About the Book
Offering a clear introduction to the basics of psychological testing as well as to psychometrics and statistics, this practical book includes discussion of foundational concepts and issues, using real-life examples and situations students will easily recognize, relate to, and find interesting.
A variety of pedagogical tools further the conceptual understanding needed for effective use of tests and test scores. Now aligned with the 2014 Standards for Educational and Psychological Testing, the Fifth Edition offers new and expanded content throughout.
Table of Contents:
Section 1: Overview of Psychological Testing
Chapter 1: What Are Psychological Tests?
Why Should You Care About Psychological Testing?
What Are Psychological Tests?
The History of Psychological Testing
Testing Today
The Defining Characteristics of Psychological Tests
Assumptions of Psychological Tests
Test Classification Methods
Psychological Assessment, Psychological Tests, Measurements, and Surveys
Locating Information About Tests
Chapter 2: Why Is Psychological Testing Important
The Importance of Psychological Testing
Who Uses Psychological Tests and for What Reasons?
The Social and Legal Implications of Psychological Testing
Chapter 3: Is There a Right or Wrong Way to Use Psychological Tests?
Ethical Standards for Psychological Testing
Appropriate Use of Psychological Tests
Testing Special Populations
Chapter 4: How Does Computerized Testing Work?
Computerized Testing
Computerized Adaptive Testing
Web-Based Assessment
Implications for the Future
Section II: Psychometric Principles
Chapter 5: How Do Test Users Interpret Test Scores?
Levels of Measurement
Procedures for Interpreting Test Scores
Standard Scores
The Role of Norms
Chapter 6: What Is Test Reliability/Precision?
What Is Reliability/Precision?
Three Categories of Reliability Coefficients
Classical Test Theory
The Reliability Coefficient
Using Computer Software to Calculate Reliability
Interpreting Reliability Coefficients
Factors That Influence Reliability
Generalizability Theory
Chapter 7: How Do We Gather Evidence of Validity Based on the Content of a Test?
Sources of Evidence of Validity
The Appropriate Use of Various Validation Strategies
Evidence of Validity Based on Test Content/Content Validity
Face Validity
Chapter 8: How Do We Gather Evidence of Validity Based on Test-Criterion Relationships
What Is Evidence of Validity Based on Test-Criterion Relationships?
Methods for Providing Evidence of Validity Based on Test-Criterion Relationships
Selecting a Criterion
Does the Criterion Measure What It Is Supposed to Measure?
Calculating and Evaluating Validity Coefficients
Using Validity Information to Make Predictions
Ethical Issues Associated With Test Validation
Chapter 9: How Do We Gather Evidence of Validity Based on a Test’s Relation to Constructs?
The Traditional Notion of Construct Validity
Gathering Evidence of Construct Validity
Factor Analysis
Section III: Developing and Piloting Surveys and Psychological Tests
Chapter 10: How Do We Construct, Administer, and Use Survey Data?
What Are Surveys?
Knowledge Acquisition and the Scientific Method
The Survey Research Method
The Scientific Method of Survey Design
Survey Reliability and Validity
Chapter 11: How Do We Develop a Test?
Why Develop a New Test?
Defining the Testing Universe, Audience, and Purpose
Developing a Test Plan
Composing the Test Items
Writing Effective Items
Writing the Administration Instructions
Chapter 12: How Do We Assess the Psychometric Quality of a Test?
Conducting the Pilot Test
Conducting Quantitative Item Analysis
Conducting Qualitative Item Analysis
Revising the Test
Validating the Test
Developing Norms and Identifying Cut Scores
Compiling the Test Manual
Section IV: Using Tests in Different Settings
Chapter 13: How Are Tests Used in Educational Settings?
Decision Making in the Educational Setting
Educators as Test Users
Psychological Test Use in Educational Settings
Norm-Referenced, Criterion-Referenced, and Authentic Assessment of Achievement
Chapter 14: How Are Tests Used in Clinical and Counseling Settings? - contributed by Karen B. Goldfinger
Models of Psychological Assessment
Tests Used for Diagnosis and Intervention
Neuropsychological Tests
Chapter 15: How Are Tests Used in Organizational Settings?
A Short History of Employment Testing
Pre-employment Testing
Performance Appraisal
About the Author :
Leslie A. Miller, PhD, SHRM-CP, PHR, has broad experience in consulting, teaching, and researching in the area of organizational and educational assessment, measurement, and development. Currently the owner of her own consulting business, LanneM TM, LLC, she provides her clients with pragmatic and affordable talent management solutions to help them acquire, develop, and retain the talent they need to achieve desired business results. Her expertise includes designing performance improvement and management tools and knowledge tests, customizing and facilitating leadership training programs, providing assessment-based executive coaching, and designing and implementing business impact evaluation and return-on-value studies. She also spends her time as an adjunct faculty member teaching organizational behavior and psychology, research, and human resources courses at Rollins College, the University of Oklahoma, and for the School of Advanced Studies at the University of Phoenix. In addition, she chairs doctoral dissertations. Previously the vice president of leadership development and human resources at the Central Florida YMCA, she was responsible for contributing to the strategic plans of the organization by leading the association’s talent management initiatives—recruiting, developing, and retaining the association’s talent. Prior to joining the YMCA, she was employed by Wilson Learning Corporation (WLC), a performance improvement company, where she served as the director of business solutions, a senior project manager, and a business solutions consultant. In these roles, she was responsible for conceptualizing, designing, managing, and implementing traditional and technology-based assessment, measurement, and training performance improvement solutions for client organizations.
Prior to joining WLC, Dr. Miller served as the assistant dean of admissions at Rollins College, where she was also a faculty member of the psychology, organizational behavior, and human resources programs. Before joining Rollins College, she was a senior research psychologist for the U.S. Department of Labor, Bureau of Labor Statistics, in Washington, D.C. At the bureau, she designed, researched, and analyzed the results of some of our nation’s most important surveys. In her current and previous roles, she has worked with various leading organizations in the high-tech, financial, pharmaceutical, and transportation industries. The holder of a doctorate in educational psychology from the University of Maryland, she has an extensive list of publications and presentations. She is a member of the APA, the Society for Industrial and Organizational Psychology, and the Society for Human Resource Management.
Robert L. Lovler, PhD, has over 30 years of experience working as both an internal and an external consultant to Fortune 500 companies in the areas of employee assessment and selection, organizational development, strategic human resource consulting, and training design and delivery. His career began at CBS Inc., where he served in several roles, including director of training for the retail consumer electronics unit, then moving up to vice president of two different units within the CBS Publishing Group. He is currently senior vice president of global human resources at Wilson Learning Corporation, an international consulting firm that focuses on human performance improvement. During his career, he has had the opportunity to design and implement a wide range of organizational interventions both domestically and internationally, working in Japan, China, South Korea, Hong Kong, England, and Italy. In the United States, he supervised the development and implementation of the assessment center used to select candidates for entry into the Environmental Protection Agency’s (EPA) Senior Executive Service Development Program, presenting the results in Washington, D.C., to Christine Todd Whitman, the EPA administrator. He also developed the system used to help select commercial airline pilots for a major U.S. airline and worked with former senator Warren Rudman to develop and implement a nationwide survey of sales practices in the rent-to-own industry. He has served as a testing consultant to the California Bar Association and the state of Pennsylvania, and he oversaw the development of the licensure examinations for medical physicists in the state of Texas. He has been on the faculty of the State University of New York at Farmingdale, and the adjunct faculty of Hofstra University, and the University of Central Florida. Dr. Lovler received his BA degree in psychology from the University of California, Los Angeles, and holds master’s and doctoral degrees from Hofstra University. He is a member of the APA and the Society for Industrial and Organizational Psychology.
