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Psychological testing : principles and applications / Kevin R. Murphy, and Charles O. Davidshofer.

By: Murphy, Kevin R [author.]Contributor(s): Davidshofer, Charles O [author.]Material type: Text

TextPublisher: Englewood Cliffs, New Jersey : Prentice-Hall, Inc., c1988Description: x, 434 pages : illustrations (black and white) ; 24 cmContent type: text Media type: unmediated Carrier type: volumeSubject(s): Principles -- Psychological Testing | Applications -- Psychological Testing

Contents:

Contents: Part I. Principles of psychological measurement — Part II. Applying the principles of psychological measurement — Part III. Application of psychological measurement.

Summary: "Tests are used to make decisions. This simple sentence describes both the theme and the rationale of this book. Too often, psychological testing is presented as a dry, tech-nical, abstract subject. It is not. Psychological tests have a substantial impact on a variety of important decisions. In some settings, such as the Armed Services, tests represent the only feasible method of making selection and classification decisions. The point is that tests affect peoples' lives, for good or for ill, and a firm understanding of psychological testing is necessary in many of the settings where important decisions (e.g., college admissions, job placement, clinical assessments) must be made about individuals. Most students in a testing course have taken many tests, and probably will take many more in the future. These students have a real, practical interest in test-ing. They are also likely to be skeptical about the accuracy and the value of psychological tests. A good part of your job when teaching a testing course is to present a full and fair evaluation of the advantages and drawbacks of psychological testing. We believe that this can be best done by focusing on the impact of tests on decisions. Students generally show little interest in learning a "laundry list" of test names, but they are very interested in knowing how tests are used, and whether the use of tests leads to better or worse decisions than would be reached without tests. Our text is divided into three sections. In the first, we discuss the principles of psychological measurement. Our focus here is on evaluating tests by first stating what we are trying to accomplish with a test (e.g., measure a trait or characteristic, predict a future outcome), and then determining whether the test accomplishes that goal. Our second section applies those principles to the domain of ability testing. This section illustrates the use of the testing principles covered in Chapters 2-8 in designing and evaluating measures of both broadly and narrowly defined abilities. Our third section discusses the application of psychological tests in the three contexts where tests are most often used to make decisions: in education, in industry, and in clinical settings. This section covers both the major types of tests and their most important uses." —Preface

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Item type	Current location	Call number	Status	Date due	Barcode
Subject Reference	College Annex Library Subject Reference	150.287 M95 1988 (Browse shelf)	Available		3UCBL000008572

Includes bibliographical references and index.

Contents: Part I. Principles of psychological measurement — Part II. Applying the principles of psychological measurement — Part III. Application of psychological measurement.

"Tests are used to make decisions. This simple sentence describes both the theme and the rationale of this book. Too often, psychological testing is presented as a dry, tech-nical, abstract subject. It is not. Psychological tests have a substantial impact on a variety of important decisions. In some settings, such as the Armed Services, tests represent the only feasible method of making selection and classification decisions.
The point is that tests affect peoples' lives, for good or for ill, and a firm understanding of psychological testing is necessary in many of the settings where important decisions (e.g., college admissions, job placement, clinical assessments) must be made about individuals.
Most students in a testing course have taken many tests, and probably will take many more in the future. These students have a real, practical interest in test-ing. They are also likely to be skeptical about the accuracy and the value of psychological tests. A good part of your job when teaching a testing course is to present a full and fair evaluation of the advantages and drawbacks of psychological testing.
We believe that this can be best done by focusing on the impact of tests on decisions.
Students generally show little interest in learning a "laundry list" of test names, but they are very interested in knowing how tests are used, and whether the use of tests leads to better or worse decisions than would be reached without tests.
Our text is divided into three sections. In the first, we discuss the principles of psychological measurement. Our focus here is on evaluating tests by first stating what we are trying to accomplish with a test (e.g., measure a trait or characteristic, predict a future outcome), and then determining whether the test accomplishes that goal. Our second section applies those principles to the domain of ability testing.
This section illustrates the use of the testing principles covered in Chapters 2-8 in designing and evaluating measures of both broadly and narrowly defined abilities.
Our third section discusses the application of psychological tests in the three contexts where tests are most often used to make decisions: in education, in industry, and in clinical settings. This section covers both the major types of tests and their most important uses." —Preface