Psychological Testing

Theresa J.B. Kline (Ph.D., 1990) is a Professor of Industrial-Organizational Psychology at the University of Calgary.  She has an active research program in the area of psychometrics, team performance, organizational effectiveness, and work attitudes.  Theresa has published two books on teams, Teams that Lead (2003) and Remaking Teams (1999), and over 50 peer-reviewed journal articles. Theresa teaches psychometrics, statistics, methods and organizational psychology at the undergraduate and graduate level.  She has an active organizational consulting practice, with projects ranging from individual and organizational assessment to strategic alignment. She has made presentations and run workshops on topics that range from statistics and methods, to how to use assessment tools for personnel decision-making in an ethical manner, to executive team development practices. Theresa has supervised nine master’s theses and eight doctoral dissertations.  She encourages her students to take an active role in deciding what they will study and, as a result, she has learned at least as much from them they have from her; her pupils have drawn her into research areas such as organizational learning, lifelong learning, organizational citizenship, fairness, leadership, job change, workplace stress, and performance appraisal.

Professor Kline’s attempts to de-mystify complex measurement concepts are beautifully simplified and illustrated in her countless illustrations of practical and relevant problems for the mathematically-challenged student. This book is also a must-have for those who simply do not have the desire for the theoretical jargon used in similar textbooks, but are interested in the important conceptual and practical aspects of measurement as they apply in their disciplines.

• PrefaceThe Assessment of Individuals: The Critical Role and Fundamentals of MeasurementMeasurement in the Physical Sciences Measurement in the Social SciencesHistorical Highlights of MeasurementStatistics BackgroundThe First Step: Identifying the ConstructLinks Between ConstructsConstruct CleanlinessSingle versus Multiple ConstructsSummary and Next StepProblems and ExercisesDesigning and Writing ItemsEmpirical, Theoretical and Rational Approaches to ItemEmpirical, Theoretical and Rational Approaches to Item Literature SearchSubject Matter ExpertsHow Many Items?Attitudinal Items: Early Work in Item GenerationAssessing Behaviors Pilot TestingSummary and Next StepProblems and ExercisesDesigning and Scoring ResponsesOpen-Ended ResponsesClosed-Ended QuestionsExample 1: Proportional Differences for a Single VariableExample 2: Proportional Differences for Two Variables Dichotomous ResponsesMultiple Choice TestsContinuous Responses Ipsative versus Normative ScalesDifference and Change ScoresSummary and Next StepProblems and ExercisesCollecting Data: Sampling and Screening Probability Sampling Non-Probability Sampling Sample SizesMissing DataPreparing to Analyze Your DataSummary and Next StepProblems and ExercisesClassical Test Theory: Assumptions, Equations, Limitations and Item AnalysesClassical Test Theory Theory of True and Error Scores: Description and AssumptionsRamifications and Limitations of Classical Test Theory AssumptionsItem Analysis within CTT: Approaches, Statistical Analyses, and InterpretationDescriptive StatisticsSummaryProblems and ExercisesModern Test Theory: Assumptions, Equations, Limitations and Item AnalysesModern Test TheoryModelsOne-Parameter Logistic ModelTwo-Parameter Logistic ModelThree-Parameter Logistic ModelMultiple-response IRT Models Parameter EstimationScoring RespondentsModel Fit Assumptions Ramifications of the Assumptions of Modern Test TheoryPractical Advantages of Modern Test TheoryLimitations of Modern Test TheoryComputer ProgramsPractical ConsiderationsSummaryNext StepsProblems and ExercisesReliability of Test Scores and Test ItemsTest-retest ReliabilityAlternative Forms ReliabilityMeasures of Internal ConsistencySetting Confidence IntervalsReliability of a CompositeDifference Scores - A Reliability ConcernPractical QuestionsSummary and Next StepsProblems and ExercisesReliability of RatersInter-Rater Reliability IndicesReliability GeneralizationModern Test Theory Approaches to ReliabilitySummary and Next StepsProblems and ExercisesAssessing Validity Using Content and Criterion MethodsAsking the Test TakersAsking the Subject Matter ExpertsAssessments Using Correlation and Regression: Criterion-Related Studies Classification Approaches to Test Score ValidationGroup Differences and Test BiasExtending the Inferences of Criterion-Related Validity StudiesSummaryProblems and ExercisesAssessing Validity Via Item Internal StructurePrincipal Components Analysis Common Factor AnalysisCommon Factor Analysis using Analysis of Covariance StructuresSome Other Issues in Factor Analysis Practical Issues Concluding Comments on Internal Structure and Validity Threats to the Validity of ScoresMultitrait-Multimethod Assessment Closing Comments on Test Score ValiditySummaryProblems and ExercisesEthics and Professional Issues in TestingProfessional Standards and GuidelinesEthical Procedures and ProtocolsTest AdministrationIntegrity Testing Computerized TestingCoaching, Testwiseness, and Re-takesTesting LegislationTest Item Bias and Adverse ImpactTranslation IssuesElectronic Presentation and CaptureSummaryProblems and ExercisesBrief Reviews of Some Selected Tests and Concluding CommentsInformation about Existing TestsSome Intelligence TestsAcademic Achievement TestsStructured Personality TestsCareer Interest/Guidance InstrumentsChapter SummaryA Quick Book ReviewConcluding CommentsProblems and ExercisesAppendicesReferencesIndex