Testing, Measurement, Assessment Mastering Modern Psychological Testing: Theory & Methods presents quality written research in a thorough and comprehensive manner that allows students to master the material. This text provides a comprehensive introduction to psychological assessment and covers areas not typically addressed in existing test and measurements texts such as neuropsychological assessment and the use of tests in forensics settings. "Mastering Modern Psychological Testing" addresses special topics in psychological testing and includes special material on test development written by a leading test developer as well as relevant examples. The book is designed for undergraduate courses in Psychological Testing / Assessment / Testing Theory & Methods. Learning Goals Upon completing this book, readers should be able to: * Understand what constitutes a psychological test, how tests are developed, how they are best used, and how to evaluate their strengths and weaknesses * Recognize the development process and how the psychometric properties of tests are constructed so they have the generalized knowledge to always learn about any test * Engage in areas of testing that represent different approaches to measuring different psychological constructs * Understand the difficult and demanding area of how tests are applied and interpreted across cultures within the United States

"Measurement and Assessment in Education, "Second Edition, employs a pragmatic approach to the study of educational tests and measurement so that teachers will understand essential psychometric concepts and be able to apply them in the classroom. The principles that guide this text are:

1. What essential knowledge and skills do classroom teachers need to conduct student assessments in a professional manner?
2. What does the research on educational assessment tell us?

This focus has resulted in a uniquely approachable and technically accurate presentation of the material. While providing a slightly more technical presentation of measurement and assessment than more basic texts, this text is both approachable and comprehensive. The text includes a gentle introduction to the basic mathematics of measurement, and expands traditional coverage to include a thorough discussion of performance and portfolio assessments, a complete presentation of assessment accommodations for students with disabilities, and a practical discussion of professional best practices in educational measurement. Highlights of This Text

• This text is very user friendly, helping students to master the more technical aspects of educational assessment and gain a good understanding of the mathematical concepts needed to master measurement and assessment (Chapters 2--6).
• Ethical principles, legal issues, and professional standards relevant to classroom assessment are covered thoroughly so that students are prepared to conduct classroom assessments in a professional and ethical manner (throughout the text, but specifically in Chapter 17).
• An entire chapter (Chapter15) isdevoted to the use of assessments for students with disabilities to prepare students to assess the knowledge and skills of all students, including those with disabilities.
• Contemporary issues regarding the assessment of students are covered in detail so that students are aware of important issues related to educational assessment.
• Numerous pedagogical devices such as exercises, cases, and end-of-chapter problems are included throughout the text so that students can explore topics further.
• Audio enhanced PowerPointTM lectures featuring Dr. Victor Willson are particularly useful for student review and mastery of the material presented.
• A Test Bank is also available to instuctors.

The cultural-test-bias hypothesis is one of the most important scien tific questions facing psychology today. Briefly, the cultural-test-bias hypothesis contends that all observed group differences in mental test scores are due to a built-in cultural bias of the tests themselves; that is, group score differences are an artifact of current psychomet ric methodology. If the cultural-test-bias hypothesis is ultimately shown to be correct, then the 100 years or so of psychological research on human differences (or differential psychology, the sci entific discipline underlying all applied areas of human psychology including clinical, counseling, school, and industrial psychology) must be reexamined and perhaps dismissed as confounded, contam inated, or otherwise artifactual. In order to continue its existence as a scientific discipline, psychology must confront the cultural-test-bias hypothesis from the solid foundations of data and theory and must not allow the resolution of this issue to occur solely within (and to be determined by) the political Zeitgeist of the times or any singular work, no matter how comprehensive. In his recent volume Bias in Mental Testing (New York: Free Press, 1980), Arthur Jensen provided a thorough review of most of the empirical research relevant to the evaluation of cultural bias in psychological and educational tests that was available at the time that his book was prepared. Nevertheless, Jensen presented only one per spective on those issues in a volume intended not only for the sci entific community but for intelligent laypeople as well."