{"product_id":"psychological-testing-isbn-9781119506935","title":"Psychological Testing","description":"\u003cp\u003e\u003ci\u003ePsychological Testing: A Practical Introduction 4e \u003c\/i\u003eoffers students of psychology and allied disciplines a comprehensive survey of psychometric principles and tests in the major categories of applied assessment.  Coverage includes test norms, reliability, validity, and test development, with an entirely new chapter on test fairness and bias. Chapters on assessment of cognitive ability, achievement, personality, clinical instruments, and attitudes provide up-to-date examples of the widely used tests in each category.\u003c\/p\u003e \u003cp\u003eRecognizing that active engagement maximizes learning, the text presents as an active learning device rather than a reference work. Extensive use of chapter objectives, key point and end-of-chapter summaries, practice problems, applied scenarios, internet-based resources, and statistics skills review enable students to engage more fully with the material for a deeper understanding. Written in a clear, reader-friendly style, the text approaches challenging topics by balancing technical rigor with relatable examples of contemporary applications.\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003ePreface iii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 The World of Psychological Testing, 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction, 3\u003c\/p\u003e \u003cp\u003eMajor Categories of Tests, 4\u003c\/p\u003e \u003cp\u003eSome Additional Ways to Categorize Tests, 6\u003c\/p\u003e \u003cp\u003eUses and Users of Tests, 8\u003c\/p\u003e \u003cp\u003eMajor Issues: Assumptions and Questions, 10\u003c\/p\u003e \u003cp\u003eBasic Assumptions, 10\u003c\/p\u003e \u003cp\u003eFundamental Questions, 12\u003c\/p\u003e \u003cp\u003eThe Differential Perspective, 13\u003c\/p\u003e \u003cp\u003eThe Historical Perspective, 13\u003c\/p\u003e \u003cp\u003eRemote Background: Up to 1840, 14\u003c\/p\u003e \u003cp\u003eSetting the Stage: 1840–1880, 15\u003c\/p\u003e \u003cp\u003eThe Roots: 1880–1915, 17\u003c\/p\u003e \u003cp\u003eThe Flowering: 1915–1940, 19\u003c\/p\u003e \u003cp\u003eConsolidation: 1940–1965, 21\u003c\/p\u003e \u003cp\u003eJust Yesterday: 1965–2000, 22\u003c\/p\u003e \u003cp\u003eAnd Now: 2000–Present, 23\u003c\/p\u003e \u003cp\u003eMajor Forces, 24\u003c\/p\u003e \u003cp\u003eThe Scientific Impulse, 24\u003c\/p\u003e \u003cp\u003eConcern for the Individual, 24\u003c\/p\u003e \u003cp\u003ePractical Applications, 25\u003c\/p\u003e \u003cp\u003eStatistical Methodology, 25\u003c\/p\u003e \u003cp\u003eThe Rise of Clinical Psychology, 25\u003c\/p\u003e \u003cp\u003eComputers, 25\u003c\/p\u003e \u003cp\u003eBy Way of Definition, 28\u003c\/p\u003e \u003cp\u003eSummary, 29\u003c\/p\u003e \u003cp\u003eKey Terms, 30\u003c\/p\u003e \u003cp\u003eExercises, 30\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Sources of Information About Tests, 32\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTwo Common Problems Requiring Information About Tests, 32\u003c\/p\u003e \u003cp\u003eA Test’s Introductory Kit, 33\u003c\/p\u003e \u003cp\u003eComprehensive Lists of Tests, 34\u003c\/p\u003e \u003cp\u003eTest Collection at ETS, 34\u003c\/p\u003e \u003cp\u003ePsycTESTS, 35\u003c\/p\u003e \u003cp\u003eHealth and Psychosocial Instruments (HaPI), 35\u003c\/p\u003e \u003cp\u003eTests in Print, 36\u003c\/p\u003e \u003cp\u003eSystematic Reviews, 37\u003c\/p\u003e \u003cp\u003eBuros Reviews Available Electronically, 37\u003c\/p\u003e \u003cp\u003eSome Other Sources of Reviews, 38\u003c\/p\u003e \u003cp\u003eSpecial-Purpose Collections, 38\u003c\/p\u003e \u003cp\u003eBooks About Single Tests, 39\u003c\/p\u003e \u003cp\u003eTextbooks on Testing, 40\u003c\/p\u003e \u003cp\u003eJournals, 40\u003c\/p\u003e \u003cp\u003ePublishers’ Catalogs and Personnel, 42\u003c\/p\u003e \u003cp\u003eOther Users, 42\u003c\/p\u003e \u003cp\u003eStrengths and Shortcomings of the Sources, 43\u003c\/p\u003e \u003cp\u003eSummary, 44\u003c\/p\u003e \u003cp\u003eKey Terms, 44\u003c\/p\u003e \u003cp\u003eExercises, 44\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Test Norms, 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePurpose of Norms, 47\u003c\/p\u003e \u003cp\u003eReview of Statistics: Part 1, 48\u003c\/p\u003e \u003cp\u003eVariables, 48\u003c\/p\u003e \u003cp\u003eTypes of Scales, 49\u003c\/p\u003e \u003cp\u003eOrganization of Raw Data, 50\u003c\/p\u003e \u003cp\u003eCentral Tendency, 51\u003c\/p\u003e \u003cp\u003eVariability, 52\u003c\/p\u003e \u003cp\u003ez-Scores, 53\u003c\/p\u003e \u003cp\u003eShapes of Distributions, 54\u003c\/p\u003e \u003cp\u003eThe Raw Score, 55\u003c\/p\u003e \u003cp\u003eThe Special Case of Theta (θ), 56\u003c\/p\u003e \u003cp\u003eTypes of Norms, 57\u003c\/p\u003e \u003cp\u003ePercentile Ranks and Percentiles, 59\u003c\/p\u003e \u003cp\u003eStandard Scores, 63\u003c\/p\u003e \u003cp\u003eDevelopmental Norms, 69\u003c\/p\u003e \u003cp\u003eExamples of Norm Tables, 72\u003c\/p\u003e \u003cp\u003eInterpretive Reports and Norms, 72\u003c\/p\u003e \u003cp\u003eInnovative Ways to Interpret Test Performance, 74\u003c\/p\u003e \u003cp\u003eWhat to Read?, 74\u003c\/p\u003e \u003cp\u003eReady or Not?, 75\u003c\/p\u003e \u003cp\u003eDepressed or Not?, 75\u003c\/p\u003e \u003cp\u003eWhat Job for You?, 75\u003c\/p\u003e \u003cp\u003eConclusion, 75\u003c\/p\u003e \u003cp\u003eNorm Groups, 76\u003c\/p\u003e \u003cp\u003eNational Norms, 76\u003c\/p\u003e \u003cp\u003eInternational Norms, 76\u003c\/p\u003e \u003cp\u003eConvenience Norm Groups, 76\u003c\/p\u003e \u003cp\u003eUser Norms, 77\u003c\/p\u003e \u003cp\u003eSubgroup Norms, 77\u003c\/p\u003e \u003cp\u003eLocal Norms, 77\u003c\/p\u003e \u003cp\u003eInstitutional Norms, 78\u003c\/p\u003e \u003cp\u003eCriterion-Referenced Interpretation, 79\u003c\/p\u003e \u003cp\u003eThe Standardization Group: Determining Its Usefulness, 80\u003c\/p\u003e \u003cp\u003eSummary, 83\u003c\/p\u003e \u003cp\u003eKey Terms, 84\u003c\/p\u003e \u003cp\u003eExercises, 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Reliability, 86\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction, 86\u003c\/p\u003e \u003cp\u003eFour Important Distinctions, 87\u003c\/p\u003e \u003cp\u003eReview of Statistics: Part 2—Correlation and Prediction, 88\u003c\/p\u003e \u003cp\u003eBivariate Distribution and Correlation Coefficients, 88\u003c\/p\u003e \u003cp\u003eRegression Line, 90\u003c\/p\u003e \u003cp\u003eFactors Affecting Correlation Coefficients, 92\u003c\/p\u003e \u003cp\u003eMajor Sources of Unreliability, 96\u003c\/p\u003e \u003cp\u003eTest Scoring, 96\u003c\/p\u003e \u003cp\u003eTest Content, 98\u003c\/p\u003e \u003cp\u003eTest Administration Conditions, 98\u003c\/p\u003e \u003cp\u003ePersonal Conditions, 99\u003c\/p\u003e \u003cp\u003eConceptual Framework: True Score Theory, 99\u003c\/p\u003e \u003cp\u003eMethods of Determining Reliability, 101\u003c\/p\u003e \u003cp\u003eTest–Retest Reliability, 101\u003c\/p\u003e \u003cp\u003eInter-Scorer Reliability, 102\u003c\/p\u003e \u003cp\u003eAlternate Form Reliability, 103\u003c\/p\u003e \u003cp\u003eInternal Consistency Reliability, 104\u003c\/p\u003e \u003cp\u003eSplit-Half Reliability, 104\u003c\/p\u003e \u003cp\u003eKuder–Richardson Formulas, 105\u003c\/p\u003e \u003cp\u003eCoefficient Alpha, 106\u003c\/p\u003e \u003cp\u003eThree Important Conclusions, 108\u003c\/p\u003e \u003cp\u003eThe Standard Error of Measurement, 108\u003c\/p\u003e \u003cp\u003eConfidence Bands, 109\u003c\/p\u003e \u003cp\u003eAppropriate Units for SEM, 109\u003c\/p\u003e \u003cp\u003eStandard Errors: Three Types, 110\u003c\/p\u003e \u003cp\u003eSome Special Issues in Reliability, 111\u003c\/p\u003e \u003cp\u003eReliability in Item Response Theory, 113\u003c\/p\u003e \u003cp\u003eGeneralizability Theory, 114\u003c\/p\u003e \u003cp\u003eFactors Affecting Reliability Coefficients, 115\u003c\/p\u003e \u003cp\u003eHow High Should Reliability Be?, 115\u003c\/p\u003e \u003cp\u003eSummary, 116\u003c\/p\u003e \u003cp\u003eKey Terms, 117\u003c\/p\u003e \u003cp\u003eExercises, 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Validity, 119\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction, 119\u003c\/p\u003e \u003cp\u003eRefining the Definition of Validity, 120\u003c\/p\u003e \u003cp\u003eConstruct Underrepresentation and Construct-Irrelevant Variance, 121\u003c\/p\u003e \u003cp\u003eThe Basic Issue, 122\u003c\/p\u003e \u003cp\u003eThe Traditional and Newer Classifications of Types of Validity Evidence, 123\u003c\/p\u003e \u003cp\u003eThe Issue of Face Validity, 124\u003c\/p\u003e \u003cp\u003eContent Validity, 124\u003c\/p\u003e \u003cp\u003eApplication to Achievement Tests, 124\u003c\/p\u003e \u003cp\u003eInstructional Validity, 126\u003c\/p\u003e \u003cp\u003eApplication to Employment Tests, 127\u003c\/p\u003e \u003cp\u003eContent Validity in Other Areas, 128\u003c\/p\u003e \u003cp\u003eProblems with Content Validity, 128\u003c\/p\u003e \u003cp\u003eCriterion-Related Validity, 129\u003c\/p\u003e \u003cp\u003eExternal, Realistic Criterion, 130\u003c\/p\u003e \u003cp\u003eContrasted Groups, 132\u003c\/p\u003e \u003cp\u003eCorrelations with Other Tests, 133\u003c\/p\u003e \u003cp\u003eSpecial Considerations for Interpreting Criterion-Related Validity, 134\u003c\/p\u003e \u003cp\u003eThe Reliability–Validity Relationship, 135\u003c\/p\u003e \u003cp\u003eCombining Information from Different Tests, 138\u003c\/p\u003e \u003cp\u003eDecision Theory: Basic Concepts and Terms, 141\u003c\/p\u003e \u003cp\u003eHits, False Positives, and False Negatives, 142\u003c\/p\u003e \u003cp\u003eBase Rate, 143\u003c\/p\u003e \u003cp\u003eSensitivity and Specificity, 144\u003c\/p\u003e \u003cp\u003eConstruct Validity, 145\u003c\/p\u003e \u003cp\u003eInternal Structure, 146\u003c\/p\u003e \u003cp\u003eFactor Analysis, 146\u003c\/p\u003e \u003cp\u003eResponse Processes, 148\u003c\/p\u003e \u003cp\u003eEffect of Experimental Variables, 148\u003c\/p\u003e \u003cp\u003eDevelopmental Changes, 149\u003c\/p\u003e \u003cp\u003eConsequential Validity, 149\u003c\/p\u003e \u003cp\u003eTest Bias as Part of Validity, 150\u003c\/p\u003e \u003cp\u003eThe Practical Concerns, 151\u003c\/p\u003e \u003cp\u003eIntegrating the Evidence, 151\u003c\/p\u003e \u003cp\u003eIn the Final Analysis: A Relative Standard, 152\u003c\/p\u003e \u003cp\u003eSummary, 152\u003c\/p\u003e \u003cp\u003eKey Terms, 153\u003c\/p\u003e \u003cp\u003eExercises, 153\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Test Development and Item Analysis, 155\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction, 155\u003c\/p\u003e \u003cp\u003eDefining the Test’s Purpose, 156\u003c\/p\u003e \u003cp\u003ePreliminary Design Issues, 157\u003c\/p\u003e \u003cp\u003eOrigin of New Tests, 158\u003c\/p\u003e \u003cp\u003eItem Preparation, 159\u003c\/p\u003e \u003cp\u003eTypes of Test Items, 160\u003c\/p\u003e \u003cp\u003eSelected-Response Items, 160\u003c\/p\u003e \u003cp\u003eScoring Selected-Response Items, 162\u003c\/p\u003e \u003cp\u003eConstructed-Response Items, 162\u003c\/p\u003e \u003cp\u003eScoring Constructed-Response Items, 163\u003c\/p\u003e \u003cp\u003eThe Pros and Cons of Selected-Response versus Constructed-Response Items, 166\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Selected-Response Items, 167\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Constructed-Response Items, 167\u003c\/p\u003e \u003cp\u003eSome Practical Considerations in Writing Items, 168\u003c\/p\u003e \u003cp\u003eTechnology-based Innovations in Item Structure, 169\u003c\/p\u003e \u003cp\u003eItem Analysis, 169\u003c\/p\u003e \u003cp\u003eItem Tryout, 170\u003c\/p\u003e \u003cp\u003eItem Statistics, 170\u003c\/p\u003e \u003cp\u003eItem Difficulty, 171\u003c\/p\u003e \u003cp\u003eItem Discrimination, 171\u003c\/p\u003e \u003cp\u003eExamples of Item Statistics, 172\u003c\/p\u003e \u003cp\u003eItem Statistics in Item Response Theory, 174\u003c\/p\u003e \u003cp\u003eFactor Analysis as an Item Analysis Technique, 177\u003c\/p\u003e \u003cp\u003eItem Selection, 178\u003c\/p\u003e \u003cp\u003eComputer-Adaptive Testing, 181\u003c\/p\u003e \u003cp\u003eStandardization and Ancillary Research Programs, 183\u003c\/p\u003e \u003cp\u003ePreparation of Final Materials and Publication, 184\u003c\/p\u003e \u003cp\u003eSummary, 185\u003c\/p\u003e \u003cp\u003eKey Terms, 185\u003c\/p\u003e \u003cp\u003eExercises, 185\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Fairness and Bias, 187\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFairness: Gaining Perspective, 187\u003c\/p\u003e \u003cp\u003eMethods of Studying Test Fairness, 190\u003c\/p\u003e \u003cp\u003ePanel Review, 191\u003c\/p\u003e \u003cp\u003eDifferential Item Functioning, 192\u003c\/p\u003e \u003cp\u003eDifferential Prediction, 194\u003c\/p\u003e \u003cp\u003eMeasurement Invariance, 196\u003c\/p\u003e \u003cp\u003eAccommodations and Modifications, 197\u003c\/p\u003e \u003cp\u003eResearch on Accommodations, 198\u003c\/p\u003e \u003cp\u003eSome Tentative Conclusions about Test Fairness, 199\u003c\/p\u003e \u003cp\u003eSummary, 200\u003c\/p\u003e \u003cp\u003eKey Terms, 201\u003c\/p\u003e \u003cp\u003eExercises, 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Cognitive Abilities: Individual Tests, 205\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSome Cases, 205\u003c\/p\u003e \u003cp\u003eIntroduction to Cognitive Ability Tests, 206\u003c\/p\u003e \u003cp\u003eSome Terminology, 206\u003c\/p\u003e \u003cp\u003eReal-World Correlates of Cognitive Abilities, 207\u003c\/p\u003e \u003cp\u003eStructure of Cognitive Abilities, 208\u003c\/p\u003e \u003cp\u003eUses and Characteristics of Individual Cognitive Ability Tests, 211\u003c\/p\u003e \u003cp\u003eTypical Items in an Individual Intelligence Test, 213\u003c\/p\u003e \u003cp\u003eThe Wechsler Scales: An Overview, 215\u003c\/p\u003e \u003cp\u003eHistorical Introduction, 215\u003c\/p\u003e \u003cp\u003eWeschsler’s Concept of Intelligence, 216\u003c\/p\u003e \u003cp\u003eWechsler Adult Intelligence Scale—Fourth Edition, 216\u003c\/p\u003e \u003cp\u003eWechsler Intelligence Scale for Children—Fifth Edition, 223\u003c\/p\u003e \u003cp\u003eWISC versus WAIS, 223\u003c\/p\u003e \u003cp\u003ePsychometric Characteristics of WISC-V, 224\u003c\/p\u003e \u003cp\u003eThe Stanford-Binet, 225\u003c\/p\u003e \u003cp\u003eTransition to New Structure: SB4 and SB5, 225\u003c\/p\u003e \u003cp\u003ePsychometric Characteristics of SB5, 226\u003c\/p\u003e \u003cp\u003eBrief Individually Administered Tests of Mental Ability, 227\u003c\/p\u003e \u003cp\u003ePeabody Picture Vocabulary Test, 227\u003c\/p\u003e \u003cp\u003eTwo Other Entries, 231\u003c\/p\u003e \u003cp\u003eA Test of a Specific Cognitive Ability: The Wechsler Memory Scale, 231\u003c\/p\u003e \u003cp\u003eIntellectual Disability, 235\u003c\/p\u003e \u003cp\u003eChanging Terminology, 236\u003c\/p\u003e \u003cp\u003eThe Concept of Adaptive Behavior, 236\u003c\/p\u003e \u003cp\u003eDefinition of Intellectual Disability, 237\u003c\/p\u003e \u003cp\u003eVineland Adaptive Behavior Scales, 238\u003c\/p\u003e \u003cp\u003eOther Applications of Adaptive Behavior, 241\u003c\/p\u003e \u003cp\u003eInfant and Early Childhood Tests, 241\u003c\/p\u003e \u003cp\u003eOther Areas for Cognitive Ability Tests, 241\u003c\/p\u003e \u003cp\u003eTrends in Individually Administered Cognitive Ability Tests, 242\u003c\/p\u003e \u003cp\u003eSummary, 244\u003c\/p\u003e \u003cp\u003eKey Terms, 244\u003c\/p\u003e \u003cp\u003eExercises, 244\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Cognitive Abilities: Group Tests, 246\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSome Cases, 246\u003c\/p\u003e \u003cp\u003eUses of Group-Administered Cognitive Ability Tests, 247\u003c\/p\u003e \u003cp\u003eCommon Characteristics of Group Cognitive Ability Tests, 248\u003c\/p\u003e \u003cp\u003eCognitive Ability Tests in School Testing Programs, 250\u003c\/p\u003e \u003cp\u003eOtis-Lennon School Ability Test, 250\u003c\/p\u003e \u003cp\u003eCollege Admissions Tests, 257\u003c\/p\u003e \u003cp\u003eThe SAT, 257\u003c\/p\u003e \u003cp\u003eThe ACT, 259\u003c\/p\u003e \u003cp\u003eGraduate and Professional School Selection, 264\u003c\/p\u003e \u003cp\u003eGraduate Record Examinations: General Test, 265\u003c\/p\u003e \u003cp\u003eMilitary and Business Selection Tests, 269\u003c\/p\u003e \u003cp\u003eArmed Services Vocational Aptitude Battery, 270\u003c\/p\u003e \u003cp\u003eWonderlic Personnel Test, 272\u003c\/p\u003e \u003cp\u003eCulture-Fair Tests of Cognitive Ability, 273\u003c\/p\u003e \u003cp\u003eIntelligence Tests for Microcultures, 275\u003c\/p\u003e \u003cp\u003eGeneralizations About Group Cognitive Ability Tests, 276\u003c\/p\u003e \u003cp\u003eSummary, 277\u003c\/p\u003e \u003cp\u003eKey Terms, 278\u003c\/p\u003e \u003cp\u003eExercises, 278\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Neuropsychological Assessment, 279\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCase Examples, 279\u003c\/p\u003e \u003cp\u003eFocus on the Brain: The Road to Clinical Neuropsychology, 280\u003c\/p\u003e \u003cp\u003eTwo Main Approaches to Neuropsychological Assessment, 284\u003c\/p\u003e \u003cp\u003eFixed Battery Approach, 284\u003c\/p\u003e \u003cp\u003eLuria-Nebraska Neuropsychological Battery, 284\u003c\/p\u003e \u003cp\u003eHalstead-Reitan Neuropsychological Test Battery, 285\u003c\/p\u003e \u003cp\u003eFlexible Battery Approach, 287\u003c\/p\u003e \u003cp\u003eMental Status, 288\u003c\/p\u003e \u003cp\u003eIntelligence, 289\u003c\/p\u003e \u003cp\u003eAchievement, 289\u003c\/p\u003e \u003cp\u003eAttention\/Concentration, 289\u003c\/p\u003e \u003cp\u003eLanguage, 290\u003c\/p\u003e \u003cp\u003eVisuospatial\/Perceptual, 291\u003c\/p\u003e \u003cp\u003eMemory, 292\u003c\/p\u003e \u003cp\u003eMotor Functioning, 294\u003c\/p\u003e \u003cp\u003eExecutive Functions, 295\u003c\/p\u003e \u003cp\u003ePersonality\/Psychological State, 296\u003c\/p\u003e \u003cp\u003eSupplementary Information, 298\u003c\/p\u003e \u003cp\u003eMedical History, 299\u003c\/p\u003e \u003cp\u003ePsychiatric History, 299\u003c\/p\u003e \u003cp\u003ePsychosocial History, 299\u003c\/p\u003e \u003cp\u003eSchool Records, 300\u003c\/p\u003e \u003cp\u003eCollateral Information, 300\u003c\/p\u003e \u003cp\u003eBehavioral Observations, 300\u003c\/p\u003e \u003cp\u003eCase Examples Revisited, 301\u003c\/p\u003e \u003cp\u003eSummary, 305\u003c\/p\u003e \u003cp\u003eKey Terms, 305\u003c\/p\u003e \u003cp\u003eExercises, 306\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Achievement Tests, 307\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction, 307\u003c\/p\u003e \u003cp\u003eThe Ability-Achievement Continuum, 308\u003c\/p\u003e \u003cp\u003eThe Psychologist’s Interface with Achievement Tests, 308\u003c\/p\u003e \u003cp\u003eA Broad Classification of Achievement Tests, 309\u003c\/p\u003e \u003cp\u003eA Typical School Testing Program, 310\u003c\/p\u003e \u003cp\u003eThe Accountability Movement and Standards-Based Education, 310\u003c\/p\u003e \u003cp\u003eTrends in Achievement Testing in the Schools, 311\u003c\/p\u003e \u003cp\u003eAchievement Batteries, 312\u003c\/p\u003e \u003cp\u003eStanford Achievement Test, 312\u003c\/p\u003e \u003cp\u003eTypical Uses and Special Features, 314\u003c\/p\u003e \u003cp\u003eAchievement Batteries at the College Level, 315\u003c\/p\u003e \u003cp\u003eSingle-Area Achievement Tests, 316\u003c\/p\u003e \u003cp\u003eExamples, 316\u003c\/p\u003e \u003cp\u003eTypical Uses and Special Features, 318\u003c\/p\u003e \u003cp\u003eLicensing and Certification Tests, 318\u003c\/p\u003e \u003cp\u003eExamples, 319\u003c\/p\u003e \u003cp\u003eTypical Uses and Special Features, 319\u003c\/p\u003e \u003cp\u003eA Primer on Establishing Cutoff Scores, 320\u003c\/p\u003e \u003cp\u003eState, National, and International Achievement Tests, 321\u003c\/p\u003e \u003cp\u003eState Testing Programs, 321\u003c\/p\u003e \u003cp\u003eA National Testing Program: NAEP, 322\u003c\/p\u003e \u003cp\u003eInternational Testing Programs: TIMSS, PIRLS, PISA, and PIAAC, 322\u003c\/p\u003e \u003cp\u003eSpecial Features, 323\u003c\/p\u003e \u003cp\u003eIndividually Administered Achievement Tests, 323\u003c\/p\u003e \u003cp\u003eExamples, 324\u003c\/p\u003e \u003cp\u003eTypical Uses and Special Features, 326\u003c\/p\u003e \u003cp\u003eCurriculum Based Measures, 327\u003c\/p\u003e \u003cp\u003eGeneral Characteristics, 327\u003c\/p\u003e \u003cp\u003eExamples, 327\u003c\/p\u003e \u003cp\u003eInterpretation, 328\u003c\/p\u003e \u003cp\u003eSome Nagging Questions about Achievement Tests, 329\u003c\/p\u003e \u003cp\u003eSummary, 330\u003c\/p\u003e \u003cp\u003eKey Terms, 331\u003c\/p\u003e \u003cp\u003eExercises, 331\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Objective Personality Tests, 333\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction, 333\u003c\/p\u003e \u003cp\u003eUses of Objective Personality Tests, 334\u003c\/p\u003e \u003cp\u003eA Functional Classification of Objective Personality Tests, 335\u003c\/p\u003e \u003cp\u003eComprehensive Inventories: Common Characteristics, 336\u003c\/p\u003e \u003cp\u003eSpecific Domain Tests: Common Characteristics, 338\u003c\/p\u003e \u003cp\u003eThe Special Problems of Response Sets and Faking, 339\u003c\/p\u003e \u003cp\u003eStrategies for Dealing with Response Sets and Faking, 340\u003c\/p\u003e \u003cp\u003eMajor Approaches to Personality Test Development, 343\u003c\/p\u003e \u003cp\u003eContent Method, 343\u003c\/p\u003e \u003cp\u003eCriterion-Keying Approach, 344\u003c\/p\u003e \u003cp\u003eFactor Analysis, 346\u003c\/p\u003e \u003cp\u003eTheory-Driven Approach, 346\u003c\/p\u003e \u003cp\u003eCombined Approaches, 347\u003c\/p\u003e \u003cp\u003eExamples of Comprehensive Inventories, 347\u003c\/p\u003e \u003cp\u003eThe Edwards Personal Preference Schedule (EPPS): An Example of a Theory-Based Test, 348\u003c\/p\u003e \u003cp\u003eThe NEO Personality Inventory-3: An Example of a Factor-Analytic Test, 349\u003c\/p\u003e \u003cp\u003eIPIP: Build Your Own Personality Inventory, 352\u003c\/p\u003e \u003cp\u003eSpecific Domain Tests, 353\u003c\/p\u003e \u003cp\u003ePiers-Harris Children’s Self-Concept Scale, 353\u003c\/p\u003e \u003cp\u003eMeasures within Positive Psychology, 355\u003c\/p\u003e \u003cp\u003eAn Example: Subjective Well-Being, 356\u003c\/p\u003e \u003cp\u003eTrends in the Development and Use of Objective Personality Tests, 357\u003c\/p\u003e \u003cp\u003eSummary, 358\u003c\/p\u003e \u003cp\u003eKey Terms, 359\u003c\/p\u003e \u003cp\u003eExercises, 359\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Clinical Instruments and Methods, 360\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction, 360\u003c\/p\u003e \u003cp\u003eThe Clinical Interview as Assessment Technique, 361\u003c\/p\u003e \u003cp\u003eUnstructured, Semistructured, and Structured Interviews, 361\u003c\/p\u003e \u003cp\u003eThe DSM and ICD, 362\u003c\/p\u003e \u003cp\u003eCategorical versus Dimensional Approaches, 362\u003c\/p\u003e \u003cp\u003eStructured Clinical Interview for DSM-IV Axis I Disorders, 363\u003c\/p\u003e \u003cp\u003eThe Employment Interview: A Sidebar, 364\u003c\/p\u003e \u003cp\u003eExamples of Comprehensive Self-Report Inventories, 365\u003c\/p\u003e \u003cp\u003eThe Minnesota Multiphasic Personality Inventory (MMPI), 365\u003c\/p\u003e \u003cp\u003eMMPI-2 RF (Restructured Form), 372\u003c\/p\u003e \u003cp\u003eThe Millon Clinical Multiaxial Inventory (MCMI) and the Millon Family, 373\u003c\/p\u003e \u003cp\u003ePersonality Assessment Inventory (PAI), 376\u003c\/p\u003e \u003cp\u003eSymptom Checklist-90-R, 378\u003c\/p\u003e \u003cp\u003eExamples of Specific Domain Tests, 380\u003c\/p\u003e \u003cp\u003eThe Beck Depression Inventory (BDI), 380\u003c\/p\u003e \u003cp\u003eThe Eating Disorder Inventory (EDI), 381\u003c\/p\u003e \u003cp\u003eState-Trait Anxiety Inventory, 384\u003c\/p\u003e \u003cp\u003eBehavior Rating Scales, 385\u003c\/p\u003e \u003cp\u003eMultiscore Systems, 386\u003c\/p\u003e \u003cp\u003eSingle-Area Scales, 387\u003c\/p\u003e \u003cp\u003eBehavioral Assessment, 387\u003c\/p\u003e \u003cp\u003eDirect or Naturalistic Observation, 388\u003c\/p\u003e \u003cp\u003eAnalogue Behavioral Observation, 388\u003c\/p\u003e \u003cp\u003eBehavioral Interviewing, 389\u003c\/p\u003e \u003cp\u003eSelf-Monitoring and Self-Report, 389\u003c\/p\u003e \u003cp\u003eCognitive-Behavioral Assessment, 390\u003c\/p\u003e \u003cp\u003ePhysiological Measures, 390\u003c\/p\u003e \u003cp\u003eConcluding Comments on Behavioral Assessment Methods, 390\u003c\/p\u003e \u003cp\u003eTrends in the Development and Use of Clinical Instruments, 391\u003c\/p\u003e \u003cp\u003eSummary, 392\u003c\/p\u003e \u003cp\u003eKey Terms, 392\u003c\/p\u003e \u003cp\u003eExercises, 393\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Projective Techniques, 394\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Characteristics of Projective Techniques and the Projective Hypothesis, 394\u003c\/p\u003e \u003cp\u003eUses of Projective Techniques, 395\u003c\/p\u003e \u003cp\u003eIndicators for the Use of Projectives, 397\u003c\/p\u003e \u003cp\u003eAdministration and Scoring of Projective Techniques: A Forewarning,397\u003c\/p\u003e \u003cp\u003eThe Rorschach Inkblot Test, 398\u003c\/p\u003e \u003cp\u003eThe Materials, 399\u003c\/p\u003e \u003cp\u003eAdministration and Scoring, 400\u003c\/p\u003e \u003cp\u003eThe Coding System, 402\u003c\/p\u003e \u003cp\u003eSequence of Scores and Structural Summary, 404\u003c\/p\u003e \u003cp\u003eEvaluation of the Rorschach, 404\u003c\/p\u003e \u003cp\u003eRorschach Performance Assessment System (R-PAS), 405\u003c\/p\u003e \u003cp\u003eThematic Apperception Test (TAT), 406\u003c\/p\u003e \u003cp\u003eRotter Incomplete Sentences Blank (RISB), 408\u003c\/p\u003e \u003cp\u003eHuman Figure Drawings, 411\u003c\/p\u003e \u003cp\u003eThe Future of Projective Techniques, 413\u003c\/p\u003e \u003cp\u003eTraining of Psychologists, 413\u003c\/p\u003e \u003cp\u003eEmergence of Managed Care, 413\u003c\/p\u003e \u003cp\u003eObjective Scoring, Norm-Referenced Interpretation, and Psychometric\u003c\/p\u003e \u003cp\u003eQuality, 414\u003c\/p\u003e \u003cp\u003eSummary, 415\u003c\/p\u003e \u003cp\u003eKey Terms, 415\u003c\/p\u003e \u003cp\u003eExercises, 415\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Interests and Attitudes, 417\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction, 417\u003c\/p\u003e \u003cp\u003eOrientation to Career Interest Testing, 418\u003c\/p\u003e \u003cp\u003eStrong and Kuder, 418\u003c\/p\u003e \u003cp\u003eTraditional Approaches, 418\u003c\/p\u003e \u003cp\u003eUses of Career Interest Tests, 419\u003c\/p\u003e \u003cp\u003eA Forewarning on Names, 420\u003c\/p\u003e \u003cp\u003eHolland Themes and the RIASEC Codes, 421\u003c\/p\u003e \u003cp\u003eStrong Interest Inventory, 422\u003c\/p\u003e \u003cp\u003eKuder Career Interests Assessments, 427\u003c\/p\u003e \u003cp\u003eSelf-Directed Search (SDS), 428\u003c\/p\u003e \u003cp\u003eSome Generalizations about Career Interest Measures, 431\u003c\/p\u003e \u003cp\u003eAttitude Measures, 432\u003c\/p\u003e \u003cp\u003eLikert Scales, 433\u003c\/p\u003e \u003cp\u003eThurstone Scales, 435\u003c\/p\u003e \u003cp\u003eGuttman Scales, 436\u003c\/p\u003e \u003cp\u003ePublic Opinion Polls and Consumer Research, 437\u003c\/p\u003e \u003cp\u003eSummary, 437\u003c\/p\u003e \u003cp\u003eKey Terms, 438\u003c\/p\u003e \u003cp\u003eExercises, 438\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Ethical and Legal Issues, 439\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEthics versus Law, 439\u003c\/p\u003e \u003cp\u003eEthical Issues, 440\u003c\/p\u003e \u003cp\u003eBackground on Professional Ethics, 440\u003c\/p\u003e \u003cp\u003eSources of Ethical Principles for Testing, 441\u003c\/p\u003e \u003cp\u003eGeneralizations about Ethical Use of Tests, 444\u003c\/p\u003e \u003cp\u003eCompetence, 444\u003c\/p\u003e \u003cp\u003eInformed Consent, 444\u003c\/p\u003e \u003cp\u003eKnowledge of Results, 445\u003c\/p\u003e \u003cp\u003eConfidentiality, 445\u003c\/p\u003e \u003cp\u003eTest Security, 445\u003c\/p\u003e \u003cp\u003eTest Development and Publication, 445\u003c\/p\u003e \u003cp\u003eAutomated Scoring\/Interpretation Systems, 446\u003c\/p\u003e \u003cp\u003eUnqualified Persons, 446\u003c\/p\u003e \u003cp\u003eTest User Qualifications, 446\u003c\/p\u003e \u003cp\u003eLegal Issues, 447\u003c\/p\u003e \u003cp\u003eAreas of Application: An Overview, 448\u003c\/p\u003e \u003cp\u003eDefinition of Laws, 448\u003c\/p\u003e \u003cp\u003eLaws Related to Testing, 449\u003c\/p\u003e \u003cp\u003eThe Fourteenth Amendment, 450\u003c\/p\u003e \u003cp\u003eThe Civil Rights Acts of 1964 and 1991, 451\u003c\/p\u003e \u003cp\u003eRehabilitation Act of 1973 and Americans with\u003c\/p\u003e \u003cp\u003eDisabilities Act of 1990, 451\u003c\/p\u003e \u003cp\u003eThe Handicapped\/Disabled in Education: P.L. 94–142 and IDEA, 452\u003c\/p\u003e \u003cp\u003eFERPA and HIPAA, 453\u003c\/p\u003e \u003cp\u003eEEOC Guidelines, 454\u003c\/p\u003e \u003cp\u003eESEA, NCLB, and ESSA, 456\u003c\/p\u003e \u003cp\u003eIllustrative Court Cases, 456\u003c\/p\u003e \u003cp\u003eGriggs v. Duke Power, 457\u003c\/p\u003e \u003cp\u003eDebra P. v. Turlington and GI Forum v. TEA, 458\u003c\/p\u003e \u003cp\u003eLarry P. v. Riles, PASE v. Hannon, and Crawford v. Honig, 459\u003c\/p\u003e \u003cp\u003eKarraker v. Rent-A-Center, 460\u003c\/p\u003e \u003cp\u003eAtkins v. Virginia and Hall v. Florida, 460\u003c\/p\u003e \u003cp\u003eNew Haven Firefighters Case, 461\u003c\/p\u003e \u003cp\u003eForensic Application of Tests, 461\u003c\/p\u003e \u003cp\u003eTwo Legal Terms, 462\u003c\/p\u003e \u003cp\u003eThree Areas of Special Concern, 462\u003c\/p\u003e \u003cp\u003eAnd Beyond, 463\u003c\/p\u003e \u003cp\u003eSome Generalizations about the Interface of Testing and the Law, 463\u003c\/p\u003e \u003cp\u003eSummary, 464\u003c\/p\u003e \u003cp\u003eKey Terms, 465\u003c\/p\u003e \u003cp\u003eExercises, 465\u003c\/p\u003e \u003cp\u003eAppendix A. Test Reviewing and Selection 467\u003c\/p\u003e \u003cp\u003eAppendix B. How to Build a (Simple) Test 473\u003c\/p\u003e \u003cp\u003eAppendix C. Contact Information for Major Test Publishers 479\u003c\/p\u003e \u003cp\u003eAppendix D. Sample Data Sets 480\u003c\/p\u003e \u003cp\u003eAppendix E. Answers to Selected Exercises 481\u003c\/p\u003e \u003cp\u003eGlossary 485\u003c\/p\u003e \u003cp\u003eReferences 501\u003c\/p\u003e \u003cp\u003eName Index 523\u003c\/p\u003e \u003cp\u003eSubject Index 529\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThomas P. Hogan, Ph.D.\u003c\/b\u003e, is Distinguished University Professor Emeritus in the Psychology Department, University of Scranton. He is the author\/co-author of over 200 published papers, chapters, and presentations, as well as four books, on psychological testing, measurement, and methodology; and is author\/co-author of several nationally used standardized tests. He has frequently served as consultant to national organizations on assessment issues. He holds a Ph.D. in psychology with specialization in psychometrics from Fordham University.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989884748005,"sku":"NP9781119506935","price":102.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119506935.jpg?v=1761785789","url":"https:\/\/k12savings.com\/es\/products\/psychological-testing-isbn-9781119506935","provider":"K12savings","version":"1.0","type":"link"}