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Table of contents
Personality and misconduct correlates of body modification and other cultural deviance markers. Journal of Research in Personality, 40, Inferring sexually deviant behavior from corresponding fantasies: The role of personality and pornography consumption. Criminal Justice and Behavior, 36 , Different provocations trigger aggression in narcissists and psychopaths.
Social and Personality Psychology Science, 1, Identifying and profiling scholastic cheaters: Their personality, cognitive ability, and motivation. Journal of Experimental Psychology: Differentiating the Dark Triad within the interpersonal circumplex. The role of impulsivity in the Dark Triad of personality.
Personality and Individual Differences, 51 , Casting the House characters onto the interpersonal circumplex. Humanity is over-rated pp. Social and Personality Psychology Compass , 7 , Behavioral confirmation of everyday sadism. Psychological Science , 24 , - Trolls just want to have fun. Personality and Individual Differences, 67 , Toward a taxonomy of dark personalities. Measures of dark personalities. Dark Tetrad of personality. Individual differences in aggression: The role of dark personalities.
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A social psychological perspective pp. Current Opinion in Psychology, 19 , Duplicity among the Dark Triad: Three faces of deceit.
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Journal of Personality and Social Psychology, , Self-report measures of intelligence: Are they useful as proxy measures of IQ? Journal of Personality, 64, The psychological significance of ideal exemplars of intelligence. Canadian Journal of Behavioural Science, 32 , Use of exemplar surveys to reveal implicit theories of intelligence. Personality and Social Psychology Bulletin, 28, Measuring cognitive ability with the over-claiming technique. Intelligence, 32 , The link between cognitive ability and scholastic cheating: Review of General Psychology, 19 , Desirable responding triggered by affect: Journal of Personality and Social Psychology, 52 , Some effects of arousal on sex-stereotyping.
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Personality and Social Psychology Bulletin, 18 , The automatization of affirmations. Nominations of intelligent exemplars: Contributions of target achievement and prototype fit. Social Cognition, 18 , Perceptions of intelligence in leaderless groups: The dynamic effects of shyness and acquaintance.
Journal of Personality and Social Psychology, 72 , Typological measures of shyness: Additive, interactive, and categorical. Journal of Research in Personality, 32, Patterns of shyness in East-Asian and European-heritage students. Journal of Research in Personality, 36, The effect of acquaintanceship on the validity of personality impressions.
Journal of Personality and Social Psychology, 63 , Enhancing target variance in personality impressions: Highlighting the person in person perception. Journal of Personality and Social Psychology, 69 , Interpreting personality profiles across cultures. Is acculturation unidimensional or bidimensional?: A head-to-head comparison in the prediction of personality, self-identity, and adjustment.
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Journal of Personality and Social Psychology, 79, Patterns of shyness in students of European and East-Asian heritage. National character does not reflect mean personality trait levels in 49 countries. Does acculturation predict adjustment? It depends on who you talk to.
International Journal of Intercultural Relations , 37, Big Two personality and religiosity across cultures: Communals as religious conformists and agentics as religious contrarians. Social Psychological and Personality Science, 4, An interactionist approach to locus of control assessment. Sphere-specific measures of perceived control.
From the point of view of cognitive psychology measurement models have three flaws. First, item performance is not explained in psychological terms. Second, measurement models make unrealistic and simplistic assumptions. Third, test validation is concerned with external evidence and is no part of the measurement model. Recently, attempts are made to integrate cognitive psychological and measurement models. Examples are the explanation of item difficulty parameter in item response models by incorporating cognitive information processing models and the construction of tests according to substantive facet desings.
The authors advocate the further integration of measurement and cognitive models. The chapter gives an overview of item and test construction methods: The content of this chapter is traditional and is well-known in the literature. The chapter gives a good overview of the first three topics test purpose, test specification, and item development ; the content is traditional but three seem to be not many new develpments in this area.
The treatment of the last three topics is, however, old fashioned. Item analysis is completely considered from the classical point of view and for modern methods the reader is referred to Hambletons'chapter on item response theory. The classical methods are treated in introductory textbooks, such as Croker and Algina , and the authors miss the opportunity to show how item response theory methods for item analysis can be incorporated in the test construction process.
Moreover, in a note at the end of the chapter the authors state that the chapter was writtren in Therefore, they miss the most important recent development in item selection and test assembly. In Theunissen published the first paper on linear programming techniques for designing tests and since that year many papers obn that topic appeared in the psychometric literature. The chapter should have been revised before it was published in The authors distinguish four generations of computerized measurement.
The first one is computerized testing, where conventional tests are administered by a computer.
The Second generation is computerized adaptive testing. The item difficulty and content are adapted to the subject; item response theory is used as a tool for adapting the items to the subjet. In the third generation measurement is integrated with the curriculum and students 'performance is unobtrusively measured and monitored during the learning process, such as in mastery assessment systems. The fourth generation is intelligent measurement, where intelligent scoring, interpretation of scores and advices to students and teachers are applied.
The introduction of computer technology is the major development in educational measurement. Baker discusses the use of microcomputers in the whole process of educational measurement: The author also discusses the important role of item response theory in this type of system. The chapter gives an overview of empirical studies of the effects of special preparation, or coaching, on scholastic aptitude performance. Coaching has a positive effect but it is rather small: Moreover, the gain is nonlinearly related to the contact time of special preparation: Designing tests that are integrated with instruction by A.
Instructional and test design are related and integrated processes. Four categories of instructional design are distinguished: The categories need different types of tests and they can be used to design tests. School administrators have used test scores in three different ways. Traditionally, test scores are used for reporting students'achievement.
Test scores are also used for evaluating the effectiveness of educational programs. Finally, test scores are increasingly used as an indicator how well an educational institution is functioning. Certification of Student Competence by R. Educational institutions use tests to decide whether students will be certified of their minimum competente, e. In competency testing test scores must be evaluated against a predetermined standard for minimum competence. A review of standard setting methods is given. From the literature it is clear that different standard-setting methods yield a wide variety in standards.
The median ratio of the largest and smallest standard determined with two different standard setting methods computed over 32 comparison of methods appeared to be 1. Another question is whether the students had the opportunity to learn and were provided with adequate instruction in the skills that are tested. For that reason competency testing was also challenged in court in the United States of America.
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Educational admissions and Placement by D. In education tests are used for two main types of decisions: In this chapter the use of admission and placement tests is discussed. Harmo n In counseling tests are used to investigate whether the individual has 1 appropriate background knowledge and skills to begin an educational program, and 2 the ability to complete the program. The issues of test validity and culturally biased assumptions as well as computerized methods are discussed.
Identification of Mild Handicaps by L. The chapter discusses the identification of mildly handicapped children. Psychological test are not very successful in identifying these children, not because of low validity of the tests but because of the low base rate of mildly handicapped children in the population. For the purpose of research the emphasis must be on the identification os specific subpopulations.
Researchers can exclude from their studies children that do not meet strict criteria, which is usually not done in the practice of assignment of children to special schools or special educational programs. A policy conclusion is that quota restrictions should be placed on special education because of the tendency to assign more and more children to special educational programs.
Psicothema - EDUCATIONAL MEASUREMENT
Testing of Linguistic Minorities by R. Duran The chapter gives an overview of empirical research in fire areas: As the previous editions of Linguist and Thomdike the third edition of Educational Measurement contains a wealth of information on recent developments. Some points are stressed. First, the most spectacular recent development is the integration of computer technology in educational measurement. The psychometric concepts of item response theory were known for 40 years Lord, but only computer technology made it possible to apply the theory at large.
Computer technology combined with item response theory leads to complete new ways of constructing, administering, scoring, analyzing, and applying tests. Second, the less technical areas, such as item writing and the application of cognitive psychological models, develop rather slowly. Third, at least in the United States of America the number of legal issues in testing is rapidly increasing. The format of this volume does not tempt to reading: It measures 28 x 22 cm, has more than pages, and is printed in two columns. Nevertheless, educational researchers, students, and policy makers are highly recommended to study the book.
Introduction to classical and modern test theory. Holt, Rinehart and Winston.