Foundations of psychological testing : a practical approach / Leslie A. Miller, Robert L. Lovler.

Format:

Book

Author/Creator:

Miller, Leslie A., author.

Lovler, Robert L., author.

Language:

English

Subjects (All):

Psychological tests.

Genre:

Psychological tests.

Physical Description:

xxvi, 561 pages ; 27 cm

Edition:

Sixth edition.

Place of Publication:

Los Angeles : SAGE, [2020]

Summary:

"Miller and Lovler's Foundations of Psychological Testing: A Practical Approach offers 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. The text aligns with the 2014 Standards for Educational and Psychological Testing. Key revisions to the sixth edition include updated references and examples, a new In Greater Depth box for deeper coverage of complex topics, and the reorganization of topics into a more manageable 14 chapter table of contents"-- Provided by publisher.

Contents:

Machine generated contents note: ch. 1 What Are Psychological Tests?

Why Should You Care About Psychological Testing?

In The News Box 1.1: Combating Terrorism

What Is a Psychological Test?

Similarities Among Psychological Tests

Differences Among Psychological Tests

The History of Psychological Testing

For Your Information Box 1.1: Psychological Tests: From Ancient China to the 20th Century

Intelligence Tests

Personality Tests

Vocational Tests

Testing in the 21st Century

On The Web Box 1.1: Names and Web Addresses of Test Publishers

The Three Defining Characteristics of Psychological Tests

Assumptions of Psychological Tests

Test Classification Methods

Maximal Performance, Behavior Observation, or Self-Report

Standardized or Nonstandardized

Objective or Projective

Dimension Measured

For Your Information Box 1.2: Sample Items From the NEO Personality Inventory

Subject Tests

Psychological Assessment, Psychological Tests, Measurements, and Surveys

Psychological Assessment and Psychological Test

Psychological Test and Measurement

Psychological Tests and Surveys

Locating Information About Tests

For Your Information Box 1.3: Commonly Used Resource Books

On The Web Box 1.2: Locating Information About Tests on the Web

For Your Information Box 1.4: Locating Unpublished Psychological Tests

Chapter Summary

Engaging in the Learning Process

Key Concepts

Critical Thinking Questions

ch. 2 Why Is Psychological Testing Important?

Types of Decisions Made Using Psychological Test Results

Individual and Institutional Decisions

Comparative and Absolute Decisions

Which Professionals Use Psychological Tests and for What Reasons?

Educational Settings

Clinical Settings

Organizational Settings

On The Web Box 2.1: The Leadership Practices Inventory

In The News Box 2.1: The NFL and the Wonderlic

Psychological Testing Controversies

The Controversy Over Intelligence Tests

For Your Information Box 2.1: Can ICI Tests Be Illegal?

The Controversy Over Aptitude and Integrity Tests

In The News Box 2.2: The Flynn Effect

On The Web Box 2.2: The Armed Services Vocational Aptitude Battery (ASVAB)

The Controversy Over High-Stakes Testing in Education

Contents note continued: ch. 3 What Are the Ethical Responsibilities of Test Publishers, Test Users, and Test Takers?

What Are Ethics?

Professional Practice Standards

The APA's Ethical Principles of Psychologists and Code of Conduct

On The Web Box 3.1: Where to Access Professional Practice Standards

The Code of Fair Testing Practices in Education

The Standards for Educational and Psychological Testing

SHRM's Code of Ethical and Professional Standards in Human Resource Management

The Society for Industrial and Organizational Psychology's Principles for the Validation and Use of Personnel Selection Procedures

The Uniform Guidelines on Employee Selection Procedures

Other Testing Guidelines

For Your Information Box 3.1: Report of the Task Force on Test User Qualifications

On The Web Box 3.2: APA Science Directorate: Testing and Assessment

Certification and Licensure

General Responsibilities of Test Publishers, Test Users, and Test Takers

Test Publisher Responsibilities

In The News Box 3.1: Jobs You Didn't Know Need Licenses

Test User Responsibilities

Test Taker Responsibilities

Test Taker Rights

Testing Special Populations

Test Takers With Physical or Mental Challenges

Test Takers With Learning Disabilities

On The Web Box 3.3: Guidelines for Testing the Blind

For Your Information Box 3.2: Guidelines for Accommodating Test Takers With Disabilities

Test Takers From Multicultural Backgrounds

ch. 4 How Do Test Users Interpret Test Scores?

Levels of Measurement

Nominal Scales

Ordinal Scales

On The Web Box 4.1: The Gallup-Healthways Welt-Being Index

Interval Scales

Ratio Scales

Procedures for Interpreting Test Scores

Frequency Distributions

The Normal Curve

Descriptive Statistics

For Your Information Box 4.1: Evenly Distributed, Skewed, Peaked, and Bimodal Distributions

For Your Information Box 4.2: Calculating Measures of Central Tendency

For Your Information Box 4.3: Calculating the Population Standard Deviation of a Distribution of Scores

For Your Information Box 4.4: Using the Mean and Standard Deviation to Plot a Distribution

Standard Scores

For Your Information Box 4.5: Calculating the Correlation Between Two Sets of Test Scores

Linear Transformations

Area Transformations

The Role of Norms

For Your Information Box 4.6: Linear and Area Transformation

Types of Norms

For Your Information Box 4.7: California Achievement Tests Grade Norms

On The Web Box 4.2: Normative Data on the Mini-Mental State Examination

ch. 5 What Is Test Reliability/Precision?

What Is Reliability/Precision?

Classical Test Theory

True Score

Random Error

Systematic Error

The Formal Relationship Between Reliability/Precision and Random Measurement Error

Three Categories of Reliability Coefficients

In Greater Depth Box 5.1: Numerical Example of the Relationship Between Measurement Error and Reliability

Test-Retest Method

Alternate-Forms Method

Internal Consistency Method

Scorer Reliability

The Reliability Coefficient

Adjusting Split-Half Reliability Estimates

Other Methods of Calculating Internal Consistency

For Your Information Box 5.1: Using the Spearman-Brown Formula

For Your Information Box 5.2: Formulas for KR-20 and Coefficient Alpha

Calculating Scorer Reliability/Precision and Agreement

Interpreting Reliability Coefficients

For Your Information Box 5.3: Cohen's Kappa

For Your Information Box 5.4: Calculating the Standard Error of Measurement

Calculating the Standard Error of Measurement

Interpreting the Standard Error of Measurement

Confidence Intervals

For Your Information Box 5.5: Calculating a 95% Confidence Interval Around an Estimated True Test Score

Factors That Influence Reliability

Test Length

Homogeneity

Test-Retest Interval

Test Administration

Scoring

Cooperation of Test Takers

Generalizability Theory

In Greater Depth Box 5.2: Generalizability Theory

ch. 6 How Do We Gather Evidence of Validity Based on the Content of a Test?

Sources of Evidence of Validity

Use of Various Sources of Evidence of Validity

Evidence of Validity Based on Test Content

Demonstrating Evidence of Validity Based on Test Content During Test Development

For Your Information Box 6.1: Test Specification Table of a 43-Item Job Knowledge Test

For Your Information Box 6.2: Test Specification Table of a 70-Item Academic Achievement Test

For Your Information Box 6.3: Evidence of Validity Based on Test Content and Competency Exams

Demonstrating Evidence of Validity Based on Test Content After Test Development

For Your Information Box 6.4: Behavior Validation Survey

Evidence of Validity Based on Test Content Summary

Face Validity

On The Web Box 6.1: Supporting and Challenging the Importance of Face Validity

ch. 7 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

The Predictive Method

For Your Information Box 7.1: Evidence of Validity Based on Test-Criterion Relationships of a Premarital Assessment Instrument

The Concurrent Method

For Your Information Box 7.2: Did Restriction of Range Decrease the Validity Coefficient?

Selecting a Criterion

For Your Information Box 7.3: Developing Concurrent and Predictive Evidence of Validity for Three Measures of Readiness to Change Alcohol Use in Adolescents

Objective and Subjective Criteria

Does the Criterion Measure What It Is Supposed to Measure?

In The News Box 7.1: What Are the Criteria for Success?

Calculating and Evaluating Validity Coefficients

Tests of Significance

On The Web Box 7.1: Validity and the SAT

For Your Information Box 7.4: Test of Significance for a Correlation Coefficient

The Coefficient of Determination

How Confident Can We Be About Estimates of Validity?

The Relationship Between Reliability and Validity

In Greater Depth Box 7.1: Operational Validity and the Correction for Attenuation in Validity Due to Unreliability

Using Validity Information to Make Predictions

Linear Regression

Multiple Regression

For Your Information Box 7.5: Making Predictions With a Linear Regression Equation

For Your Information Box 7.6: Evidence of Validity of the Suicide Probability Scale Using the Predictive Method

In Greater Depth Box 7.2: Interpreting Multiple Regression Results

Contents note continued: ch. 8 How Do We Gather Evidence of Validity Based on a Test's Relation to Constructs?

The Notion of Construct Validity

What Is a Construct?

Construct Explication

Gathering Evidence of Construct Validity

Gathering Theoretical Evidence

Gathering Psychometric Evidence

Factor Analysis

Exploratory Factor Analysis

In Greater Depth Box 8.1: Using Exploratory Factor Analysis to Provide Evidence of Construct Validity

Confirmatory Factor Analysis

Putting It All Together

For Your Information Box 8.1: Demonstrating Construct Validity of a Delay-of-Gratification Scale

ch. 9 How Do We Construct and Administer Surveys and Use Survey Data?

Similarities and Differences Between Surveys and Psychological Tests

In The News Box 9.1: Are You Happy?

Survey Software

On The Web Box 9.1: The Current Population Survey

On The Web Box 9.2: Popular Survey Research Firms

On The Web Box 9.3: Names and Web Addresses of Online Survey Software Providers

On The Web Box 9.4: Names and Addresses of 360° Feedback Software Providers

The Scientific Approach to Constructing, Administering, and Using Survey Data

For Your Information Box 9.1: Quickly Developed Course Evaluation Survey

For Your Information Box 9.2: Better Course Evaluation Survey

For Your Information Box 9.3: Knowledge Acquisition and the Scientific Method

Preparing for the Survey

For Your Information Box 9.4: Operational Definitions for a Class Evaluation Survey

Constructing the Survey

For Your Information Box 9.5: Examples of Survey Questions

For Your Information Box 9.6: Cognitive Aspect of Answering Questions

For Your Information Box 9.7: Different Types of Rating Scales

Administering the Survey

For Your Information Box 9.8: Questions to Ask When Pretesting Surveys

For Your Information Box 9.9: An Example of Cluster Sampling

On The Web Box 9.5: Calculating Sample Size

Coding, Entering, and Analyzing Survey Data

Presenting the Findings

Survey Reliability/Precision and Validity

Survey Reliability/Precision

Survey Validity

ch. 10 How Do We Develop a Test?

Why Develop a New Test?

On The Web Box 10.1: Test Development Around the World

Defining the Testing Universe, Audience, and Purpose

Defining the Testing Universe

Defining the Target Audience

Defining the Test Purpose

Developing a Test Plan

Defining the Construct and the Content to Be Measured

Choosing the Test Format

For Your Information Box 10.1: Constructs Measured by the College Adjustment Scales

Administering and Scoring the Test

Developing the Test Itself

Composing the Test Items

Objective Items

Subjective Items

For Your Information Box 10.2: Examples of Objective Item Formats

Complex Item Formats

For Your Information Box 10.3: Examples of Subjective Item Formats

Response Bias

For Your Information Box 10.4: Identifying the Social Desirability Response Set

Writing Effective Items

For Your Information Box 10.5: Using Reverse Scoring to Balance Positive and Negative Items

Multiple-Choice and True/False Items

Essay and Interview Questions

A Comparison of Objective and Subjective Formats

Writing the Administration Instructions

Administrator Instructions

Instructions for the Test Taker

For Your Information Box 10.6: Example of Administrator Instructions for a Paper and Pencil Test

Scoring Instructions

Conducting the Pilot Test

For Your Information Box 10.7: Example of Test Taker Instructions for a Paper and Pencil Test

Setting up the Pilot Test

Conducting the Pilot Study

Analyzing the Results

ch. 11 How Do We Assess the Psychometric Quality of a Test?

Conducting Quantitative Item Analysis

Item Difficulty

Discrimination Index

Item-Total Correlations

Interitem Correlations

Item-Criterion Correlations

The Item Characteristic Curve

For Your Information Box 11.1: Computer Adaptive Testing

Item Bias

For Your Information Box 11.2: Tips for Taking Computerized Adaptive Tests

For Your Information Box 11.3: The Golden Rule Case

Conducting Qualitative Item Analysis

For Your Information Box 11.4: The Rote of Acculturation Assessment

Questionnaires for Test Takers

Expert Panels

Revising the Test

Choosing the Final Items

Revising the Test Instructions

Validating the Test

Replication and Cross-Validation

Measurement Bias

In Greater Depth Box 11.1: Cross-Validation Example

Differential Validity in Tests of Cognitive Ability

In Greater Depth Box 11.2: Why Mean Differences in Test Scores Can Cause the Appearance of Differential Validity

Test Fairness

Ethical Issues Associated With Test Validation

Developing Norms and Identifying Cut Scores

Developing Norms

Identifying Cut Scores

Compiling the Test Manual

In The News Box 11.1: What's in a Cut Score? The U.S. Supreme Court Wanted to Know

ch. 12 How Are Tests Used in Educational Settings?

Types of Decisions Made in the Educational Setting

Educational Professionals as Test Users

Dialogue 1

Dialogue 2

Discussion of Dialogues 1 and 2

Standards Specific to Educational Professionals as Test Users

Specific Uses of Psychological Tests in Educational Settings

Tests Used for Making Decisions in the Classroom

For Your Information Box 12.1: How School Psychologists Use Psychological Tests

Additional Ways Assessment Can Benefit the Instructional Process

Tests Used for Selection and Placement Decisions

On The Web Box 12.1: Assessing Learning Styles

On The Web Box 12.2: Role of Tests in the Admission Process at the University of California, Los Angeles

For Your Information Box 12.2: Differences Between the SAT and the ACT

Tests Used for Counseling and Guidance Decisions

Tests Used for Program, Curriculum, and Administrative Policy Decisions

On The Web Box 12.3: Tests Used for Counseling and Guidance Decisions

Norm-Referenced, Criterion-Referenced, and Authentic Assessment of Achievement

Norm-Referenced Tests

In The News Box 12.1: Paying Teachers for Student Test Performance

Criterion-Referenced Tests

Authentic Assessment

On The Web Box 12.4: Common National Norm-Referenced Tests Used by Educational Institutions

ch. 13 How Are Tests Used in Clinical and Counseling Settings?

The Work of Clinical and Counseling Psychologists

Mental Health Practitioners' Use of Psychological Tests

For Your Information Box 13.1: The Case of Mrs. M

Contents note continued: For Your Information Box 13.2: Less Common Disorders in the DSM-5

Structured Interviews

Behavior Rating Scales

Symptom Checklists and Symptom-Based Self-Report Tests

Comprehensive, Clinically Oriented Self-Report Tests

Performance-Based, or Projective, Clinically Oriented Personality Tests

On The Web Box 13.1: Test Security and the Rorschach Inkblot Test

For Your Information Box 13.3: The Draw-A-Person Projective Technique

Cognitive and Memory Testing

Neuropsychological Testing

In The News Box 13.1: The Supreme Court, IQ Cutoff Scores, and the Death Penalty

Specialized Forensic Testing

For Your Information Box 13.4: The Case of Mrs. P

Case Examples of How Tests Are Used in Clinical and Counseling Settings

Joanne

On The Web Box 13.2: Psychological Tests Used for Diagnosis and Intervention

Jesse

Juan

Psychological Testing in Depth: Assessing Autism, Depression, and Alzheimer's Disease

Autism Spectrum Disorders

Depression

For Your Information Box 13.5: Common Developmental Screening Tests

Alzheimer's Disease

Evidence-Based Assessment

The Psychological Testing Report and Client Feedback

ch. 14 How Are Tests Used in Organizational Settings?

Pre-Employment Testing

The Employment Interview

On The Web Box 14.1: Many Commercial Tests Available Online to Organizations From PSI Talent Management

In The News Box 14.1: Four Myths About Pre-Employment Testing

In Greater Depth Box 14.1: Job Analysis

Performance Tests

Situational Judgment Tests

In Greater Depth Box 14.2: The Assessment Center Method

In The News Box 14.2: Ad to Solicit Applicants for Job of Firefighter

For Your Information Box 14.1: Examples of Situational Judgment Test Questions

Personality Inventories

For Your Information Box 14.2: The Five-Factor Theory of Personality

For Your Information Box 14.3: A New Procedure for Reducing Faking on Personality Tests

Integrity Testing

In The News Box 14.3: Using a Five-Factor Model Personality Test for Political Purposes

For Your Information Box 14.4: Science or Voodoo?

Cognitive Tests

Legal Constraints

Generalizing Validity Evidence

In The News Box 14.4: The Supreme Court Decides a Reverse Discrimination Case-Ricci v. DeStefano

Performance Appraisal

Ranking Employees

Rating Employees

Contents note continued: Rating Errors

Who Should Rate?

Critical Thinking Questions.

Notes:

Includes bibliographical references (pages 513-530) and indexes.

ISBN:

9781506396408

1506396402

OCLC:

1046067637

Publisher Number:

99988936486