Foundations of Psychological Testing

Preface About the Authors SECTION I. OVERVIEW OF PSYCHOLOGICAL TESTING Chapter 1. What Are Psychological Tests? Why Should You Care About Psychological Testing? What Is a Psychological Test? The History of Psychological Testing The Three Defining Characteristics of Psychological Tests Assumptions of Psychological Tests Test Classification Methods Psychological Assessment, Psychological Tests, Measurements, and Surveys Locating Information About Tests Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 2. Why Is Psychological Testing Important? Types of Decisions Made Using Psychological Test Results Which Professionals Use Psychological Tests and for What Reasons? Psychological Testing Controversies Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 3. What Are the Ethical Responsibilities of Test Publishers, Test Users, and Test Takers? What Are Ethics? Professional Practice Standards Certification and Licensure General Responsibilities of Test Publishers, Test Users, and Test Takers Testing Special Populations Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions SECTION II. PSYCHOMETRIC PRINCIPLES Chapter 4. How Do Test Users Interpret Test Scores? Levels of Measurement Procedures for Interpreting Test Scores Standard Scores The Role of Norms Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 5. What Is Test Reliability/Precision? What Is Reliability/Precision? Classical Test Theory Three Categories of Reliability Coefficients The Reliability Coefficient Interpreting Reliability Coefficients Factors That Influence Reliability Generalizability Theory Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 6. How Do We Gather Evidence of Validity Based on the Content of a Test? Sources of Evidence of Validity Use of Various Sources of Evidence of Validity Evidence of Validity Based on Test Content Face Validity Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 7. How Do We Gather Evidence of Validity Based on Test-Criterion Relationships? What Is Evidence of Validity Based on Test-Criterion Relationships? Methods for Providing Evidence of Validity Based on Test-Criterion Relationships Selecting a Criterion Does the Criterion Measure What It Is Supposed to Measure? Calculating and Evaluating Validity Coefficients The Relationship Between Reliability and Validity Using Validity Information to Make Predictions Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 8. How Do We Gather Evidence of Validity Based on a Test's Relation to Constructs? The Notion of Construct Validity Gathering Evidence of Construct Validity Factor Analysis Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions SECTION III. DEVELOPING AND PILOTING SURVEYS AND PSYCHOLOGICAL TESTS Chapter 9. How Do We Construct and Administer Surveys and Use Survey Data? Similarities and Differences Between Surveys and Psychological Tests Survey Software The Scientific Approach to Constructing, Administering, and Using Survey Data Survey Reliability/Precision and Validity Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 10. How Do We Develop a Test? Why Develop a New Test? Defining the Testing Universe, Audience, and Purpose Developing a Test Plan Composing the Test Items Writing Effective Items Writing the Administration Instructions Conducting the Pilot Test Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 11. How Do We Assess the Psychometric Quality of a Test? Conducting Quantitative Item Analysis Conducting Qualitative Item Analysis Revising the Test Validating the Test Ethical Issues Associated With Test Validation Developing Norms and Identifying Cut Scores Compiling the Test Manual Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions SECTION IV. USING TESTS IN DIFFERENT SETTINGS Chapter 12. How Are Tests Used in Educational Settings? Types of Decisions Made in the Educational Setting Educational Professionals as Test Users Standards Specific to Educational Professionals as Test Users Specific Uses of Psychological Tests in Educational Settings Norm-Referenced, Criterion-Referenced, and Authentic Assessment of Achievement Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 13. How Are Tests Used in Clinical and Counseling Settings? The Work of Clinical and Counseling Psychologists Mental Health Practitioners' Use of Psychological Tests Case Examples of How Tests Are Used in Clinical and Counseling Settings Psychological Testing in Depth: Assessing Autism, Depression, and Alzheimer's Disease Evidence-Based Assessment The Psychological Testing Report and Client Feedback Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Chapter 14. How Are Tests Used in Organizational Settings? Pre-Employment Testing Performance Appraisal Chapter Summary Engaging in the Learning Process Key Concepts Critical Thinking Questions Appendix A: Test Spotlights Appendix B: Guidelines for Critiquing a Psychological Test Appendix C: Code of Fair Testing Practices in Education Appendix D: Ethical Principles of Psychologists and Code of Conduct Appendix E: Table of Critical Values for Pearson Product-Moment Correlation Coefficients Glossary References Author Index Subject Index