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Psychological Testing: A Practical Introducation, 2nd Edition provides a comprehensive introduction to major psychometric principles, accompanied by "real world" examples demonstrating test usage in contemporary practice. The text explores concepts including reliability, validity, norms development, approaches to both norm-referenced and criterion-referenced interpretation, methods of studying test bias, and procedures for test development. Additionally, the book is written in clear, student-friendly language, without ommitting difficult issues and concepts. The book describes examples of tests in major domains, including intelligence, personality (both objective and projective), clinical methods, achievement, interests and attitudes, and neuropsychology.

Tabla de contenidos provista por Syndetics

• Part 1 (p. 1)
• Chapter 1 The World of Psychological Testing(p. 3)
• Introduction(p. 4)
• Major Categories of Tests (with Some Examples)(p. 5)
• Some Additional Ways to Categorize Tests(p. 8)
• Uses and Users of Tests(p. 10)
• Major Issues: Assumptions and Questions(p. 15)
• Basic Assumptions(p. 15)
• Fundamental Questions(p. 16)
• The Differential Perspective(p. 18)
• The Historical Perspective(p. 18)
• Remote Background: Up to 1840(p. 18)
• Setting the Stage: 1840-1880(p. 20)
• The Roots: 1880-1915(p. 22)
• The Flowering: 1915-1940(p. 26)
• Consolidation: 1940-1965(p. 27)
• Just Yesterday: 1965-2000(p. 29)
• And Now: 2000-Present(p. 30)
• Major Forces(p. 31)
• The Scientific Impulse(p. 31)
• Concern for the Individual(p. 32)
• Practical Applications(p. 33)
• Statistical Methodology(p. 33)
• The Rise of Clinical Psychology(p. 33)
• Computers(p. 34)
• By Way of Definition(p. 38)
• Summary(p. 41)
• Key Terms(p. 42)
• Exercises(p. 42)
• Chapter 2 Sources of Information about Tests(p. 45)
• Two Common Problems Requiring Information about Tests(p. 45)
• Comprehensive Lists of Tests(p. 48)
• Systematic Reviews(p. 49)
• Electronic Listings(p. 52)
• ETS Test Collection on the Web(p. 52)
• Buros Reviews Available Electronically(p. 52)
• Health and Psychosocial Instruments (HaPI)(p. 53)
• Special Purpose Collections(p. 53)
• Books about Single Tests(p. 54)
• Textbooks on Testing(p. 55)
• Journals(p. 55)
• Publishers' Catalogs and Personnel(p. 57)
• Other Users(p. 57)
• Strengths and Shortcomings of the Sources(p. 59)
• Summary(p. 60)
• Key Terms(p. 61)
• Exercises(p. 61)
• Chapter 3 Test Norms(p. 63)
• Purpose of Norms(p. 64)
• Review of Statistics: Part I(p. 65)
• Variables(p. 65)
• Types of Scales(p. 66)
• Organization of Raw Data(p. 68)
• Central Tendency(p. 68)
• Variability(p. 70)
• z-scores(p. 71)
• Shapes of Distributions(p. 72)
• The Raw Score(p. 74)
• The Special Case of Theta(p. 75)
• Types of Norms(p. 77)
• Percentile Ranks and Percentiles(p. 78)
• Standard Scores(p. 83)
• Developmental Norms(p. 89)
• Examples of Norm Tables(p. 93)
• Narrative Reports and Norms(p. 94)
• Norm Groups(p. 97)
• National Norms(p. 97)
• International Norms(p. 97)
• Convenience Norm Groups(p. 98)
• User Norms(p. 98)
• Subgroup Norms(p. 98)
• Local Norms(p. 99)
• Institutional Norms(p. 100)
• Criterion-referenced Interpretation(p. 101)
• The Standardization Group: Determining Its Usefulness(p. 102)
• Summary(p. 106)
• Key Terms(p. 107)
• Exercises(p. 108)
• Chapter 4 Reliability(p. 111)
• Introduction(p. 112)
• Four Important Distinctions(p. 113)
• Review of Statistics: Part 2 - Correlation and Prediction(p. 114)
• Bivariate Distribution and Correlation Coefficients(p. 114)
• Regression Line(p. 117)
• Factors Affecting Correlation Coefficients(p. 119)
• Major Sources of Unreliability(p. 123)
• Test Scoring(p. 124)
• Test Content(p. 126)
• Test Administration Conditions(p. 126)
• Personal Conditions(p. 127)
• Conceptual Framework: True Score Theory(p. 127)
• Methods of Determining Reliability(p. 130)
• Test-Retest Reliability(p. 130)
• Inter-scorer Reliability(p. 131)
• Alternate Form Reliability(p. 133)
• Internal Consistency Reliability(p. 134)
• Three Important Conclusions(p. 139)
• The Standard Error of Measurement(p. 140)
• Standard Errors: Three Types(p. 142)
• Some Special Issues in Reliability(p. 143)
• Reliability in Item Response Theory(p. 145)
• Generalizability Theory(p. 146)
• Factors Affecting Reliability Coefficients(p. 148)
• How High Should Reliability Be?(p. 148)
• Summary(p. 150)
• Key Terms(p. 151)
• Exercises(p. 151)
• Chapter 5 Validity(p. 155)
• Introduction(p. 156)
• Refining the Definition of Validity(p. 156)
• Construct Underrepresentation and Construct Irrelevant Variance(p. 157)
• The Basic Issue(p. 160)
• The Traditional and Newer Classifications of Types of Validity Evidence(p. 160)
• The Issue of Face Validity(p. 161)
• Content Validity(p. 162)
• Application to Achievement Tests(p. 162)
• Instructional Validity(p. 165)
• Application to Employment Tests(p. 165)
• Content Validity in Other Areas(p. 166)
• Problems with Content Validity(p. 166)
• Criterion-related Validity(p. 168)
• External, Realistic Criterion(p. 169)
• Contrasted Groups(p. 172)
• Correlations with Other Tests(p. 173)
• Special Considerations for Interpreting Criterion-related Validity(p. 174)
• Combining Information from Different Tests(p. 181)
• Decision Theory: Basic Concepts and Terms(p. 184)
• Hits, False Positives, and False Negatives(p. 185)
• Base Rates(p. 186)
• Selectivity and Specificity(p. 187)
• Construct Validity(p. 189)
• Internal Structure(p. 189)
• Factor Analysis(p. 190)
• Response Processes(p. 192)
• Effect of Experimental Variables(p. 192)
• Developmental Changes(p. 193)
• Consequential Validity(p. 194)
• Differential Validity in the Study of Test Bias(p. 195)
• The Practical Concerns(p. 199)
• Integrating the Evidence(p. 199)
• In the Final Analysis: A Relative Standard(p. 200)
• Summary(p. 200)
• Key Terms(p. 202)
• Exercises(p. 203)
• Chapter 6 Test Development and Item Analysis(p. 205)
• Introduction(p. 206)
• Defining the Test's Purpose(p. 206)
• Preliminary Design Issues(p. 208)
• Origin of New Tests(p. 210)
• Item Preparation(p. 210)
• Types of Test Items(p. 212)
• Selected-response Items(p. 212)
• Scoring Selected-response Items(p. 214)
• Constructed-response Items(p. 215)
• Scoring Constructed-response Items(p. 217)
• The Pros and Cons of Selected-response versus Constructed-response Items(p. 220)
• Suggestions for Writing Selected-response Items(p. 221)
• Suggestions for Writing Constructed-response Items(p. 224)
• Some Practical Considerations in Writing Items(p. 224)
• Item Editing and Review(p. 225)
• Item Analysis(p. 225)
• Item Tryout(p. 226)
• Item Statistics(p. 227)
• Item Difficulty(p. 227)
• Item Discrimination(p. 228)
• Distractor Analysis(p. 230)
• Examples of Item Statistics(p. 230)
• Item Statistics in Item Response Theory(p. 233)
• Factor Analysis as an Item Analysis Technique(p. 238)
• Differential Item Functioning (DIF)(p. 239)
• Item Analysis for Criterion-Referenced Tests(p. 242)
• Cross-validation and Validity Shrinkage(p. 242)
• Item Selection(p. 243)
• Recycling to the Item Preparation Stage(p. 247)
• Standardization and Ancillary Research Programs(p. 247)
• Preparation of Final Materials and Publication(p. 248)
• Summary(p. 249)
• Key Terms(p. 250)
• Exercises(p. 251)
• Part 2 (p. 253)
• Chapter 7 Intelligence: Theories and Issues(p. 255)
• Intelligence: Areas of Study(p. 256)
• The Meaning of Intelligence(p. 256)
• The Real-world Correlates of Intelligence(p. 258)
• What to Call Them?(p. 259)
• Theories of Intelligence(p. 260)
• Two Classical Theories(p. 261)
• Hierarchical Models(p. 265)
• Developmental Theories(p. 267)
• Information Processing and Biological Theories of Intelligence(p. 270)
• Current Status of Testing in Relation to the Theories(p. 276)
• Group Differences in Intelligence(p. 277)
• Differences by Sex(p. 279)
• Differences by Age(p. 280)
• Differences by Socioeconomic Level(p. 282)
• Differences by Racial/Ethnic Group(p. 283)
• Heredity and Environment(p. 284)
• Common Misconceptions(p. 284)
• Methodology and Terms(p. 285)
• Major Results(p. 285)
• Summary(p. 286)
• Key Terms(p. 287)
• Exercises(p. 288)
• Chapter 8 Individual Tests of Intelligence(p. 289)
• Some Cases(p. 290)
• Uses and Characteristics of Individual Intelligence Tests(p. 290)
• Typical Items in an Individual Intelligence Test(p. 293)
• The Wechsler Scales: An Overview(p. 296)
• Historical Introduction(p. 296)
• Wechsler's Concept of Intelligence(p. 297)
• Wechsler Adult Intelligence Scale - Third Edition(p. 298)
• Wechsler Intelligence Scale for Children - Fourth Edition(p. 307)
• WISC-IV versus WAIS-III(p. 307)
• WISC-IV versus WISC-III(p. 308)
• Psychometric Characteristics of WISC - IV(p. 308)
• The Stanford-Binet(p. 309)
• Psychometric Characteristics of SB5(p. 312)
• Brief Individually Administered Tests of Mental Ability(p. 313)
• Peabody Picture Vocabulary Test(p. 313)
• Two Other Entries(p. 318)
• A Test of a Specific Mental Ability: The Wechsler Memory Scale - III(p. 318)
• Mental Retardation and the Concept of Adaptive Behavior(p. 323)
• The Concept of Adaptive Behavior(p. 324)
• Definition of MR(p. 325)
• Vineland Adaptive Behavior Scales(p. 327)
• Infant and Early Childhood Tests(p. 332)
• Other Applications(p. 333)
• Trends in Individual Intelligence Testing(p. 333)
• Summary(p. 335)
• Key Terms(p. 337)
• Exercises(p. 337)
• Chapter 9 Group Tests of Mental Ability(p. 339)
• Some Cases(p. 40)
• Uses of Group-administered Mental Ability Tests(p. 340)
• Common Characteristics of Group Mental Ability Tests(p. 342)
• Mental Ability Tests in School Testing Programs(p. 345)
• Otis-Lennon School Ability Test(p. 345)
• College Admissions Tests(p. 354)
• The SAT(p. 354)
• The ACT(p. 357)
• Graduate and Professional School Selection(p. 365)
• Graduate Record Examinations: General Test(p. 366)
• Military and Business Selection Tests(p. 370)
• Armed Services Vocational Aptitude Battery(p. 371)
• Culture-fair Tests of Mental Ability(p. 373)
• Raven's Progressive Matrices(p. 374)
• Other Culture-fair Tests and Some Conclusions(p. 376)
• Intelligence Tests for Micro-cultures(p. 377)
• Generalizations about Group Mental Ability Tests(p. 378)
• Summary(p. 380)
• Key Terms(p. 381)
• Exercises(p. 381)
• Chapter 10 Neuropsychological Assessment (Brooke Cannon)(p. 383)
• Case Examples(p. 384)
• Focus on the Brain: The Road to Clinical Neuropsychology(p. 384)
• Two Main Approaches to Neuropsychological Assessment(p. 389)
• Fixed Battery Approach(p. 389)
• Luria-Nebraska Neuropsychological Battery(p. 389)
• Halstead-Reitan Neuropsychological Test Battery(p. 390)
• Flexible Battery Approach(p. 393)
• Mental Status(p. 393)
• Intelligence(p. 395)
• Achievement(p. 395)
• Attention/Concentration(p. 396)
• Language(p. 396)
• Visuospatial/Perceptual(p. 397)
• Memory(p. 400)
• Motor Functioning(p. 401)
• Executive Functions(p. 401)
• Personality/Psychological State(p. 403)
• Effort/Motivation(p. 405)
• Supplementary Information(p. 406)
• Medical History(p. 406)
• Psychiatric History(p. 407)
• Psychosocial History(p. 407)
• School Records(p. 407)
• Collateral Information(p. 408)
• Behavioral Observations(p. 408)
• Case Examples Revisited(p. 408)
• Summary(p. 414)
• Key Terms(p. 415)
• Exercises(p. 415)
• Chapter 11 Achievement Tests(p. 417)
• Introduction(p. 418)
• The Ability-Achievement Continuum(p. 418)
• The Psychologist's Interface with Achievement Tests(p. 419)
• A Broad Classification of Achievement Tests(p. 420)
• A Typical School Testing Program(p. 421)
• The Accountability Movement and Standards-Based Education(p. 421)
• Achievement Batteries(p. 423)
• Stanford Achievement Test(p. 423)
• Typical Uses and Special Features(p. 427)
• Achievement Batteries at the College Level(p. 429)
• Single Area Achievement Tests(p. 429)
• Examples(p. 430)
• Typical Uses and Special Features(p. 432)
• Licensing and Certification Tests(p. 432)
• Examples(p. 433)
• Typical Uses and Special Features(p. 433)
• A Primer on Establishing Cutoff Scores(p. 434)
• State, National, and International Achievement Tests(p. 435)
• State Testing Programs(p. 435)
• A National Testing Program: NAEP(p. 436)
• International Testing Programs: TIMSS and PISA(p. 437)
• Special Features(p. 438)
• Individually Administered Achievement Tests(p. 438)
• Examples(p. 438)
• Typical Uses and Special Features(p. 439)
• Some Nagging Questions about Achievement Tests(p. 441)
• Summary(p. 443)
• Key Terms(p. 443)
• Exercises(p. 444)
• Chapter 12 Objective Personality Tests(p. 445)
• Introduction(p. 446)
• Uses of Objective Personality Tests(p. 447)
• A Functional Classification of Objective Personality Tests(p. 448)
• Comprehensive Inventories: Common Characteristics(p. 450)
• Specific Domain Tests: Common Characteristics(p. 452)
• The Special Problems of Response Sets and Faking(p. 454)
• Strategies for Dealing with Response Sets and Faking(p. 455)
• Major Approaches to Personality Test Development(p. 458)
• Content Method(p. 458)
• Criterion-Keying Approach(p. 459)
• Factor Analysis(p. 462)
• Theory-Driven Approach(p. 463)
• Combined Approaches(p. 463)
• Examples of Comprehensive Inventories(p. 464)
• The Edwards Personal Preference Schedule (EPPS): An Example of a Theory-Based Test(p. 464)
• The NEO Personality Inventory-Revised: An Example of a Factor Analytic Test(p. 467)
• Specific Domain Tests(p. 471)
• Piers-Harris Children's Self-Concept Scale(p. 471)
• Measures within Positive Psychology(p. 473)
• An Example: Subjective Well-Being(p. 475)
• Trends in the Development and Use of Objective Personality Tests(p. 476)
• Summary(p. 477)
• Key Terms(p. 478)
• Exercises(p. 478)
• Chapter 13 Clinical Instruments and Methods(p. 481)
• Introduction(p. 482)
• The Clinical Interview as Assessment Technique(p. 483)
• Unstructured, Semistructured, and Structured Interviews(p. 483)
• The DSM(p. 484)
• Structured Clinical Interview for DSM-IV Axis I Disorders(p. 484)
• The Employment Interview: A Sidebar(p. 486)
• Examples of Comprehensive Self-Report Inventories(p. 487)
• The Minnesota Multiphasic Personality Inventory (MMPI)(p. 487)
• The Millon Clinical Multiaxial Inventory (MCMI) and the Millon Family(p. 495)
• Symptom Checklist-90-R(p. 498)
• Examples of Specific Domain Tests(p. 500)
• The Beck Depression Inventory (BDI)(p. 501)
• The Eating Disorder Inventory (EDI)(p. 502)
• State-Trait Anxiety Inventory(p. 506)
• Behavior Rating Scales(p. 507)
• Multi-score Systems(p. 508)
• Single-area Scales(p. 509)
• Behavioral Assessment(p. 510)
• Direct or Naturalistic Observation(p. 511)
• Analogue Behavioral Observation(p. 512)
• Behavioral Interviewing(p. 512)
• Self-Monitoring and Self-Report(p. 513)
• Cognitive-Behavioral Assessment(p. 513)
• Physiological Measures(p. 514)
• Concluding Comments on Behavioral Assessment Methods(p. 514)
• Trends in the Development and Use of Clinical Instruments(p. 514)
• Summary(p. 515)
• Key Terms(p. 517)
• Exercises(p. 517)
• Chapter 14 Projective Techniques(p. 519)
• General Characteristics of Projective Techniques and the Projective Hypothesis(p. 521)
• Uses of Projective Techniques(p. 521)
• Indicators for the Use of Projectives(p. 523)
• Administration and Scoring of Projective Techniques: A Forewarning(p. 524)
• The Rorschach Inkblot Test(p. 525)
• The Materials(p. 525)
• Administration and Scoring(p. 527)
• The Coding System(p. 529)
• Sequence of Scores and Structural Summary(p. 532)
• Evaluation of the Rorschach(p. 532)
• Thematic Apperception Test (TAT)(p. 534)
• Rotter Incomplete Sentences Blank (RISB)(p. 536)
• Human Figure Drawings(p. 540)
• The Future of Projective Techniques(p. 542)
• Training of Psychologists(p. 542)
• Emergence of Managed Care(p. 543)
• Objective Scoring, Norm-referenced Interpretation, and Psychometric Quality(p. 544)
• Summary(p. 544)
• Key Terms(p. 545)
• Exercises(p. 546)
• Chapter 15 Interests and Attitudes(p. 549)
• Intoduction(p. 550)
• Orientation to Career Interest Testing(p. 550)
• Strong and Kuder(p. 550)
• Traditional Approaches(p. 551)
• Uses of Career Interest Tests(p. 553)
• A Forewarning on Names(p. 553)
• Holland Themes and the RIASEC Codes(p. 555)
• Strong Interest Inventory(p. 568)
• Kuder Career Search (KCS)(p. 563)
• Self-Directed Search (SDS)(p. 567)
• Some Generalizations about Career Interest Measures(p. 570)
• Attitude Measures(p. 572)
• Likert Scales(p. 574)
• Thurstone Scales(p. 576)
• Guttman Scales(p. 578)
• Public Opinion Polls and Consumer Research(p. 579)
• Summary(p. 579)
• Key Terms(p. 580)
• Exercises(p. 580)
• Chapter 16 Ethical and Legal Issues(p. 583)
• Ethics versus Law(p. 584)
• Ethical Issues(p. 584)
• Background on Professional Ethics(p. 585)
• Sources of Ethical Principles for Testing(p. 586)
• Generalizations about Ethical Use of Tests(p. 590)
• Competence(p. 590)
• Informed Consent(p. 591)
• Knowledge of Results(p. 592)
• Confidentiality(p. 592)
• Test Security(p. 592)
• Test Construction and Publication(p. 592)
• Automated Scoring/Interpretation Systems(p. 593)
• Unqualified Persons(p. 593)
• Test User Qualifications(p. 593)
• Legal Issues(p. 594)
• Areas of Application: An Overview(p. 595)
• Definition of Laws(p. 596)
• Laws Related to Testing(p. 597)
• The Fourteenth Amendment(p. 600)
• The Civil Rights Acts of 1964 and 1991(p. 600)
• Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990(p. 601)
• The Handicapped/Disabled in Education: P.L. 94-142 and IDEA(p. 602)
• FERPA and HIPPA(p. 604)
• EEOC Guidelines(p. 605)
• No Child Left Behind Act(p. 608)
• Illustrative Court Cases(p. 609)
• Griggs v. Duke Power(p. 609)
• Debra P. v. Turlington and GI Forum v. TEA(p. 610)
• Larry P. v. Riles, PASE v. Hannon, and Crawford v. Honig(p. 612)
• Karraker v. Rent-A-Center(p. 613)
• Forensic Application of Tests(p. 613)
• Two Legal Terms(p. 614)
• Three Areas of Special Concern(p. 615)
• And Beyond(p. 615)
• Some Generalizations about the Interface of Testing and the Law(p. 615)
• Summary(p. 617)
• Key Terms(p. 618)
• Exercises(p. 619)
• Appendixes
• A Test Reviewing and Selection(p. 621)
• B How to Build a (Simple) Test(p. 629)
• C Contact Information for Major Test Publishers(p. 637)
• D Sample Data Sets(p. 641)
• E Answers to Selected Exercises(p. 643)
• Glossary(p. 651)
• References(p. 663)
• Text and Illustration Credits(p. 683)
• Index(p. 687)

Notas de autor provistas por Syndetics

Thomas P. Hogan teaches in the Education and Psychology Departments of the University of Scranton. Having written over 100 articles, presentations, papers, and chapters on educational measurement and assessment issues, he has also coauthored several widely used standardized and criterion-referenced assessment instruments. Dr. Hogan frequently serves as a consultant to school, state, and national organizations on assessment issues.