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  Testing, Measurement, Assessment   Mastering Modern Psychological Testing: Theory & Methods presents quality written research in a thorough and comprehensive manner that allows students to master the material.   This text provides a comprehensive introduction to psychological assessment and covers areas not typically addressed in existing test and measurements texts such as neuropsychological assessment and the use of tests in forensics settings.   “Mastering Modern Psychological Testing” addresses special topics in psychological testing and includes special material on test development written by a leading test developer as well as relevant examples. The book is designed for undergraduate courses in Psychological Testing / Assessment / Testing Theory & Methods.   Learning Goals Upon completing this book, readers should be able to: Understand what constitutes a psychological test, how tests are developed, how they are best used, and how to evaluate their strengths and weaknesses Recognize the development process and how the psychometric properties of tests are constructed so they have the generalized knowledge to always learn about any test Engage in areas of testing that represent different approaches to measuring different psychological constructs Understand the difficult and demanding area of how tests are applied and interpreted across cultures within the United States

Table of Contents:
IN THIS SECTION: 1.) BRIEF 2.) COMPREHENSIVE BRIEF TABLE OF CONTENTS:   Chapter 1: Introduction to Psychological Testing: Why We Do It and What It Is Chapter 2: The Basics Statistics of Measurement Chapter 3: The Meaning of Test Scores Chapter 4: Reliability Chapter 5: Validity Chapter 6: Item Development Chapter 7: Item Analysis: Methods for Fitting the Right Items to the Right Test Chapter 8: Achievement Tests in the Era of High-Stakes Assessment Chapter 9: Assessment of Intelligence Chapter 10: Assessment of Personality Chapter 11: Behavioral Assessment Chapter 12: Employment and Vocational Testing Chapter 13: Neuropsychological Testing Chapter 14: Forensic Applications of Psychological Assessment Chapter 15: The Problem of Bias in Psychological Assessment Chapter 16: Assessment Accommodations Chapter 17: Best Practices: Legal and Ethical Issues Chapter 18: How to Develop a Psychological Test: A Practical Approach COMPREHENSIVE TABLE OF CONTENTS:   Chapter 1: Introduction to Psychological Testing: Why We Do It and What It Is I. Introduction II. Brief History of Testing III The Language of Assessment IV. Assumptions of Psychological Assessment V. Why Use Tests? VI. Common Application of Psychological Assessments VII. Participants in the Assessment Process VIII. Psychological Assessment in the 21st Century IX. Chapter Summary   Chapter 2: The Basics Statistics of Measurement I. The Role of Mathematics in Measurement II. Scales of Measurement III. The Description of Test Scores IV. Correlation Coefficients V. Linear Regression & Standard Error of Estimate VI. Chapter Summary   Chapter 3: The Meaning of Test Scores I. Introduction II. Norm-Referenced & Criterion-Referenced Score Interpretations III. Scores based on Item Response Theory IV. So What Scores Should You Use? V. Qualitative Descriptions of Scores VI. Reporting Information on Normative Samples and Test Scores VII. Chapter Summary   Chapter 4: Reliability I. Introduction II. Classical Test Theory and Measurement Error III. Sources of Measurement Error IV. Reliability Coefficients V. The Standard Error of Measurement VI. Modern Test Theory VII. Reporting Reliability Information VIII. Reliability: Practical Strategies for Educators IX. Chapter Summary    Chapter 5: Validity I. Introduction II. Threats to Validity III. Reliability and Validity IV. "Types of Validity" versus "Types of Validity Evidence" V. Types of Validity Evidence VI. How Test Publishers Report Validity Evidence   Chapter 6: Item Development I. Introduction II. Item Formats III. General Item Writing Guidelines IV. Maximum Performance Tests V. Typical Response Tests VI. Summary    Chapter 7: Item Analysis: Methods for Fitting the Right Items to the Right Test I. Introduction II. Item Difficulty Index (or Item Difficulty Level) III. Item Discrimination IV. Distracter Analysis V. Using Item Analysis to Improve Items VII. Qualitative Item Analysis VIII. Item Characteristic Curves & Item Response Theory IX. Summary   Chapter 8: Achievement Tests in the Era of High-Stakes Assessment I. Introduction II. Group Administered Achievement Tests III. Individual Achievement Tests IV. Selecting an Achievement Battery V. Teacher Made Achievement Tests & Grading VI. Summary   Chapter 9: Assessment of Intelligence I. Introduction II. A Brief History of Intelligence Tests III. The Use of Aptitude and Intelligence Tests in School Settings IV. The Use of Aptitude and Intelligence Tests in Clinical Settings V. Major Aptitude/Intelligence Tests VI. Selecting Aptitude/Intelligence Tests VII. Understanding the Report of an Intellectual Assessment VIII. Summary   Chapter 10: Assessment of Personality I. Introduction II. Assessing Personality III. Special Issues in Personality Assessment IV. Objective Personality Tests: An Overview V. Projective Personality Tests: An Overview VI. Summary    Chapter 11: Behavioral Assessment I. Assessing Behavior II. Response Sets III. Assessment of Behavior in the Schools IV. Behavioral Interviewing V. Behavior Rating Scales VI. Direct Observational Methods VII. Psychophysiological Assessment    Chapter 12: Employment and Vocational Testing I. Introduction II. History of I/O Psychology III. Approaches to Personnel Selection IV. Choosing a Personnel Selection Approach V. Evaluating Job Performance VI. Legal issues VII. Career Assessment   Chapter 13: Neuropsychological Testing I. Introduction II. Components of a Neuropsychological Evaluation III. Neuropsychological Assessment Approaches and Instruments IV. Assessment of Memory Functions V. The Process of Neuropsychological Assessment VI. Measurement of Deficits & Strengths VII. Chapter Summary    Chapter 14: Forensic Applications of Psychological Assessment I. What is Forensic Psychology? II. Expert Witnesses and Expert Testimony III. Clinical Therapeutic Assessment versus Forensic Assessment IV. Applications in Criminal Proceedings V. Applications in Civil Proceedings VI. Third Party Observers in Forensic Psychological Testing VII. Detection of Malingering and other forms of Dissimulation VIII. The Admissibility of Testimony Based on Psychological Testing Results   Chapter 15: The Problem of Bias in Psychological Assessment  I. What Do We Mean by Bias? II. Past and Present Concerns: A Brief Look III. The Controversy over Bias in Testing: Its Origin, What It Is, and What It Is Not VI. Cultural Bias and the Nature of Psychological Testing V. Objections to the Use of Educational and Psychological Tests with Minority Students VI. The Problem of Definition in Test Bias Research: Differential Validity VII. Cultural Loading, Cultural Bias, and Culture-Free Tests IX. Inappropriate Indicators of Bias: Mean Differences and Equivalent Distributions X. Bias in Test Content XI. Bias in Other Internal Features of Tests XII. Bias in Prediction and in Relation to Variables External to the Test   Chapter 16: Assessment Accommodations I. Introduction II. Accommodations versus Modifications III. Major Legislation that Impacts the Assessment of Examinees with Disabilities IV. The Rationale for Accommodations V. When are accommodations not appropriate or necessary? VI. Strategies for Accommodations VII. Determining What Accommodations to Provide VIII. Assessment of English Language Learners (ELL) IX. Reporting Results of Modified Assessments X. Summary    Chapter 17: Best Practices: Legal and Ethical Issues I. Introduction II. Guidelines for Developing Assessments III. Guidelines for Selecting Published Assessments IV. Guidelines for Administering Assessments V. Guidelines for Scoring Assessments VI. Guidelines for Interpreting, Using, and Communicating Assessment Results VII. Responsibilities of Test Takers VIII. Summary   Chapter 18: How to Develop a Psychological Test: A Practical Approach I. Determining the need for a new test II. Describing the uses and interpretations of results from the test. III. Who will use the test and why? IV. Developing conceptual and operational definitions of constructs you intend to measure. V. Determining whether measures of dissimulation are needed and if so, what kind. VI. Preparing a detailed description of the test, including a content blueprint. VII. Carrying out the development plan.

About the Author :
Cecil R. Reynolds, PhD, is currently an Emeritus Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A & M University. His primary research interests are in all aspects of psychological assessment with particular emphasis on assessment of memory, emotion and affect, and issues of cultural bias in testing. He is the author of more than 300 scholarly publications, author or editor of over 55 books, and the author of numerous widely used psychological tests including the Behavior Assessment System for Children, the most frequently individually administered test of its type in the English speaking world. Dr. Reynolds is past president of the National Academy of Neuropsychology (NAN), APA Divisions 5, 16, and 40 (Evaluation, Measurement, and Statistics, Clinical Neuropsychology, and School Psychology). He was Editor in Chief of Archives of Clinical Neuropsychology (1990-2002), the official journal of NAN, Editor of Applied Neuropsychology (2004-2009), Associate Editor of School Psychology Quarterly, and serves on the editorial boards of 11 other journals. He is currently editor-in-chief of the APA’s premier journal in the field, Psychological Assessment. Dr. Reynolds has received multiple awards recognizing him for excellence in research including, among others, the Lightner Witmer Award, the Senior Scientist Award from APA Division of School Psychology, and NAN’s Distinguished Neuropsychologist Award, the Academy’s highest award for research accomplishments. His service to the profession and to society has been recognized through the President's Gold Medal for Service to NAN as well as the Academy’s Distinguished Service Award, the APA’s Jack Bardon Award for a Lifetime of Distinguished Service and the University of North Carolina at Wilmington 50th Anniversary Razor Walker Award for Service to the Youth of America.   Ronald B. Livingston, PhD, earned his Doctoral Degree from The University of Texas at Austin in 1993. He has clinical experience in correctional, school, and community settings. He is currently a Professor of Psychology & Counseling at The University of Texas at Tyler. He is the author of a number of scholarly publications including books, research articles, and invited chapters. His primary professional interests are psychometrics, neuropsychology, ethics, and assessment and interventions with children and adolescents.