Modern psychometrics : the science of psychological assessment

목차 (Table of Contents)

• CONTENTS
• List of Tables and Figures = ?
• Preface = xiii
• Part One
• 1 The development of psychometrics = 3
• Definitions and origins = 3
• The history of intelligence testing = 3
• Galton and the origins of psychometrics = 4
• What is intelligence? = 5
• Intelligence testing and education = 6
• IQ tests and racism = 7
• Issues in intelligence testing = 9
• Twin studies of intelligence = 9
• Societal differences in intelligence = 10
• Test bias and test validity = 11
• Intelligence and moral worth = 12
• The sociobiological view of intelligence = 14
• Intelligence and cognitive science = 16
• New models of intelligence = 17
• The ethics of IQ testing = 18
• The limitations of IQ tests = 19
• Summary = 20
• 2 The objectives of testing and assessment = 22
• Psychometrics and sociobiology = 22
• Is psychometrics a science? = 24
• what does psychometrics measure? = 26
• Two models of Psychometrics : trait and function = 26
• Functional test design = 27
• Trait test design = 28
• The theory of true scores = 29
• Criticisms of the theory of true scores = 30
• The statistical true score = 31
• The Platonic true score = 31
• The true Psychometrics : trait or function? = 31
• Traits, functions, and psychometric debates = 36
• Bridge building between trait and function = 37
• Summary = 38
• 3 The process of test construction = 39
• Knowledge based and person based questionnaires = 39
• Objective and open-ended tests = 40
• Comparing objective tests with essay tests = 40
• Open-ended tests in psychology = 43
• Norm reference and criterion reference testing = 43
• Minimum competency testing in education = 45
• Obtaining test scores by summing item scores = 47
• The correction for guessing in objective knowledge based tests = 48
• Summary = 50
• 4 Item analysls = 52
• Item analysis statistics for knowledge based tests = 52
• Item facility = 53
• Item discrimination = 54
• Item analysis for person based tests = 56
• Item facility = 56
• Item discrimination = 57
• Item analysis in criterion referenced testing = 57
• Psychological traits, true scores, and internal test structure = 58
• Item analysis for more complex situations = 59
• The use of factor analysis = 59
• Latent trait models and item response theory = 61
• Item banks and the Rasch one parameter model = 64
• Problems with the Rasch Model = 65
• The future of item response theory models = 67
• Summary = 68
• 5 Characteristics of tests = 69
• Reliability = 69
• Test-retest reliability = 70
• Parallel forms reliability = 71
• Split half reliability = 71
• Inter-rater reliability = 72
• Interpreting the reliability coefficients = 73
• Forms of reliability and forms of error = 75
• Generalizability theory = 76
• Cautions in the use of reliability coefficients = 77
• Validity = 78
• Face validity = 78
• Content validity = 78
• Predictive validity = 79
• Concurrent validity = 79
• Construct validity = 80
• Standardization = 81
• Standardization to z scores = 82
• Standardization to T scores = 83
• Standardization to stanine scores = 83
• Standardization to IQ format scores = 84
• Normalization = 84
• Algebraic normalization = 85
• Graphical normalization = 86
• Summary = 86
• 6 Bias in testing and assessment = 89
• Bias and fairness = 89
• Forms of bias = 91
• Item bias = 91
• Identifying item bias = 92
• Item offensiveness = 93
• Intrinsic test bias = 94
• Statistical models of intrinsic test bias = 95
• Extrinsic test bias = 99
• Extrinsic test bias and ideology = 99
• Legal aspects of extrinsic test bias = 100
• Guidelines in cases of test bias = 101
• Summary = 101
• 7 The profile and graded testing = 102
• Alternative approaches to school examinations = 102
• Continuous assessment and formative assessment = 103
• Profiles = 104
• The Minnesota Multiphasic Personality Inventory(MMPI) = 105
• Profiles in schools = 107
• The success and failure of pupil profiles = 108
• Graded tests = 110
• Neuropsychological assessment = 111
• Summary = 113
• 8 Factor analysis = 114
• The correlation coefficient = 114
• The correlation matrix = 115
• The application of factor analysis to test construction = 120
• Finding the starting values for estimates of item error = 121
• Identifying the number of factors = 121
• The Cattell 'scree' technique for identifying the number of factors = 123
• Factor rotation = 124
• Rotation to slmple structure = 1226
• Orthogonal rotation = 126
• Oblique rotation = 126
• Criticisms of the factor analytic approach = 127
• Special uses of factor analysis in test construction = 128
• Summary = 130
• 9 Psychornetrics in the information technology age = 131
• Computerized statistics = 131
• Computerized item banks = 132
• Computerized item generation = 133
• Computerized test administration = 134
• Computerized questioning = 134
• Automated reporting = 135
• Automated recommendations and issues of responsibility = 136
• Computerized scoring = 137
• Computerized administration = 138
• Computerized 'expert systems' = 139
• Summary = 140
• Part Two
• 10 Constructing your own questionnaire = 143
• The purpose of the questionnaire = 143
• Making a blueprint = 144
• Writing items = 148
• All questionnaires = 152
• Knowledge based questionnaires = 153
• Person based questionnaires = 153
• Designing the questionnaire = 154
• Piloting the questionnaire = 158
• Item analysis = 159
• Reliability = 164
• Validity = 166
• Standardization = 168
• Bibliography = 172
• Index = 178