This Document Contains Chapters 1 to 2 Chapter 1 Psychological Testing and Assessment TESTING AND ASSESSMENT Psychological Testing and Assessment Defined The process of assessment THE TOOLS OF PSYCHOLOGICAL ASSESSMENT The Test The Interview The Portfolio Case History Data Behavioral Observation Role-Play Tests Computers as Tools Other Tools WHO, WHAT, WHY, HOW, AND WHERE? Who Are the Parties? The test developer The test user The test-taker Society at large Other parties In What Types of Settings Are Assessments Conducted, and Why? Educational settings Clinical setting Counseling settings Geriatric settings Business and military settings Governmental and organizational credentialing Other settings How Are Assessments Conducted? Assessment of people with disabilities Where to Go for Authoritative Information: Reference Sources Test catalogues Test manuals Reference volumes Journal articles Online databases Other sources Close-up: Should Observers be Parties to the Assessment Process? Everyday Psychometrics: Everyday Accommodations Meet an Assessment Professional: Meet Dr. Stephen Finn Self-Assessment TERM TO LEARN Therapeutic psychological assessment a collaborative approach wherein discovery of therapeutic insights about the assessee are encouraged and actively promoted by the assessor though-out the assessment process. Some relevant reference citations: Finn, S. E. (2011). Therapeutic assessment “on the front lines”: Comment on articles from Westcoast Children’s Clinic. Journal of Personality Assessment, 93(1), 23-25. Ougrin, D., Zundel, T., Kyriakopoulos, M., et al. (2012). Adolescents with suicidal and non-suicidal self-harm: Clinical characteristics and response to therapeutic assessment. Psychological Assessment, 24(1), 11-20. Smith, R. E., Fagan, C., Wilson, N. L., et al. (2011). Internet-based approaches to collaborative therapeutic assessment: New opportunities for professional psychologists. Professional Psychology: Research and Practice, 42(6), 494-504. For class consideration: In this chapter’s Meet an Assessment Professional, Dr. Stephen Finn describes a therapeutic approach to psychological assessment. But is this approach useful for every assessee? Is every professional who conducts assessment suited for conducting therapeutic assessment? Under what conditions would therapeutic psychological assessment not be indicated? CLASS DISCUSSION QUESTIONS Here is a list of questions that may be used to stimulate class discussion, as well as critical and generative thinking, with regard to some of the material presented in this chapter of the text. 1. What is the role of measurement in society? Answer: Measurement plays a crucial role in society by providing a standardized way to quantify and compare various aspects of life. It ensures accuracy and consistency in fields such as science, engineering, and medicine, where precise measurements are vital for experiments, construction, and patient care. In economics, measurements like GDP and unemployment rates help policymakers make informed decisions. In everyday life, measurements ensure fair trade, as seen in standardized weights and measures for goods. They also enable technological advancements by allowing for the precise fabrication of components. Measurements are essential in sports for determining winners and setting records. In education, standardized tests measure students' progress and abilities. They play a role in environmental monitoring, helping to track changes in climate and pollution levels. Overall, measurement provides the foundation for reliability, accountability, and progress in various aspects of society. 2. How does your answer to question 1 change when applied to the role of psychological measurement in society? Answer: Psychological measurement plays a crucial role in society by providing data that informs various aspects of human behavior, mental health, and cognitive function. Unlike physical measurements, psychological assessments often rely on subjective responses, which can introduce variability and potential bias. This necessitates rigorous testing for reliability and validity to ensure the results are meaningful and accurate. In educational settings, psychological measurements help identify learning disabilities and giftedness, guiding tailored educational interventions. In clinical settings, these assessments aid in diagnosing mental health conditions and planning treatment strategies. The use of psychological measurement extends to the workplace, where it can inform hiring decisions, employee development, and organizational efficiency. However, ethical considerations must be prioritized to protect individuals' privacy and prevent misuse of data. Cultural sensitivity is also essential to avoid biases that can arise from applying standardized tests across diverse populations. Overall, psychological measurement, when used responsibly, enhances understanding and support of individual and collective well-being in society. 3. What psychological test needs to be developed? (a) Why does this test need to be developed? (b) What would this new test measure? (c) How would this new test measure what it measures? (d) For what purpose(s would this new test be used? (e) In what setting(s) would this new test be used? Answer: (a) A psychological test to assess digital resilience needs to be developed due to the increasing impact of digital environments on mental health. (b) This new test would measure an individual's ability to cope with and adapt to digital stressors, such as cyberbullying, information overload, and social media pressures. (c) It would measure digital resilience through a combination of self-report questionnaires, behavioral tasks, and scenario-based assessments, capturing both subjective experiences and objective behaviors. (d) This new test would be used to identify individuals at risk of digital burnout, inform therapeutic interventions, and guide digital literacy education programs. (e) The test would be used in clinical settings for mental health evaluations, in schools to support student well-being, and in workplaces to enhance employee digital wellness programs. 4. What do you consider to be the characteristics of a “good” test? Of a “bad” test? Answer: A "good" test is valid, meaning it accurately measures what it intends to measure. It is reliable, yielding consistent results over repeated administrations. A good test is also fair, ensuring that no group is disadvantaged. It has clear, well-written instructions and questions, reducing misunderstandings. The test is appropriately challenging, matching the test-taker's level without being too easy or impossibly difficult. A good test also provides timely, constructive feedback to support learning and improvement. It is practical, considering time constraints and available resources. Additionally, it is engaging, motivating the test-taker to perform their best. Conversely, a "bad" test is invalid, failing to measure the intended skills or knowledge. It is unreliable, producing inconsistent results. A bad test is unfair, biased against certain groups or individuals. It has unclear or misleading instructions and questions, causing confusion. The difficulty level is inappropriate, being either too easy or too hard. A bad test provides little to no feedback, hindering improvement. It is impractical, requiring excessive time or resources. Lastly, it is disengaging, demotivating test-takers and potentially causing anxiety. 5.What is the difference between psychological testing and psychological assessment? Answer: Psychological testing involves the use of standardized instruments to measure specific psychological variables such as intelligence, personality traits, or mental health conditions. These tests yield quantitative data that can be compared against normative data. Psychological assessment, on the other hand, is a broader process that integrates multiple sources of information, including psychological tests, interviews, observations, and review of relevant records. While testing is a component of assessment, assessment encompasses a more comprehensive evaluation of an individual’s psychological functioning. Psychological testing provides objective, measurable data, often through structured formats like multiple-choice questions or rating scales. In contrast, psychological assessment seeks to understand the individual’s unique context, combining both quantitative and qualitative data. Tests are typically administered in a standardized manner to ensure consistency and reliability. Assessments are more flexible, adapting to the specific needs and circumstances of the individual being evaluated. Moreover, testing often results in scores that can be compared to statistical norms, while assessment aims to generate a holistic understanding of the person’s strengths, weaknesses, and overall functioning. Psychologists use assessments to formulate diagnoses, develop treatment plans, and make recommendations. Testing might be part of this process but does not encompass the interpretive and integrative aspects of assessment. Thus, while both are essential tools in psychology, assessment provides a more nuanced and complete picture than testing alone. 6. What is meant by alternate assessment and why is there a need for it? Answer: Alternate assessment refers to evaluation methods used for students who are unable to participate in standard assessments due to significant cognitive disabilities. These assessments are tailored to measure academic achievement based on modified standards that align with the individual needs and abilities of the students. The need for alternate assessment arises from the recognition that traditional testing methods do not accommodate the diverse capabilities of all students, particularly those with severe disabilities. This approach ensures that all students have the opportunity to demonstrate their knowledge and skills in a way that is fair and meaningful. It also helps in creating an inclusive educational environment where the progress of every student is acknowledged and valued. Furthermore, alternate assessments provide educators and policymakers with important data to support and improve instructional strategies for students with special needs. By addressing the unique learning profiles of these students, schools can better tailor educational interventions and resources. This contributes to the broader goal of educational equity, ensuring that every student has access to a quality education and the chance to succeed. 7. In your view, what purposes are served by psychological tests as they are used today? Answer: Psychological tests today serve multiple purposes, including assessing individual cognitive abilities, personality traits, and mental health conditions. They are crucial in educational settings for identifying learning disabilities and giftedness, ensuring appropriate support and placement. In clinical psychology, these tests help diagnose mental health disorders, guiding treatment plans. They are used in organizational settings for employee selection, placement, and development, enhancing workplace efficiency and job satisfaction. Psychological tests contribute to research by providing standardized measures for studying human behavior and mental processes. They also aid in forensic settings, offering insights into criminal behavior and competency evaluations. In therapy, tests can track client progress and treatment efficacy. They help in understanding developmental stages and challenges in children and adolescents. Additionally, psychological tests support public health initiatives by identifying widespread mental health trends and needs. Overall, these tests are essential tools for understanding, supporting, and improving individual and collective well-being. 8. As a follow up, to question 7, discuss in your own view, how psychological tests could ideally be used to best advantage. Elaborate on this with respect to test use in (a) schools; (b) clinical and counseling settings; (c) in the business world; (d) in other settings Answer: Ideally, psychological tests should be used to enhance understanding and support individual growth across various settings. In schools, they can identify students' learning needs, strengths, and areas requiring support, enabling personalized education plans and early intervention for learning difficulties. In clinical and counseling settings, psychological tests are vital for accurate diagnosis, treatment planning, and monitoring progress, ensuring that individuals receive appropriate and effective care. In the business world, these tests can be employed to improve hiring practices, employee development, and team dynamics, leading to increased productivity and job satisfaction. Additionally, psychological tests can be beneficial in legal settings for competency evaluations, in sports for enhancing athletes' mental performance, and in research to advance psychological theories and applications. To maximize their benefits, tests must be administered and interpreted by qualified professionals, ensuring ethical standards and cultural sensitivity. Properly used, psychological tests provide valuable insights that can foster personal and organizational development, contributing to overall societal well-being. 9. Have you ever been interviewed? (a) If so, why? (b) How would you characterize the interviewer who interviewed you? (c) What are the characteristics of a good interviewer? (d) What are the characteristics of a good interview? Answer: (a) Yes, I have been interviewed for a research study on the effectiveness of AI in educational settings. (b) The interviewer was thorough, patient, and knowledgeable about both AI technology and educational methodologies. (c) A good interviewer is attentive, asks clear and concise questions, is well-prepared, and creates a comfortable environment for the interviewee. (d) A good interview is structured yet flexible, allowing for in-depth exploration of topics, and is conducted in a manner that encourages honest and open responses. The interviewer's ability to actively listen and follow up on interesting points also enhances the quality of the interview. The interview should be respectful of the interviewee's time and maintain a focus on the subject matter. Additionally, good interviews often provide valuable insights and foster a sense of collaboration between interviewer and interviewee. 10. Discuss your personal views on psychological assessment with regard to various tools of assessment including (a) tests (b) portfolio assessment (c) performance-based assessment (d) the case history (e) behavioral observation (f) role-play tests (g) computerized assessment (h) assessment using simulations or video Answer: Psychological assessment, in my view, should be comprehensive and multifaceted, utilizing various tools to gather diverse insights into an individual's cognition, behavior, and emotions. Tests offer structured ways to measure specific abilities and traits, providing standardized data for comparison. Portfolio assessment allows for a holistic view, showcasing a person's achievements and growth over time. Performance-based assessment captures real-world skills and abilities in context, offering valuable practical insights. Case history provides crucial background information, aiding in understanding individual circumstances and development. Behavioral observation offers direct insights into how individuals behave in natural settings, complementing self-reported data. Role-play tests simulate real-life situations, assessing interpersonal skills and problem-solving abilities. Computerized assessment offers efficiency and precision, streamlining data collection and analysis. Assessment using simulations or video provides immersive experiences, allowing for realistic evaluation of behavior and decision-making. In sum, a combination of these tools enriches psychological assessment, enabling a more nuanced understanding of individuals and fostering targeted interventions and support. 11.Who are the parties to the assessment enterprise and what role do they have? In your view, what role should these parties have? Answer: The parties involved in the assessment enterprise typically include the client or individual being assessed, the psychologist or assessor conducting the assessment, and sometimes other stakeholders such as family members, teachers, or healthcare professionals. Each party has a distinct role: the client provides information about themselves and their concerns, the psychologist administers tests, conducts interviews, and interprets results, while other stakeholders may offer additional insights or context. In my view, these parties should collaborate closely, with the client playing an active role in their assessment process, ensuring that their perspectives, experiences, and goals are fully considered. Psychologists should act as facilitators, guiding the process, and ensuring that assessments are conducted ethically, with sensitivity to cultural differences and individual needs. Additionally, involving relevant stakeholders can enrich the assessment process by providing diverse perspectives and fostering a more holistic understanding of the individual’s circumstances. Ultimately, the goal should be to empower the client, promote their well-being, and facilitate informed decision-making based on the assessment outcomes. 12. Tests are used in credentialing. In general, what key elements do you think should be included on any test designed to license a psychological test user? Answer: A test designed to license a psychological test user should include key elements such as assessing knowledge of psychological testing principles, including reliability, validity, and ethical considerations. It should also evaluate proficiency in test administration, scoring, and interpretation across a range of psychological assessments commonly used in clinical practice. Additionally, understanding of cultural and diversity considerations in testing should be assessed to ensure competence in working with diverse populations. Knowledge of legal and ethical guidelines governing psychological testing, including confidentiality and informed consent, should be included to ensure ethical practice. Mastery of assessment tools specific to various psychological domains, such as cognitive, personality, and neuropsychological testing, is essential for comprehensive evaluation skills. Furthermore, demonstrating competence in test selection, adaptation, and interpretation based on individual client needs and presenting concerns is critical for effective practice. Competency in integrating test results with other clinical information to formulate accurate diagnoses and treatment plans should be assessed to ensure effective client care. Finally, proficiency in communicating test results clearly and ethically to clients, colleagues, and other stakeholders is essential for maintaining professional standards and promoting client well-being. 13. Why is it important to have published standards for educational and psychological tests? What are some of the abuses that the standards are intended to prevent? Answer: Published standards for educational and psychological tests are vital to ensure consistency, reliability, and fairness in their administration and interpretation. They establish clear guidelines for test development, administration, scoring, and reporting, promoting validity and accuracy of results. These standards help prevent abuses such as biased test items or procedures that could unfairly disadvantage certain groups based on factors like race, ethnicity, or socioeconomic status. They also guard against misuse of tests for purposes they were not designed for, such as making high-stakes decisions like employment or promotion without proper validation. Standards aim to prevent misinterpretation of test results by providing guidelines for qualified professionals to interpret scores accurately within the context of individual differences and cultural diversity. Moreover, they discourage the inappropriate use of test scores to stigmatize individuals or deny them access to opportunities such as educational resources or employment. Overall, published standards serve to uphold ethical principles, protect test takers' rights, and ensure the integrity and validity of educational and psychological assessment practices. 14. Describe a test experience that you personally had that stands out in your mind for some reason? Why does it stand out? Answer: One memorable test experience for me was taking a comprehensive language proficiency exam. It stands out because it was a culmination of years of language learning and represented a significant milestone in my academic journey. The exam was challenging yet rewarding, pushing me to demonstrate my skills in reading, writing, listening, and speaking. The preparation process was intensive, involving rigorous study and practice to ensure readiness for the test. The actual exam day was nerve-wracking, but also exhilarating as I tackled each section with focus and determination. Upon completing the test, I felt a profound sense of accomplishment and pride in my linguistic abilities. The experience highlighted the importance of perseverance, preparation, and self-discipline in achieving academic goals. Overall, it remains a vivid memory that motivates me to continue pursuing excellence in language learning and academic pursuits. 15. For more routine test situations, such as academic achievement tests in school: (a) discuss how you prepare for tests (b) discuss how you feel during and after the test, and (c) analyze the factors that may contribute to the feelings you listed. Answer: (a) I prepare for tests by reviewing class notes, textbooks, and supplementary materials, as well as practicing with sample questions or past exams. (b) During the test, I often feel a mix of nervousness and focus, trying to recall the information I've studied. After the test, I may feel relieved or anxious, depending on how confident I am in my performance. (c) Factors contributing to these feelings include the level of preparation, perceived difficulty of the test, time constraints, and external pressures such as expectations from teachers, parents, or peers. Additionally, personal factors such as self-confidence, previous academic experiences, and mindset towards testing can also influence feelings during and after the test. IN-CLASS DEMONSTRATIONS 1. Bring something to class Bring to class for discussion test-related reference materials such as: (a) a sample MMY Bring a copy of the latest edition of the Mental Measurements Yearbook (MMY) (b) a sample copy of Tests in Print Bring a copy of Tests in Print (c) a sample test manual Bring a manual for an intelligence test, a personality test, or some other test (d) a sample assessment-related scholarly journal Bring a copy of Psychological Assessment or another assessment-related journal (e) a copy of the Standards Bring the latest edition of the Standards for Educational and Psychological Tests and Manuals (f) a copy of APA’s Ethical Principles Bring a copy of the latest edition of APA’s Ethical Principles of Psychologists (g) a copy of another professional organization’s Ethical Principles Bring a copy of the published ethical principles of any specialty group within psychology that employs tests (such as school psychologists, neuropsychologists, or forensic psychologists) (h) a sample computer-generated psychological report Bring a sample of a computer-generated test reports including scoring (simple and extended), interpretive (descriptive, screening, and consultative) and integrative reports. 2. Bring someone to class. Invite a guest speaker to class. The guest speaker could be: (a) a faculty member Invite a faculty member (from your university or a neighbouring one) who has developed a psychological test (published or unpublished) (b) a test user Invite a local user of psychological tests from any setting (c) a lawyer Invite a local attorney who has knowledge or experience concerning test-related litigation or other proceedings involving psychological tests. (e) an individual knowledeable about Assistive Technology Invite a representative from an Assistive Technology Center (either at your university, or a nearby school district or regional education program) to discuss the various accommodations that can be made to the computer to permit an individual with a disability to use the computer for assessment purposes; (f) several Psychology Department faculty members Invite a panel drawn from the faculty of the Psychology Department who represent different specialty areas in psychology. Have them each speak briefly on how professionals in their specialty area use psychological tests and other tools of assessment. IN-CLASS ROLE-PLAY AND DEBATE EXERCISES 1. Role Play: “Assessors and Assessees” Divide all students in the class into two groups: Assessors and Assessees. The task of the assessors is to devise a role-play test measuring any set of skills well known to university students. For example, the role-play test devised could be one to measure study skills. For the more adventurous, the role-play test could be one to measure dating skills. In class, this role play test is “put to the test” using each of the students in the Assessees group. 2. Debate All students are given advance notice to prepare for a debate on a specific topic and then assigned roles in that debate. (a) Debate: Third Party Presence During Assessment Assign students to one of three groups; (1) a Pro group, and (2) a Con group regarding the issue of the presence of third parties during assessment, and (3) an audience/judges group. All students research the issues involved prior to the debate. After the debate, the audience/judges group provides informed feedback to the Pro and the Con groups and announces who won. (b) Debate: The Pros and Cons of CAPA Assign students to one of three groups; a Pro group, and (2) a Con group regarding the issue of computer-assisted psychological assessment, and (3) an audience/judges group. All students research the issues involved prior to the debate. After the debate, the audience/judges group provides informed feedback to the Pro and the Con groups and announces who won. OUT-OF-CLASS LEARNING EXPERIENCES 1. Take a field trip. Take a trip as a class to: (a) the university library Make arrangements to take the class to the university library to explore test-related reference materials. (b) a local governmental agency Make arrangements to take the class to a local governmental agency to hear firsthand about how psychological tests are used as a tool of assessment. (c) a local business or other organization Make arrangements to the class to a local business or organization that uses psychological tests to hear firsthand about the tests they use and how they use them. SUGGESTED ASSIGNMENTS 1. Critical Thinking Exercises (a) Critically review test catalogues. Individually or in teams, have student’s review test catalogues from test publishers and the claims made for various tests. The task is to critically evaluate the claims made and report back with an “Evaluation of Claims Made” either in a written report, or in a presentation to fellow class members. (b) Critically review the talk in a talk show. Individually or in teams, students are assigned the “task” of watching (or videorecording) any popular talk show such Ellen or The Tonight Show with Jay Leno (or any other talk show) at a specified day and time. The objective is to take notes regarding the first interviewed guest on the show, particularly with regard to the skills of the interviewer. Students then report on their findings either in a written report or a presentation made to fellow class members. 2. Generative Thinking Exercise: Brainstorming Units of Measurement. As a class, brainstorm as many different measuring units as possible that may have application to psychological measurement. Focusing on the more novel suggestions, how might a test using these units of measurement be developed? 3. Read-then-Discuss Exercise: Gaining firsthand familiarity with reference sources. This task begins with a visit the university library where students must locate the following reference books: the Mental Measurements Yearbook, Test in Print, and Test Critiques. They then must read a sample entry from each of these works. Finally, they are told to come to class prepared to discuss each of the entries read, and their impression of the general differences that exist between these reference works. 4. Research-then-Report Exercises (a) Report on Human Resources practices in local business Have students contact local business firms that have established human resources departments to inquire as to what kind of tools of psychological measurement, if any, are used for employee selection, retention, promotion, and so on. Students prepare a written report on the subject. (b) How Psychological Tests Are Used in A Specific Field. The task is to write a report on the applications of psychological testing and assessment in a particular field. For example, how are psychological tests used by the military? What type of approaches to psychological assessment do students envision being used in the military to make personnel more efficient at what they do? How have tools of psychological assessment influenced the production of military weapons? As background to a sample assignment on psychological assessment in the military, you may wish to cite a behavioral research study that resulted in the military’s switch from the M-1 rifle to the M-15 rifle as the weapon of choice. This switch came about in large part due to a behavioral observation study conducted by the Army. Early in the Korean War, troops found the long-range M-1 rifle to be relatively ineffective against the masses of charging enemies. A behavioral observation conducted study in the early 1950s showed that most soldiers fired their weapons when the target was only 150 feet away, despite the fact that their weapon had a longer range capability. This observation, in part, led to the development of a change in the weapon of choice. The M-15 rifle was developed, and it is still the military’s weapon of choice today. MEDIA RESOURCES On the Web A noncomprehensive sampling of some relevant (and semi-relevant) material available on the World Wide Web follows below. “Check This Test” (Graduate students perform a test-related rap) A possible “icebreaker” for the instructor who wishes to introduce a course in tests and measurement with a semi-hip rap song, written and produced by students taking a course in psychological testing and assessment. Make sure to scroll the words along with the video to distract from some off-key attempts at melody. The youtube site this can be found on is: http://www.youtube.com/watch?v=W8NjdyGWRqo Lyrics for “Check This Test” See it comin in the error Scales that differ in their measure May not be normed on the same peeps You need a standard score How do we know when this goes well Cause the sample is nor-mal And its representative Its how we gonna check this test tonight Its how we gonna check this test tonight We gonna check this test This is, yeah I said it, this is This is psychometrics, pledge your allegiance Get your thinking caps on, all day everyday Testing, measuring, all day everyday And our goal is testing, very valid testing It’s gonna get more in depth so you better read This is the problem, I’ll explain later But for now, let me get back to this paper When measuring a construct, make sure the domains right Take a look at content, relation to the concept Yeah, I’m talking concurrent, predictive, convergent -- oh yeah No we talking valid round the testing oh we nailed it Hold up It's a test but is it fair? We need to check, we need to care So I keep checking validity Oh, it can be so tiring Validity of face is fine But don't think that it's the end You best check more before you're done Its how we gonna check this test tonight Validity, Validity, Validity, Validity Its how we gonna check this test tonight This is, yeah I said it, this is You can call it testing but you’re not done yet Check if its reliable go on get your feet wet First off stability find it in test-rest, go on Inter-rate is important Split half consistently internal Inter item based on consistency of responses We got an alpha coefficient, and a test that seems reliable Yeah -- and we ain’t even done yet We need to keep on trying, cause we gotta get a good grade Yeah -- but I think that we're close though But this testing really going so freaking slow It's a test but is it fair? We need to check, we need to care So I keep checking reliability Oh, it can be so tiring Being does within your sight Almost there, don't give up now Only thing that's on my mind Is how we gonna check this test tonight Reliability, reliability, reliability, reliability Its how we gonna check this test tonight Its crazy how you can tell from a normal sample How people perform on different tests, you Use the standardized scores, like z-scores Next time use something different like a t-score Percentiles, cumulative percentages Stanines, never mind, you don't need to know them This normal curve is so freaking helpful, you What do you need it for? Psychometrics duh, that's what for But you know what’s more important All these facts lead to one thing I could spend my whole life nothing but searching For a check of a test that all encompassing We got a check that'll hold up under peer review And on top, uh, a group teasing And they're teasing, cause we're singing Bout psychometrics and the facts when assessing We give a damn about the drama of testing I’m just trying to make it simple for clarity Valid, baby, you need to check these things Have you ever failed when doing checking What’s that, ye? Baby, testing Is that a test, what, baby assessing You making sure you ain ’t tripping, check it once more You feeling like you running, no you know how we feel Validity, validity, validity, validity Reliability, reliability, reliability Its how we gonna check this test tonight http://www.iapsych.com/ The above Web site is sponsored by the Institute for Applied Psychometrics. Includes many links to relevant publications related to psychological measurement and assessment. http://www.job-interview.net/ Extensive information on job interviews including examples of types of questions. http://jobsearchtech.about.com/library/weekly/aa121602-2.htm Description of the panel interview as a method of evaluation. http://www.assessmentpsychologyboard.org/ This is the official Web site for American Board of Assessment Psychology. It contains information such as a listing of assessment specialists who hold the Diplomate in Assessment Psychology, as well as links to other assessment-related sites. http://www.ets.org . This is the official Web site of Educational Testing Service, the people who bring you the SAT’s and the GRE’s, among many other globally known tests. This 60+-year-old organization, is the world’s leading educational and measurement and research organization. Information and news about many of its tests may be found on this site. On DVD, VHS, CD, and Other Media Clinical Interviewing Skills (2012, DVD, no running time listed, WILEY) John Sommers-Flanagan and Rita Sommers-Flanagan introduce students to various aspects of clinical interviewing and more specifically, an intake interview, a mental status examination, and a suicidal interviewee. Pioneers of Collaborative/Therapeutic Assessment (4-DVD set; no copyright date or running time listed, SPA). A set of 4 DVDs containing lectures by Stephen Finn, Constance Fischer, and Leonard Handler, as well as a roundtable discussion in which these clinicians discuss the commonalities and differences of their respective approaches. Basic Attending Skills (2006, DVD, 110 minutes, INS) Useful in elaborating on the role of the interview in assessment, this DVD presents tips on attending as well as the use of open and closed questions in interviewing. ABC’s of School Testing (1994,VHS, 30 minutes, NCME) Explains basics of testing in the school setting. Developed for use with parents, this presentation provides a good introduction to basic issues in testing and assessment Accommodating Students with Learning Disabilities in Colleges and Universities (1996, VHS, 20 minutes, MOU) Reviews requirements of American with Disabilities Act including the need for accommodations such as alternative test formats. Observation (1993, VHS, 27 minutes, MS) The title says it all. Difficulties encountered in observing and recording are also addressed. Performance Assessment (1993, VHS, no time listed, AIT) Lists limitations of standardized tests and argues for alternative assessment strategies that are performance-based. Transdisciplinary Play-Based Assessment (1990, VHS, 90 minutes, PSU) Offers an alternative, play-based perspective of assessment. REFERENCES American Educational Research Association. (1999). Standards for educational and psychological tests. Washington, DC. Eyde, L.D., Robertson, G.J., Krug, S.E., Moreland, K.L., Robertson, A.G., Shewan, C.M., Harrison, P.L., Porch, B.E., Hammer, A.L., & Primoff, E.S. (1993). Responsible test use: Case studies for assessing human behavior. Washington, DC: American Psychological Association. Geisinger, K. F., Spies, R. A., Carlson, J. F., & Plake, B. S. (eds.). (2007). The seventeenth mental measurements yearbook. Lincoln: Buros Institute of Mental Measurements, University of Nebraska. Joint Committee on Testing Practices. (1988). Code of Fair Testing Practices in Education. Washington, DC: Keyser, D. J., & R.C. Sweetland (Eds.). (1994). Test Critiques (Vol. X). Austin, TX : Pro-Ed. Rogers, T.B. (1994). Teaching ethics and test standards in a psychological testing course: A Test-taker’s Bill of Rights. Teaching of Psychology, 24 (1), 41–46. Chapter 2 Historical, Cultural, and Legal/Ethical Considerations A HISTORICAL PERSPECTIVE Antiquity to the Nineteenth Century The Twentieth Century The measurement of intelligence The measurement of personality The academic and applied traditions CULTURE AND ASSESSMENT Evolving Interest in Culture-Related Issues Some Issues Regarding Culture and Assessment Verbal communication Nonverbal communication and behavior Standards of evaluation Tests and Group Membership Psychology, tests, and public policy LEGAL AND ETHICAL CONSIDERATIONS The Concerns of the Public Legislation Litigation The Concerns of the Profession Test-user qualifications Testing people with disabilities Computerized test administration, scoring, and interpretation The Rights of Test-takers The right of informed consent The right to be informed of test findings The right to privacy and confidentiality The right to the least stigmatizing label Close-up: The Controversial Career of Henry Herbert Goddard Everyday Psychometrics: Life-or-Death Psychological Assessment Meet an Assessment Professional: Meet Dr. Nathaniel V. Mohatt Self-Assessment TERM TO LEARN Individualiste culture versus collectiviste culture Individualiste culture A culture in which value is placed on traits such as autonomy, self-reliance, independence, uniqueness, and competitiveness. Collectivist culture A culture in which value is placed on traits such as conformity, cooperation, and striving towards group goals. Some relevant reference citations: Houdmont, J., Zhou, J., & Hassard, J. (2011). Overtime and psychological well-being among Chinese office workers. Occupational Medicine, 61(4), 270-273 Smith, P. B., Torres, C. V., Hecker, J., et al. (2011). Individualism-collectivism and business context as predictors of behaviors in cross-national work settings: Incidence and outcomes. International Journal of Intercultural Relations, 35(4), 440-451. Vinall, J., Riddell, R. P., & Greenberg, S. (2011). The influence of culture on maternal soothing behaviors and infant pain expression in the immunization context. Pain Research & Management, 16(4), 234-238. For class consideration Although a distinction between an individualist and collectivist culture is traditionally made, how meaningful is this distinction? To what extent are cultures viewed as “individualist” collectivist in nature? To what extent are cultures viewed as “collectivist” individualist in nature? What relevance does the individualist versus collectivist distinction have for psychological assessors? CLASS DISCUSSION QUESTIONS Here is a list of questions that may be used to stimulate class discussion, as well as critical and generative thinking, with regard to some of the material presented in this chapter of the text. 1. A number of people are cited in the text as being influential in the development of modern day psychological testing and assessment. Who would you nominate as most influential and why? Answer: While many figures have contributed significantly to the development of modern psychological testing and assessment, I would nominate Alfred Binet as the most influential. His groundbreaking work in intelligence testing laid the foundation for subsequent developments in the field. Binet's creation of the first intelligence test, the Binet-Simon Scale, revolutionized how intelligence was conceptualized and measured, leading to the widespread adoption of IQ testing worldwide. His emphasis on individual differences and the importance of considering environmental factors in intelligence assessment challenged prevailing notions of fixed intelligence. Binet's work paved the way for the development of various intelligence tests still in use today, shaping the field of psychological assessment profoundly. Moreover, his recognition of the limitations of intelligence testing and the need for holistic assessment approaches continues to influence contemporary psychological practice, emphasizing the importance of considering multiple factors beyond intelligence alone. Overall, Alfred Binet's contributions have had a lasting impact on the theory, methodology, and ethical considerations of psychological testing and assessment. 2. What impact does culture have on the process of psychological assessment? On verbal communication? On nonverbal communications? What experiences can students share from their own personal experience? Answer: Culture profoundly influences psychological assessment by shaping individuals' beliefs, values, and communication styles. In verbal communication, cultural norms dictate language use, tone, and expression, impacting how individuals convey thoughts and emotions. Nonverbal communication, including gestures, facial expressions, and body language, varies across cultures and can be misinterpreted without cultural context. Students may share experiences of feeling misunderstood or uncomfortable during assessments due to cultural differences in communication norms. Additionally, cultural factors such as worldview, family dynamics, and socialization practices can influence responses to assessment questions, affecting the validity and reliability of results. Understanding and respecting cultural diversity is essential for conducting accurate and culturally sensitive psychological assessments. 3. In some countries, political dissidents are silenced on the basis of psychiatric tests indicating that they need to be hospitalized involuntarily. Could that happen in this country? What is the role of professional organizations and other parties to the assessment enterprise in making sure that such abuses do not occur? In what other ways might it be possible to abuse psychological tests? Are students aware of any such abuses? Answer: In this country, the silencing of political dissidents through involuntary psychiatric hospitalization based on tests is less likely due to legal safeguards protecting individual rights. Professional organizations play a crucial role in establishing ethical guidelines and standards for psychological assessments, emphasizing the importance of informed consent, cultural competence, and unbiased evaluation. Other parties involved in assessment, such as clinicians, researchers, and policymakers, must uphold these standards to prevent abuses. Psychological tests can also be abused through misinterpretation, misuse of results, or selective administration to serve specific agendas. While students may not be fully aware of all potential abuses, education on ethical assessment practices can empower them to recognize and address any misuse of psychological tests they encounter. 4. Initiate a class discussion regarding a scenario wherein a clinician in independent practice is treating a client who is self-referred for depression. During the course of therapy, the clinician learns that this client has recently tested positive for HIV AIDS. The client further reports that he has had a number of “one-night-stands” in which unprotected sex occurred with anonymous partners. What action should the clinician take? Answer: The clinician should prioritize the client's immediate physical health and safety, ensuring they receive appropriate medical care and support for managing their HIV diagnosis. Confidentiality must be respected, but the clinician has an ethical obligation to discuss potential risks with the client and encourage them to notify their sexual partners and seek HIV testing. The clinician should explore the client's emotional reactions to the diagnosis and their risky sexual behavior, providing non-judgmental support and guidance. Referrals to specialized HIV/AIDS support services and resources should be offered to help the client navigate their diagnosis and access necessary care. The clinician must also assess the client's mental health status and risk of self-harm or suicide, providing appropriate intervention if needed. Collaboration with other healthcare professionals and agencies may be necessary to ensure comprehensive care and support for the client. Throughout the process, the clinician should maintain empathy, sensitivity, and a commitment to the client's well-being while upholding ethical standards and legal obligations. 5. Here is a bit of television trivia that you may want to share with your class as a popular culture “sidebar” to Henry Goddard’s book on the Kallikaks. In August 1977, NBC premiered a new television series entitled The Kallikaks. Much like the CBS sitcom that preceded it, The Beverly Hillbillies, this new comedy featured a family coming from a rural environment (in this case, Appalachia) to California. Unlike the long-running CBS sitcom, however, The Kallikaks was cancelled after only five episodes. The cast of The Kallikaks was as follows: Jasper T. Kallikak: David Huddleston Venus Kallikak: Edie McClurg Junior Kallikak: Patrick J. Peterson Bobbi Lou Kallikak: Bonnie Ebsen (who, by the way, was the real-life daughter of “Jed Clampett” on The Beverly Hillibillies, actor Buddy Ebsen). Answer: In August 1977, NBC launched a new television series called "The Kallikaks," reminiscent of the popular sitcom "The Beverly Hillbillies," featuring a rural family relocating to California, this time from Appalachia. Despite its promising premise, "The Kallikaks" was abruptly cancelled after airing just five episodes, failing to replicate the success of its predecessor. The cast of "The Kallikaks" included David Huddleston as Jasper T. Kallikak, Edie McClurg as Venus Kallikak, Patrick J. Peterson as Junior Kallikak, and Bonnie Ebsen as Bobbi Lou Kallikak. Interestingly, Bonnie Ebsen was the real-life daughter of Buddy Ebsen, who famously portrayed "Jed Clampett" on "The Beverly Hillbillies." The brief run of "The Kallikaks" serves as a curious footnote in television history, reflecting the unpredictable nature of show business and audience preferences. Despite its short tenure, the series contributes to the broader cultural landscape by exploring themes of rural-to-urban migration and family dynamics in a comedic context. IN-CLASS DEMONSTRATIONS 1. Bring something to class Bring to class for discussion test-related reference materials such as: (a) the Standards Bring to class the latest edition of the Standards for Educational and Psychological Testing and discuss selected topics such as standards pertaining to professional behavior. (b) the APA Ethical Standards Bring to class the latest edition of Ethical Standards of Psychologists (published by the American Psychological Association) and discuss selected topics exemplifying what constitutes ethical use of tests; (c) the ethical standards of another professional organization Bring to class the latest edition of the published ethical guidelines of a specialty group within psychology or education such as the guidelines published by the National Association of School Psychologist or those published by the Association for Counseling and Development. Discuss sample principles from these documents and have students relate their own experiences with tests and the assessment process that would either be consistent or inconsistent with the samples cited. (d) a sample culture-specific test Bring to class a sample “culture-specific tests” such as the Black Intelligence Test of Cultural Homogeneity (Williams, 1975) or the Cultural/Regional Upper-crust Savvy Test (Herlihy, 1977). After reading aloud some items to the class, discuss students’ impressions. What are the pros and cons of using “culture-specific tests” in schools? in industry and organizations? in other settings such as clinics? 2. Bring someone to class. Bring someone such as (a) a person who immigrated to the United States With regard to the discussion of psychological testing at Ellis Island, assign students the task of identifying someone who is able and willing to share recollections of parents or grandparents immigrating to this country. The instructor may wish to pre-interview this individual in person or by means of a phone call to assess the appropriateness of having this person address the class with these recollections. (b) a faculty member from the Department of History Invite a history department faculty member (from your university or a neighbouring one) who can shed additional light on historical aspects of testing and assessment from antiquity to modern times. (c) a faculty member from the Department of Ethnic Studies Invite an Ethnic Studies faculty member (from your university or a neighbouring one) from a department dealing with ethnic studies. Ask this faculty member to present to the class on the subject of “Culture and Psychological Assessment.” (d) a faculty member from a law school Invite a faculty member affiliated with your university or a law school nearby. Ask this faculty member to present to the class either a general overview of law and psychological assessment, or a more specific presentation (such as “Psychological Assessment in the Era of Daubert”). (e) a lawyer who practices civil law Invite a local, practicing attorney with experience litigating civil cases that have involved issues of psychological assessment. (f) a lawyer who practices criminal law Invite a local, practicing attorney with experience litigating criminal cases that have involved issues of psychological assessment. (g) a special education official Invite a special education official such as a due process hearing officer to discuss the implications of state and federal law for testing and assessment practices. Ask this person to discuss firsthand experiences, if any, with any of the legislation or litigation cited in this chapter. (h) a personnel director Invite a corporate personnel director to class to discuss the implications of recent court decisions on employment selection procedures and the field of human resources in general. (i) the director of the office of students with disabilities Invite a university coordinator of disability concerns or the director of the office of students with disabilities to discuss legislation and litigation cited in the text in relation to testing and assessment in practice. (j) a representative from a local hospice Invite a representative from a local hospice to discuss his or her perspective on the Oregon Death with Dignity Act. Ask your guest speaker how the Oregon law corresponds with the philosophy of the hospice movement. (k) the coordinator of multicultural programs or bilingual education Invite a coordinator of multicultural or bilingual education at your university (or a neighbouring university) who is involved in determining the primary language of students. Ask this individual to discuss from her or his own perspective the cultural issues that may affect psychological assessment of an individual with English as a second language. What other issues involving verbal and nonverbal communication does this guest feel are important for psychological assessors to keep in mind during assessment? What does this guest feel about the use of translators in psychological assessment? IN-CLASS ROLE-PLAY AND DEBATE EXERCISES 1. Role-Play: Employment Interview In teams of two, one student role-plays Employer and the other student role-plays job applicant. The job being applied for is a Research Assistant to a Professor who is very involved in the teaching and practice of psychological testing and assessment. All students who play the Employer ask the usual types of questions one might expect (for example, “Why do you think you are the best candidate for this position?”) The “twist” comes with each of the job applicants. Each one of them will argue for the use of a different alternative to the interview as the tool of assessment by which they can be assessed. In other words, each will be interviewed, but they will use the interview to argue for the use of another tool to assess them. So, for example, one student might argue that the case study approach would be better suited to assess his qualifications for the position. Another student might argue that behavioral observation might be best tool, etc. Class members who do not play a role comprise the panel that determines which applicant is hired. 2. Debate Exercises All students are given advance notice to prepare for a debate on a specific topic and then assigned roles in that debate. (a) Debate: Henry Goddard: Hero or Villain The class is divided into three groups who all do their own research on Henry Goddard. One group is assigned the task of arguing that he was hero. Another group is assigned the task of arguing that he was a “villain” in that he did more harm than good. The third group serves as the audience for the debate and provides its own feedback and conclusions after the debate. (b) Debate: Ethical Issues in Assessment Two students take adversarial positions on an ethics case and argue the merits of their positions in front of the “Board of Ethics” (the rest of the class). Real-life ethics cases are drawn from any source such as APA publications or the Code of Fair Testing Practices (c) Debate: “Death with Dignity” This exercise builds on Chapter 2’s Everyday Psychometrics box entitled “Life or Death Psychological Assessment.” It is designed to stimulate class discussion on the controversial topic of “death with dignity competency evaluations.” The class is divided into three groups: (1) Pro-Death with Dignity (2) Con-Death with Dignity and (3) a Panel of Judges. A member of the Panel of Judges moderates the debate between the Pro- and Con- groups. All members of the Pro- and Con- groups contribute to the debate with informed opinions on the matter. In the end, the Panel of Judges renders an informed “verdict” as to whether the Pros or the Cons made the more compelling arguments. OUT-OF-CLASS LEARNING EXPERIENCES 1. Take a field trip. Take a field trip as a class to: (a) a courtroom to be a spectator at a civil proceeding Visit a local courtroom to attend a trial involving a civil matter such as an involuntary commitment hearing or a lawsuit involving a claim of emotional distress. Contact the court clerk’s office in advance to learn when such proceedings have been placed on the court calendar; (b) a courtroom to be a spectator at a criminal proceeding Visit a local courtroom to attend a trial involving a criminal matter such as a “not guilty by reason of insanity” defense or any criminal matter where psychologists have been called upon to present an expert opinion. Contact the court clerk’s office in advance to learn when such proceedings have been placed on the court calendar; or (c) a local business or corporate entity Visit a local business or organization that uses psychological test to hear firsthand about the tests they use and how they use them with specific reference to diversity issues in employment. SUGGESTED ASSIGNMENTS 1. Critical Thinking Exercises (a) Critical evaluation of testing at Ellis Island. Using information from the text as well as other sources, critically evaluate turn-of-the-century psychological testing of immigrants to Ellis Island. In what ways could the procedures that were in place been improved? (b) Improving published standards for test use. Using information from the text as well as an original document of a professional organization (such as APA or NASP or some other organization), develop some suggestions for improving the published standards. 2. Generative Thinking Exercises (a) “There ought to be a law!” Using the phrase “There ought to be a law...” introduce students to the sentence completion as a means of learning about respondents (and then proceed to learn about the class of respondent/students). Have students complete the phrase with reference to legislation they would like to see passed regarding psychological testing and assessment. Have students read aloud their responses and then discuss those responses as a class. In the discussion, raise questions such as, “Why might laws already on the books not be viewed as sufficient to protect the public?” and “Why might some laws already on the books be viewed as over-reaching? (b) What qualifies someone to use psychological tests? What do students believe are the requirements necessary for one to be qualified to be a user of psychological tests? Are there different qualifications necessary in order to administer different types of tests? Students are assigned the task of listing the qualification necessary to administer: —intelligence tests —personality tests —neuropsychological tests —tests for personnel selection —other psychological tests 3. Research-then Discuss Exercises (a) Ethical Standards Related to Testing and Assessment around the World To supplement knowledge of legal, ethical, and cultural issues presented in the chapter, assign this article to be read by the entire class: “Ethics Standards Impacting Test Development and Use: A Review of 31 Ethics Codes Impacting Practices in 35 Countries” by Mark M. Leach and Thomas Oakland. Published in the International Journal of Testing, Volume 7, Issue 1, pages 71-88, (2007). In this article, the authors examine 31 codes of ethics in 35 countries and compare them to ethical principles promulgated by the American Psychological Association. The assignment is for each student in the class to pick one of the 35 countries (each student to select a different country, if possible) profiled in article, and be prepared to represent that country in a roundtable discussion. The student may also be required to update the information found in Leach and Oakland (2007 (b) Focus on the Timeline The inside covers of the textbook contain a historical timeline. Each student in the class is assigned a different point in that timeline to expand upon on. In a roundtable discussion, each student has a few minutes to discuss historical events during their assigned time period. 4. Research-then-Report Exercises (a) Standardization in the 1800s Have students write a report on the culture of the 1800s focusing on society’s seeming obsession with standardization. The report should make reference to standardization with respect to time (Greenwich time), building and industrial materials (which were necessary for the industrial revolution, the construction of machines, and mass-manufacturing). The report should conclude with how the times may have helped foster standardization as a desirable element of psychological testing and assessment. (b) “Necessity is the mother of invention.” The task here is to write an essay on how this statement applies to the development of psychological tests—particularly tests of intelligence and personality--in Europe and in America in the early part of the century. 5. Other Assignments and Exercises (a) The Multicultural Panel on Cultural Differences and Psychological Assessment Organize a multicultural panel drawn from the faculty of the Psychology Department as well other departments. Speakers will address, individually and as a group, the general topic: “Cultural Differences and Psychological Testing and Assessment.” (b) Admission to University and Admission to University Programs Criteria The class into two groups of students, designated here as G1 and G2. G1’s assignment is to contact the university/college admission office and inquire as to the criteria considered in making enrollment decisions. G2’s assignment is to contact various department chairs to make inquiry regarding the factors considered in making decisions about admission to various graduate programs. A panel discussion is then held to discuss the findings including the common factors that emerged and the differential weight given to different factors. The discussion then is guided toward a consideration of why many multifaceted factors are important when making important decisions about applicants, and how this applies to psychological testing and assessment. (c) Personnel Decisions, Psychological Tests, and the Law Students are assigned the task of interviewing the personnel director (or I/O psychologist) for a local corporation. Their objective is to research the extent to which litigation such as Griggs v. Duke Power Company (1971), Albemarle Paper Company v. Moody (1976), Allen v. District of Columbia (1993) has influenced employee testing/selection procedures. They report back to the class by means of either an oral presentation or a written report. MEDIA RESOURCES On the Web A noncomprehensive sampling of some of the material available on the World Wide Web. http://www.wku.edu/~sally.kuhlenschmidt/mttmln.htm Are you a history buff? Want to know much more about historical aspects of psychology and psychological assessments? If so, this link to one professor’s site will be a “magic carpet” back through time (of sorts). http://www.testpublishers.org This is a link to the Association of Test Publishers. On this site, you will find, among other things, information legislation and litigation affecting psychological test publication. http://www.hhs.gov/ocr/hipaa http://www.hhs.gov/ocr/privacy/ www.hhs.gov/ocr/hipaa/ These three websites provide more information on HIPPA http://www.apa.org/science/ttrr.html Provides a listing of the rights and responsibilities of test-takers. http://www.apa.org/science/FinalCode.pdf Code of Fair Testing Practices in Education http://www.apa.org/science/jctpweb.html Information on Joint Committee on Testing Practices http://www.SchoolResults.org Parents consult this website if they are interested in judging the quality of school or school district. It provides educational assessment data on schools, school districts, and states nationwide. The data displayed is required to be publicly reported under the No Child Left Behind legislation. http://www.apa.org/science/standards.html Information on the Standards for Educational and Psychological Testing. http://www.ncme.org Official website for the National Council on Measurement in Education. http://www.aera.net/ Official website for the American Educational Research Association (AERA). http://www.isbe.net/assessment/IAA.htm Maintained by the Illinois State Board of Education, this Web site provides examples of alternative assessment methods. On DVD, VHS, CD, and Other Media Body Language: Cultural Differences (2007, DVD, 30 minutes, INS) A useful introduction to cultural differences in terms of relatively simple variables such as eye contact and physical contact. The History of the Rorschach Inkblot Method (DVD; no copyright date or running time listed; SPA). Dr. Irving B. Weiner of the University of South Florida discusses not only the life and work of Hermann Rorschach but the efforts of several others (Samuel Beck, Bruno Klopfer, Marguerite Hertz, Zygmunt Piotrowski, David Rapaport, and Roy Schafer) to develop the Rorschach method. Culturally Alert Counseling (6-DVD set, 2009, no running time stated, SAGE) Presents skills and practices useful in interviewing and working with members of diverse populations. The Architecture of Doom (1991, DVD, 2 hours, FRF) The horror of eugenics taken to the extreme is evident in the ashes of the Nazi holocaust. There are many film resources available for in-class viewing or in-home assignment on this subject. One intensely interesting and powerful film in this regard is Peter Cohen’s The Architecture of Doom. Building on the theme of Adolf Hitler as a frustrated artist and architect, this absorbing feature was hailed by Variety as “a masterpiece of scholarship and imagination.” The running time is about 2 hours, so this may be a film to assign to interested students to view at home or in a group out of class. The DVD is probably available for free rental from a local public library. The Americans with Disabilities Act (ADA): New Access to the Workplace (1991, VHS, 39 minutes, UMN). Explains the ADA, which bans discrimination against people with disabilities by employers. Dramatizes the handling of hiring and employment issues that may be encountered. Assessing Diverse Populations (1997, VHS, 29 min, McK) This program explores issues related to student diversity in assessment. Ethical Dilemmas Facing Psychologists (1996, VHS, 40 minutes, MOU). Five scenarios are presented covering multiple ethical issues including those involved in child custody evaluations and confidentiality. Examines choices to be made by psychologists under different scenarios. Reporting Results (1994, VHS, 29 min, McK) Surveys techniques used in schools to better communicate with parents, the media, and the community regarding student performance and expectations. Professor of Education Administration Mark Holmes talks about the need for educational accountability, parental input, and more creative assessment and evaluation methods. Research Professor Gareth Morgan addresses the pitfalls of relying too heavily on hard data as the sole indication of student success. Other Media Check with your state education agency and local citizens with disabilities advocacy groups for other available media dealing with the issue of legal requirements for psychological evaluations. REFERENCES American Educational Research Association et al. (1999). Standards for educational and psychological tests. Washington, DC: Author. Joint Committee on Testing Practices. (1988). Code of Fair Testing Practices in Education. Washington, DC: Damiani, V. B. (1999). Application exercises enliven courses in Educational Tests and Measurement. Measurement Forum, 4(1), 5–6. Eyde, L. D., Robertson, G. J., Krug, S. E., Moreland, K. L., Robertson, A. G., Shewan, C. M., Harrison, P. L., Porch, B. E., Hammer, A. L., & Primoff, E. S. (1993). Responsible test use: Case studies for assessing human behavior. Washington, DC: American Psychological Association. Herlihy, B. (1977). Watch out, IQ myth: Here comes another debunker. Phi Delta Kappan, 59, 298. Hernstein, R., & Murray, C. (1994). The bell curve. New York: Free Press. Phillips, S. M. (1996, Winter/Spring). Historical perspectives. Measurement Forum, 1, 4. Shaw, S.R. (1995, Fall). The bell curve as a teaching tool. Measurement Forum, 1, 3–4. Williams, R. (1975). The BITCH-10: A culture-specific test. Journal of Afro-American Issues, 3, 103–116. Solution Manual for Psychological Testing and Assessment Ronald Jay Cohen, Mark E. Swerdlik, Edward D. Sturman 9780077649814, 9781259870507
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