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Historical and Philosophical Foundations of Assessment | |
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Testing and Assessment | |
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Value of Testing | |
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Standardized and Nonstandardized Tests | |
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Historical Contexts | |
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Current Issues | |
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Summary | |
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Questions for Discussion | |
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Suggested Activities | |
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Additional Readings | |
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| |
Statistical Concepts | |
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Role of Statistics | |
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Four Scales of Measurement | |
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Nominal Scale | |
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Ordinal Scale | |
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Interval Scale | |
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Ratio Scale | |
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What Scores Look Like | |
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Frequency Distribution | |
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Graphic Presentations | |
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Symmetry and Skewness | |
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Measures of Central Tendency | |
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Mode | |
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Mean | |
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Median | |
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Comparison of Measures of Central Tendency | |
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Measures of Variability | |
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Range | |
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Variance | |
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Standard Deviation | |
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Measures of Relationship | |
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Pearson Product Moment Correlation | |
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Regression | |
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Factor Analysis | |
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Normal Curve | |
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Inferential Statistics | |
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Statistical Software | |
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Summary | |
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Questions for Discussion | |
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Suggested Activities | |
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Additional Readings | |
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Understanding Test Scores | |
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Test Scores | |
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Scoring and Interpreting Tests | |
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Models of Scoring | |
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Examples of Test Scoring | |
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Scoring Alternate and Authentic Assessments | |
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Criterion- and Norm-Referenced Interpretation | |
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Criterion-Referenced Interpretation | |
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Norm-Referenced Interpretation | |
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Percentiles | |
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Standard Scores | |
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Developmental Intraindividual Comparison | |
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Age Norms | |
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Grade Equivalent and Placement Scores | |
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Norming Groups | |
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Conversion Tables | |
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Profiles | |
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Standards for Scoring and Interpretation | |
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Summary | |
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Questions for Discussion | |
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Suggested Activities | |
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Additional Readings | |
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Validity | |
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Validity | |
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Content Validity | |
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Criterion-Related Validity | |
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Construct Validity | |
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Consequential Validity | |
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Overview of Validation Concepts | |
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Threats to Test Validity | |
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Summary | |
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Questions for Discussion | |
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Suggested Activities | |
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Additional Readings | |
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Reliability | |
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Reliability | |
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Reliability Coefficients | |
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Methods of Assessing Reliability | |
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Standard Error of Measurement | |
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Factors Influencing Reliability | |
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Summary | |
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Questions for Discussion | |
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Suggested Activities | |
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Additional Readings | |
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Process and Procedures of Testing | |
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Decision Theory Model | |
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Making Decisions and Judgments | |
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Identifying the Type of Information Needed | |
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Identifying Available Information | |
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Strategies to Obtain Additional Information | |
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Locating Appropriate Tests | |
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Evaluating and Selecting Tests | |
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Practical Issues in Testing | |
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Time of Testing | |
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Cost of Testing | |
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Format of Test | |
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Readability | |
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Ease of Administration | |
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Ease of Scoring | |
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Ease of Interpretation | |
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Available Aids for Test Administrators | |
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Usefulness of the Test Manual | |
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Steps in Test Development | |
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Test Administration Guidelines and Procedures | |
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Standards for Test Administration | |
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Pretesting Procedures | |
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Examiner Knowledge | |
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Management Details | |
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Training Test Administrators | |
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Awareness and Orientation | |
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Administering the Test | |
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Posttesting Procedures | |
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Major Issues and Problems in Test Administration | |
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| |
Examiner Bias | |
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Feedback on the Test and Test Administration | |
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Summary | |
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Questions for Discussion | |
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Suggested Activities | |
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Additional Readings | |
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Legal and Ethical Concerns and Issues in Testing | |
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Professional Standards and Codes of Ethics | |
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NBCC Code of Ethics | |
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APA Standards | |
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ACA Code of Ethics | |
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Standards for Educational and Psychological Testing | |
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National Council on Measurement in Education | |
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Social and Ethical Issues | |
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| |
Professional Training and Competence | |
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| |
Responsibilities of the Test Takers | |
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Test Quality | |
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Client Welfare Issues | |
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Internet Testing | |
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Gender Bias | |
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Multicultural Differences | |
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Responsible Test Use | |
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Legal Aspects | |
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Family Educational Rights and Privacy Act of 1974 (Buckley Amendment) | |
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| |
Public Law 94-142: Education of All Handicapped Children Act | |
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Public Law 98-524: The Vocational Education Act of 1984 | |
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Public Law 99-457: Amendment to the Individuals with Disabilities Education Act of 1975 | |
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Public Law 101-476: Education of the Handicapped Act of 1990 | |
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Public Law 101-336: Americans with Disabilities Act of 1990 | |
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Public Law 107-110: No Child Left Behind Act of 2001 | |
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| |
Employment Laws | |
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| |
Court Decisions on Educational Testing | |
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| |
Court Decisions on Employment Testing | |
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| |
Questions and Procedures | |
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| |
Current Trends and Perspectives | |
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Summary | |
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| |
Questions for Discussion | |
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| |
Suggested Activities | |
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| |
Additional Readings | |
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| |
Ability and Intelligence Testing | |
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| |
Definitions of Intelligence | |
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| |
Models of Intelligence | |
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| |
Spearman's g | |
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Thurstone's Multifactor Theory | |
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E. L. Thorndike | |
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Hierarchical Theory | |
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Guilford's Model of Intelligence | |
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Cattell's Fluid and Crystallized Intelligence | |
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| |
Sternberg's Cognitive Approaches to Intelligence | |
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| |
Piaget's Theory of Cognitive Development | |
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| |
Gardner's Theory of Multiple Intelligences | |
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| |
Multicultural Issues | |
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| |
Types of Tests | |
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| |
Individual Scales | |
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| |
Intelligence Tests for Special Populations | |
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| |
Trends and Issues | |
| |
| |
Summary | |
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| |
Questions for Discussion | |
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| |
Suggested Activities | |
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| |
Additional Readings | |
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| |
| |
Aptitude Testing | |
| |
| |
Aptitude Tests | |
| |
| |
Multiaptitude Batteries | |
| |
| |
Armed Services Vocational Aptitude Battery | |
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| |
Differential Aptitude Test Battery, Fifth Edition | |
| |
| |
General Aptitude Test Battery | |
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| |
Career Ability Placement Survey | |
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| |
Admissions Tests | |
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| |
Specialized Aptitude Tests | |
| |
| |
Clerical Ability | |
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| |
Mechanical Ability | |
| |
| |
Psychomotor Ability | |
| |
| |
Artistic Aptitude | |
| |
| |
Musical Aptitude | |
| |
| |
Computer Aptitude | |
| |
| |
Trends | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
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| |
| |
The Assessment of Achievement | |
| |
| |
Types of Achievement Tests | |
| |
| |
Survey Achievement Batteries | |
| |
| |
Criterion-Referenced Tests | |
| |
| |
Item Banks | |
| |
| |
Minimum-Level Skills Tests | |
| |
| |
State Assessment Tests | |
| |
| |
National Assessment of Educational Progress | |
| |
| |
Subject-Area Tests | |
| |
| |
Individual Achievement Tests | |
| |
| |
Adult Achievement Tests | |
| |
| |
Diagnostic Tests | |
| |
| |
Using Achievement Test Results | |
| |
| |
Factors Affecting Test Scores | |
| |
| |
Analysis of Class Profile | |
| |
| |
Alternate Assessment | |
| |
| |
Curiculum-Based Measurement | |
| |
| |
Observational Approaches | |
| |
| |
Test Behavior Observational Scales | |
| |
| |
Clinical Observations | |
| |
| |
Self-Observations | |
| |
| |
Unstructured versus Structured Observation | |
| |
| |
Problems in Observation | |
| |
| |
Critical Incident Approach | |
| |
| |
Situation Tests | |
| |
| |
Unobtrusive versus Participant Observation | |
| |
| |
Training Observers | |
| |
| |
Methods of Data Collection | |
| |
| |
Anecdotal Records | |
| |
| |
Behavior Tallying and Charting | |
| |
| |
Checklists | |
| |
| |
Rating Scales | |
| |
| |
Guidelines for Observation | |
| |
| |
Authentic Assessment | |
| |
| |
Guidelines for Authentic Assessment Systems | |
| |
| |
Scoring Rubrics | |
| |
| |
Issues and Problems | |
| |
| |
Portfolio Assessment | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
Career and Employment Testing | |
| |
| |
Interest Inventories | |
| |
| |
Self-Directed Search | |
| |
| |
Strong Interest Inventory | |
| |
| |
Career Occupational Preference System | |
| |
| |
Other Interest Inventories | |
| |
| |
Values | |
| |
| |
Guidelines for Interpreting Tests | |
| |
| |
Career Development Instruments | |
| |
| |
Combined Programs | |
| |
| |
Problems of Interest Measurement | |
| |
| |
Employment Testing | |
| |
| |
Types of Tests | |
| |
| |
Certification | |
| |
| |
Test Use in Government | |
| |
| |
Occupational and Professional Licensing | |
| |
| |
Test Use in the Military Sector | |
| |
| |
Personnel Selection and Classification Techniques | |
| |
| |
Biographical Data | |
| |
| |
Interviews | |
| |
| |
Assessment Center | |
| |
| |
Job Analysis | |
| |
| |
WorkKeys | |
| |
| |
Guidelines for Employee Selection | |
| |
| |
Using the MBTI in Organizations | |
| |
| |
Personnel Selection Inventory | |
| |
| |
Current Trends and Perspectives | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
Personality Testing | |
| |
| |
Role of Personality Theory | |
| |
| |
Psychodynamic Approaches | |
| |
| |
Behavioral Approaches | |
| |
| |
Humanistic Approaches | |
| |
| |
Trait, Type, and State Theories | |
| |
| |
Empirical Approaches | |
| |
| |
Techniques for Measuring Personality | |
| |
| |
Verbal Techniques | |
| |
| |
Visual Techniques | |
| |
| |
Drawing Techniques | |
| |
| |
Manipulative Techniques | |
| |
| |
Objective Techniques | |
| |
| |
Format of Tests | |
| |
| |
Dimensions of Personality | |
| |
| |
Enneagram | |
| |
| |
Self-Concept Scales | |
| |
| |
Problems in Personality Assessment | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
Clinical Assessment | |
| |
| |
Clinical Assessment | |
| |
| |
Types of Tests and Assessment Techniques | |
| |
| |
Models of Clinical Assessment | |
| |
| |
Tests in Counseling | |
| |
| |
Assessment Approaches | |
| |
| |
Interviews | |
| |
| |
Behavioral Assessment | |
| |
| |
Behavioral Observation | |
| |
| |
Self-Monitoring | |
| |
| |
Simulation and Analogue Methods | |
| |
| |
Tests That Assess DSM-IV-TR Axis I Disorders | |
| |
| |
Psychodiagnostic Testing | |
| |
| |
Neuropsychological Assessment Batteries | |
| |
| |
Interviewing Children and Adolescents | |
| |
| |
Pitfalls | |
| |
| |
Cultural Issues in Personality Assessment | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
Assessment of Development | |
| |
| |
General Principles | |
| |
| |
Domains | |
| |
| |
Methods of Assessment | |
| |
| |
Early Identification | |
| |
| |
Language Development | |
| |
| |
Cognitive Stages | |
| |
| |
Psychosocial Development | |
| |
| |
Moral Development | |
| |
| |
Career Development | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
Environmental Assessment | |
| |
| |
Theoretical Background | |
| |
| |
Models and Dimensions | |
| |
| |
Assessment Strategies | |
| |
| |
Family and Home Environment | |
| |
| |
School Environment | |
| |
| |
School Climate | |
| |
| |
Learning Styles | |
| |
| |
Processing Style | |
| |
| |
Modality Assessment | |
| |
| |
Cognitive Style | |
| |
| |
Learning Styles: A Multiple Intelligences Approach | |
| |
| |
Learning Personalities | |
| |
| |
Learning Style Inventories | |
| |
| |
Work Environment | |
| |
| |
Person-Environment-Fit | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
The Computer in Assessment | |
| |
| |
Computer Uses | |
| |
| |
Computer-Assisted Testing | |
| |
| |
Computer-Adaptive Testing | |
| |
| |
Differences Between Conventional and Computer Tests | |
| |
| |
The Graduate Record Examination (Gre) | |
| |
| |
Computer-Aided Personality Testing | |
| |
| |
Evaluating Computer-Based Adaptive Testing | |
| |
| |
Internet-Based Assessment | |
| |
| |
Computer Simulation in Testing | |
| |
| |
Professional Standards and Guidelines | |
| |
| |
Sources of Information | |
| |
| |
Computer Options | |
| |
| |
Advantages and Disadvantages of Computer Applications | |
| |
| |
Software for Test Development | |
| |
| |
Trends and Issues | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
Working with Diverse Populations | |
| |
| |
Standards for Testing People with Disabling Conditions | |
| |
| |
Testing Linguistic Minorities | |
| |
| |
IDEA | |
| |
| |
Preschool Evaluations | |
| |
| |
Types of Disabilities and Disorders | |
| |
| |
Communication Disorders | |
| |
| |
Intellectual Disabilities | |
| |
| |
Behavior Disorders | |
| |
| |
Hearing Impairment | |
| |
| |
Visual Impairment | |
| |
| |
Individuals Who Are Gifted or Talented | |
| |
| |
Standards for Multicultural Assessment | |
| |
| |
Technical Considerations | |
| |
| |
Administration and Scoring | |
| |
| |
Use and Interpretation | |
| |
| |
Test Bias | |
| |
| |
Test Taker Bias Factors | |
| |
| |
Examiner Bias Factors | |
| |
| |
Developing Greater Multicultural Understanding | |
| |
| |
Ethical Principles | |
| |
| |
Etic and Emic Perspectives | |
| |
| |
Acculturation | |
| |
| |
Strategies | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
Assessment Issues in Education | |
| |
| |
High- Stakes Testing | |
| |
| |
Student Assessment Programs | |
| |
| |
Scholastic Aptitude Tests | |
| |
| |
Multifactor Aptitude Tests | |
| |
| |
Career Guidance Tests | |
| |
| |
Needs Assessments | |
| |
| |
Developmental Model | |
| |
| |
Test-Taking Skills | |
| |
| |
Stress Reduction | |
| |
| |
Test Anxiety | |
| |
| |
Measures of Test Anxiety | |
| |
| |
Strategies to Help Test Anxiety | |
| |
| |
Relaxation Techniques | |
| |
| |
Improving Test Scores | |
| |
| |
Coaching | |
| |
| |
Strategies to Increase Test Wiseness | |
| |
| |
Application of Test Wiseness to Teacher-Made Tests | |
| |
| |
Workshop on Test-Taking Skills | |
| |
| |
Other Factors | |
| |
| |
Information on Test Taking | |
| |
| |
Test Alert | |
| |
| |
Learning Styles | |
| |
| |
Processing Style | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
Communicating Test Results | |
| |
| |
Test Reports | |
| |
| |
Written Reports | |
| |
| |
Purpose of Written Reports | |
| |
| |
Dimensions of Reports | |
| |
| |
Models of Assessment | |
| |
| |
Test-Oriented Model | |
| |
| |
Domain-Oriented Model | |
| |
| |
Hypothesis-Oriented Model | |
| |
| |
Levels of Reports | |
| |
| |
Guidelines for Communicating Test Results | |
| |
| |
Informed Consent | |
| |
| |
Standards for Reporting Test Results | |
| |
| |
Methods of Reporting Test Results | |
| |
| |
Individual Sessions | |
| |
| |
Group Sessions | |
| |
| |
Written Reports | |
| |
| |
Computer-Generated Test Reports | |
| |
| |
Video Approaches | |
| |
| |
Oral Reports | |
| |
| |
Problem Areas | |
| |
| |
Acceptance | |
| |
| |
Readiness of the Client | |
| |
| |
Negative Results | |
| |
| |
Flat Profiles | |
| |
| |
Motivation and Attitude | |
| |
| |
Communication of Test Results to the Public | |
| |
| |
General Guidelines | |
| |
| |
The Tester as Consultant: Legal Considerations | |
| |
| |
Ethical Standards for Consultation | |
| |
| |
Consulting with Parents | |
| |
| |
Explaining Test Results to Parents | |
| |
| |
Parent-Examiner Conferences | |
| |
| |
Types of Questions Parents Ask About Tests | |
| |
| |
Other Areas of Concern to Parents | |
| |
| |
The Informing Interview | |
| |
| |
Parents as Test Interpreters | |
| |
| |
Consulting with Teachers | |
| |
| |
Indirect Delivery Model | |
| |
| |
Problem-Solving Consulting Model | |
| |
| |
Consulting with Other Professionals | |
| |
| |
Evaluation of the Consultant | |
| |
| |
Summary | |
| |
| |
Questions for Discussion | |
| |
| |
Suggested Activities | |
| |
| |
Additional Readings | |
| |
| |
| |
Test Publishers and Distributors | |
| |
| |
Glossary | |
| |
| |
References | |
| |
| |
Test Index | |
| |
| |
Name Index | |
| |
| |
Subject Index | |