"For
example, an employer wanting someone for a role requiring consistent attention
to repetitive detail will probably not want to give that job to someone who is
very creative and gets bored easily."[3]
Figures
who made significant contributions to psychometrics include Karl Pearson, Henry F. Kaiser, Carl Brigham, L. L. Thurstone, Georg Rasch, Eugene Galanter, Johnson O'Connor, Frederic M. Lord, Ledyard R Tucker, Arthur Jensen, and David Andrich.
Definition of measurement in the social sciences
The
definition of measurement in the social sciences has a long history. A
currently widespread definition, proposed by Stanley Smith Stevens (1946),
is that measurement is "the assignment of numerals to objects or events
according to some rule." This definition was introduced in the paper in
which Stevens proposed four levels of measurement. Although widely adopted, this
definition differs in important respects from the more classical definition of
measurement adopted in the physical sciences, which is that measurement
is the numerical estimation and expression of the magnitude of one quantity
relative to another (Michell,
1997).
Indeed, Stevens's definition of
measurement was put forward in response to the British Ferguson Committee,
whose chair, A. Ferguson, was a physicist. The committee was appointed in 1932
by the British Association for the Advancement of Science to investigate the
possibility of quantitatively estimating sensory events. Although its chair and
other members were physicists, the committee also included several psychologists.
The committee's report highlighted the importance of the definition of
measurement. While Stevens's response was to propose a new definition, which
has had considerable influence in the field, this was by no means the only
response to the report. Another, notably different, response was to accept the
classical definition, as reflected in the following statement:
Measurement in psychology and physics
are in no sense different. Physicists can measure when they can find the
operations by which they may meet the necessary criteria; psychologists have
but to do the same. They need not worry about the mysterious differences
between the meaning of measurement in the two sciences. (Reese, 1943, p. 49)
These
divergent responses are reflected in alternative approaches to measurement. For
example, methods based on covariance matrices are
typically employed on the premise that numbers, such as raw scores derived from
assessments, are measurements. Such approaches implicitly entail Stevens's
definition of measurement, which requires only that numbers are assigned according to some rule. The main
research task, then, is generally considered to be the discovery of
associations between scores, and of factors posited to underlie such
associations.
On
the other hand, when measurement models such as the Rasch model are
employed, numbers are not assigned based on a rule. Instead, in keeping with
Reese's statement above, specific criteria for measurement are stated, and the
goal is to construct procedures or operations that provide data that meet the
relevant criteria. Measurements are estimated based on the models, and tests
are conducted to ascertain whether the relevant criteria have been met.
INSTRUMENTS AND PROCEDURES
The
first psychometric instruments were designed to measure the concept of intelligence. The best known historical approach
involved the Stanford-Binet IQ test, developed originally by the
French psychologist Alfred Binet. Intelligence tests are useful tools for
various purposes. An alternative conception of intelligence is that cognitive
capacities within individuals are a manifestation of a general component, or general intelligence factor, as well as cognitive
capacity specific to a given domain.
Psychometrics
is applied widely in educational assessment to measure abilities in domains
such as reading, writing, and mathematics. The main approaches in applying
tests in these domains have been Classical Test Theory and the more recent Item
Response Theory and Rasch measurement
models. These latter approaches permit joint scaling of persons and assessment
items, which provides a basis for mapping of developmental continua by allowing
descriptions of the skills displayed at various points along a continuum. Such
approaches provide powerful information regarding the nature of developmental
growth within various domains.
Another
major focus in psychometrics has been on personality testing.
There have been a range of theoretical approaches to conceptualizing and
measuring personality. Some of the better known instruments include the Minnesota Multiphasic
Personality Inventory, the Five-Factor Model (or
"Big 5") and tools such as Personality and Preference Inventory and the Myers-Briggs Type Indicator.
Attitudes
have also been studied extensively using psychometric approaches. A common
method in the measurement of attitudes is the use of the Likert scale. An alternative method involves the
application of unfolding measurement models, the most general being the
Hyperbolic Cosine Model (Andrich & Luo, 1993).
THEORETICAL APPROACHES
Psychometricians
have developed a number of different measurement theories. These include classical test theory (CTT)
and item response theory (IRT).[4][5] An
approach which seems mathematically to be similar to IRT but also quite
distinctive, in terms of its origins and features, is represented by the Rasch model for
measurement. The development of the Rasch model, and the broader class of
models to which it belongs, was explicitly founded on requirements of
measurement in the physical sciences.[6]
Psychometricians
have also developed methods for working with large matrices of correlations and
covariances. Techniques in this general tradition include: factor analysis,[7] a
method of determining the underlying dimensions of data; multidimensional scaling,[8] a
method for finding a simple representation for data with a large number of
latent dimensions; and data clustering, an approach to finding objects that
are like each other. All these multivariate descriptive methods try to distill
large amounts of data into simpler structures. More recently, structural equation modeling[9] and path analysis represent more sophisticated
approaches to working with large covariance matrices. These methods allow
statistically sophisticated models to be fitted to data and tested to determine
if they are adequate fits.
One
of the main deficiencies in various factor analyses is a lack of consensus in
cutting points for determining the number of latent factors. A usual procedure
is to stop factoring when eigenvalues drop below one because the original
sphere shrinks. The lack of the cutting points concerns other multivariate methods,
also.[citation needed]
Key concepts
Key
concepts in classical test theory are reliability and validity. A reliable measure is one that measures a
construct consistently across time, individuals, and situations. A valid
measure is one that measures what it is intended to measure. Reliability is
necessary, but not sufficient, for validity.
Both
reliability and validity can be assessed statistically. Consistency over
repeated measures of the same test can be assessed with the Pearson correlation
coefficient, and is often called test-retest reliability.[10] Similarly, the equivalence of
different versions of the same measure can be indexed by a Pearson correlation,
and is called equivalent forms reliability or a similar term.[10]
Internal
consistency, which addresses the homogeneity of a single test form, may be
assessed by correlating performance on two halves of a test, which is termed split-half
reliability; the value of this Pearson product-moment correlation
coefficient for two
half-tests is adjusted with the Spearman–Brown prediction
formula to correspond
to the correlation between two full-length tests.[10] Perhaps the most commonly used index
of reliability is Cronbach's α, which is equivalent to the mean of all
possible split-half coefficients. Other approaches include the intra-class correlation, which is the ratio of variance
of measurements of a given target to the variance of all targets.
There
are a number of different forms of validity. Criterion-related validity can be
assessed by correlating a measure with a criterion measure known to be valid.
When the criterion measure is collected at the same time as the measure being
validated the goal is to establish concurrent validity; when the
criterion is collected later the goal is to establish predictive validity. A measure has construct validity if it is related to measures of other
constructs as required by theory. Content validity is a demonstration that the items of a
test are drawn from the domain being measured. In a personnel selection
example, test content is based on a defined statement or set of statements of
knowledge, skill, ability, or other characteristics obtained from a job analysis.
Item response theory models
the relationship between latent traits and
responses to test items. Among other advantages, IRT provides a basis for
obtaining an estimate of the location of a test-taker on a given latent trait
as well as the standard error of measurement of that location. For example, a
university student's knowledge of history can be deduced from his or her score
on a university test and then be compared reliably with a high school student's
knowledge deduced from a less difficult test. Scores derived by classical test
theory do not have this characteristic, and assessment of actual ability
(rather than ability relative to other test-takers) must be assessed by comparing
scores to those of a "norm group" randomly selected from the
population. In fact, all measures derived from classical test theory are
dependent on the sample tested, while, in principle, those derived from item
response theory are not.
Standards of quality
The
considerations of validity and reliability typically
are viewed as essential elements for determining the quality of
any test. However, professional and practitioner associations frequently have
placed these concerns within broader contexts when developing standards and
making overall judgments about the quality of any test as a whole within a
given context. A consideration of concern in many applied research settings is
whether or not the metric of a given psychological inventory is meaningful or
arbitrary.[11]
Testing standards
In
this field, the Standards for Educational and
Psychological Testing[12] place
standards about validity and reliability, along with errors of measurement and
related considerations under the general topic of test construction, evaluation
and documentation. The second major topic covers standards related to fairness
in testing, including fairness in
testing and test use, the rights and responsibilities of
test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities. The third and final major topic covers
standards related to testing applications, including the responsibilities of
test users, psychological testing and assessment, educational testing and
assessment, testing in employment and credentialing, plus testing in program evaluation and public policy.
Evaluation standards
In
the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards
for Educational Evaluation[13] has
published three sets of standards for evaluations. The
Personnel Evaluation Standards[14] was
published in 1988, The Program Evaluation Standards (2nd edition)[15] was
published in 1994, and The Student Evaluation Standards[16] was
published in 2003.
Each
publication presents and elaborates a set of standards for use in a variety of
educational settings. The standards provide guidelines for designing,
implementing, assessing and improving the identified form of evaluation. [17]Each of the standards has been placed in one of
four fundamental categories to promote educational evaluations that are proper,
useful, feasible, and accurate. In these sets of standards, validity and
reliability considerations are covered under the accuracy topic. For example, the
student accuracy standards help ensure that student evaluations will provide
sound, accurate, and credible information about student learning and
performance.
Non-human psychometrics: animals and machines
Psychometrics
addresses human abilities, attitudes, traits and
educational evolution. Notably, the study of behavior, mental processes and
abilities of non-human animals is usually addressed by comparative psychology, or with a continuum between
non-human animals and the rest of animals by evolutionary psychology. Nonetheless there are some
advocators for a more gradual transition between the approach taken for humans
and the approach taken for (non-human) animals.[18] [19] [20] [21]
The
evaluation of abilities, traits and learning evolution of machines has been mostly unrelated to the case
of humans and non-human animals, with specific approaches in the area of artificial intelligence. A more integrated approach,
under the name of universal psychometrics, has also been proposed.[22]
Bibliography
·
Andrich, D. & Luo, G. (1993). "A
hyperbolic cosine model for unfolding dichotomous single-stimulus
responses". Applied Psychological Measurement 17 (3): 253–276. doi:10.1177/014662169301700307.
·
Michell, J. B (1997). "Quantitative
science and the definition of measurement in psychology". British Journal
of Psychology 88 (3): 355–383. doi:10.1111/j.2044-8295.1997.tb02641.x.
·
Michell, J. (1999). Measurement in Psychology.
Cambridge Cambridge University
·
Rasch, G. (1960/1980). Probabilistic models
for some intelligence and attainment tests. Copenhagen, Danish Institute for
Educational Research), expanded edition (1980) with foreword and afterword by
B.D. Wright. Chicago University of Chicago
·
Reese, T.W. (1943). "The application of
the theory of physical measurement to the measurement of psychological
magnitudes, with three experimental examples". Psychological Monographs
55: 1–89.
·
Stevens, S. S. (1946). "On the theory of
scales of measurement". Science 103 (2684): 677–80. doi:10.1126/science.103.2684.677. PMID 17750512.
·
Thurstone, L.L. (1927). "A law of
comparative judgement". Psychological Review 34 (4): 278–286. doi:10.1037/h0070288.
·
Thurstone, L.L. (1929). The Measurement of
Psychological Value. In T.V. Smith and W.K. Wright (Eds.), Essays in Philosophy
by Seventeen Doctors of Philosophy of the University of Chicago Chicago Open Court
·
Thurstone, L.L. (1959). The Measurement of
Values. Chicago University of Chicago
·
http://www.services.unimelb.edu.au/careers/student/interviews/test.html .Psychometric Assessments University Melbourne
·
S.F. Blinkhorn (1997). "Past imperfect, future conditional: fifty years of
test theory". Br. J. Math. Statist. Psychol 50 (2): 175–185. doi:10.1111/j.2044-8317.1997.tb01139.x.
Written on 26/06/2013 23:08:59HOURS GM Sunday, January 01, 2017T ……….. BUT UPDATED
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FAMILY COUNSELLING NOW FOR LECTURERS IN ALL UNIVERSITIES
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PSYCHOMETRIC FAMILY COUNSELLING TUTORIALS FOR ALL INTERESTED
LECTURERS, FATHERS & MOTHERS.
A Kenezian Lecturer’s Overview
of Psychometrics as a Science
My dear students, please always click on each blue word to get
more encyclopaedic information.
GENERAL OVERVIEW
Psychometrics is the field
of study concerned with the theory and technique of psychological measurement, which includes the measurement of
knowledge, abilities, attitudes, personality traits,
and educational measurement. The field is primarily
concerned with the construction and validation of measurement instruments such
as questionnaires, tests, and
personality assessments.
It
involves two major research tasks, namely: (i) the construction of instruments
and procedures for measurement; and (ii) the development and refinement of
theoretical approaches to measurement. Those who practice psychometrics are
known as psychometricians. All psychometricians possess a specific psychometric
qualification, and while many are clinical psychologists, others work as human resources or learning and development professionals.
THE FOLLOWING IS JUST AN ELEMENTARY
INTRODUCTION TO THE SUBJECT FOR NEOPHYTE STUDENTS BY
Dr Jideofo Kenechukwu Danmbaezue, D.Sc.
CONTENTS AND SUBHEADINGS
19TH CENTURY FOUNDATION
Psychological
testing has come from two streams of thought: one, from Darwin, Galton, and
Cattell on the measurement of individual differences, and the second, from
Herbart, Weber, Fechner, and Wundt and their psychophysical measurements of a
similar construct. The second set of individuals and their research is what has
led to the development of experimental psychology, and standardized testing.[1]
Victorian stream
Charles Darwin was
the inspiration behind Sir Francis Galton who
led to the creation of psychometrics. In 1859, Charles Darwin published his
book "The Origin of Species",
which pertained to individual differences in animals. This book discussed how
individual members in a species differ and how they possess characteristics
that are more adaptive and successful or less adaptive and less successful.
Those who are adaptive and successful are the ones that survive and give way to
the next generation, who would be just as or more adaptive and successful. This
idea, studied previously in animals, led to Galton's interest and study of
human beings and how they differ one from another, and more importantly, how to
measure those differences.
Galton
wrote a book entitled "Hereditary Genius" about different
characteristics that people possess and how those characteristics make them
more "fit" than others. Today these differences, such as sensory and
motor functioning (reaction time, visual acuity, and physical strength) are
important domains of scientific psychology. Much of the early theoretical and
applied work in psychometrics was undertaken in an attempt to measure intelligence. Francis Galton, often referred to as "the father
of psychometrics," devised and included mental tests among his anthropometric measures.
James McKeen Cattell, who is considered a pioneer of psychometrics went on to
extend Galton's work. Cattell also coined the term mental
test, and is responsible for the research and knowledge which
ultimately led to the development of modern tests. (Kaplan & Saccuzzo,
2010)
German stream
The
origin of psychometrics also has connections to the related field of psychophysics. Around the same time that Darwin
Following
Herbart, E.H. Weber built
upon Herbart's work and tried to prove the existence of a psychological
threshold saying that a minimum stimulus was necessary to activate a sensory
system. After Weber, G.T. Fechner expanded upon the knowledge he gleaned from
Herbart and Weber, to devise the law that the strength of a sensation grows as
the logarithm of the stimulus intensity. A follower of Weber and Fechner,
Wilhelm Wundt is credited with founding the science of psychology. It is
Wundt's influence that paved the way for others to develop psychological
testing.[1]
20th century
The
psychometrician L. L. Thurstone, founder and first president of the
Psychometric Society in 1936, developed and applied a theoretical approach to
measurement referred to as the law of comparative judgment, an approach that has close
connections to the psychophysical theory of Ernst Heinrich Weber and Gustav Fechner. In addition, Spearman and Thurstone
both made important contributions to the theory and application of factor analysis, a statistical method developed and
used extensively in psychometrics.[citation needed] In the late
1950s, Leopold Szondi made
an historical and epistemological assessment of the impact of statistical
thinking onto psychology during previous few decades: "in the last
decades, the specifically psychological thinking has been almost completely
suppressed and removed, and replaced by a statistical thinking. Precisely here
we see the cancer of testology and testomania of today."[2]
More
recently, psychometric theory has been applied in the measurement of personality, attitudes, and beliefs, and academic achievement. Measurement of these unobservable
phenomena is difficult, and much of the research and accumulated science in
this discipline has been developed in an attempt to properly define and
quantify such phenomena. Critics, including practitioners in the physical sciences and
social activists, have argued that such definition and quantification is
impossibly difficult, and that such measurements are often misused, such as
with psychometric personality tests used in employment procedures:
"For
example, an employer wanting someone for a role requiring consistent attention
to repetitive detail will probably not want to give that job to someone who is
very creative and gets bored easily."[3]
Figures
who made significant contributions to psychometrics include Karl Pearson, Henry F. Kaiser, Carl Brigham, L. L. Thurstone, Georg Rasch, Eugene Galanter, Johnson O'Connor, Frederic M. Lord, Ledyard R Tucker, Arthur Jensen, and David Andrich.
Definition of measurement in the social sciences
The
definition of measurement in the social sciences has a long history. A
currently widespread definition, proposed by Stanley Smith Stevens (1946),
is that measurement is "the assignment of numerals to objects or events
according to some rule." This definition was introduced in the paper in
which Stevens proposed four levels of measurement. Although widely adopted, this
definition differs in important respects from the more classical definition of
measurement adopted in the physical sciences, which is that measurement
is the numerical estimation and expression of the magnitude of one quantity
relative to another (Michell,
1997).
Indeed, Stevens's definition of
measurement was put forward in response to the British Ferguson Committee, whose
chair, A. Ferguson, was a physicist. The committee was appointed in 1932 by the
British Association for the Advancement of Science to investigate the
possibility of quantitatively estimating sensory events. Although its chair and
other members were physicists, the committee also included several
psychologists. The committee's report highlighted the importance of the
definition of measurement. While Stevens's response was to propose a new
definition, which has had considerable influence in the field, this was by no
means the only response to the report. Another, notably different, response was
to accept the classical definition, as reflected in the following statement:
Measurement in psychology and physics
are in no sense different. Physicists can measure when they can find the
operations by which they may meet the necessary criteria; psychologists have
but to do the same. They need not worry about the mysterious differences
between the meaning of measurement in the two sciences. (Reese, 1943, p. 49)
These
divergent responses are reflected in alternative approaches to measurement. For
example, methods based on covariance matrices are
typically employed on the premise that numbers, such as raw scores derived from
assessments, are measurements. Such approaches implicitly entail Stevens's
definition of measurement, which requires only that numbers are assigned according to some rule. The main
research task, then, is generally considered to be the discovery of
associations between scores, and of factors posited to underlie such
associations.
On
the other hand, when measurement models such as the Rasch model are
employed, numbers are not assigned based on a rule. Instead, in keeping with
Reese's statement above, specific criteria for measurement are stated, and the
goal is to construct procedures or operations that provide data that meet the
relevant criteria. Measurements are estimated based on the models, and tests
are conducted to ascertain whether the relevant criteria have been met.
INSTRUMENTS AND PROCEDURES
The
first psychometric instruments were designed to measure the concept of intelligence. The best known historical approach
involved the Stanford-Binet IQ test, developed originally by the
French psychologist Alfred Binet. Intelligence tests are useful tools for
various purposes. An alternative conception of intelligence is that cognitive
capacities within individuals are a manifestation of a general component, or general intelligence factor, as well as cognitive
capacity specific to a given domain.
Psychometrics
is applied widely in educational assessment to measure abilities in domains
such as reading, writing, and mathematics. The main approaches in applying
tests in these domains have been Classical Test Theory and the more recent Item
Response Theory and Rasch measurement
models. These latter approaches permit joint scaling of persons and assessment
items, which provides a basis for mapping of developmental continua by allowing
descriptions of the skills displayed at various points along a continuum. Such
approaches provide powerful information regarding the nature of developmental
growth within various domains.
Another
major focus in psychometrics has been on personality testing.
There have been a range of theoretical approaches to conceptualizing and
measuring personality. Some of the better known instruments include the Minnesota Multiphasic
Personality Inventory, the Five-Factor Model (or
"Big 5") and tools such as Personality and Preference
Inventory and the Myers-Briggs Type Indicator.
Attitudes
have also been studied extensively using psychometric approaches. A common
method in the measurement of attitudes is the use of the Likert scale. An alternative method involves the
application of unfolding measurement models, the most general being the
Hyperbolic Cosine Model (Andrich & Luo, 1993).
THEORETICAL APPROACHES
Psychometricians
have developed a number of different measurement theories. These include classical test theory (CTT)
and item response theory (IRT).[4][5] An
approach which seems mathematically to be similar to IRT but also quite
distinctive, in terms of its origins and features, is represented by the Rasch model for
measurement. The development of the Rasch model, and the broader class of
models to which it belongs, was explicitly founded on requirements of
measurement in the physical sciences.[6]
Psychometricians
have also developed methods for working with large matrices of correlations and
covariances. Techniques in this general tradition include: factor analysis,[7] a
method of determining the underlying dimensions of data; multidimensional scaling,[8] a
method for finding a simple representation for data with a large number of
latent dimensions; and data clustering, an approach to finding objects that
are like each other. All these multivariate descriptive methods try to distill
large amounts of data into simpler structures. More recently, structural equation modeling[9] and path analysis represent more sophisticated
approaches to working with large covariance matrices. These methods allow
statistically sophisticated models to be fitted to data and tested to determine
if they are adequate fits.
One
of the main deficiencies in various factor analyses is a lack of consensus in
cutting points for determining the number of latent factors. A usual procedure
is to stop factoring when eigenvalues drop below one because the original
sphere shrinks. The lack of the cutting points concerns other multivariate
methods, also.[citation needed]
Key concepts
Key
concepts in classical test theory are reliability and validity. A reliable measure is one that measures a
construct consistently across time, individuals, and situations. A valid
measure is one that measures what it is intended to measure. Reliability is
necessary, but not sufficient, for validity.
Both
reliability and validity can be assessed statistically. Consistency over
repeated measures of the same test can be assessed with the Pearson correlation
coefficient, and is often called test-retest reliability.[10] Similarly, the equivalence of
different versions of the same measure can be indexed by a Pearson correlation,
and is called equivalent forms reliability or a similar term.[10]
Internal
consistency, which addresses the homogeneity of a single test form, may be
assessed by correlating performance on two halves of a test, which is termed split-half
reliability; the value of this Pearson product-moment
correlation coefficient for
two half-tests is adjusted with the Spearman–Brown prediction
formula to correspond
to the correlation between two full-length tests.[10] Perhaps the most commonly used index
of reliability is Cronbach's α, which is equivalent to the mean of all
possible split-half coefficients. Other approaches include the intra-class correlation, which is the ratio of variance
of measurements of a given target to the variance of all targets.
There
are a number of different forms of validity. Criterion-related validity can be
assessed by correlating a measure with a criterion measure known to be valid.
When the criterion measure is collected at the same time as the measure being
validated the goal is to establish concurrent validity; when the
criterion is collected later the goal is to establish predictive validity. A measure has construct validity if it is related to measures of other
constructs as required by theory. Content validity is a demonstration that the items of a
test are drawn from the domain being measured. In a personnel selection
example, test content is based on a defined statement or set of statements of
knowledge, skill, ability, or other characteristics obtained from a job analysis.
Item response theory models
the relationship between latent traits and
responses to test items. Among other advantages, IRT provides a basis for
obtaining an estimate of the location of a test-taker on a given latent trait
as well as the standard error of measurement of that location. For example, a
university student's knowledge of history can be deduced from his or her score
on a university test and then be compared reliably with a high school student's
knowledge deduced from a less difficult test. Scores derived by classical test
theory do not have this characteristic, and assessment of actual ability
(rather than ability relative to other test-takers) must be assessed by comparing
scores to those of a "norm group" randomly selected from the
population. In fact, all measures derived from classical test theory are
dependent on the sample tested, while, in principle, those derived from item
response theory are not.
Standards of quality
The
considerations of validity and reliability typically
are viewed as essential elements for determining the quality of
any test. However, professional and practitioner associations frequently have
placed these concerns within broader contexts when developing standards and
making overall judgments about the quality of any test as a whole within a
given context. A consideration of concern in many applied research settings is
whether or not the metric of a given psychological inventory is meaningful or
arbitrary.[11]
Testing standards
In
this field, the Standards for Educational and
Psychological Testing[12] place
standards about validity and reliability, along with errors of measurement and
related considerations under the general topic of test construction, evaluation
and documentation. The second major topic covers standards related to fairness
in testing, including fairness in
testing and test use, the rights and responsibilities of
test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities. The third and final major topic covers
standards related to testing applications, including the responsibilities of
test users, psychological testing and assessment, educational testing and
assessment, testing in employment and credentialing, plus testing in program evaluation and public policy.
Evaluation standards
In
the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards
for Educational Evaluation[13] has
published three sets of standards for evaluations. The
Personnel Evaluation Standards[14] was
published in 1988, The Program Evaluation Standards (2nd edition)[15] was
published in 1994, and The Student Evaluation Standards[16] was
published in 2003.
Each
publication presents and elaborates a set of standards for use in a variety of
educational settings. The standards provide guidelines for designing,
implementing, assessing and improving the identified form of evaluation. [17]Each of the standards has been placed in one of
four fundamental categories to promote educational evaluations that are proper,
useful, feasible, and accurate. In these sets of standards, validity and
reliability considerations are covered under the accuracy topic. For example, the
student accuracy standards help ensure that student evaluations will provide
sound, accurate, and credible information about student learning and
performance.
Non-human psychometrics: animals and machines
Psychometrics
addresses human abilities, attitudes, traits and
educational evolution. Notably, the study of behavior, mental processes and
abilities of non-human animals is usually addressed by comparative psychology, or with a continuum between
non-human animals and the rest of animals by evolutionary psychology. Nonetheless there are some
advocators for a more gradual transition between the approach taken for humans
and the approach taken for (non-human) animals.[18] [19] [20] [21]
The
evaluation of abilities, traits and learning evolution of machines has been mostly unrelated to the case
of humans and non-human animals, with specific approaches in the area of artificial intelligence. A more integrated approach,
under the name of universal psychometrics, has also been proposed.[22]
Bibliography
·
Andrich, D. & Luo, G. (1993). "A
hyperbolic cosine model for unfolding dichotomous single-stimulus
responses". Applied Psychological Measurement 17 (3): 253–276. doi:10.1177/014662169301700307.
·
Michell, J. B (1997). "Quantitative
science and the definition of measurement in psychology". British Journal
of Psychology 88 (3): 355–383. doi:10.1111/j.2044-8295.1997.tb02641.x.
·
Michell, J. (1999). Measurement in Psychology.
Cambridge Cambridge University
·
Rasch, G. (1960/1980). Probabilistic models
for some intelligence and attainment tests. Copenhagen, Danish Institute for
Educational Research), expanded edition (1980) with foreword and afterword by
B.D. Wright. Chicago University of Chicago
·
Reese, T.W. (1943). "The application of
the theory of physical measurement to the measurement of psychological
magnitudes, with three experimental examples". Psychological Monographs
55: 1–89.
·
Stevens, S. S. (1946). "On the theory of
scales of measurement". Science 103 (2684): 677–80. doi:10.1126/science.103.2684.677. PMID 17750512.
·
Thurstone, L.L. (1927). "A law of
comparative judgement". Psychological Review 34 (4): 278–286. doi:10.1037/h0070288.
·
Thurstone, L.L. (1929). The Measurement of
Psychological Value. In T.V. Smith and W.K. Wright (Eds.), Essays in Philosophy
by Seventeen Doctors of Philosophy of the University of Chicago Chicago Open Court
·
Thurstone, L.L. (1959). The Measurement of
Values. Chicago University of Chicago
·
http://www.services.unimelb.edu.au/careers/student/interviews/test.html .Psychometric Assessments University Melbourne
·
S.F. Blinkhorn (1997). "Past imperfect, future conditional: fifty years of
test theory". Br. J. Math. Statist. Psychol 50 (2): 175–185. doi:10.1111/j.2044-8317.1997.tb01139.x.
Originally Written on 26/06/2013 23:08:59HOURS GMT
But Updated on Sunday, January 01, 2017
1/1/2017 5:15:09 PM
2013 UPDATE ON A CONCISE CURRICULUM VITAE
OF DR J. K. DANMBAEZUE a.k.a. REV. PROF. J. J. KENEZ
PERSONAL DATA
Name:
DANMBAEZUE, JIDEOFO KENECHUKWU
Date of
Birth: 11th MARCH, 1948
Sex:
MALE, MARRIED WITH 3 CHILDREN
Nationality:
NIGERIAN (of Biafran Extraction)
Home Address: DANIS FAMILY VILLA, IHIALA
Present Occupation: CONSULTANT CLINICAL PSYCHOLOGIST, EXISTENTIAL
FAMILY THERAPIST & PSYCHOMETRICIAN
Present Address: KENEZ HEALTH KLINIK
C 82 Federal Housing Estates,
Phone;
08039097614
or 08104414689, ENUGU
EDUCATIONAL QUALIFICATIONS
1983-1993
1.
D.Sc. in PSYCHOMETRICS,
(abbrev: D. Psych) AfricanCollegeof Research Scientists, Addis Ababa
1979-1982
1.
M.Sc. in CLINICAL PSYCHOLOGY /
MENTAL HEALTH, from theSchoolof Medicine, Ugbowo
Campus, Universityof Benin,
by a 36-month course work and research dissertation.
1972-1975
1.
B.Sc. (Honours) in PSYCHOLOGY,
2nd Class Upper Division,UniversityOf Lagos.
1968-1970
1.
B.A. (Honours) in PHILOSOPHY,
2nd Class Lower Division, Bigard Memorial Seminary,Enugu Rome , Italy
ACADEMIC HONOURS
1.
FACRS Fellow
& Senior Research Consultant of African College
2.
Citation of Honour as first Postgraduate
Medical Student produced by the School of Medicine, College of Medical
Sciences, Ugbowo Campus, University of Benin, Nigeria in the 1982 Convocation.
3.
Ph.D. Scholarship Award
(Psychology), byAnambra State Nigeria
4.
Pass Junior Staff College
Best Officer Award in Public Speech and Drills, Nigerian Air Force
Base, Kaduna
1.
Best Thesis Award Recipient of
the Department of Psychology,University of Lagos
PROFESSIONAL EXPERIENCE
1989 - date
Medical Director; KENEZ HEALTH KLINIK, HAPPY FAMILY NETWORK
INTERNATIONAL, ENUGU
1990 – date
Director of Programmes; HAFANI RESEARCH CONSORTIUM, a CBO Health
Outfit.
1986-1988
Sports Adviser to Military Governor/ Rangers Football Club, Govt.
House, Enugu
1985- 1986
Principal Clinical Psychologist, State Education Commission
Headquarters, Enugu
1983-1985
Clinical Psychologist acting as Zonal Guidance Counsellor, S.E.C,
Abakaliki Zone.
1976-1979
Substantive FLT LT (NAF 759) rtd., NAF Hospital Kaduna
1975-1976
NYSC at Dept. of Psychiatry, U.C.H. Ibadan & at Lambo’s Aro
Village System, Abeokuta
CREATIVE OUT-PUT / PSYCHOLOGICAL TESTS
EDUCATION :
1.
Teenage Health Inventory
(1983) for new entrants to Junior Secondary
Schools.
ii Career
Preference Scale (JSS. Version, 1985) for JSS. 3 Students for
SSS.
iii Career Preference
Scale (SSS. Version, 1987) for SSS. 3 Students for JAMB.
FAMILY:
i Marriage
Compatibility Scale (1991) for Prospective Marriage
Partners.
ii Engaged Couples
Inventory (1992) for Pre-marital Counselling of
Couples.
iii Marital Adjustment Profile
(1993) for Therapeutic Services to Families.
BUSINESS:
i Religious Fanaticism Scale (1981) for Pre-Employment
Interviews in
Industries.
ii Executive Personality Scale (1989) for Recruitment of Senior
Staff Personnel.
iii Business Evaluation Test (1999) for Periodical Assessment of
Corporate Bodies.
FAMILY THERAPEUTICS:
i Family Needs Inventory (1995), for Diagnoses of Problems in
Families
ii Family Stability Scale (1996), for Socio-Economic and Emotional
Stress.
iii Marital Crises Index (1997) for Micro-Diagnostic
Evaluation of Couples.
+ HUMAN MEDICINE:
i Psychoneurotic Personality Inventory (2000) for Assessment of
Existential
Neuroses.
ii HIV/AIDS Management Inventory (2001) for a Therapeutic Regimen
of
PLWA.
iii SARS Prophylactic Inventory (2003) for a Preventive fight
against the new epidemic.
(+ These are on-going research projects with colleagues at College of Medicine Enugu
BOOKS:
i The Triads of Life, Existential Treatise on Igbo
World-View, B. Phil Thesis, Rome
ii The Search for Sanity in Igbo land, a Bachelor’s degree
thesis, University of Lagos
iii Personal Adjustment and Religion, a Master’s
dissertation, University of Benin
iv Psychometrics in Family Therapeutics, a Doctoral
dissertation, Addis Ababa
v Am I Qualified For Marriage, Volume I , HAFANI Lectures on
marriage for the youth,
(1995)
vi Family Counselling –a Psychometric Approach, a scientific
manual for professionals
(1995)
vii Angelic Verses: Vol. 1 -The Genesis of Human Frailty, a
theosophical analysis
(2006)
viii Angelic Verses: Vol. 2 -The Aetiology of Ethnocentrism,
a critique of racism (in press)
JOURNAL ARTICLES:
1.
10 Theosophical Treatises of
Existentialism in International Magazines.
2.
12 Career/Guidance Counselling
Lectures delivered at National Conferences.
3.
15 Scientific Research Papers
in Psychotherapy and Community Medicine.
REFEREES:
i Onowu Dr. C. A. Ezike, Chief Medical Consultant of HAFANI,
chrisezike@yahoo.com
ii Prof A. C. J. Ezeoke, Emeritus Professor of Chemical Pathology,
alexius@yahoo.com
iii Professor A.C Mundy-Castle, H.O.D, University of Lagos,
acmundycastle@yahoo.com
KENEZIAN PHILOSOPHY OF LIFE
“A well-known speaker started off his seminar by holding up a $20
bill. In the room of 200, he asked, "Who would like this $20 bill?"
Hands started going up. He said, "I am going to give this $20 to one of
you but first, let me do this”. He proceeded to crumple the dollar bill up. He
then asked, "Who still wants it?" Still the hands were up in the air.
"Well," he replied, "what if I do this?" And he dropped it
on the ground and started to grind it into the floor with his shoe. He picked
it up, now all crumpled and dirty. "Now who still wants it?" Still
the hands went into the air. "My friends, you have all learned a very
valuable lesson. No matter what I did to the money, you still wanted it because
it did not decrease in value. It was still worth $20. Many times in our lives,
we are dropped, crumpled and grounded into the dirt by the decisions we make
and the circumstances that come our way. We feel as though we are worthless.
But no matter what has happened or what will happen, you will never lose your
value in God's eyes. To Him, dirty or clean, crumpled or finely creased, you
are still priceless to Him.” That is ISM or KENEZIANISM in
practice! I hope you cherish these words of wisdom of an
Unknown Author! You are welcome to “Let us reason together” as Isaiah, the
prophet invited his kinsmen many centuries ago or sit on the fence and die
unenlightened by genuine Aristotelian-Kantian combine of deductive and
inductive logic, aided by current fund of science knowledge and enquiry to
unravel the fables and legends that are now labelled as theology! There is
nothing theological about an accumulation of guesswork done by primitive men!
They are simply a collection of puerile belief in man-made doctrines, dogmas
and rituals that is steadily pushing the humane race to annihilation. Here, I
rest my objective of penning this protracted but comprehensive diatribe. Call
it heresy, if you like. I do not care a dime. Truth is supreme! Truth is Life,
my people declare!
Revolutionary Professor Jude Jideofo Kenez, (D. Sc. In
Psychometrics),
The Humble Vessel of the Holy Spirit of the Creator of the Entire
Universe.
E-mail: agunabu1948@gmail.com, or saintkenez@yahoo.co.uk
Phone: 08039097614, 08104414689
THE ORIGINS OF KENEZ PSYCHOLOGICAL RESEARCH FOUNDATION
Abbreviated; KPRF is the engine room of the parent organization
Kenez International Humanitarian Organizations Linkage; KIHOL, was
conceptualised as an answer to the dearth of indigenous psychological tests in
the African continent. It is the brainchild of an ambitious undergraduate on
the end of session vacation job in 1973/74 at the government-owned Neuro-psychiatricHospital, Aba. During his leisure hours
at the hospital, he read a scientific review of “Self Assessment of I. Q” in the Reader’s Digest, a
popular magazine he found in the OPD Waiting Room. He was familiar with the
British publication since his higher school years, 1966-1967, at Christ the King College, Onitsha. He had from then
adopted it as a suitable academic companion. The fascinating puzzle evaluated
his scores and placed him within the range of 120 plus or minus15.
He refuted the validity of the assessment tool noting its
ethnocentric bias in both the cultural artefacts used in its construction and
the peculiar anglicised phraseology used in its verbal and non-verbal test
items. He went home determined to rectify the identified anomalies
by modifying those areas he saw as skewed assessment items. He christened his
indigenous revision; “A Cultural Adaptation of I.Q. Tests”.
This revolutionary impetus lasted another academic session as the
young man asked so many questions on the issue and demanded veritable answers
from his lecturers at the Department of Psychology, University of Lagos, Yaba, in Lagos, Nigeria. He eventually produced
an Africanised version of that same “Self Assessment of I. Q” in the Reader’s Digest. One
of his lecturers; Dr Delores E. Mack an American Clinical Psychologist; fell in
love with him for this feat! This acted as the motivation the lad needed to
forage into the theories and practices of psychological testing. He spent hours
at the university library.
The developmental skill suffered a setback as examinations that
were more serious faced the young researcher during his final year. He however
picked up and dusted his notebook on the topic during his National Youth
Service Corps year at the Department of Psychiatry, University College Hospital Ibadan, 1975 – 1976. He
continued to experiment with the idea throughout his three years as a Nigerian
Air Force Officer in Kano and later at Kaduna, 1976 –1979.
After earning a Master’s degree in Clinical Psychology in 1982 and
a Doctorate degree in Psychometrics in 1993, he intensified creative research
into how to increase the production of scales, inventories and tests to arrest
the dearth of indigenous assessment tools for educational, counselling and
medical purposes in Africa. Today after half a century, the same research
enthusiast can boast of fifteen well developed, truly validated and
internationally standardised psychological tests covering areas in teenage
guidance & career counselling, psychological medicine, educational
psychology and family counselling/therapy.
THE LIST RUNS THUS:
1.
A Cultural Adaptation of I.Q.
Tests, 1974 – 1978.
2.
Religious Fanaticism Scale,
1979 – 1982.
3.
Teenage Health Questionnaire,
1982 –1985.
4.
Career Preference Scale, JSS
Version, 1985 –1987.
5.
Career Preference Scale, SSS
Version, 1987 – 1989.
6.
Marriage Compatibility Scale,
Kenez-Macos, 1984 – 1991.
7.
Engaged Couples Inventory,
Kenez-Encoven, 1990 – 1992.
8.
Marital Adjustment Profile,
Kenez-Mapro, 1984 – 1993.
9.
Executive Personality Scale,
Kenez-Expers, 1991 – 1995.
10.
Business Evaluation Tests,
Kenez-Buset, 1991 –1995.
11.
Family Needs Inventory,
Kenez-Faneeven, 1993 – 1995.
12.
Family Stability Scale,
Kenez-Fastabs, 1993 – 1996.
13.
Marital Crises Index,
Kenez-Macridex, 1993 – 1997.
14.
HIV/AIDS Management Inventory,
Hiv-Manaven, 2001 – 2003.
15.
Child Health Assessment
Inventory, Dioona-Chaven, 2006 - ?
BOOKS AWAITING SPONSORSHIP FOR PUBLICATION
1.
THE TRIADS OF LIFE, Existential
Treatise on Igbo World-View, B. Phil Thesis,Rome, (1970)
2.
THE SEARCH FOR SANITY IN
IGBOLAND, Bachelor’s Thesis,University of Lagos (1975)
3.
PERSONAL ADJUSTMENT AND
RELIGION, Master’s dissertation,University of Benin (1982)
4.
PSYCHOMETRICS IN FAMILY
THERAPEUTICS, Doctoral dissertation,Addis Ababa (1993)
5.
EXISTENTIAL NEUROSES IN
CHRISTENDOM, Evident Depersonalisation Syndromes (1995)
6.
ANGELIC VERSES 1, The Genesis
of Human Frailty, Theosophical Treatiseon Creation (1997)
7.
ANGELIC VERSES 2, The Aetiology
of Ethnocentrism, Psychoanalytic View of Racism (1999)
8.
ANGELIC VERSES 3, Obedience to
Natural Laws, Existential Therapy for Fanaticism (2001)
9.
HIV-AIDS MANAGEMENT
INVENTORY, A Psychometric Alternative for Elisa Test (2003)
10.
BEWARE OF PROSPERITY GOSPEL
PREACHERS, A Critique of Greedy Evangelists (2003)
11.
HAFANI’s ALTERNATIVE MANAGEMENT
STRATEGIES, A Medical Handbook (2005)
12.
ETHICS IN REPRODUCTIVE
MEDICINE, Advocacy for Curtailing Voluntary Abortions (2006)
13.
RESPONSIBLE PARENTHOOD, The
Roles and Duties of Couples in the Computer Age (2007)
14.
PSYCHOMETRIC FAMILY
COUNSELLING, The Global Village Modality for Mate Selection (2007)
15.
CONCISE HISTORY OF THE
DEVELOPMENT OF RELIGION, A survey of Man-made Rituals
16.
EVERY RELIGION IS
SUPERSTITUTION APPROVED BY A COMMUNITY, The Truth is Life Series
SOME OF THE CURRENT SCIENTIFIC & THEOSOPHICAL POWERPOINT
PRESENTATIONS
1.
James, addresses the
wealthy 20 slides of 290 kb
•
2.
2003 initial research results
of hafani, 10 sides of 343 kb
3.
A global campaign to halt hiv
in the youth, 12 slides of 804 kb
•
4.
A kenezian medical ethics for
physicians, 21
slides of 634 kb •
5.
The longest & most pewerful
chapter in n.t., 14 slides of 231 kb
•
6.
Opportunites for
neuroaids research,
20
slides of 618 kb •
7.
Alternative strategies
for hiv in africa,
32 slides of 770 kb
1.
Cain & abel sons of adam?-
.no says dr kenez, 25 slides of 1.06 mb
•
2.
This is how all of came into
this world
12 slides of 997 kb
•
3.
2006 results of hafani research
consortium 45 slides of 1.01 mb
•
4.
Greatest revelation of jesus,
the
chrst
23 slides of 801 kb •
5.
Pioneering researches in west africa
25
slides of 674 kb •
6.
2007 search for alternative
hiv-aids drugs 21 slides of 918 kb
•
7.
Presentation by our hafani
consortium
45 slides of 1.30mb
•
8.
What it takes the serve god,
the creator 24
slides of 1.09 mb •
9.
Blazing the trail for modern
researches 62 slides of 1.79 mb
•
10.
Pharmacopeia of our research
consortium 22 slides of 2.09 mb
Rev. Prof. Jideofo J. Kenez, D. Sc.,
Vessel of the Holy Spirit of the Creator of the Universe.
E-mail: agunabu1948@gmail.com,
BRIEFS ON THE GENESIS OF KENEZIANISM
The theory and practice of Kenezianism started in 1970, at the end
of the civil war when its originator Major Kenechukwu Nzeogwu Mbaezue; BA/
6532, of the Degema Strike Force, 12th Commando Brigade, Biafra, returned from
the war front! He felt shattered by the outcome of the fratricidal debacle of
three years. “Why did we lose the war of survival? Should Nigeria the aggressor defeat us the
victims of their cruel and premeditated pogroms? Of what use were the prayers
to a god that never answered us? Or did our leaders commit unpardonable war
crimes or indulge in sacrilegious absurdities? Is the Muslim religion
more authentic and reliable than Christianity? If yes, then let us join them
and go on pilgrimages to Mecca!” Finding answers to
these existential questions drove the young war veteran crazy. He could not
comprehend how an unjust war ended in favour of the aggressors. For him it
meant that we wasted all our time and youthfulness in the war fronts praying to
the God of Christians! He truly deserved veritable explanations! He withdrew
from all religious engagement for a period of ten consecutive years, from 1970
to 1980.
That gave him enough time to reflect on some existential questions
about all he had learnt from the Christian missionaries that moulded his early
life in the junior and senior seminaries. There arose the need for him to
re-evaluate his belief system, moderate his scrupulous orientation to social
life and thereafter, formulate a realistic code of conduct that could guarantee
his survival in the conflicting world of the Nigerian society he found himself
trapped in! He lived as a war captive for the next 30 years! Within this
period, he fully practised the introverted meditative lifestyle of Viktor
Frankl or that detached life of a research scientist reminiscent of the great
Austrian monk geneticist, MacGregor Mendel.
He earned a total of four university degrees that spanned a period
of 15 years, with breaks here and there to assist his eight younger brothers
and sisters, siblings of the same humble family of a school teacher/catechist!
To achieve this, he again joined the armed forces of the nation he lived as an
exile, the fallout of which was that he neatly sandwiched a military diploma,
pjsc, from the Nigerian Air Force in between the four degrees!
CURRENT STATUS IN OUR DIGITALISED GLOBAL VILLAGE;
Today I Have 29 Websites With 597 Diatribes, Scientific
Papers, Dissertations, 37 Power Points In The Internet, Covering Modern
Theosophy, Social Ethics, Human Medicine, Research Psychometrics and
Existential Psychotherapy. I Am a Humble Vessel of the Holy Spirit of the
Almighty Creator of the Entire Universe and so I Owe God My Divine and Human
Achievement & Eternal Gratitude For Surviving So Far!
OR SEE
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I have always argued that many people mistakenly take health to refer
only to physical well being of the individual. This is totally wrong. The
social and mental well being is neglected without many realising that the duo
actually produce the physical symptoms that develop into perennial ill-health
that later is termed TERMINAL DISEASES. A good example is High Blood Pressure.
Just like the philosophical question; WHICH CAME FIRST, THE EGG OR THE HEN? It
is absurd that General Practitioners of Human Medicine forgot to emphasise to
their patients that there are certain human relationships that produce physical
diseases. We need to bring social and mental levels of health in any good
definition. Dr Kenez (1981)
My dear students, please always click on each blue word to get more encyclopaedic information.
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