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| Introduction to Psychological Testing: Why We Do It and What It Is | |
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| the Basics Statistics of Measurement | |
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| the Meaning of Test Scores | |
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| Reliability | |
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| Validity | |
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| Item Development | |
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| Item Analysis: Methods for Fitting the Right Items to the Right Test | |
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| Achievement Tests in the Era of High-Stakes Assessment | |
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| Assessment of Intelligence | |
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| Assessment of Personality | |
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| Behavioral Assessment | |
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| Employment and Vocational Testing | |
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| Neuropsychological Testing | |
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| Forensic Applications of Psychological Assessment | |
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| the Problem of Bias in Psychological Assessment | |
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| Assessment Accommodations | |
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| Best Practices: Legal and Ethical Issues | |
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| How to Develop a Psychological Test: A Practical Approach | |
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| Introduction to Psychological Testing: Why We Do It and What It Is | |
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| Introduction | |
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| Brief History of Testing | |
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| the Language of Assessment | |
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| Assumptions of Psychological Assessment | |
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| Why Use Tests? | |
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| Common Application of Psychological Assessments | |
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| Participants in the Assessment Process | |
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| Psychological Assessment in the 21st Century | |
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| Chapter Summary | |
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| the Basics Statistics of Measurement | |
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| the Role of Mathematics in Measurement | |
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| Scales of Measurement | |
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| the Description of Test Scores | |
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| Correlation Coefficients | |
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| Linear Regression & Standard Error of Estimate | |
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| Chapter Summary | |
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| the Meaning of Test Scores | |
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| Introduction | |
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| Norm-Referenced & Criterion-Referenced Score Interpretations | |
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| Scores based on Item Response Theory | |
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| So What Scores Should You Use? | |
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| Qualitative Descriptions of Scores | |
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| Reporting Information on Normative Samples and Test Scores | |
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| Chapter Summary | |
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| Reliability | |
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| Introduction | |
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| Classical Test Theory and Measurement Error | |
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| Sources of Measurement Error | |
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| Reliability Coefficients | |
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| the Standard Error of Measurement | |
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| Modern Test Theory | |
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| Reporting Reliability Information | |
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| Reliability: Practical Strategies for Educators | |
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| Chapter Summary | |
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| Validity | |
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| Introduction | |
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| Threats to Validity | |
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| Reliability and Validity | |
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| "Types of Validity" versus "Types of Validity Evidence" | |
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| Types of Validity Evidence | |
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| How Test Publishers Report Validity Evidence | |
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| Item Development | |
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| Introduction | |
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| Item Formats | |
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| General Item Writing Guidelines | |
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| Maximum Performance Tests | |
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| Typical Response Tests | |
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| Summary | |
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| Item Analysis: Methods for Fitting the Right Items to the Right Test | |
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| Introduction | |
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| Item Difficulty Index (or Item Difficulty Level) | |
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| Item Discrimination | |
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| Distracter Analysis | |
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| Using Item Analysis to Improve Items | |
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| Qualitative Item Analysis | |
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| Item Characteristic Curves & Item Response Theory | |
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| Summary | |
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| Achievement Tests in the Era of High-Stakes Assessment | |
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| Introduction | |
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| Group Administered Achievement Tests | |
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| Individual Achievement Tests | |
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| Selecting an Achievement Battery | |
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| Teacher Made Achievement Tests & Grading | |
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| Summary | |
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| Assessment of Intelligence | |
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| Introduction | |
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| A Brief History of Intelligence Tests | |
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| the Use of Aptitude and Intelligence Tests in School Settings | |
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| the Use of Aptitude and Intelligence Tests in Clinical Settings | |
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| Major Aptitude/Intelligence Tests | |
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| Selecting Aptitude/Intelligence Tests | |
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| Understanding the Report of an Intellectual Assessment | |
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| Summary | |
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| Assessment of Personality | |
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| Introduction | |
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| Assessing Personality | |
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| Special Issues in Personality Assessment | |
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| Objective Personality Tests: An Overview | |
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| Projective Personality Tests: An Overview | |
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| Summary | |
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| Behavioral Assessment | |
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| Assessing Behavior | |
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| Response Sets | |
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| Assessment of Behavior in the Schools | |
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| Behavioral Interviewing | |
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| Behavior Rating Scales | |
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| Direct Observational Methods | |
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| Psychophysiological Assessment | |
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| Employment and Vocational Testing | |
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| Introduction | |
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| History of I/O Psychology | |
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| Approaches to Personnel Selection | |
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| Choosing a Personnel Selection Approach | |
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| Evaluating Job Performance | |
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| Legal issues | |
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| Career Assessment | |
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| Neuropsychological Testing | |
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| Introduction | |
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| Components of a Neuropsychological Evaluation | |
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| Neuropsychological Assessment Approaches and Instruments | |
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| Assessment of Memory Functions | |
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| the Process of Neuropsychological Assessment | |
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| Measurement of Deficits & Strengths | |
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| Chapter Summary | |
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| Forensic Applications of Psychological Assessment | |
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| What is Forensic Psychology? | |
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| Expert Witnesses and Expert Testimony | |
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| Clinical Therapeutic Assessment versus Forensic Assessment | |
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| Applications in Criminal Proceedings | |
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| Applications in Civil Proceedings | |
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| Third Party Observers in Forensic Psychological Testing | |
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| Detection of Malingering and other forms of Dissimulation | |
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| the Admissibility of Testimony Based on Psychological Testing Results | |
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| the Problem of Bias in Psychological Assessment | |
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| What Do We Mean by Bias? | |
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| Past and Present Concerns: A Brief Look | |
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| the Controversy over Bias in Testing: Its Origin, What It Is, and What It Is Not | |
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| Cultural Bias and the Nature of Psychological Testing | |
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| Objections to the Use of Educational and Psychological Tests with Minority Students | |
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| the Problem of Definition in Test Bias Research: Differential Validity | |
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| Cultural Loading, Cultural Bias, and Culture-Free Tests | |
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| Inappropriate Indicators of Bias: Mean Differences and Equivalent Distributions | |
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| Bias in Test Content | |
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| Bias in Other Internal Features of Tests | |
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| Bias in Prediction and in Relation to Variables External to the Test | |
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| Assessment Accommodations | |
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| Introduction | |
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| Accommodations versus Modifications | |
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| Major Legislation that Impacts the Assessment of Examinees with Disabilities | |
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| the Rationale for Accommodations | |
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| When are accommodations not appropriate or necessary? | |
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| Strategies for Accommodations | |
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| Determining What Accommodations to Provide | |
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| Assessment of English Language Learners (ELL) | |
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| Reporting Results of Modified Assessments | |
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| Summary | |
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| Best Practices: Legal and Ethical Issues | |
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| Introduction | |
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| Guidelines for Developing Assessments | |
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| Guidelines for Selecting Published Assessments | |
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| Guidelines for Administering Assessments | |
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| Guidelines for Scoring Assessments | |
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| Guidelines for Interpreting, Using, and Communicating Assessment Results | |
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| Responsibilities of Test Takers | |
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| Summary | |
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| How to Develop a Psychological Test: A Practical Approach | |
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| Determining the need for a new test | |
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| Describing the uses and interpretations of results from the test. | |
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| Who will use the test and why? | |
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| Developing conceptual and operational definitions of constructs you intend to measure. | |
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| Determining whether measures of dissimulation are needed and if so, what kind. | |
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| Preparing a detailed description of the test, including a content blueprint. | |
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| Carrying out the development plan | |