Psychological Testing: A Practical Introduction 4e offers students of psychology and allied disciplines a comprehensive survey of psychometric principles and tests in the major categories of applied assessment.  Coverage includes test norms, reliability, validity, and test development, with an entirely new chapter on test fairness and bias. Chapters on assessment of cognitive ability, achievement, personality, clinical instruments, and attitudes provide up-to-date examples of the widely used tests in each category. Recognizing that active engagement maximizes learning, the text presents as an active learning device rather than a reference work. Extensive use of chapter objectives, key point and end-of-chapter summaries, practice problems, applied scenarios, internet-based resources, and statistics skills review enable students to engage more fully with the material for a deeper understanding. Written in a clear, reader-friendly style, the text approaches challenging topics by balancing technical rigor with relatable examples of contemporary applications.  

Table of Contents:
Preface iii Part 1 1 The World of Psychological Testing, 3 Introduction, 3 Major Categories of Tests, 4 Some Additional Ways to Categorize Tests, 6 Uses and Users of Tests, 8 Major Issues: Assumptions and Questions, 10 Basic Assumptions, 10 Fundamental Questions, 12 The Differential Perspective, 13 The Historical Perspective, 13 Remote Background: Up to 1840, 14 Setting the Stage: 1840–1880, 15 The Roots: 1880–1915, 17 The Flowering: 1915–1940, 19 Consolidation: 1940–1965, 21 Just Yesterday: 1965–2000, 22 And Now: 2000–Present, 23 Major Forces, 24 The Scientific Impulse, 24 Concern for the Individual, 24 Practical Applications, 25 Statistical Methodology, 25 The Rise of Clinical Psychology, 25 Computers, 25 By Way of Definition, 28 Summary, 29 Key Terms, 30 Exercises, 30 2 Sources of Information About Tests, 32 Two Common Problems Requiring Information About Tests, 32 A Test’s Introductory Kit, 33 Comprehensive Lists of Tests, 34 Test Collection at ETS, 34 PsycTESTS, 35 Health and Psychosocial Instruments (HaPI), 35 Tests in Print, 36 Systematic Reviews, 37 Buros Reviews Available Electronically, 37 Some Other Sources of Reviews, 38 Special-Purpose Collections, 38 Books About Single Tests, 39 Textbooks on Testing, 40 Journals, 40 Publishers’ Catalogs and Personnel, 42 Other Users, 42 Strengths and Shortcomings of the Sources, 43 Summary, 44 Key Terms, 44 Exercises, 44 3 Test Norms, 47 Purpose of Norms, 47 Review of Statistics: Part 1, 48 Variables, 48 Types of Scales, 49 Organization of Raw Data, 50 Central Tendency, 51 Variability, 52 z-Scores, 53 Shapes of Distributions, 54 The Raw Score, 55 The Special Case of Theta (?), 56 Types of Norms, 57 Percentile Ranks and Percentiles, 59 Standard Scores, 63 Developmental Norms, 69 Examples of Norm Tables, 72 Interpretive Reports and Norms, 72 Innovative Ways to Interpret Test Performance, 74 What to Read?, 74 Ready or Not?, 75 Depressed or Not?, 75 What Job for You?, 75 Conclusion, 75 Norm Groups, 76 National Norms, 76 International Norms, 76 Convenience Norm Groups, 76 User Norms, 77 Subgroup Norms, 77 Local Norms, 77 Institutional Norms, 78 Criterion-Referenced Interpretation, 79 The Standardization Group: Determining Its Usefulness, 80 Summary, 83 Key Terms, 84 Exercises, 84 4 Reliability, 86 Introduction, 86 Four Important Distinctions, 87 Review of Statistics: Part 2—Correlation and Prediction, 88 Bivariate Distribution and Correlation Coefficients, 88 Regression Line, 90 Factors Affecting Correlation Coefficients, 92 Major Sources of Unreliability, 96 Test Scoring, 96 Test Content, 98 Test Administration Conditions, 98 Personal Conditions, 99 Conceptual Framework: True Score Theory, 99 Methods of Determining Reliability, 101 Test–Retest Reliability, 101 Inter-Scorer Reliability, 102 Alternate Form Reliability, 103 Internal Consistency Reliability, 104 Split-Half Reliability, 104 Kuder–Richardson Formulas, 105 Coefficient Alpha, 106 Three Important Conclusions, 108 The Standard Error of Measurement, 108 Confidence Bands, 109 Appropriate Units for SEM, 109 Standard Errors: Three Types, 110 Some Special Issues in Reliability, 111 Reliability in Item Response Theory, 113 Generalizability Theory, 114 Factors Affecting Reliability Coefficients, 115 How High Should Reliability Be?, 115 Summary, 116 Key Terms, 117 Exercises, 117 5 Validity, 119 Introduction, 119 Refining the Definition of Validity, 120 Construct Underrepresentation and Construct-Irrelevant Variance, 121 The Basic Issue, 122 The Traditional and Newer Classifications of Types of Validity Evidence, 123 The Issue of Face Validity, 124 Content Validity, 124 Application to Achievement Tests, 124 Instructional Validity, 126 Application to Employment Tests, 127 Content Validity in Other Areas, 128 Problems with Content Validity, 128 Criterion-Related Validity, 129 External, Realistic Criterion, 130 Contrasted Groups, 132 Correlations with Other Tests, 133 Special Considerations for Interpreting Criterion-Related Validity, 134 The Reliability–Validity Relationship, 135 Combining Information from Different Tests, 138 Decision Theory: Basic Concepts and Terms, 141 Hits, False Positives, and False Negatives, 142 Base Rate, 143 Sensitivity and Specificity, 144 Construct Validity, 145 Internal Structure, 146 Factor Analysis, 146 Response Processes, 148 Effect of Experimental Variables, 148 Developmental Changes, 149 Consequential Validity, 149 Test Bias as Part of Validity, 150 The Practical Concerns, 151 Integrating the Evidence, 151 In the Final Analysis: A Relative Standard, 152 Summary, 152 Key Terms, 153 Exercises, 153 6 Test Development and Item Analysis, 155 Introduction, 155 Defining the Test’s Purpose, 156 Preliminary Design Issues, 157 Origin of New Tests, 158 Item Preparation, 159 Types of Test Items, 160 Selected-Response Items, 160 Scoring Selected-Response Items, 162 Constructed-Response Items, 162 Scoring Constructed-Response Items, 163 The Pros and Cons of Selected-Response versus Constructed-Response Items, 166 Suggestions for Writing Selected-Response Items, 167 Suggestions for Writing Constructed-Response Items, 167 Some Practical Considerations in Writing Items, 168 Technology-based Innovations in Item Structure, 169 Item Analysis, 169 Item Tryout, 170 Item Statistics, 170 Item Difficulty, 171 Item Discrimination, 171 Examples of Item Statistics, 172 Item Statistics in Item Response Theory, 174 Factor Analysis as an Item Analysis Technique, 177 Item Selection, 178 Computer-Adaptive Testing, 181 Standardization and Ancillary Research Programs, 183 Preparation of Final Materials and Publication, 184 Summary, 185 Key Terms, 185 Exercises, 185 7 Fairness and Bias, 187 Fairness: Gaining Perspective, 187 Methods of Studying Test Fairness, 190 Panel Review, 191 Differential Item Functioning, 192 Differential Prediction, 194 Measurement Invariance, 196 Accommodations and Modifications, 197 Research on Accommodations, 198 Some Tentative Conclusions about Test Fairness, 199 Summary, 200 Key Terms, 201 Exercises, 201 Part 2 8 Cognitive Abilities: Individual Tests, 205 Some Cases, 205 Introduction to Cognitive Ability Tests, 206 Some Terminology, 206 Real-World Correlates of Cognitive Abilities, 207 Structure of Cognitive Abilities, 208 Uses and Characteristics of Individual Cognitive Ability Tests, 211 Typical Items in an Individual Intelligence Test, 213 The Wechsler Scales: An Overview, 215 Historical Introduction, 215 Weschsler’s Concept of Intelligence, 216 Wechsler Adult Intelligence Scale—Fourth Edition, 216 Wechsler Intelligence Scale for Children—Fifth Edition, 223 WISC versus WAIS, 223 Psychometric Characteristics of WISC-V, 224 The Stanford-Binet, 225 Transition to New Structure: SB4 and SB5, 225 Psychometric Characteristics of SB5, 226 Brief Individually Administered Tests of Mental Ability, 227 Peabody Picture Vocabulary Test, 227 Two Other Entries, 231 A Test of a Specific Cognitive Ability: The Wechsler Memory Scale, 231 Intellectual Disability, 235 Changing Terminology, 236 The Concept of Adaptive Behavior, 236 Definition of Intellectual Disability, 237 Vineland Adaptive Behavior Scales, 238 Other Applications of Adaptive Behavior, 241 Infant and Early Childhood Tests, 241 Other Areas for Cognitive Ability Tests, 241 Trends in Individually Administered Cognitive Ability Tests, 242 Summary, 244 Key Terms, 244 Exercises, 244 9 Cognitive Abilities: Group Tests, 246 Some Cases, 246 Uses of Group-Administered Cognitive Ability Tests, 247 Common Characteristics of Group Cognitive Ability Tests, 248 Cognitive Ability Tests in School Testing Programs, 250 Otis-Lennon School Ability Test, 250 College Admissions Tests, 257 The SAT, 257 The ACT, 259 Graduate and Professional School Selection, 264 Graduate Record Examinations: General Test, 265 Military and Business Selection Tests, 269 Armed Services Vocational Aptitude Battery, 270 Wonderlic Personnel Test, 272 Culture-Fair Tests of Cognitive Ability, 273 Intelligence Tests for Microcultures, 275 Generalizations About Group Cognitive Ability Tests, 276 Summary, 277 Key Terms, 278 Exercises, 278 10 Neuropsychological Assessment, 279 Case Examples, 279 Focus on the Brain: The Road to Clinical Neuropsychology, 280 Two Main Approaches to Neuropsychological Assessment, 284 Fixed Battery Approach, 284 Luria-Nebraska Neuropsychological Battery, 284 Halstead-Reitan Neuropsychological Test Battery, 285 Flexible Battery Approach, 287 Mental Status, 288 Intelligence, 289 Achievement, 289 Attention/Concentration, 289 Language, 290 Visuospatial/Perceptual, 291 Memory, 292 Motor Functioning, 294 Executive Functions, 295 Personality/Psychological State, 296 Supplementary Information, 298 Medical History, 299 Psychiatric History, 299 Psychosocial History, 299 School Records, 300 Collateral Information, 300 Behavioral Observations, 300 Case Examples Revisited, 301 Summary, 305 Key Terms, 305 Exercises, 306 11 Achievement Tests, 307 Introduction, 307 The Ability-Achievement Continuum, 308 The Psychologist’s Interface with Achievement Tests, 308 A Broad Classification of Achievement Tests, 309 A Typical School Testing Program, 310 The Accountability Movement and Standards-Based Education, 310 Trends in Achievement Testing in the Schools, 311 Achievement Batteries, 312 Stanford Achievement Test, 312 Typical Uses and Special Features, 314 Achievement Batteries at the College Level, 315 Single-Area Achievement Tests, 316 Examples, 316 Typical Uses and Special Features, 318 Licensing and Certification Tests, 318 Examples, 319 Typical Uses and Special Features, 319 A Primer on Establishing Cutoff Scores, 320 State, National, and International Achievement Tests, 321 State Testing Programs, 321 A National Testing Program: NAEP, 322 International Testing Programs: TIMSS, PIRLS, PISA, and PIAAC, 322 Special Features, 323 Individually Administered Achievement Tests, 323 Examples, 324 Typical Uses and Special Features, 326 Curriculum Based Measures, 327 General Characteristics, 327 Examples, 327 Interpretation, 328 Some Nagging Questions about Achievement Tests, 329 Summary, 330 Key Terms, 331 Exercises, 331 12 Objective Personality Tests, 333 Introduction, 333 Uses of Objective Personality Tests, 334 A Functional Classification of Objective Personality Tests, 335 Comprehensive Inventories: Common Characteristics, 336 Specific Domain Tests: Common Characteristics, 338 The Special Problems of Response Sets and Faking, 339 Strategies for Dealing with Response Sets and Faking, 340 Major Approaches to Personality Test Development, 343 Content Method, 343 Criterion-Keying Approach, 344 Factor Analysis, 346 Theory-Driven Approach, 346 Combined Approaches, 347 Examples of Comprehensive Inventories, 347 The Edwards Personal Preference Schedule (EPPS): An Example of a Theory-Based Test, 348 The NEO Personality Inventory-3: An Example of a Factor-Analytic Test, 349 IPIP: Build Your Own Personality Inventory, 352 Specific Domain Tests, 353 Piers-Harris Children’s Self-Concept Scale, 353 Measures within Positive Psychology, 355 An Example: Subjective Well-Being, 356 Trends in the Development and Use of Objective Personality Tests, 357 Summary, 358 Key Terms, 359 Exercises, 359 13 Clinical Instruments and Methods, 360 Introduction, 360 The Clinical Interview as Assessment Technique, 361 Unstructured, Semistructured, and Structured Interviews, 361 The DSM and ICD, 362 Categorical versus Dimensional Approaches, 362 Structured Clinical Interview for DSM-IV Axis I Disorders, 363 The Employment Interview: A Sidebar, 364 Examples of Comprehensive Self-Report Inventories, 365 The Minnesota Multiphasic Personality Inventory (MMPI), 365 MMPI-2 RF (Restructured Form), 372 The Millon Clinical Multiaxial Inventory (MCMI) and the Millon Family, 373 Personality Assessment Inventory (PAI), 376 Symptom Checklist-90-R, 378 Examples of Specific Domain Tests, 380 The Beck Depression Inventory (BDI), 380 The Eating Disorder Inventory (EDI), 381 State-Trait Anxiety Inventory, 384 Behavior Rating Scales, 385 Multiscore Systems, 386 Single-Area Scales, 387 Behavioral Assessment, 387 Direct or Naturalistic Observation, 388 Analogue Behavioral Observation, 388 Behavioral Interviewing, 389 Self-Monitoring and Self-Report, 389 Cognitive-Behavioral Assessment, 390 Physiological Measures, 390 Concluding Comments on Behavioral Assessment Methods, 390 Trends in the Development and Use of Clinical Instruments, 391 Summary, 392 Key Terms, 392 Exercises, 393 14 Projective Techniques, 394 General Characteristics of Projective Techniques and the Projective Hypothesis, 394 Uses of Projective Techniques, 395 Indicators for the Use of Projectives, 397 Administration and Scoring of Projective Techniques: A Forewarning,397 The Rorschach Inkblot Test, 398 The Materials, 399 Administration and Scoring, 400 The Coding System, 402 Sequence of Scores and Structural Summary, 404 Evaluation of the Rorschach, 404 Rorschach Performance Assessment System (R-PAS), 405 Thematic Apperception Test (TAT), 406 Rotter Incomplete Sentences Blank (RISB), 408 Human Figure Drawings, 411 The Future of Projective Techniques, 413 Training of Psychologists, 413 Emergence of Managed Care, 413 Objective Scoring, Norm-Referenced Interpretation, and Psychometric Quality, 414 Summary, 415 Key Terms, 415 Exercises, 415 15 Interests and Attitudes, 417 Introduction, 417 Orientation to Career Interest Testing, 418 Strong and Kuder, 418 Traditional Approaches, 418 Uses of Career Interest Tests, 419 A Forewarning on Names, 420 Holland Themes and the RIASEC Codes, 421 Strong Interest Inventory, 422 Kuder Career Interests Assessments, 427 Self-Directed Search (SDS), 428 Some Generalizations about Career Interest Measures, 431 Attitude Measures, 432 Likert Scales, 433 Thurstone Scales, 435 Guttman Scales, 436 Public Opinion Polls and Consumer Research, 437 Summary, 437 Key Terms, 438 Exercises, 438 16 Ethical and Legal Issues, 439 Ethics versus Law, 439 Ethical Issues, 440 Background on Professional Ethics, 440 Sources of Ethical Principles for Testing, 441 Generalizations about Ethical Use of Tests, 444 Competence, 444 Informed Consent, 444 Knowledge of Results, 445 Confidentiality, 445 Test Security, 445 Test Development and Publication, 445 Automated Scoring/Interpretation Systems, 446 Unqualified Persons, 446 Test User Qualifications, 446 Legal Issues, 447 Areas of Application: An Overview, 448 Definition of Laws, 448 Laws Related to Testing, 449 The Fourteenth Amendment, 450 The Civil Rights Acts of 1964 and 1991, 451 Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990, 451 The Handicapped/Disabled in Education: P.L. 94–142 and IDEA, 452 FERPA and HIPAA, 453 EEOC Guidelines, 454 ESEA, NCLB, and ESSA, 456 Illustrative Court Cases, 456 Griggs v. Duke Power, 457 Debra P. v. Turlington and GI Forum v. TEA, 458 Larry P. v. Riles, PASE v. Hannon, and Crawford v. Honig, 459 Karraker v. Rent-A-Center, 460 Atkins v. Virginia and Hall v. Florida, 460 New Haven Firefighters Case, 461 Forensic Application of Tests, 461 Two Legal Terms, 462 Three Areas of Special Concern, 462 And Beyond, 463 Some Generalizations about the Interface of Testing and the Law, 463 Summary, 464 Key Terms, 465 Exercises, 465 Appendix A. Test Reviewing and Selection 467 Appendix B. How to Build a (Simple) Test 473 Appendix C. Contact Information for Major Test Publishers 479 Appendix D. Sample Data Sets 480 Appendix E. Answers to Selected Exercises 481 Glossary 485 References 501 Name Index 523 Subject Index 529