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This text provides a comprehensive introduction to testing and assessment and reflects the constantly changing tests, theories and technology in the field of testing. In this edition, the statistics section of chapter 1 has been moved to an appendix, with the number of formulas being reduced. Illustrations have been enhanced and four sections cover the methodology of assessment, assessment of abilities, assessment of personality and preferences, and applications, issues and developments in psychological testing and assessment.
- Sales Rank: #10158769 in Books
- Published on: 2011-02-09
- Original language: English
- Number of items: 1
- Dimensions: 8.91" h x .6" w x 6.95" l, .13 pounds
- Binding: Misc. Supplies
- 96 pages
From the Back Cover
With this thoroughly revised twelfth edition, Psychological Testing and Assessment builds on its reputation as the premier text in the field. Lewis Aiken and new co-author Gary Groth-Marnat, a renowned lecturer, practitioner, and researcher, provide extensive coverage of tests used in clinical, organizational, forensic, and educational settings. This comprehensive text includes information on test construction, test application, neuropsychological assessment, the new format for the college entrance exams, adaptive testing, item response theory, and the use of computers in psychological testing. The authors incorporate case studies and experiential activities throughout, encouraging students to think critically about the material in a real-world framework. Greater clarity and expansion of pedagogical features have been made including references to web-based resources, clear chapter objectives, chapter summaries, and review questions. Learning is further enhanced through a companion website that includes practice tests, annotated listing of websites, and guidelines for understanding and evaluating psychological reports. With its well-integrated material and cutting-edge content, Psychological Testing and Assessment is an essential text for students planning to evaluate, administer, interpret, construct, or make decisions based on psychological tests.
About the Author
Lewis R. Aiken received his Ph.D. in psychology from the University of North Carolina at Chapel Hill. He subsequently taught at UNC-Greensboro, where he was also Director of Admissions and Placement Research. Other teaching appointments have included Guilford College (where he was Dana Professor of Psychology and Department Chair), UCLA, the University for Teacher Education in Tehran, University of the Pacific, and Pepperdine University. He has received numerous awards, including an NAS-NRC Postdoctoral Resident Research Associateship (U.S. Navy Research Laboratory and San Diego State University), a U.S.O.E. Postdoctoral Fellowship (Stanford University and the University of Georgia), and a Fulbright research /lectureship. Dr. Aiken has also served as a consultant for numerous educational, governmental, health, and industrial organizations and has worked in many different educational, clinical/counseling, research, and business situations. His research interests are in psychological assessment and social and personality psychology, and he has published books on psychological and educational assessment, personality, adult development and aging, death and dying, and general psychology. His popular textbook "Psychological Testing & Assessment" remains a best-seller in its field, having recently entered a tenth edition.
GARY GROTH-MARNAT, PhD. is a clinical psychologist, an internationally recognized expert on psychological assessment, and author of the bestselling Wiley text Handbook of Psychological Assessment, Third Edition.
Most helpful customer reviews
14 of 15 people found the following review helpful.
Aiken's book as a teaching text
By Elaine Albertson
Aiken's "Psychological Testing and Assessment" (11th ed.) is a well-organized and well-written work. Having used it to teach two undergraduate courses to date, I would have the following comments.
Aiken makes a few somewhat stereotypical assumptions in regard to certain aspects of assessments, particularly in regard to socioeconomic status and, less often, gender. He also tended to gloss over some rather important subjects such as Central Limit Theorem, which could have enjoyed a little more attention even though it is assumed that readers have completed at least basic statistics.
Altogether, however, the book is a very good choice for university level...either undergraduate or graduate...teaching of the principles and practice of testing and assessment.
7 of 7 people found the following review helpful.
IQ testing for the faint-hearted
By Chris Brand
Written 1996
There is doubtless a need for stolidly professional books about IQ-testing. Many trainees for psychology careers and research assistantships need to know how to test IQ even though they would rather spend their time bemoaning psychometrics and its latent ideologies of measurability and inequality. For apprehensive newcomers to the assessment of intelligence, Aiken's book is the near-perfect answer. It sets forth the nuts and bolts of standardized testing plainly, sensibly and in a way that is unlikely to upset anyone. Aiken provides three general chapters on history, concepts and procedures, seven Buros-style chapters on published tests, and concludes with three chapters touching on explanatory issues and the main obstacles to acceptance of IQ-testing. Everything that the trainee tester could want is here -- including a reminder to provide special desks for left-handers, and an intriguing specimen Parental Consent Form (in use by the Los Angeles Unified School District) offering the assurance that NO STANDARDIZED INTELLIGENCE (I.Q.) TESTS WILL BE GIVEN.
The 'balance' favoured by textbook writers is well maintained throughout. Every significant move towards assertion is rapidly followed by a disclaimer or denial. The Kaufman Ability Scales are commended, but their relative equalization of blacks and whites is admitted to depend on the inclusion of a larger-than-usual number of 'memory' subtests. The possible effect of birth order on IQ makes an interesting story; but it is acknowledged that recent research suggests some kind of failure of researchers to control adequately for later-borns necessarily coming from larger families. Likewise, though Howard Gardner supposedly "draws on developmental research findings to demonstrate the independence of [his] seven intelligences", readers are told twelve lines later that "his ideas are based more on reasoning and intuition than on the results of empirical research studies." Aiken probably favours London School claims; but he allows himself to go no further than pointing out difficulties with disunitarian and social-environmentalist viewpoints.
The other textbookish way of maintaining mock-scholarly detachment is simply to avoid key questions altogether. Aiken opts for this too. Despite a generous page allocation, he has little to say about whether IQ tests are fair, whether they are strongly correlated with 'basic processes', whether their variance is largely heritable, or whether what they test is critical to modern life outcomes. To answer any of these four questions requires some presentation of the techniques of psychometrics, factor analysis, inspection time and psychogenetics; but Aiken is happier to give these techniques a miss. He does not show how to check for fairness -- let alone does he rehearse actual empirical endorsements (e.g. Braden's (1994) demonstration of the tests' fairness with grossly culturally deprived deaf children). Aiken gives the conventional three-page 'outline' of factor analysis but does not actually show how factors are extracted, so he can claim exemption from discussing the percentages of variance explained by the g factor in contrast with specifics. Like most American researchers, he has apparently never heard of research on inspection time; he plumps for a heritability of .50 without saying whether this is NARROW or BROAD or indicating what such calculation involves; he declines to mention, let alone contest James Flynn's arguments for the unimportance of IQ; and, though his text has been revised to squeeze in a reference to Herrnstein and Murray (1994), Aiken makes virtually no use of their sociology-crushing results. All told, Aiken's heart is probably in the right place; but he evidently believes that the way to deal with hysterical political correctness about IQ is 'softly-softly'.
Thankfully there are relatively few outright mistakes -- though Aiken should have learned that his wish to 'update' the 1947 Raven's Matrices has been granted. Also, the British National Foundation for Educational Research has a UK address as well as one in Singapore; and the biblical selection of crack soldiers who scooped up water 'putting their hands to their mouth' (Judges vii 3-7, King James' 1611 Version) (rather than kneeling down and drinking face-into-the-water) would indeed have sorted out those men who took wise precautions against surprise attack. Trainees will also be glad that Aiken's chapters are accompanied by redundancy-increasing Summaries and by 'Questions and Activities' that will assist preparation for the now conventional examination of trainees' rote learning abilities in today's universities.
REFERENCES:
BRADEN, J. P. (1994). Deafness, Deprivation and IQ. New York : Plenum.
HERRNSTEIN, R. & MURRAY, C. (1994). The Bell Curve. New York : The Free Press.
2 of 2 people found the following review helpful.
Good!
By Nikki
Used this book in my own doctoral class, and it really explains the material. Many textbooks are so dry, I can barely get through the material, but this one was somewhat interesting and easy to learn from.
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