Major Concepts and Behavioral Objectives

CONCEPT I: Constructing and Evaluating Tests

Tests are developed and interpreted according to rigorous procedures. A good test is characterized by reliability and validity. Reliability requires that a test consistently yield the same results under the same conditions. Validity requires that it measure what it is supposed to measure.

1. Discuss the procedure and rationale used in test standardization.

2. Describe the test characteristics of reliability and validity, and explain the various ways they can be assessed.

CONCEPT II: Measuring Intelligence

Intelligence tests, used in groups and individually, attempt to measure general intellectual potential.

3. Distinguish the factor analysis and information-processing approaches to the definition of intelligence.

4. Describe the development of the first tests of intelligence.

5. Describe and compare the Stanford-Binet test and the Wechsler tests of intelligence.

6. Discuss the format and usefulness of group intelligence tests such as the SAT.

7. Describe the new directions that intelligence testing is taking.

8. Describe how intelligence relates to retardation and giftedness.

9. Explain how heredity and environment contribute to intelligence and evaluate the arguments concerning racial differences in IQ.

10. Comment on the problems and methods used in measuring intelligence apart from the culture in which it develops.

CONCEPT III: Assessing Personality

Personality tests attempt to measure individual characteristics. Interest tests serve to clarify interests and can help an individual make choices about the future.

11. Describe and compare the projective tests of personality discussed in the text.

12. Describe and evaluate the self-report and behavioral assessment tests of personality.

CONCEPT IV: Tests for Choosing Careers and Screening Employees

Several tests have been constructed to help people identify their interests and see how these interests might be related to appropriate choices of careers. Assessments of various kinds are also appropriate in selecting people for jobs.

13. List and discuss the various assessment techniques used in educational and vocational counseling and placement.

CONCEPT V: The Ethics of Testing

How useful a test is depends in fact on its being used correctly-that is, for its intended purpose. Misuse and misinterpretation of tests can be harmful and should be prevented.

14. Identify and comment on ethical considerations that surround the use of tests.