This book chapter provides an overview of psychological testing in Central Africa, focusing on its history, current use in inclusive schooling, associated problems, and future prospects. Read the paper.

Background and History

Scientific psychology and psychological testing arrived in Central Africa with

colonization and have largely retained a Eurocentric, imperialistic identity. The state of scientific psychology in the region is described as “inchoate,” meaning it’s still in its early stages, and the region is a net importer of psychological knowledge rather than a generator. The chapter’s purpose is to identify the types of tests in use, point out problems with testing, and make recommendations for improvement.

Psychological testing is presented as very important for

inclusive schooling, which is the process of addressing the needs of all learners and reducing exclusion. Testing can detect undiagnosed challenges and help place students in the best learning environments to meet their needs.

Types of Tests Used in Central Africa

The chapter finds that the use of formal psychological tests is limited. The most common types of tests used in schools are:

• Achievement Tests: These are highly used by schools to monitor students’ learning progress and academic achievement. This category includes teacher-made tests and examinations from national boards (like the GCE Board in Cameroon).
• Formative and Summative Assessments: Teachers tend to rely on summative tests at the end of a term or year, but the chapter notes the importance of formative assessment (assessment for learning) to provide timely feedback and adapt teaching to student needs.
• Other Psychological Tests: Aptitude, diagnostic, placement, intelligence, personality, and vocational tests are all rarely used by schools and other organizations in the region.

Key Problems and Issues

The current state of psychological testing in Central Africa faces several significant challenges:

• Lack of Appropriate Tests: There is a notable absence of culturally appropriate, standardized, reliable, and valid psychometric measures for use in schools.
• Shortage of Trained Personnel: A major challenge is the lack or absence of trained personnel in psychological testing within school settings.
• Bias in Imported Tests: Simply importing standardized tests from Western countries is problematic. These tests are often accompanied by bias due to factors like poor translation, lack of familiarity with test demands, and poor sampling of behaviors relevant to the local context.
• Poor Quality of Classroom Assessment: Most teachers are required to develop their own assessment tools. However, it’s considered unrealistic to expect teachers, especially in disadvantaged schools, to develop high-quality instruments given their limited expertise and time.

Prospects and Recommendations

To improve psychological testing in the region, the chapter proposes several solutions:

• Adaptation and Assembly: Two main approaches are recommended: adaptation, which involves modifying an existing Western instrument, and assembly, which means constructing a completely new assessment measure from scratch.
• Develop Africentric Tests: Psychologists in Central Africa are encouraged to construct Africentric psychological tests rather than relying heavily on imported Eurocentric ones.
• Validation and Translation: Imported tests should be translated into the various local ethnic languages and then subjected to validation studies to ensure their reliability and validity.
• Adopt an Emic Approach: Test developers should use an emic approach, which examines human behavior using criteria related to a specific culture, as opposed to a universal (etic) approach.
• Expand Test Usage: It’s highly recommended that schools and societies make better use of other types of tests, such as diagnostic, placement, vocational, and personality tests, to gain a fuller understanding of an individual’s needs.