Cover -- Half-title -- Title -- Copyright -- Contents -- Preface -- Acknowledgments -- PART ONE: BASIC ISSUES -- 1 The Nature of Tests -- INTRODUCTION -- CATEGORIES OF TESTS -- ETHICAL STANDARDS -- INFORMATION ABOUT TESTS -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 2 Test Construction, Administration, and Interpretation -- CONSTRUCTING A TEST -- TEST ITEMS -- PHILOSOPHICAL ISSUES -- ADMINISTERING A TEST -- INTERPRETING TEST SCORES -- ITEM CHARACTERISTICS -- Item Difficulty -- Item Discrimination -- NORMS -- COMBINING TEST SCORES -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 3 Reliability and Validity -- INTRODUCTION -- RELIABILITY -- TYPES OF RELIABILITY -- VALIDITY -- Content Validity -- Criterion Validity -- Construct Validity -- Other Aspects -- ASPECTS OF VALIDITY -- Validity from an Individual Point of View -- A Final Word about Validity -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- PART TWO: DIMENSIONS OF TESTING -- 4 Personality -- INTRODUCTION -- Personality -- Internal or External? -- SOME BASIC ISSUES -- Traits and Types -- TYPES OF PERSONALITY TESTS -- EXAMPLES OF SPECIFIC TESTS -- The Cattell 16PF -- The Myers-Briggs Type Indicator (MBTI) -- The Edwards Personal Preference Schedule (EPPS) -- The Personality Research Form (PRF) -- The California Psychological Inventory (CPI) -- The Inventory of Psychosocial Balance (IPB) -- The Self-Consciousness Inventory (SCI) -- Boredom Proneness Scale (BP) -- THE BIG FIVE -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 5 Cognition -- INTRODUCTION -- THEORIES OF INTELLIGENCE -- OTHER ASPECTS -- THE BINET TESTS -- THE WECHSLER TESTS -- The WAIS -- The WISC -- The WPPSI -- OTHER TESTS -- The British Ability Scales (BAS) -- The Kaufman Assessment Battery for Children (K-ABC) -- The Structure of Intellect Learning Abilities Test (SOI-LA).

The School and College Ability Tests, III (SCAT III) -- The Otis-Lennon School Ability Test (OLSAT) -- The Slosson Intelligence Test (SIT) -- The Speed of Thinking Test (STT) -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 6 Attitudes, Values, and Interests -- ATTITUDES -- Ways of Measuring Attitudes -- The C Scale -- VALUES -- The Study of Values (SoV) -- The Rokeach Value Survey (RVS) -- INTERESTS -- The Strong Interest Inventory (SII) -- The Kuder Inventories -- Other Interest Inventories -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 7 Psychopathology -- INTRODUCTION -- MEASURES -- The Structured Clinical Interview for DSM-III (SCID) -- The Symptom Checklist 90R (SCL-90R) -- The Psychological Screening Inventory (PSI) -- THE MINNESOTA MULTIPHASIC PERSONALITY INVENTORY (MMPI) AND MMPI-2 -- The MMPI -- The MMPI-2 -- THE MILLON CLINICAL MULTIAXIAL INVENTORY (MCMI) -- OTHER MEASURES -- The Wisconsin Personality Disorders Inventory (WISPI) -- The Schizotypal Personality Questionnaire (SPQ) -- The State-Trait Anxiety Inventory (STAI) -- The Beck Depression Inventory (BDI) -- Center for Epidemiologic Studies-Depression (CES-D) -- The Zung Self-Rating Depression Scale (SDS) -- The Base Rate Problem Revisited -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 8 Normal Positive Functioning -- SELF-CONCEPT -- The Tennessee Self-Concept Scale -- LOCUS OF CONTROL -- The Internal-External Locus of Control Scale -- SEXUALITY -- CREATIVITY -- Torrance Test of Creative Thinking (TTCT) -- Guilford's Tests -- The Alternate Uses Test (AUT) -- The Adjective Check List (ACL) -- Chinese Tangrams -- General Comments About Creativity Tests -- IMAGERY -- Marks's Vividness of Visual Imagery Questionnaire (VVIQ) -- Paivio's Individual Differences Questionnaire (IDQ) -- The Verbalizer-Visualizer Questionnaire (VVQ) -- COMPETITIVENESS -- HOPE.

The Miller Hope Scale (MHS) -- The Snyder Hope Scale (SHS) -- HASSLES -- The Hassles Scale -- LONELINESS -- The UCLA Loneliness Scale (ULS) -- DEATH ANXIETY -- Death Anxiety Scale (DAS) -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- PART THREE: APPLICATIONS OF TESTING -- 9 Special Children -- SOME ISSUES REGARDING TESTING -- CATEGORIES OF SPECIAL CHILDREN -- Mental Retardation -- Behavioral-Emotional Disorders -- Learning Disabilites -- Motor Impairments -- Speech Impairments -- Hearing Impairments -- Visual Impairments -- Children with Chronic Illnesses -- Gifted -- SOME GENERAL ISSUES ABOUT TESTS -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 10 Older Persons -- SOME OVERALL ISSUES -- ATTITUDES TOWARD THE ELDERLY -- ANXIETY ABOUT AGING -- LIFE SATISFACTION -- MARITAL SATISFACTION -- MORALE -- COPING OR ADAPTATION -- DEATH AND DYING -- NEUROPSYCHOLOGICAL ASSESSMENT -- DEPRESSION -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 11 Testing in a Cross-Cultural Context -- INTRODUCTION -- MEASUREMENT BIAS -- CROSS-CULTURAL ASSESSMENT -- MEASUREMENT OF ACCULTURATION -- SOME CULTURE-FAIR TESTS AND FINDINGS -- The Cattell Culture-Fair Intelligence Test -- Raven's Progressive Matrices -- The System of Multicultural Pluralistic Assessment (SOMPA) -- Culture-Specific Tests -- The TEMAS -- STANDARDIZED TESTS -- College Entrance Tests -- The Graduate Record Examination (GRE) -- The MMPI with Minorities -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 12 Disability and Rehabilitation -- SOME GENERAL CONCERNS -- MODIFIED TESTING -- SOME GENERAL RESULTS -- LEGAL ISSUES -- THE VISUALLY IMPAIRED -- HEARING IMPAIRED -- General issues -- Some Selected Findings -- PHYSICAL-MOTOR DISABILITIES -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- PART FOUR: THE SETTINGS -- 13 Testing in the Schools.

PRESCHOOL ASSESSMENT -- Objectives of Preschool Assessment -- ASSESSMENT IN THE PRIMARY GRADES -- The California Achievement Tests (CAT) -- Teacher Rating Scales -- HIGH SCHOOL -- Tests of General Educational Development (GED Tests) -- The National Assessment of Educational Progress (NAEP) -- Essay vs. Multiple Choice -- ADMISSION INTO COLLEGE -- The Scholastic Aptitude Test (SAT) -- THE GRADUATE RECORD EXAMINATION -- ENTRANCE INTO PROFESSIONAL TRAINING -- The Medical College Admission Test (MCAT) -- The Dental Admission Testing Program (DAT) -- TESTS FOR LICENSURE AND CERTIFICATION -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 14 Occupational Settings -- SOME BASIC ISSUES -- Purposes of Testing -- Preemployment Testing -- Employment Testing -- Government Regulations -- Personnel Selection -- What Methods Are Used? -- Instruments Used in Industry -- How Is Job Success Measured? -- The Criterion Problem -- Criteria Are Dynamic -- The Method Problem -- SOME BASIC FINDINGS -- Predicting Job Performance -- Job Performance: Cognitive and Biodata -- g as a Predictor of Occupational Criteria -- Cognitive Ability and Minorities -- Minimizing Adverse Impact -- RATINGS -- Supervisors' Ratings -- Self- vs. Other Ratings -- Rating Errors -- Behavioral Anchors -- Cultural Differences in Ratings -- THE ROLE OF PERSONALITY -- Personality as Predictor of Job Performance -- BIOGRAPHICAL DATA (BIODATA) -- Scaling Procedures -- ASSESSMENT CENTERS -- The In-Basket Technique -- ILLUSTRATIVE INDUSTRIAL CONCERNS -- Work Samples -- Expectancy Tables -- Banding -- Synthetic Validity -- Time Urgency -- Excessive Turnover -- Occupational Choice -- TESTING IN THE MILITARY -- The Navy Basic Test Battery -- The Army Selection and Classi.cation Project (Project A) -- The Dot Estimation Task (DOT) -- PREDICTION OF POLICE PERFORMANCE.

The Inwald Personality Inventory (IPI) -- EXAMPLES OF SPECIFIC TESTS -- The Job Components Inventory (JCI) -- The Supervisory Practices Test (SPT) -- The General Aptitude Test Battery (GATB) -- How Supervise? -- The Wonderlic Personnel Test (WPT) -- INTEGRITY TESTS -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 15 Clinical and Forensic Settings -- CLINICAL PSYCHOLOGY: NEUROPSYCHOLOGICAL TESTING -- The Halstead-Reitan Neuropsychological Battery -- PROJECTIVE TECHNIQUES -- The Rorschach Inkblot Technique -- The Holtzman Inkblot Technique (HIT) -- The Thematic Apperception Test (TAT) -- Sentence Completion Tests -- Drawings -- The Bender Visual Motor Gestalt Test -- SOME CLINICAL ISSUES AND SYNDROMES -- Clinical vs. Statistical Prediction -- The Effective Therapist -- Alcoholism -- Eating Disorders -- HEALTH PSYCHOLOGY -- Health Status -- The Sickness Impact Pro.le (SIP) -- The McGill Pain Questionnaire (McGill PQ) -- The Jenkins Activity Survey (JAS) -- FORENSIC PSYCHOLOGY -- LEGAL STANDARDS -- LEGAL CASES -- Title VII of the Civil Rights Act of 1964 -- Tests in Educational Settings -- Other Legislative Actions -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- PART FIVE: CHALLENGES TO TESTING -- 16 The Issue of Faking -- SOME BASIC ISSUES -- SOME PSYCHOMETRIC ISSUES -- TECHNIQUES TO DISCOURAGE FAKING -- RELATED ISSUES -- THE MMPI AND FAKING -- THE CPI AND FAKING -- SOCIAL DESIRABILITY AND ASSESSMENT ISSUES -- ACQUIESCENCE -- OTHER ISSUES -- Faking with Other Tests -- TEST ANXIETY -- TESTWISENESS -- SUMMARY -- SUGGESTED READINGS -- DISCUSSION QUESTIONS -- 17 The Role of Computers -- HISTORICAL PERSPECTIVE -- COMPUTER SCORING OF TESTS -- COMPUTER ADMINISTRATION OF TESTS -- Paper-and-Pencil (p-p) vs. Computer Format (cf) -- COMPUTER-BASED TEST INTERPRETATIONS (CBTI) -- SOME SPECIFIC TESTS -- Neuropsychological Testing and Computers.

ADAPTIVE TESTING AND COMPUTERS.