Foundations of Psychological Testing; A Practical Approach

by McIntire, Sandra; Miller, Leslie

• ISBN13: 9781412924849
• ISBN10: 1412924847
• Additional ISBN(s): 9781452219905
• Edition: 2nd
• Format: Hardcover
• Copyright: 2006-11-07
• Publisher: Sage Publications, Inc
• More Book Details
• Purchase Benefits

Summary

The Second Edition of Foundations of Psychological Testing: A Practical Approach is a scholarly, yet pragmatic and easy to understand text for undergraduate students new to the field of psychological testing. Using an engaging, conversational format, authors Sandra A. McIntire and Leslie A. Miller aim to prepare students to be informed consumers-as test users or test takers-not to teach students to administer or interpret individual psychological tests.

Table of Contents

Preface	xiii
Our Mission	xiii
Learning Strategies	xiv
Organization of Material	xv
Final Thoughts	xvi
Acknowledgments	xvi
SECTION I: OVERVIEW OF PSYCHOLOGICAL TESTING	1	(128)
1. What Are Psychological Tests?	3	(40)
Why Should You Care About Psychological Testing?	5	(1)
What Are Psychological Tests?	5	(5)
Similarities Among Psychological Tests	6	(1)
Differences Among Psychological Tests	6	(4)
The History of Psychological Testing	10	(4)
Intelligence Tests	10	(3)
Personality Tests	13	(1)
Vocational Tests	13	(1)
Testing Today	14	(3)
The Defining Characteristics of Psychological Tests	17	(2)
Assumptions of Psychological Tests	19	(1)
Test Classification Methods	20	(8)
Maximal Performance, Behavior Observation, or Self-Report	20	(1)
Standardized or Nonstandardized	21	(1)
Objective or Projective	21	(2)
Dimension Measured	23	(5)
Subject Tests	28	(1)
Psychological Assessment, Psychological Tests, Measurements, and Surveys	28	(2)
Psychological Assessments and Psychological Tests	28	(1)
Psychological Tests and Measurements	29	(1)
Psychological Tests and Surveys	30	(1)
Locating Information About Tests	30	(8)
Chapter Summary	38	(5)
2. Why Is Psychological Testing Important?	43	(32)
The Importance of Psychological Testing	44	(2)
Individual and Institutional Decisions	45	(1)
Comparative and Absolute Decisions	45	(1)
Who Uses Psychological Tests and for What Reasons?	46	(11)
Educational Settings	47	(4)
Clinical Settings	51	(4)
Organizational Settings	55	(2)
The Social and Legal Implications of Psychological Testing	57	(12)
The Controversy Over Intelligence Tests	58	(4)
The Controversy Over Aptitude and Integrity Tests	62	(7)
Chapter Summary	69	(6)
3. Is There a Right or Wrong Way to Use Psychological Tests?	75	(32)
Ethical Standards for Psychological Testing	77	(12)
What Are Ethics?	78	(1)
Ethical Principles of the APA	79	(2)
Certification and Licensure	81	(1)
Testing Guidelines	82	(1)
Issues of Primary Concern	83	(5)
Ethical Use of Computer-Based Testing	88	(1)
Appropriate Use of Psychological Tests	89	(2)
Test Publisher Responsibility	89	(1)
The Marketing of Psychological Tests	89	(1)
Availability of Comprehensive Test Manuals	89	(2)
Test User Responsibility	91	(1)
Testing Special Populations	91	(7)
Physically or Mentally Challenged Test Takers	92	(2)
Test Takers With Learning Disabilities	94	(3)
Test Takers From Multicultural Backgrounds	97	(1)
Chapter Summary	98	(9)
4. How Does Computerized Testing Work?	107	(26)
Computerized Testing	109	(5)
Test Development	109	(1)
Test Administration	109	(1)
Test Scoring and Interpretation	110	(1)
Advantages of Computerized Testing	110	(1)
Disadvantages of Computerized Testing	111	(3)
Computerized Adaptive Testing	114	(3)
Web-Based Assessment	117	(4)
Administering Surveys Online	118	(1)
New Challenges	119	(2)
Implications for the Future	121	(3)
E-learning	121	(1)
Program Assessment	122	(1)
Clinical Assessment	123	(1)
Certification Programs	123	(1)
Chapter Summary	124	(5)
SECTION II: PSYCHOMETRIC PRINCIPLES	129	(180)
5. How Do Test Users Interpret Test Scores?	133	(46)
Levels of Measurement	134	(5)
Nominal Scales	135	(1)
Ordinal Scales	135	(1)
Equal Interval Scales	136	(1)
Ratio Scales	137	(2)
Procedures for Interpreting Test Scores	139	(16)
Frequency Distributions	140	(3)
The Normal Curve	143	(4)
Descriptive Statistics	147	(8)
Standard Scores	155	(6)
Linear Transformations	158	(1)
Area Transformations	159	(2)
The Role of Norms	161	(10)
Types of Norms	161	(10)
Chapter Summary	171	(8)
6. What Is Test Reliability?	179	(42)
What Is Reliability?	181	(1)
Three Types of Reliability	182	(9)
Test–Retest Reliability	182	(1)
Internal Consistency	183	(5)
Scorer Reliability and Agreement	188	(3)
Classical Test Theory	191	(4)
Random Error	194	(1)
Systematic Error	195	(1)
The Reliability Coefficient	195	(6)
Adjusting Split-Half Reliability Estimates	195	(2)
Other Methods of Calculating Internal Consistency	197	(1)
Calculating Scorer Reliability and Agreement	197	(4)
Using Computer Software to Calculate Reliability	201	(1)
Interpreting Reliability Coefficients	202	(3)
Calculating the Standard Error of Measurement	202	(1)
Interpreting the Standard Error of Measurement	202	(3)
Cohen's Kappa	205	(1)
Factors That Influence Reliability	205	(3)
Test Length	206	(1)
Homogeneity	206	(1)
Test–Retest Interval	207	(1)
Effective Test Administration	207	(1)
Careful Scoring	207	(1)
Guessing or Faking	207	(1)
Generalizability Theory	208	(1)
Chapter Summary	209	(12)
7. What Is Validity, Specifically Content Validity?	221	(30)
Different Sources of Evidence for Validity	223	(6)
Content Validity	224	(1)
Criterion-Related Validity	224	(4)
Construct Validity	228	(1)
The Appropriate Use of Various Validation Strategies	229	(1)
Content Validity	230	(13)
Demonstrating Content Validity During Test Development	233	(2)
Demonstrating Content Validity After Test Development	235	(8)
Content Validity Summary	243	(1)
Face Validity	243	(1)
Chapter Summary	244	(7)
8. Can Tests Really Predict Future Behavior?	251	(32)
What Is Criterion-Related Validity?	252	(1)
Methods for Demonstrating Criterion-Related Validity	253	(4)
The Predictive Method	253	(2)
The Concurrent Method	255	(1)
How Criterion-Related Validity Differs From Reliability and Content Validity	256	(1)
Selecting a Criterion	257	(2)
Objective and Subjective Criteria	258	(1)
Does the Criterion Measure What It Is Supposed to Measure?	259	(1)
Calculating and Evaluating Validity Coefficients	259	(4)
Tests of Significance	260	(2)
The Coefficient of Determination	262	(1)
How Confident Can We Be About Estimates of Validity?	262	(1)
Using Validity Information to Make Predictions	263	(7)
Linear Regression	263	(1)
Multiple Regression	264	(6)
Ethical Issues Associated With Test Validation	270	(1)
Chapter Summary	271	(12)
9. What Is Construct Validity?	283	(26)
Construct Validity	284	(5)
What Is a Construct?	285	(3)
Construct Explication	288	(1)
Gathering Evidence of Construct Validity	289	(7)
Gathering Theoretical Evidence	290	(1)
Gathering Psychometric Evidence	291	(5)
Factor Analysis	296	(5)
Confirmatory Factor Analysis	296	(2)
Exploratory Factor Analysis	298	(1)
Putting It All Together	299	(2)
Chapter Summary	301	(8)
SECTION III: DEVELOPING AND PILOTING SURVEYS AND PSYCHOLOGICAL TESTS	309	(122)
10. How Do We Construct, Administer, and Use Survey Data?	311	(46)
What Are Surveys?	312	(2)
Knowledge Acquisition and the Scientific Method	314	(5)
Knowledge Acquisition	316	(1)
The Scientific Method	317	(2)
The Survey Research Method	319	(29)
The Scientific Method of Survey Design	321	(1)
Preparing for the Survey	321	(2)
Constructing the Survey	323	(17)
Administering the Survey	340	(5)
Coding, Entering, and Analyzing Survey Data	345	(2)
Presenting the Findings	347	(1)
Survey Reliability and Validity	348	(2)
Survey Reliability	348	(1)
Survey Validity	349	(1)
Chapter Summary	350	(7)
11. How Do You Develop a Test?	357	(32)
Why Develop a New Test?	358	(3)
Defining the Testing Universe, Audience, and Purpose	361	(3)
Defining the Testing Universe	362	(1)
Defining the Target Audience	362	(1)
Defining the Test Purpose	363	(1)
Developing a Test Plan	364	(4)
Defining the Construct and the Content to Be Measured	364	(2)
Choosing the Test Format	366	(1)
Specifying Administration Formats	366	(1)
Scoring Methods	366	(1)
Developing the Test Itself	367	(1)
Composing the Test Items	368	(7)
Objective Items	369	(2)
Subjective Items	371	(1)
Response Bias	372	(3)
Writing Effective Items	375	(5)
Multiple Choice and True/False Items	376	(1)
Essay and Interview Questions	377	(1)
A Comparison of Objective and Subjective Formats	378	(2)
Writing the Instructions for the New Test	380	(3)
Administrator Instructions	380	(1)
Instructions for the Test Taker	380	(1)
Scoring Instructions	381	(2)
Chapter Summary	383	(6)
12. How Do You Know When a Test Works?	389	(42)
The Pilot Test	391	(2)
Setting Up the Pilot Test	392	(1)
Conducting the Pilot Study	392	(1)
Analyzing the Results	393	(1)
Quantitative Item Analysis	393	(13)
Item Difficulty	393	(1)
Item Discrimination	394	(1)
Interitem Correlations	395	(1)
Item–Total Correlations	396	(1)
Item–Criterion Correlations	396	(5)
The Item Characteristic Curve	401	(3)
Item Bias	404	(2)
Qualitative Item Analysis	406	(1)
Questionnaires for Test Takers	406	(1)
Expert Panels	406	(1)
Revising the Test	406	(4)
Choosing the Final Items	408	(2)
Revising the Test Instructions	410	(1)
Conducting the Validation Study	410	(5)
Cross-Validation	411	(1)
Differential Validity	411	(2)
Defining Unfair Discrimination	413	(1)
Testing for Validity Equivalence	413	(2)
Developing Norms and Identifying Cut Scores	415	(1)
Developing Norms	415	(1)
Identifying Cut Scores	416	(1)
Developing the Test Manual	416	(4)
Chapter Summary	420	(11)
SECTION IV: USING TESTS IN DIFFERENT SETTINGS	431	(120)
13. How Are Tests Used in Educational Settings?	433	(40)
Decision Making in the Educational Setting	435	(1)
Educators as Test Users	435	(7)
Dialogue 1	437	(1)
Dialogue 2	437	(4)
Discussion of Dialogues 1 and 2	441	(1)
Psychological Test Use in Educational Settings	442	(21)
Tests Used for Making Decisions in the Classroom	442	(2)
Additional Ways Assessment Can Benefit the Educational Process	444	(1)
Tests Used for Selection and Placement Decisions	444	(10)
Tests Used for Placement Decisions	454	(1)
Tests Used for Counseling and Guidance Decisions	454	(1)
Tests Used for Program, Curriculum, and Administrative Policy Decisions	454	(9)
Norm-Referenced, Criterion-Referenced, and Authentic Assessment of Achievement	463	(3)
Authentic Assessment	465	(1)
Chapter Summary	466	(7)
14. How Are Tests Used in Clinical and Counseling Settings?	473	(42)
Models of Psychological Assessment	475	(4)
The Information-Gathering Model	475	(2)
The Therapeutic Model	477	(1)
The Differential Treatment Model	477	(1)
Roles of the Clinician and the Counselor	478	(1)
Tests Used for Diagnosis and Intervention	479	(14)
The Clinical Interview	481	(1)
Structured Personality Tests	482	(2)
Projective Techniques	484	(6)
The Controversy About Projective Techniques	490	(3)
Neuropsychological Tests	493	(9)
Electrophysiological Techniques	496	(1)
Developmental Applications	497	(3)
Psychopathological Applications	500	(2)
Specialized Tests for Clinical Disorders	502	(3)
Single Construct Tests	502	(1)
Identification of Construct Duration	502	(1)
Observational Scales	502	(3)
Chapter Summary	505	(10)
15. How Do Organizations Use Psychological Tests?	515	(36)
A Short History of Employment Testing	516	(3)
The Scientific Selection of Salesmen	517	(1)
The Legacy of World War I	517	(1)
Testing From World War II to the Present	517	(2)
Preemployment Testing	519	(19)
The Employment Interview	519	(7)
Performance Tests	526	(1)
Personality Inventories	526	(5)
Integrity Testing	531	(3)
Cognitive Tests	534	(1)
Legal Constraints	534	(4)
Performance Appraisal	538	(5)
Ranking Employees	538	(1)
Rating Employees	539	(3)
Rating Errors	542	(1)
Who Should Rate?	543	(1)
Chapter Summary	543	(8)
Appendix A: Guidelines for Critiquing a Psychological Test	551	(2)
Appendix B: Ethical Standards for Assessment	553	(4)
Appendix C: Code of Fair Testing Practices in Education	557	(6)
Appendix D: Table of Critical Values for Pearson Product-Moment Correlation Coefficients	563	(2)
Glossary	565	(18)
References	583	(20)
Author Index	603	(8)
Subject Index	611	(20)
About the Authors	631