Personality Assessment Instrument Paper

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  • Topic: Personality psychology, Myers-Briggs Type Indicator, Psychometrics
  • Pages : 6 (2011 words )
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  • Published : October 15, 2012
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Personality Assessment Instrument Paper
Alfredia McDowell
PSYCH/504
April 21, 2012
Dr. Lucy Underwood

Personality Assessment Instrument Paper
Personality Assessment Instrument is a questionnaire that is used to describe a person personality trait. In this paper I will compare and contrast validity, comprehensiveness, applicability, and cultural utility as well as examine the strength and weakness of the Myers-Briggs Type Indicator, Rorschach Inkblot Test, and the Self-Help Book on Anger and Depression. Myers-Briggs Type Indicator

The Myer-Briggs is one of the most widely used instruments for personality testing and counseling. The instrument was designed to implement Jung’s theory. The MBTI does not measure people, but sorts them into groups. The test consists of four separate parts: extroversion-introversion, sensing-intuition, thinking-feeling, and judgment-perception. E or I is the best known Jung dichotomy. S or N reflects two different modes of perceiving. T or F reflects to two ways of judging. J or P measures the preferences (Briggs, Briggs, 1943-83).

With there being four different preferences, there is a combination of sixteen different personality types. Of the sixteen personality types, each one is distinguished from the other. There are several different forms for the MBTI. Form G, which consist of 126- items, is now the standard form. Form F, which consists of 166-items, was rewritten to simplify language and to avoid ambiguity. Form H, is the abbreviated, self-scored version, is also available. Form H is not recommended because of the decreased reliability and the trouble obtaining the preferences and continuous scores (Briggs, Briggs, 1943-83).

Validity
Myers-Briggs Type Indicator is used to determine personality. The validity of a test should measure what needs to be measured. Measuring validity is hard to do. Many people are concerned that the MBTI does not measure common sense, instead it measure what we have learned. Many very specific predictions about the MBTI have not been confirmed or have been proved wrong. There is no obvious evidence that there are 16 unique categories in which all people can be placed. There is no evidence that scores generated by the MBTI reflect the stable and unchanged personality that claimed to be measured, and neither does it measure anything of value (Pittenger, 1993). Comprehensiveness

The Myers-Briggs instrument has its limitations because the test is designed for each person to choose only one answer per question. The Myers-Briggs is a test that requires self-report from each participant. The Myers-Briggs is an instrument that does not allow you to be in the middle, if so it can give false and inaccurate results. If a participant decided that they wanted to be untruthful on the test they could do so. The Myers-Briggs tests also score extraversion stronger than introversion. Cultural Utility

The Myers-Briggs test is the most widely used test. This test has been used in all continents. The Myers-Briggs test is available in 20 foreign languages. The Myers-Briggs test has been made and is valid for the use of other languages and cultures. The Myers-Briggs is still missing several languages, and not all of the cultures have an understanding of multiple choice questions. Applicability

Knowing MBTI types for learners, instructional designers could possibly predesigned elements and strategies that accommodate the preferences of learners, much in the spirit of universal design that grew out of the architecture tradition and was embraced by special educators. Universal design, according to McGuire, Scott, and Shaw (2006), emphasizes that the design of products and environments can be usable by all people to the greatest extent possible by anticipating a variety of needs and abilities. A better understanding of the ways that learners receive data may also help determine the optimal modality to use to present content (Daisley, 2011, pg 7). Strengths...
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