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• Cover
• Halftitle
• Title
• Copyright
• Content
• Figures
• Tables
• Preface
• Acknowledgments
• PART 1 The Context of Psychological Testing and Assessment
• Chapter 1: Psychological Tests: What Are They and Why Do We Need Them?
• Introduction
• A brief history of psychological testing
• Psychological tests: why do we need them?
• Psychological tests: definitions, advantages and limitations
• Chapter 2: Psychological Testing and Assessment: Processes, Best Practice and Ethics
• Introduction
• Psychological testing versus psychological assessment
• Areas of application
• Types of psychological tests
• Processes and best practices in psychological testing
• Ethics
• Accommodating the differently abled
• Cultural differences, testing and assessment
• PART 2 Methodological and Technical Principles of Psychological Testing
• Chapter 3: Test Scores and Norms
• Introduction
• Interpreting test scores
• Transforming scores for norm referencing
• Standard scores and transformed scores based on them
• Percentiles and transformed scores based on them
• Relationships among the transformed scores
• Other methods of scoring
• Norms
• Chapter 4: Reliability
• Introduction
• The meaning of reliability
• The domain-sampling model
• Calculating reliability coefficients
• Extending the domain-sampling model
• Some special issues
• Chapter 5: Validity
• Introduction
• The meaning of validity
• Content validity
• Predictive validity
• Construct validity
• Factor analysis
• Chapter 6: Test Construction
• Introduction
• The rational-empirical approach
• Specification of the attribute
• Literature search
• Choice of a measurement model
• Item writing and editing
• Item analysis and selection
• Assessing reliability and validity
• Norming the test
• Publication
• PART 3 Substantive Testing and Assessment Areas
• Chapter 7: Intelligence
• Introduction
• The concept of intelligence
• Binet’s revolution
• Spearman and ‘g’
• Terman and the Stanford-Binet Intelligence Scale
• Wechsler scales
• Thurstone and multiple mental abilities
• Guilford: A different structure of intelligence
• Vernon’s hierarchical view of intelligence
• Cattell’s two-factor theory of intelligence
• Cattell, Horn and Carroll extend the ‘Gf-Gc’ model of intelligence
• The Cattell-Horn-Carroll (CHC) model of intelligence
• The CHC model and modern tests of intelligence
• A developmental conception of intelligence
• An information-processing view of intelligence
• Gardner and multiple intelligences
• Sternberg’s triarchic theory of intelligence
• So, ‘what is intelligence?’
• Aptitude versus achievement tests
• Group (rather than individual) testing
• Group differences in intelligence
• Chapter 8: Personality
• Introduction
• The psychoanalytic approach
• The interpersonal approach
• The personological approach
• The multivariate (trait) approach
• The empirical approach
• The social-cognitive approach
• Positive psychology
• Eclectic approaches
• PART 4 Areas of Professional Application
• Chapter 9: Clinical and Mental Health Testing and Assessment
• Introduction
• Clarifying the referral question
• Case history data
• Clinical interview
• Mental status examination
• Psychological tests
• Psychological report
• Chapter 10: Organisational Testing and Assessment
• Introduction
• Performance appraisal
• Theories of performance
• Personnel selection
• Selection as a social process
• Some tests used in selection
• Work attitudes
• Vocational interests
• Strong Interest Inventory
• Chapter 11: Neuropsychological Testing and Assessment
• Introduction
• What is clinical neuropsychology?
• A brief history of neuropsychological assessment
• What is neuropsychological assessment?
• Purposes and procedures of neuropsychological assessment
• Neuropsychological functions commonly assessed
• Chapter 12: Forensic Psychological Testing and Assessment
• Introduction
• Forensic psychology and forensic psychological testing and assessment
• Settings of forensic assessment
• Differences between forensic and therapeutic assessment
• Psychological tests and assessment techniques commonly used in forensic assessment
• Limitations of forensic assessment
• Chapter 13: Educational Testing and Assessment
• Introduction
• Group-administered achievement tests
• Naplan
• Individually administered achievement tests
• Teacher-constructed tests
• Aptitude tests
• Behaviour rating scales
• PART 5 Prospects and Issues
• Chapter 14: The Future of Testing and Assessment
• Introduction
• Construct development
• Technical and methodological developments
• Contextual changes
• Answers to Exercises
• Technical Appendix
• Glossary
• References
• Index