Psychological Test Feedback: Canadian Clinicians’ Perceptions and Practices

Abstract

This study explores Canadian clinicians’ perceptions of test feedback (TFB) and how those perceptions influence their practice. This secondary analysis of open-ended qualitative data extends a previous study with similar research questions conducted by Jacobson et al. (2015). A case study design and consensual qualitative research (CQR) data analysis procedure was utilized to enhance the trustworthiness of the results. The findings indicate that clinicians give TFB in a variety of settings. Clinicians emphasize the importance of providing tailored and collaborative TFB, of attending to ethical issues related to TFB, and of improving academic training in TFB. Also, clinicians discuss unique situations in which feedback is provided to a third party rather than to the testing individual. Clinical implications such as increased practical training for providing TFB are discussed. Future research could investigate the outcomes of TFB provision.

Beyond the Bell curve

“…Regarding the second research question, which addressed the graduate training received in AFB practices, most respondents reported receiving little training, which is consistent with the graduate training literature (Lockwood & Farmer, 2020; Zhou et al, 2020). Training programs should place a strong emphasis on explicitly teaching this critical component of the assessment process.…”

“…This also should include educating trainees on relevant ethical standards/guidelines, assigning appropriate AFB-related reading, and in-class discussion oriented around understanding the complexity and importance of AFB. Trainees also should become familiar with and develop an understanding of collaborative/therapeutic models and approaches (Finn et al, 2012; Zhou et al, 2020).…”

“…Research examining the benefits of test feedback and the utility of different feedback methods is limited (Fallows & Hilsabeck, 2013; Wong et al, 2023). Of the few studies that have investigated AFB, the focus has been primarily on medical and clinical settings, rather than school settings (Jacobson et al, 2015; Merker et al, 2010; Pope, 1992; Zhou et al, 2020). In fact, Pope (1992) described AFB as the most neglected aspect of assessment.…”