{"product_id":"psychological-testing-9781119506935","title":"Psychological Testing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\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","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49528857559383,"sku":"9781119506935","price":113.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119506935.jpg?v=1731873300","url":"https:\/\/bookcurl.com\/products\/psychological-testing-9781119506935","provider":"Book Curl","version":"1.0","type":"link"}