Foundations of Psychological Testing: A Practical Approach / Edition 3

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Overview

The Third Edition of this text offers a straight forward and clear introduction to the basics of psychological testing as well as to psychometrics and statistics for students new to the field. The authors focus on relating core ideas to practical situations that students will recognize and relate to. They provide a variety of pedagogical tools that promote student understanding of the underlying concepts required to interpret and to use test scores. Primarily concerned with preparing students to become informed consumers and users of tests, the text also features a final section focusing on how tests are utilized in three important settings: education, clinical and counseling practice, and organizations.

New and Proven Features

  • Instructs using an effective conversational tone, such as in the discussion of true scores and error in classical test theory-concepts with which students typically struggle
  • *new* Incorporates more discussion of specific tests in response to reviewer feedback, with direct examples from published tests and more details of tests featured in “Test Spotlights”
  • *new* Provides new material on using validity generalization strategies in pre-employment testing and on traditional versus authentic assessment
  • *new* Includes updates for all relevant chapters to reflect how the APA Standards for Educational and Psychological Testing treats validity as a unitary concept rather than discussing different types of validity
  • *new* focuses on validity as the appropriateness of the inferences made from test scores rather than whether a test measures what it was designed to measure
  • *new* Offers even more discussion questions, useful for guiding classroom learning
  • Features rich pedagogical tools, such as chapter-opening narratives; “For Your Information” boxes highlighting interesting related material; “In the News” boxes featuring testing stories from the news (such as the 2009 Supreme Court decision in Ricci v DeStefano on reverse discrimination) and “On the Web” boxes offering useful web resources (such as the names and URLs for test publishers and how to interpret a Mental Measurements Yearbook entry); summary sections throughout chapters; and chapter-ending “Engaging in the Learning Process” sections with interactive learning activities and self-test questions

Instructor Resources

  • Password-protected instructor resources at www.sagepub.com/miller3 include a wide range of test questions, teaching activities, and learning aids.

Intended Audience: This is a scholarly, informative, applicable, and appropriate undergraduate and graduate textbook ideal for introductory courses such as Psychological Testing, Psychological Tests & Measures, and Testing & Measurement in departments of psychology and education; and graduate programs in psychology, industrial / organizational psychology, and counseling.

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Product Details

  • ISBN-13: 9781412976398
  • Publisher: SAGE Publications
  • Publication date: 10/5/2010
  • Edition number: 3
  • Pages: 613
  • Product dimensions: 8.10 (w) x 10.00 (h) x 1.10 (d)

Meet the Author

Robert L. Lovler, Ph.D., has over 30 years of experience working both as an internal and 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 a several roles including Director of Training for their retail consumer electronics unit, then moving up to Vice- President of two different units within the CBS Publishing Group. He is currently is Vice-President of Human Resources and Practice Leader for Selection and Assessment at Wilson Learning Corporation, a consulting firm which 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, Korea, Hong Kong, England and Italy. In the U.S., he supervised the development and implementation of the assessment center used to select candidates for entry into the Environmental Protection Agency’s Senior Executive Service Development Program, presenting the results in Washington D.C. to Governor Christie Todd Whitman, the EPA Administrator. He also developed the selection 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, the state of Pennsylvania and oversaw the development of the licensure examinations for medical physicists in the state of Texas. He has been on the adjunct faculty of the State University of New York at Farmingdale, Hofstra University and the University of Central Florida. He holds master’s and Ph.D. degrees from Hofstra University and is a member of the Society for Industrial & Organizational Psychology.

Leslie A. Miller, Ph.D., 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-solutions to help them acquire, develop, and retain the talent they need to achieve desired business results today and in the future. Her expertise includes designing performance improvement/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 a significant amount of her time teaching graduate business, organizational behavior/leadership, and human resource courses at Rollins College and for the School of Advanced Studies at the University of Phoenix as well as mentoring doctoral learners through the dissertation process. Previously the vice president of leadership development/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, she 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. With a Ph.D. in educational psychology from the University of Maryland, she has an extensive list of publications.

Sandra A.McIntire, Ph.D., received her bachelor’s and master’s degrees in psychology and her doctor of philosophy degree in industrial/organizational psychology from the University of South Florida. She began her career in the human resources department of the city of Clearwater, Florida, and moved into consulting with Wilson Learning Corporation (WLC) as a senior project manager. At WLC, she developed the first retail video selection test, the Teller Selection Program (TAP). She also consulted with Fortune 500 companies such as Citibank NA, United Technologies, IBM, and General Motors. In 1991, she accepted a tenure track professorship in the department of psychology at Rollins College in Winter Park, Florida. In addition to teaching social science statistics, research methods, and tests and measurements, she served as director of the psychology program for nontraditional students in Rollins’s Hamilton Holt School. She has collaborated on three books: The Job Analysis Kit, Organization Development: Strategies for a Changing Environment, and Foundations of Psychological Testing (first and second editions). In addition, she has served as a book reviewer for Personnel Psychology. She has collaborated on peer-reviewed research and made numerous presentations to national organizations such as the American Society for Training and Development, the American Psychological Association, and the Southeastern Conference on Teaching of Psychology. Dr. McIntire is now retired from Rollins College.

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Table of Contents

Section I - OVERVIEW OF PSYCHOLOGICAL TESTING
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
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
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
4. How Does Computerized Testing Work?
Computerized Testing Computerized Adaptive Testing Web-Based Assessment Implications for the Future Section II - PSYCHOMETRIC PRINCIPLES
5. How Do Test Users Interpret Test Scores?
Levels of Measurement Procedures for Interpreting Test Scores Standard Scores The Role of Norms
6. What Is Test Reliability?
What Is Reliability?
Three Types of Reliability Classical Test Theory The Reliability Coefficient Using Computer Software to Calculate Reliability Interpreting Reliability Coefficients Factors That Influence Reliability Generalizability Theory
7. How Do We Gather Evidence of Validity Based the Content of a Test?
Different Sources of Evidence for Validity The Appropriate Use of Various Validation Strategies Evidence Based on Test Content / Content Validity Face Validity
8. How Do We Gather Evidence of Validity Based a Test’s Relationships with External Criteria What Is Evidence for Validity Based on Test-Criteria Relationships?
Methods for Providing Evidence of Validity Based on Test-Criteria 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
9. How do we Gather Evidence of Validity Based on a Test’s Relationship with Constructs?
Construct Validity Gathering Evidence of Construct Validity Factor Analysis 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 The Survey Research Method Survey Reliability and Validity
11. How Do You 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 Instructions for the New Test
12. How Do We Assess the Psychometric Quality of a Test?
The Pilot Test Quantitative Item Analysis Qualitative Item Analysis Revising the Test Conducting the Validation Study Developing Norms and Identifying Cut Scores Developing the Test Manual 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 Psychological Test Use in Educational Settings Norm-Referenced, Criterion-Referenced, and Authentic Assessment of Achievement
14. How Are Tests Used in Clinical and Counseling Settings?
Models of Psychological Assessment Tests Used for Diagnosis and Intervention Neuropsychological Tests Specialized Tests for Clinical Disorders
15. How Do Organizations Use Psychological Tests?
A Short History of Employment Testing Preemployment Testing Performance Appraisal
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