Information derived from psychological assessments is often interpreted intuitively, which results in suboptimal and biased decisions. I investigate if the use of simple, transparent algorithms results in more valid and fairer assessment. This project advances insights into test use by investigating how such algorithms can best be designed and used.

Negative body image is a frequent problem with potentially serious consequences, like the development of eating disorders such as Anorexia Nervosa. Unfortunately, current treatments show very limited effectiveness in modifying body image concerns. Clearly, there is an urgent need for more effective body image interventions. This project therefore explores a new, theory-informed approach to tackle body image concerns. The proposed study reflects a collaborative effort with a supra-regional eating disorder treatment center and is designed to test the efficacy of a novel unconscious evaluative conditioning procedure in which we use Continuous Flash Suppression to present own-body pictures outside awareness, and pair participants’ pictures with signs of positive social feedback to strengthen body-positive associations. Unconscious evaluative conditioning has the promise to outperform existing interventions because it prevents the disadvantageous (re)activation of negative body-associations that is evident during common body exposure and prevents discarding positive feedback as irrelevant for the body image. If this promise indeed comes to pass, the project would provide a very welcome contribution to the currently available interventions and would provide an important tool to alleviate the suffering of people with mental disorders in which negative body image is a core symptom such as Anorexia Nervosa.

Psychological tests, as intelligence tests, are widely used, like for diagnosis and selection. Test administrations are interpreted using test norms. Currently, norms are less accurate than possible, creating norms requires more effort than necessary, and the interpretation of norms by end users is often hampered by insufficiently available information. We develop advanced norming methods that make (1) scoring tests, (2) designing a normative study, and (3) interpreting test results more precise and simpler than is possible now. This makes the development, maintenance and use of high-quality psychological tests easier and cheaper, which greatly benefits test practice.

Individual dynamic processes are of increasing interest in psychology. An adequate time series analysis of the resulting data provides insight in the processes underlying psychological data. To enable a proper modelling of such complex multivariate time series, we will develop variants of the highly promising linear multiregression dynamic model. The empirical value of the models will be examined and compared to existing time series approaches. This will be done on basis of data from typical time series studies from emotion and psychopathology research.

Attention for professional skills such as communication and problem solving in higher education is growing. Therefore, knowledge on how to assess these skills validly and fairly is essential. These skills are often assessed through performance-based assessments, which are susceptible to subjectivity and bias. We investigate what principles drive validity and fairness of performance-based assessment, and pay attention to stakeholder perceptions and possible tensions between optimizing validity and fairness. This project results in comprehensive actionable guidelines for valid and fair assessment of professional skills and resources that can be used in training programs for educational professionals.