. Page 1
,📘 TABLE OF CONTENTS
1. Introduction: Psychological Testing and Assessment
2. Norms and Basic Statistics for Testing
3. Correlation and Regression
4. Reliability
5. Validity
6. Item Analysis and Selection
7. Test Administration
8. Clinical and Counseling Assessment
9. Neuropsychological Assessment
10. The Wechsler Intelligence Scales: WAIS-IV, WISC-IV, and WPPSI-III
11. The Binet Scales and Other Individual Intelligence Tests
12. Group Tests of Ability and Related Concepts
13. Applications in Clinical and Counseling Settings
14. Applications in Educational Settings
15. Applications in Industrial and Organizational Settings
16. Testing in Counseling Psychology
17. Computerized Testing and the Internet
18. Testing in Health Psychology and Behavioral Medicine
19. Test Bias
20. Testing and the Law
21. Ethics and the Future of Psychological Testing
. Page 2
, TEST_BANK_FOR_PSYCHOLOGICAL_TESTING_PRINCIPLES_
APPLICATIONS_AND_ISSUES_9TH_EDITION_KAPLAN
Chapter 1: Introduction — Psychological Testing
1.
Which of the following best explains why many universities have stopped requiring the SAT in admissions?
a. Budget constraints
b. Diversity concerns
c. Reliability issues
d. Quality control
Answer: b. Diversity concerns
Rationale: Many institutions argue that standardized tests such as the SAT disadvantage minority and low-income
students. Eliminating them promotes diversity and access, aligning with fairness in testing principles.
2.
Psychological tests primarily aim to:
a. Measure personality traits
b. Assess characteristics of human behavior
c. Record physiological responses
d. Measure overt behavior only
Answer: b. Assess characteristics of human behavior
Rationale: Tests measure both overt and covert aspects of human behavior—abilities, traits, and attitudes—
providing quantifiable data for psychological evaluation.
3.
The basic stimulus to which a subject responds in a test is known as a(n):
a. Reaction
b. Item
c. Variable
d. Event
Answer: b. Item
. Page 3
, Rationale: An “item” is the smallest scoring unit on a test (e.g., a question or prompt) designed to elicit measurable
behavior from the test-taker.
4.
An individual test differs from a group test because it:
a. Measures group tendencies
b. Is administered one-on-one
c. Is more cost-effective
d. Always involves multiple raters
Answer: b. Is administered one-on-one
Rationale: Individual tests like the WAIS require a trained examiner for personal administration, ensuring deeper
observation of responses.
5.
Tests that evaluate a person’s potential to learn a skill are best categorized as:
a. Achievement tests
b. Aptitude tests
c. Intelligence tests
d. Personality tests
Answer: b. Aptitude tests
Rationale: Aptitude tests (e.g., SAT, GRE) predict future learning or performance potential, unlike achievement
tests, which measure learned knowledge.
6.
Tests that evaluate what someone has already learned are called:
a. Intelligence tests
b. Achievement tests
c. Personality tests
d. Aptitude tests
Answer: b. Achievement tests
Rationale: These assess previous learning, often in educational settings—such as school exams or licensing tests.
. Page 4
,📘 TABLE OF CONTENTS
1. Introduction: Psychological Testing and Assessment
2. Norms and Basic Statistics for Testing
3. Correlation and Regression
4. Reliability
5. Validity
6. Item Analysis and Selection
7. Test Administration
8. Clinical and Counseling Assessment
9. Neuropsychological Assessment
10. The Wechsler Intelligence Scales: WAIS-IV, WISC-IV, and WPPSI-III
11. The Binet Scales and Other Individual Intelligence Tests
12. Group Tests of Ability and Related Concepts
13. Applications in Clinical and Counseling Settings
14. Applications in Educational Settings
15. Applications in Industrial and Organizational Settings
16. Testing in Counseling Psychology
17. Computerized Testing and the Internet
18. Testing in Health Psychology and Behavioral Medicine
19. Test Bias
20. Testing and the Law
21. Ethics and the Future of Psychological Testing
. Page 2
, TEST_BANK_FOR_PSYCHOLOGICAL_TESTING_PRINCIPLES_
APPLICATIONS_AND_ISSUES_9TH_EDITION_KAPLAN
Chapter 1: Introduction — Psychological Testing
1.
Which of the following best explains why many universities have stopped requiring the SAT in admissions?
a. Budget constraints
b. Diversity concerns
c. Reliability issues
d. Quality control
Answer: b. Diversity concerns
Rationale: Many institutions argue that standardized tests such as the SAT disadvantage minority and low-income
students. Eliminating them promotes diversity and access, aligning with fairness in testing principles.
2.
Psychological tests primarily aim to:
a. Measure personality traits
b. Assess characteristics of human behavior
c. Record physiological responses
d. Measure overt behavior only
Answer: b. Assess characteristics of human behavior
Rationale: Tests measure both overt and covert aspects of human behavior—abilities, traits, and attitudes—
providing quantifiable data for psychological evaluation.
3.
The basic stimulus to which a subject responds in a test is known as a(n):
a. Reaction
b. Item
c. Variable
d. Event
Answer: b. Item
. Page 3
, Rationale: An “item” is the smallest scoring unit on a test (e.g., a question or prompt) designed to elicit measurable
behavior from the test-taker.
4.
An individual test differs from a group test because it:
a. Measures group tendencies
b. Is administered one-on-one
c. Is more cost-effective
d. Always involves multiple raters
Answer: b. Is administered one-on-one
Rationale: Individual tests like the WAIS require a trained examiner for personal administration, ensuring deeper
observation of responses.
5.
Tests that evaluate a person’s potential to learn a skill are best categorized as:
a. Achievement tests
b. Aptitude tests
c. Intelligence tests
d. Personality tests
Answer: b. Aptitude tests
Rationale: Aptitude tests (e.g., SAT, GRE) predict future learning or performance potential, unlike achievement
tests, which measure learned knowledge.
6.
Tests that evaluate what someone has already learned are called:
a. Intelligence tests
b. Achievement tests
c. Personality tests
d. Aptitude tests
Answer: b. Achievement tests
Rationale: These assess previous learning, often in educational settings—such as school exams or licensing tests.
. Page 4
