Current Status and Future Directions of Assessment Psychology

Abstract

Abstract This chapter summarizes the conclusions reached by other authors in the volume. It presents a brief history of psychological assessment and discusses the current status of assessment within the disciplines of psychology and education. The use of psychological assessment in a variety of settings (child and adult mental health, geriatric, industrial/organizational, medical, forensic, correctional, and educational) is surveyed and the unique issues associated with assessments in each setting are highlighted. Current trends and important issues in various types of assessment (cognitive/intellectual, interests, neuropsychology, personality/psychopathology, interviews, behavioral and projective approaches, and self‐report inventories) are presented. The authors conclude that it is essential to demonstrate that inferences based on assessment data are related to specific uses that occur in specific applications of specific instruments. The authors make a plea for less emphasis on assessment procedures and instruments that are decades old and more emphasis on innovative approaches to assessment. They conclude that assessment psychology is alive and well and making important contributions in the settings where it is practiced and to the thousands of people who are assessed each year.

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