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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: 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: I. Introduction II. Threats to III. Reliability and IV. of Validity versus of V. Types of Evidence VI. How Test Publishers Report 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 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.
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