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| The World of Psychological Testing | |
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| Introduction | |
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| Major Categories of Tests (with Some Examples) | |
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| Some Additional Ways to Categorize Tests | |
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| Uses and Users of Tests | |
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| Major Issues: Assumptions and Questions | |
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| Basic Assumptions | |
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| Fundamental Questions | |
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| The Differential Perspective | |
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| The Historical Perspective | |
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| Remote Background: Up to 1840 | |
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| Setting the Stage: 1840-1880 | |
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| The Roots: 1880-1915 | |
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| The Flowering: 1915-1940 | |
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| Consolidation: 1940-1965 | |
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| Just Yesterday: 1965-2000 | |
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| And Now: 2000-Present | |
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| Major Forces | |
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| The Scientific Impulse | |
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| Concern for the Individual | |
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| Practical Applications | |
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| Statistical Methodology | |
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| The Rise of Clinical Psychology | |
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| Computers | |
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| By Way of Definition | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Sources of Information about Tests | |
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| Two Common Problems Requiring Information about Tests | |
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| Comprehensive Lists of Tests | |
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| Systematic Reviews | |
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| Electronic Listings | |
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| ETS Test Collection on the Web | |
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| Buros Reviews Available Electronically | |
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| Health and Psychosocial Instruments (HaPI) | |
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| Special Purpose Collections | |
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| Books about Single Tests | |
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| Textbooks on Testing | |
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| Journals | |
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| Publishers' Catalogs and Personnel | |
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| Other Users | |
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| Strengths and Shortcomings of the Sources | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Test Norms | |
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| Purpose of Norms | |
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| Review of Statistics: Part I | |
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| Variables | |
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| Types of Scales | |
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| Organization of Raw Data | |
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| Central Tendency | |
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| Variability | |
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| z-scores | |
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| Shapes of Distributions | |
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| The Raw Score | |
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| The Special Case of Theta | |
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| Types of Norms | |
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| Percentile Ranks and Percentiles | |
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| Standard Scores | |
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| Developmental Norms | |
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| Examples of Norm Tables | |
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| Narrative Reports and Norms | |
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| Norm Groups | |
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| National Norms | |
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| International Norms | |
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| Convenience Norm Groups | |
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| User Norms | |
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| Subgroup Norms | |
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| Local Norms | |
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| Institutional Norms | |
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| Criterion-referenced Interpretation | |
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| The Standardization Group: Determining Its Usefulness | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Reliability | |
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| Introduction | |
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| Four Important Distinctions | |
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| Review of Statistics: Part 2 - Correlation and Prediction | |
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| Bivariate Distribution and Correlation Coefficients | |
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| Regression Line | |
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| Factors Affecting Correlation Coefficients | |
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| Major Sources of Unreliability | |
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| Test Scoring | |
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| Test Content | |
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| Test Administration Conditions | |
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| Personal Conditions | |
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| Conceptual Framework: True Score Theory | |
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| Methods of Determining Reliability | |
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| Test-Retest Reliability | |
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| Inter-scorer Reliability | |
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| Alternate Form Reliability | |
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| Internal Consistency Reliability | |
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| Three Important Conclusions | |
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| The Standard Error of Measurement | |
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| Standard Errors: Three Types | |
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| Some Special Issues in Reliability | |
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| Reliability in Item Response Theory | |
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| Generalizability Theory | |
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| Factors Affecting Reliability Coefficients | |
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| How High Should Reliability Be? | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Validity | |
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| Introduction | |
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| Refining the Definition of Validity | |
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| Construct Underrepresentation and Construct Irrelevant Variance | |
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| The Basic Issue | |
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| The Traditional and Newer Classifications of Types of Validity Evidence | |
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| The Issue of Face Validity | |
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| Content Validity | |
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| Application to Achievement Tests | |
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| Instructional Validity | |
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| Application to Employment Tests | |
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| Content Validity in Other Areas | |
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| Problems with Content Validity | |
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| Criterion-related Validity | |
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| External, Realistic Criterion | |
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| Contrasted Groups | |
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| Correlations with Other Tests | |
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| Special Considerations for Interpreting Criterion-related Validity | |
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| Combining Information from Different Tests | |
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| Decision Theory: Basic Concepts and Terms | |
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| Hits, False Positives, and False Negatives | |
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| Base Rates | |
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| Selectivity and Specificity | |
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| Construct Validity | |
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| Internal Structure | |
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| Factor Analysis | |
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| Response Processes | |
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| Effect of Experimental Variables | |
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| Developmental Changes | |
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| Consequential Validity | |
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| Differential Validity in the Study of Test Bias | |
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| The Practical Concerns | |
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| Integrating the Evidence | |
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| In the Final Analysis: A Relative Standard | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Test Development and Item Analysis | |
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| Introduction | |
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| Defining the Test's Purpose | |
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| Preliminary Design Issues | |
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| Origin of New Tests | |
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| Item Preparation | |
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| Types of Test Items | |
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| Selected-response Items | |
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| Scoring Selected-response Items | |
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| Constructed-response Items | |
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| Scoring Constructed-response Items | |
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| The Pros and Cons of Selected-response versus Constructed-response Items | |
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| Suggestions for Writing Selected-response Items | |
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| Suggestions for Writing Constructed-response Items | |
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| Some Practical Considerations in Writing Items | |
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| Item Editing and Review | |
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| Item Analysis | |
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| Item Tryout | |
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| Item Statistics | |
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| Item Difficulty | |
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| Item Discrimination | |
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| Distractor Analysis | |
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| Examples of Item Statistics | |
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| Item Statistics in Item Response Theory | |
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| Factor Analysis as an Item Analysis Technique | |
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| Differential Item Functioning (DIF) | |
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| Item Analysis for Criterion-Referenced Tests | |
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| Cross-validation and Validity Shrinkage | |
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| Item Selection | |
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| Recycling to the Item Preparation Stage | |
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| Standardization and Ancillary Research Programs | |
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| Preparation of Final Materials and Publication | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Intelligence: Theories and Issues | |
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| Intelligence: Areas of Study | |
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| The Meaning of Intelligence | |
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| The Real-world Correlates of Intelligence | |
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| What to Call Them? | |
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| Theories of Intelligence | |
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| Two Classical Theories | |
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| Hierarchical Models | |
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| Developmental Theories | |
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| Information Processing and Biological Theories of Intelligence | |
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| Current Status of Testing in Relation to the Theories | |
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| Group Differences in Intelligence | |
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| Differences by Sex | |
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| Differences by Age | |
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| Differences by Socioeconomic Level | |
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| Differences by Racial/Ethnic Group | |
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| Heredity and Environment | |
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| Common Misconceptions | |
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| Methodology and Terms | |
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| Major Results | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Individual Tests of Intelligence | |
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| Some Cases | |
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| Uses and Characteristics of Individual Intelligence Tests | |
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| Typical Items in an Individual Intelligence Test | |
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| The Wechsler Scales: An Overview | |
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| Historical Introduction | |
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| Wechsler's Concept of Intelligence | |
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| Wechsler Adult Intelligence Scale - Third Edition | |
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| Wechsler Intelligence Scale for Children - Fourth Edition | |
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| WISC-IV versus WAIS-III | |
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| WISC-IV versus WISC-III | |
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| Psychometric Characteristics of WISC - IV | |
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| The Stanford-Binet | |
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| Psychometric Characteristics of SB5 | |
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| Brief Individually Administered Tests of Mental Ability | |
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| Peabody Picture Vocabulary Test | |
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| Two Other Entries | |
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| A Test of a Specific Mental Ability: The Wechsler Memory Scale - III | |
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| Mental Retardation and the Concept of Adaptive Behavior | |
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| The Concept of Adaptive Behavior | |
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| Definition of MR | |
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| Vineland Adaptive Behavior Scales | |
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| Infant and Early Childhood Tests | |
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| Other Applications | |
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| Trends in Individual Intelligence Testing | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Group Tests of Mental Ability | |
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| Some Cases | |
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| Uses of Group-administered Mental Ability Tests | |
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| Common Characteristics of Group Mental Ability Tests | |
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| Mental Ability Tests in School Testing Programs | |
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| Otis-Lennon School Ability Test | |
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| College Admissions Tests | |
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| The SAT | |
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| The ACT | |
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| Graduate and Professional School Selection | |
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| Graduate Record Examinations: General Test | |
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| Military and Business Selection Tests | |
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| Armed Services Vocational Aptitude Battery | |
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| Culture-fair Tests of Mental Ability | |
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| Raven's Progressive Matrices | |
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| Other Culture-fair Tests and Some Conclusions | |
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| Intelligence Tests for Micro-cultures | |
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| Generalizations about Group Mental Ability Tests | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Neuropsychological Assessment (Brooke Cannon) | |
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| Case Examples | |
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| Focus on the Brain: The Road to Clinical Neuropsychology | |
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| Two Main Approaches to Neuropsychological Assessment | |
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| Fixed Battery Approach | |
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| Luria-Nebraska Neuropsychological Battery | |
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| Halstead-Reitan Neuropsychological Test Battery | |
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| Flexible Battery Approach | |
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| Mental Status | |
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| Intelligence | |
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| Achievement | |
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| Attention/Concentration | |
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| Language | |
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| Visuospatial/Perceptual | |
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| Memory | |
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| Motor Functioning | |
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| Executive Functions | |
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| Personality/Psychological State | |
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| Effort/Motivation | |
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| Supplementary Information | |
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| Medical History | |
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| Psychiatric History | |
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| Psychosocial History | |
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| School Records | |
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| Collateral Information | |
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| Behavioral Observations | |
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| Case Examples Revisited | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Achievement Tests | |
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| Introduction | |
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| The Ability-Achievement Continuum | |
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| The Psychologist's Interface with Achievement Tests | |
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| A Broad Classification of Achievement Tests | |
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| A Typical School Testing Program | |
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| The Accountability Movement and Standards-Based Education | |
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| Achievement Batteries | |
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| Stanford Achievement Test | |
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| Typical Uses and Special Features | |
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| Achievement Batteries at the College Level | |
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| Single Area Achievement Tests | |
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| Examples | |
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| Typical Uses and Special Features | |
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| Licensing and Certification Tests | |
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| Examples | |
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| Typical Uses and Special Features | |
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| A Primer on Establishing Cutoff Scores | |
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| State, National, and International Achievement Tests | |
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| State Testing Programs | |
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| A National Testing Program: NAEP | |
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| International Testing Programs: TIMSS and PISA | |
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| Special Features | |
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| Individually Administered Achievement Tests | |
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| Examples | |
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| Typical Uses and Special Features | |
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| Some Nagging Questions about Achievement Tests | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Objective Personality Tests | |
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| Introduction | |
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| Uses of Objective Personality Tests | |
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| A Functional Classification of Objective Personality Tests | |
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| Comprehensive Inventories: Common Characteristics | |
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| Specific Domain Tests: Common Characteristics | |
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| The Special Problems of Response Sets and Faking | |
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| Strategies for Dealing with Response Sets and Faking | |
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| Major Approaches to Personality Test Development | |
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| Content Method | |
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| Criterion-Keying Approach | |
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| Factor Analysis | |
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| Theory-Driven Approach | |
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| Combined Approaches | |
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| Examples of Comprehensive Inventories | |
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| The Edwards Personal Preference Schedule (EPPS): An Example of a Theory-Based Test | |
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| The NEO Personality Inventory-Revised: An Example of a Factor Analytic Test | |
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| Specific Domain Tests | |
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| Piers-Harris Children's Self-Concept Scale | |
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| Measures within Positive Psychology | |
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| An Example: Subjective Well-Being | |
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| Trends in the Development and Use of Objective Personality Tests | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Clinical Instruments and Methods | |
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| Introduction | |
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| The Clinical Interview as Assessment Technique | |
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| Unstructured, Semistructured, and Structured Interviews | |
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| The DSM | |
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| Structured Clinical Interview for DSM-IV Axis I Disorders | |
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| The Employment Interview: A Sidebar | |
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| Examples of Comprehensive Self-Report Inventories | |
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| The Minnesota Multiphasic Personality Inventory (MMPI) | |
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| The Millon Clinical Multiaxial Inventory (MCMI) and the Millon Family | |
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| Symptom Checklist-90-R | |
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| Examples of Specific Domain Tests | |
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| The Beck Depression Inventory (BDI) | |
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| The Eating Disorder Inventory (EDI) | |
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| State-Trait Anxiety Inventory | |
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| Behavior Rating Scales | |
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| Multi-score Systems | |
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| Single-area Scales | |
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| Behavioral Assessment | |
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| Direct or Naturalistic Observation | |
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| Analogue Behavioral Observation | |
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| Behavioral Interviewing | |
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| Self-Monitoring and Self-Report | |
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| Cognitive-Behavioral Assessment | |
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| Physiological Measures | |
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| Concluding Comments on Behavioral Assessment Methods | |
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| Trends in the Development and Use of Clinical Instruments | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Projective Techniques | |
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| General Characteristics of Projective Techniques and the Projective Hypothesis | |
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| Uses of Projective Techniques | |
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| Indicators for the Use of Projectives | |
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| Administration and Scoring of Projective Techniques: A Forewarning | |
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| The Rorschach Inkblot Test | |
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| The Materials | |
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| Administration and Scoring | |
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| The Coding System | |
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| Sequence of Scores and Structural Summary | |
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| Evaluation of the Rorschach | |
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| Thematic Apperception Test (TAT) | |
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| Rotter Incomplete Sentences Blank (RISB) | |
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| Human Figure Drawings | |
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| The Future of Projective Techniques | |
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| Training of Psychologists | |
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| Emergence of Managed Care | |
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| Objective Scoring, Norm-referenced Interpretation, and Psychometric Quality | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Interests and Attitudes | |
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| Intoduction | |
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| Orientation to Career Interest Testing | |
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| Strong and Kuder | |
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| Traditional Approaches | |
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| Uses of Career Interest Tests | |
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| A Forewarning on Names | |
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| Holland Themes and the RIASEC Codes | |
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| Strong Interest Inventory | |
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| Kuder Career Search (KCS) | |
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| Self-Directed Search (SDS) | |
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| Some Generalizations about Career Interest Measures | |
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| Attitude Measures | |
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| Likert Scales | |
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| Thurstone Scales | |
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| Guttman Scales | |
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| Public Opinion Polls and Consumer Research | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Ethical and Legal Issues | |
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| Ethics versus Law | |
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| Ethical Issues | |
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| Background on Professional Ethics | |
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| Sources of Ethical Principles for Testing | |
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| Generalizations about Ethical Use of Tests | |
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| Competence | |
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| Informed Consent | |
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| Knowledge of Results | |
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| Confidentiality | |
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| Test Security | |
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| Test Construction and Publication | |
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| Automated Scoring/Interpretation Systems | |
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| Unqualified Persons | |
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| Test User Qualifications | |
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| Legal Issues | |
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| Areas of Application: An Overview | |
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| Definition of Laws | |
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| Laws Related to Testing | |
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| The Fourteenth Amendment | |
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| The Civil Rights Acts of 1964 and 1991 | |
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| Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990 | |
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| The Handicapped/Disabled in Education: P.L. 94-142 and IDEA | |
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| FERPA and HIPPA | |
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| EEOC Guidelines | |
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| No Child Left Behind Act | |
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| Illustrative Court Cases | |
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| Griggs v. Duke Power | |
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| Debra P. v. Turlington and GI Forum v. TEA | |
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| Larry P. v. Riles, PASE v. Hannon, and Crawford v. Honig | |
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| Karraker v. Rent-A-Center | |
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| Forensic Application of Tests | |
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| Two Legal Terms | |
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| Three Areas of Special Concern | |
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| And Beyond | |
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| Some Generalizations about the Interface of Testing and the Law | |
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| Summary | |
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| Key Terms | |
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| Exercises | |
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| Appendixes | |
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| Test Reviewing and Selection | |
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| How to Build a (Simple) Test | |
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| Contact Information for Major Test Publishers | |
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| Sample Data Sets | |
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| Answers to Selected Exercises | |
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| Glossary | |
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| References | |
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| Text and Illustration Credits | |
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| Index | |