Machine generated contents note: SECTION I OVERVIEW OF PSYCHOLOGICAL TESTING -- 1.What Are Psychological Tests? -- Why Should You Care About Psychological Testing? -- What Are Psychological Tests? -- Similarities Among Psychological Tests -- Differences Among Psychological Tests -- The History of Psychological Testing -- Intelligence Tests -- Personality Tests -- Vocational Tests -- Testing Today -- The Defining Characteristics of Psychological Tests -- Assumptions of Psychological Tests -- Test Classification Methods -- Maximal Performance, Behavior Observation, or Self-Report -- Standardized or Nonstandardized -- Objective or Projective -- Dimension Measured -- Subject Tests -- Psychological Assessment, Psychological Tests, Measurements, and Surveys -- Psychological Assessments and Psychological Tests -- Psychological Tests and Measurements -- Psychological Tests and Surveys -- Locating Information About Tests -- Chapter Summary -- 2.Why Is Psychological Testing Important? --

Contents note continued: The Importance of Psychological Testing -- Individual and Institutional Decisions -- Comparative and Absolute Decisions -- Who Uses Psychological Tests and for What Reasons? -- Educational Settings -- Clinical Settings -- Organizational Settings -- The Social and Legal Implications of Psychological Testing -- The Controversy Over Intelligence Tests -- The Controversy Over Aptitude and Integrity Tests -- Chapter Summary -- 3.Is There a Right or Wrong Way to Use Psychological Tests? -- Ethical Standards for Psychological Testing -- What Are Ethics? -- Ethical Principles of the APA -- Certification and Licensure -- Testing Guidelines -- Issues of Primary Concern -- Ethical Use of Computer-Based Testing -- Appropriate Use of Psychological Tests -- Test Publisher Responsibility -- The Marketing of Psychological Tests -- Availability of Comprehensive Test Manuals -- Test User Responsibility -- Testing Special Populations --

Contents note continued: Test Takers With Physical or Mental Challenges -- Test Takers With Learning Disabilities -- Test Takers From Multicultural Backgrounds -- Chapter Summary -- 4.How Does Computerized Testing Work? -- Computerized Testing -- Test Development -- Test Administration -- Test Scoring and Interpretation -- Advantages of Computerized Testing -- Disadvantages of Computerized Testing -- Computerized Adaptive Testing -- Web-Based Assessment -- Administering Surveys Online -- New Challenges -- Implications for the Future -- E-learning -- Program Assessment -- Clinical Assessment -- Certification Programs -- Chapter Summary -- SECTION II PSYCHOMETRIC PRINCIPLES -- 5.How Do Test Users Interpret Test Scores? -- Levels of Measurement -- Nominal Scales -- Ordinal Scales -- Equal Interval Scales -- Ratio Scales -- Procedures for Interpreting Test Scores -- Frequency Distributions -- The Normal Curve -- Descriptive Statistics -- Standard Scores -- Linear Transformations --

Contents note continued: Area Transformations -- The Role of Norms -- Types of Norms -- Chapter Summary -- 6.What Is Test Reliability? -- What Is Reliability? -- Three Types of Reliability -- Test-Retest Reliability -- Internal Consistency -- Scorer Reliability -- Classical Test Theory -- True Score -- Random Error -- Systematic Error -- The Reliability Coefficient -- Adjusting Split-Half Reliability Estimates -- Other Methods of Calculating Internal Consistency -- Calculating Scorer Reliability and Agreement -- Using Computer Software to Calculate Reliability -- Interpreting Reliability Coefficients -- Calculating the Standard Error of Measurement -- Interpreting the Standard Error of Measurement -- Confidence Intervals -- Factors That Influence Reliability -- Test Length -- Homogeneity -- Test-Retest Interval -- Test Administration -- Scoring -- Cooperation of Test Takers -- Generalizability Theory -- Chapter Summary --

Contents note continued: 7.How Do We Gather Evidence of Validity Based on the Content of a Test? -- Sources of Evidence of Validity -- Traditional Views of Validity -- Our Current Views of Validity -- Evidence Based on Test Content/Content Validity -- Evidence Based on Relations With Other Variables/Criterion-Related Validity -- Evidence Based on Relations With Other Variables/Construct Validity -- The Appropriate Use of Various Validation Strategies -- Evidence of Validity Based on Test Content/Content Validity -- Demonstrating Evidence of Validity Based on Test Content During Test Development -- Demonstrating Evidence of Validity Based on Test Content After Test Development -- Evidence of Validity Based on Test Content Summary -- Face Validity -- Chapter Summary -- 8.How Do We Gather Evidence of Validity Based on a Test's Relationships With External Criteria? -- What Is Evidence of Validity Based on Test-Criteria Relationships? --

Contents note continued: Methods for Providing Evidence of Validity Based on Test-Criteria Relationships -- The Predictive Method -- The Concurrent Method -- How Validity Differs From Reliability -- Selecting a Criterion -- Objective and Subjective Criteria -- Does the Criterion Measure What It Is Supposed to Measure? -- Calculating and Evaluating Validity Coefficients -- Tests of Significance -- The Coefficient of Determination -- How Confident Can We Be About Estimates of Validity? -- Using Validity Information to Make Predictions -- Linear Regression -- Multiple Regression -- Ethical Issues Associated With Test Validation -- Chapter Summary -- 9.How Do We Gather Evidence of Validity Based on a Test's Relation to Constructs? -- Construct Validity -- What Is a Construct? -- Construct Explication -- Gathering Evidence of Construct Validity -- Gathering Theoretical Evidence -- Gathering Psychometric Evidence -- Factor Analysis -- Confirmatory Factor Analysis --

Contents note continued: Exploratory Factor Analysis -- Putting It All Together -- Chapter Summary -- SECTION III DEVELOPING AND PILOTING SURVEYS AND PSYCHOLOGICAL TESTS -- 10.How Do We Construct, Administer, and Use Survey Data? -- What Are Surveys? -- Knowledge Acquisition and the Scientific Method -- Knowledge Acquisition -- The Scientific Method -- The Survey Research Method -- The Scientific Method of Survey Design -- Preparing for the Survey -- Constructing the Survey -- Administering the Survey -- Coding, Entering, and Analyzing Survey Data -- Presenting the Findings -- Survey Reliability and Validity -- Survey Reliability -- Survey Validity -- Chapter Summary -- 11.How Do We Develop a Test? -- Why Develop a New Test? -- Defining the Testing Universe, Audience, and Purpose -- Defining the Testing Universe -- Defining the Target Audience -- Defining the Test Purpose -- Developing a Test Plan -- Defining the Construct and the Content to Be Measured --

Contents note continued: Choosing the Test Format -- Administering and Scoring the Test -- Developing the Test Itself -- Composing the Test Items -- Objective Items -- Subjective Items -- Response Bias -- Writing Effective Items -- Multiple-Choice and True/False Items -- Essay and Interview Questions -- A Comparison of Objective and Subjective Formats -- Writing the Administration Instructions -- Administrator Instructions -- Instructions for the Test Taker -- Scoring Instructions -- Chapter Summary -- 12.How Do We Assess the Psychometric Quality of a Test? -- Conducting the Pilot Test -- Setting Up the Pilot Test -- Conducting the Pilot Study -- Analyzing the Results -- Conducting Quantitative Item Analysis -- Item Difficulty -- Item Discrimination -- Interitem Correlations -- Item-Total Correlations -- Item-Criterion Correlations -- The Item Characteristic Curve -- Item Bias -- Conducting Qualitative Item Analysis -- Questionnaires for Test Takers -- Expert Panels --

Contents note continued: Revising the Test -- Choosing the Final Items -- Revising the Test Instructions -- Validating the Test -- Cross-Validation -- Differential Validity -- Defining Unfair Discrimination -- Testing for Validity Equivalence -- Developing Norms and Identifying Cut Scores -- Developing Norms -- Identifying Cut Scores -- Compiling the Test Manual -- Chapter Summary -- SECTION IV USING TESTS IN DIFFERENT SETTINGS -- 13.How Are Tests Used in Educational Settings? -- Decision Making in the Educational Setting -- Educators as Test Users -- Dialogue 1 -- Dialogue 2 -- Discussion of Dialogues 1 and 2 -- Psychological Test Use in Educational Settings -- Tests Used for Making Decisions in the Classroom -- Additional Ways Assessment Can Benefit the Instructional Process -- Tests Used for Selection and Placement Decisions -- Tests Used for Counseling and Guidance Decisions -- Tests Used for Program, Curriculum, and Administrative Policy Decisions --

Contents note continued: Norm-Referenced, Criterion-Referenced, and Authentic Assessment of Achievement -- Norm-Referenced Tests -- Criterion-Referenced Tests -- Authentic Assessment -- Chapter Summary -- 14.How Are Tests Used in Clinical and Counseling Settings? -- Models of Psychological Assessment -- The Information-Gathering Model -- The Therapeutic Model -- The Differential Treatment Model -- Roles of the Clinician and the Counselor -- Tests Used for Diagnosis and Intervention -- The Clinical Interview -- Structured Personality Tests -- Projective Techniques -- Neuropsychological Tests -- Electrophysiological Techniques -- Developmental Applications -- Psychopathological Applications -- Chapter Summary -- 15.How Are Tests Used in Organizational Settings? -- A Short History of Employment Testing -- The Scientific Selection of Salesmen -- The Legacy of World War I -- Testing From World War II to the Present -- Pre-employment Testing -- The Employment Interview --

Contents note continued: Performance Tests -- Situational Judgment Tests -- Personality Inventories -- Integrity Testing -- Cognitive Tests -- Legal Constraints -- Generalizing Validity Evidence -- Performance Appraisal -- Ranking Employees -- Rating Employees -- Rating Errors -- Who Should Rate? -- Chapter Summary.