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Full Description
Undergraduate students of psychology.
Contents
Section 1Chapter 1: What Are Psychological Tests?Why Should You Care About Psychological Testing?What Are Psychological Tests?The History of Psychological TestingTesting TodayThe Defining Characteristics of Psychological TestsAssumptions of Psychological TestsTest Classification MethodsPsychological Assessment, Psychological Tests, Measurements, and SurveysLocating Information About TestsChapter 2: Why Is Psychological Testing ImportantThe Importance of Psychological TestingWho Uses Psychological Tests and for What Reasons?The Social and Legal Implications of Psychological TestingChapter 3: Is There a Right or Wrong Way to Use Psychological Tests?Ethical Standards for Psychological TestingAppropriate Use of Psychological TestsTesting Special PopulationsChapter 4: How Does Computerized Testing Work?Computerized TestingComputerized Adaptive TestingWeb-Based AssessmentImplications for the FutureSection II: Psychometric PrinciplesChapter 5: How Do Test Users Interpret Test Scores?Levels of MeasurementProcedures for Interpreting Test ScoresStandard ScoresThe Role of NormsChapter 6: What Is Test Reliability/Precision?What Is Reliability/Precision?Three Categories of Reliability CoefficientsClassical Test TheoryThe Reliability CoefficientUsing Computer Software to Calculate ReliabilityInterpreting Reliability CoefficientsFactors That Influence ReliabilityGeneralizability TheoryChapter 7: How Do We Gather Evidence of Validity Based on the Content of a Test?Sources of Evidence of ValidityThe Appropriate Use of Various Validation StrategiesEvidence of Validity Based on Test Content/Content ValidityFace ValidityChapter 8: How Do We Gather Evidence of Validity Based on Test-Criterion RelationshipsWhat Is Evidence of Validity Based on Test-Criterion Relationships?Methods for Providing Evidence of Validity Based on Test-Criterion RelationshipsSelecting a CriterionDoes the Criterion Measure What It Is Supposed to Measure?Calculating and Evaluating Validity CoefficientsUsing Validity Information to Make PredictionsEthical Issues Associated With Test ValidationChapter 9: How Do We Gather Evidence of Validity Based on a Test's Relation to Constructs?The Traditional Notion of Construct ValidityGathering Evidence of Construct ValidityFactor AnalysisSection III: Developing and Piloting Surveys and Psychological TestsChapter 10: How Do We Construct, Administer, and Use Survey Data?What Are Surveys?Knowledge Acquisition and the Scientific MethodThe Survey Research MethodThe Scientific Method of Survey DesignSurvey Reliability and ValidityChapter 11: How Do We Develop a Test?Why Develop a New Test?Defining the Testing Universe, Audience, and PurposeDeveloping a Test PlanComposing the Test ItemsWriting Effective ItemsWriting the Administration InstructionsChapter 12: How Do We Assess the Psychometric Quality of a Test?Conducting the Pilot TestConducting Quantitative Item AnalysisConducting Qualitative Item AnalysisRevising the TestValidating the TestDeveloping Norms and Identifying Cut ScoresCompiling the Test ManualSection IV: Using Tests in Different SettingsChapter 13: How Are Tests Used in Educational Settings?Decision Making in the Educational SettingEducators as Test UsersPsychological Test Use in Educational SettingsNorm-Referenced, Criterion-Referenced, and Authentic Assessment of AchievementChapter 14: How Are Tests Used in Clinical and Counseling Settings? - contributed by Karen B. GoldfingerModels of Psychological AssessmentTests Used for Diagnosis and InterventionNeuropsychological TestsChapter 15: How Are Tests Used in Organizational Settings?A Short History of Employment TestingPre-employment TestingPerformance Appraisal
