ABSTRACT
When graduate students are first exposed to projective instruments, they expect to achieve mastery in assessment by using the same study techniques that gained them entry into graduate school. By reading and memorizing texts and journals, they plan to learn the necessary content to guide the assessment process. In other words, they expect that expertise in projective instruments will be acquired by using the same methodology that one uses with objective tests. Specifically, graduate students seek objective scoring systems that possess high test reliability and validity, which will thereby minimize errors of interpretation. The students both hope and expect psychological assessment to be a process that can be readily mastered with intelligence and hard work.
