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WHAT IS ASSESSMENT?<br/>TESTING, TEST SCORING, AND TEST THEORY<br/>What Is Psychological Assessment?<br/>1.1 The Why, What, WIio, How, and When of Assessment?<br/>1.2 Current Definitions of Assessment<br/>1.3 Proposal for a Comprehensive, Systemic Definition<br/>of Assessment: Three Elements and Their Relations<br/>1.3.1 Theory Formahon in Assessment<br/>1.3.2 Operationalization and Measurement in Assessment<br/>1.3.3 Instrumentation: Procedures, Tests, and Questionnaires<br/>1.4 The Assessment Process<br/>1.5 A Preliminary Description of Assessment, and a Preview<br/>of the Chapters<br/>1.6 Comments and Evaluation<br/>Chapter 2<br/>Test Theory and Assessment<br/>2.1 Why Do You Need Test Theory and Psychometrics<br/>in Assessment?<br/>2.2 Classical Test Theory<br/>2.3 Modern Test Theory or Item Response Theory<br/>2.4 The Relation between Classical and Modern Test Tlieory<br/>2.5 Comments and Evaluation<br/>Chapter 3<br/>History of Psychological Assessment<br/>3.1 Studying History of Assessment: What Is Historically<br/>Important?<br/>3.2 Function and Usefulness of Studying the History of Assessment<br/>3.3 History of Assessment<br/>3.3.1 History of Theory Formation for Assessment<br/>3.3.2 History of Measurement, Item and Test Scoring,<br/>and Assessment<br/>3.3.3 History of Instrumentation in Assessment<br/>3.4 Scientific and Sociocultural Context of the Test Movement:<br/>Some Important Contributors to the Practice of Assessment<br/>3.5 Comments and Evaluation<br/>Chapter 4<br/>Clinical versus Statistical Prediction: A Controversy of the Past?<br/>4.1 Origin of the Clinical versus Statistical Prediction Controversy<br/>4.2 Clinical versus Statistical Prediction<br/>4.2.1 Content of the Controversy<br/>4.3 Empirical Research to Settle the Controversy: Results of<br/>Three Meta-studies<br/>4.4 Analysis of Clinical Prediction and Judgment<br/>4.5 Do Assessors Combine Information Nonlinearly?<br/>4.6 Comments and Evaluation<br/>Chapter 5<br/>PART 2<br/>ASSESSMENT PROCESS, AND THE DIAGNOSTIC CONCEPTS<br/>OF RELIABILITY AND VALIDITY<br/>Assessment in the Fields of Psychology<br/>5-1 Fields of Psychology<br/>Clinical and Health Psychology<br/>5.1.2 Personnel, Organizational, and Vocational Psychology<br/>5.1.3 Developmental and Educational Psychology<br/>5.1.4 Neuropsychology<br/>5.1.5 Comments and Evaluation<br/>5.2 Assessment: Products, Processes, and Procedures<br/>5.2.1 Testing and the Assessment Process<br/>5.2.2 Implicit Assessment Processes<br/>5.2.3 Explicit Assessment Processes<br/>5.2.4 Alternative Outlooks on the Assessment Process:<br/>Recent Trends<br/>5.2.5 Assessors: Individual Differences, Development, and<br/>Social Context<br/>5.2.6 Comments and Evaluation<br/>Chapter 6<br/>Assessment, Reliability, and Validity<br/>6.1 Reliability: Implicit Concepts<br/>6.2 Reliability: Explicit Concepts<br/>6.2.1 Reliabilit}' and Assessment<br/>6.2.2 What Is the Desired Value of the Reliability Coefficient?<br/>6.3 Validity<br/>6.3.1 Implicit Concepts: Validity and Values, Development<br/>of Reflective Thinking<br/>6.3.2 Validity: Explicit Concepts<br/>6.3.3 Test Validity<br/>6.3.4 Validity: The Criterion Problem<br/>6.3.5 Validity Concepts in (Quasi) Experimentation<br/>6.3.6 Two Specific Concepts: Validity Generalization and<br/>Incremental Validity<br/>6.3.7 Desired Value of the Predictive Validity Coefficients<br/>6.4 Comments and Evaluation<br/>PARTS<br/>ASSESSMENT AND ANALYSIS OF THE CLIENT'S PERSONALITY,<br/>INTELLIGENCE, COGNIHON, AND SOCIAL CONTEXT<br/>Chapter 7<br/>The Client's Personality<br/>7.1 History and Meaning of the Person Concept<br/>7.1.1 Character, Person, Individual<br/>7.1.2 A Brief Historical Overview of Defining the Persoi i<br/>7.1.3 Comments and Evaluation<br/>7.2 Implicit Theory Formation of the Person<br/>7.2.1 Implicit Theory Formation of Individual Differences:<br/>The Big Five<br/>7.2.2 Implicit Theory Formation of Development of the Person<br/>7.2.3 Implicit Theory Formation of Social Context of the Person<br/>7.2.4 Comments and Evaluation<br/>7.3 Explicit Theory Formation of the Person<br/>7.3.1 Organization of Explicit Views<br/>7.3.2 Explicit Tlieory Formation of Individual Differences<br/>7.3.3 Explicit Theoiy Formation of Development of the Person<br/>7.3.4 Explicit Theory Formation: The Social Context of<br/>the Person<br/>7.3.5 Personality and Other Characteristics<br/>7.4 Integration of Explicit Theory Formation of the Person<br/>7.4.1 One Frame for Theory Formation about Personality?<br/>7.4.2 Individual Differences x Development: Stability<br/>versus Change<br/>7.4.3 Individual Differences and Context: Person x Situation<br/>Debate<br/>7.4.4 Social Context x Development: Organismic versus<br/>Mechanistic Views on the Person<br/>7.4.5 Comments and Evaluation<br/>7.5 Alternative Theory Formation of the Person: Recent Trends<br/>7.5.1 Alternative Theory Formation of Individual Differences<br/>7.5.2 Alternative Tlieory Formation of Development of<br/>the Person<br/>7.5.3 Alternative Theory Formation: Social Context of<br/>the Person<br/>7.5.4 Comments and Evaluation<br/>7.6 Operationalization, Measurement, and Instrumentation of<br/>the Person<br/>7.6.1 Operationalization and Measurement and Personality<br/>Research<br/>7.6.2 Instrumentation: Individual Differences, Development,<br/>Social Context<br/>7.6.3 Comments and Evaluation<br/>7.7 The Role of Personality Assessment in Analyzing the Client's<br/>Question<br/>7.8 Assessment of Personality Disorders<br/>7.8.1 Implicit Theory Formation of Personality Disorders<br/>7.8.2 Explicit Theory Formation: Theoretical Orientations<br/>and Personality Disorders<br/>Chapter 8<br/>7.8.3 Alternative Tlieory Formation of Personality Disorders<br/>7.8.4 Operationalization and Measurement of Personality<br/>Disorders<br/>7.8.5 Instrumentation of Personality Disorders<br/>7.8.6 Comments and Evaluation<br/>The Client's Intelligence, Cognition, Aptitude, and Achievement<br/>8.1 History and Meaning of the Concepts<br/>8.1.1 Intelligence, Cognition, Aptitude, and Achievement<br/>8.1.2 A Brief Historical Overview of Defining Intelligence<br/>8.1.3 Comments and Evaluation<br/>8.2 Implicit Theory Formation of Intelligence, Aptitudes, and<br/>Achievement<br/>8.2.1 Implicit Theory Formation; Individual Differences in<br/>Intelligence, Aptitude, and Achievement<br/>8.2.2 Implicit Theory Formation: Development of<br/>Intelligence, Aptitude, and Achievement<br/>8.2.3 Implicit Theory Formation; Social Context and<br/>Intelligence, Aptitude, and Achievement<br/>8.2.4 Comments and Evaluation<br/>8.3 Explicit Theory Formation of Intelligence, Aptitude, and<br/>Achievement<br/>8.3.1 Explicit Theory Formation; Individual Differences in<br/>Intelligence, Aptitude, and Achievement<br/>8.3.2 Explicit Theory Formation; Development of Intelligence,<br/>Aptitude, and Achievement<br/>8.3.3 Explicit Theory Formation; Social Context and<br/>Intelligence, Aptitude, and Achievement<br/>8.4 Integration of Explicit Theory Formation of Intelligence<br/>8.4.1 Combinations of the Three Orientations and Intelligence<br/>8.4.2 Individual Differences and Development; Multiple<br/>Intelligences x Cognitive Development<br/>8.4.3 Individual Differences and Social Context;<br/>Nature x Nurture<br/>8.4.4 Development and Social Context; Organismic Growth<br/>versus Influence of Peers/Training<br/>8.4.5 Comments and Evaluation<br/>8.5 Alternative Theory Formation of Intelligence, Aptitude, and<br/>Achievement; Recent Trends<br/>8.5.1 Alternative Theory Formation; Individual Differences in<br/>Intelligence, Aptitude, and Achievement<br/>8.5.2 Alternative Theory Formation; Development of<br/>Intelligence, Aptitude, and Aclaievement<br/>8.5.3 Alternative Theory Formation: Social Context of<br/>Intelligence, Aptitude, and Acliievement<br/>8.5.4 Comments and Evaluation<br/>8.6 Operationalization, Measurement, and Instrumentation of<br/>Intelligence, Aptitude, and Achievement<br/>8.6.1 Operationalization and Measurement of Intelligence,<br/>Aptitude, and Achievement<br/>8.6.2 Instrumentation<br/>8.6.3 Comments and Evaluation<br/>8.7 Applying the System to Assessment of Intellectual Disorders<br/>8.7.1 Implicit Theory Formation about Intellectual Disorders<br/>8.7.2 Explicit Theory Formation: Tliree Orientations emd<br/>Chapter 9<br/>Intellectual Disorders<br/>8.7.3 Alternative Tlieory Formation about Disorders in<br/>Intelligence, Aptitude, and Achievement<br/>8.7.4 Operationalizing and Measuring Disorders in<br/>Intelligence, Aptitude, and Achievement<br/>8.7.5 Instrumentation for Assessing Disorders in Intelligence,<br/>Aptitudes, and Achievements<br/>8.7.6 Comments and Evaluation<br/>Assessment of the Physical and Social Context of the Client<br/>9.1 ITistory and Meaning of the Concepts of Physical and Social<br/>Context of the Client<br/>9.1.1 Views on the Physical and Social Context of the Client<br/>9.1.2 A Brief Historical Overview of Defining the Social<br/>Context<br/>9.1.3 Comments and Evaluation<br/>9.2 Implicit Theory Formation about the Social Context<br/>9.2.1 Implicit Theory Formation of Differences between<br/>Social Contexts<br/>9.2.2 The Importance of Implicit Theory Formation of<br/>the Social Context to the Assessor<br/>9 3 Explicit Theory Formation of the Social Context<br/>9.4 Examples of Empirical Studies of Relations between Contexts<br/>and Behavior<br/>9.4.1 Physical Context and Cognitive and Social Adjustment<br/>9.4.2 Family Context and Cognitive and Social Adjustment:<br/>Individual Differences, Development, and Relation<br/>of Contexts<br/>9.4.3 Cultural Context and Cognitive and Social Adjustment:<br/>Individual Differences, Development, and Relation<br/>of Contexts<br/>9.4.4 Manipulated and Designed Social Contexts: Treatnients,<br/>Interventions, Psychotherapies, and Unwanted<br/>Behaviors<br/>9.5 Importance of Results of Context x Behavior Studies to<br/>the Assessor<br/>9.6 Operationalization, Measurement, and Instiumentation of<br/>the Social Context<br/>9.6.1 Operationalization and Measurement of Physical<br/>and Social Contexts<br/>9.6.2 Instrumentation and Social Contexts<br/>9.6.3 Comments and Evaluation<br/>9.7 The Role of Assessment of the Social Context in Analyzing<br/>the Client's Question<br/>9.8 Assessment of Dysfunctional Social Contexts of the Client<br/>9.9 Comments and Evaluation<br/>9.10 Reflections on Part 3: The Need to Assess a Client's<br/>Chapter 10<br/>Personality, Intelligence, Physical, and Social Context<br/>PART 4<br/>JUDGING THE QUALITY OF ASSESSMENT<br/>Quality of Psychological Assessment of the Client<br/>10.1 Implicit Judgments of the Quality of Psychological<br/>Assessment<br/>10.1.1 Implicit Criteria for the Quality of Assessment<br/>10.2 Quality of Explicit Theory Formation<br/>10.2.1 Quality of Theory Formation: The Individual<br/>Differences Orientation to the Person, and Intelligence<br/>Aptitude and Achievement, and Context<br/>10.2.2 Quality of Theory Formation: Development of<br/>tlae Person and of Intelligence and Cognition<br/>10.2.3 Quality of Tlieory Formation: Social Context<br/>10.3 Quality of Operationalization and Measurement:<br/>The Contribution of Test Theory<br/>10.4 Qualit)' of Instrumentation<br/>10.5 Quality of the Assessment Process<br/>10.6 Quality of Assessment: Ethics, Privacy, Fairness of Testing,<br/>and Faking<br/>10.7 Some Persistent Challenges/Dilemmas in Assessment of<br/>the Client |
