Psychology 442: Psychological Assessment

Spring, 2007

Instructor: Michael E. Mills, Ph.D.
Office: University Hall,  Room 4757
Office hours: Tuesday: 12:00 - 1:00,  Wednesday: 1:00 – 4:15,  Thursday,  10:00 – 1:00
Phone: (310) 338-3017

Email:   Please put “LMU” in your subject heading if you email me, otherwise I may think it is junk mail and delete it.

Class website:
Class wiki:

This course provides an examination of psychological assessment and testing, including principles of assessment interviewing, test selection, evaluation and report writing, as well as test construction and standardization. Ability, interest, personality, vocational, marital and clinical tests will be examined.  At the conclusion of the course, students will understand the technical, historical, ethical and legal foundations of psychological tests.  They will be able to critique psychometric instruments with respect to normative data provided in a technical manual, be aware of multicultural concerns related to testing, and integrate test scores into a meaningful communication in the form of a psychological report.

Course Objectives / Student Learning Outcomes


Students will be able to construct and evaluate new psychological tests, critique psychometric instruments with respect to normative, reliability and validity data, identify multicultural concerns related to testing, list several major psychological tests (and their

pros and cons) in each major areas of psychological testing, and integrate test scores into a meaningful communication in the form of a psychological report.


McIntire, S. A. & Miller, L. A. (2000). Foundations of Psychological Testing.   Boston: McGraw Hill.


Lyman, H. B. (1998). Test scores and what they mean, 6th. Ed. NJ: Prentice-Hall.  Note: You are not required to purchase this text – no test questions will come directly from this book.  It may help you better understand some of the material presented in lecture and your textbook, and it is an excellent reference resource if you plan to go on to graduate school or into an occupation in which you will use or develop tests.


Participation in class projects, exercises, and discussions. Completion of homework assignments, an individual project, and a group project.


Some tests and quizzes may be given online.  If so, instructions regarding how to access the test will be given in class.

Tests. Two midterms and a final exam. Each test will be worth about 60 - 70 points.
The midterms and final exams may be either given in class, or online. 

Quizzes.  Starting with the 3rd week of class, you will be given a brief quiz at the beginning of class every week (however, no quiz will be given on those weeks in which a midterm is scheduled).  The material covered on the quizzes will be from the previous week’s readings and lectures.     If the class meets twice a week, the quiz will be given on the Thursday class.  The quiz will be given immediately at the start of the class.  There will be no make-up quizzes.   At the end of the semester, your lowest quiz score will be dropped.   (Hint:  Keep up with the weekly class readings!)

Examinations will include objective (T/F, multiple choice), and perhaps a few short answer and/or brief essay questions. Tests are not cumulative, except that on the final exam about 25% of the questions will cover material from the first 2/3rds of the course.  No study guides will be provided – you are responsible for all of the material presented in class and in the readings.  


Your grades on tests, and in the class overall, will be determined by the average of two grades: a "content mastery grade" and a "peer comparison grade." The "content mastery grade" is based on your percentage correct score on the test; the "peer comparison grade" is based on your percentile score (the percentage of your classmates who had a score lower than yours).

A. Content Mastery Grade. This grade will be determined by your percentage correct score. The "maximum possible score" will actually be set to the highest score actually obtained in the class (this is to your advantage).


A >= 93

 A- = 90 - 92


B+ = 87 - 89

B = 83 - 86

B- = 80 - 82

C+ = 77 - 79

C = 73 - 76

C- = 70 - 72

D+ = 67 - 69

D = 63 - 66

D- = 60 - 62

F+ = 57 - 59

F < 57



B. Peer Comparison Grade. This grade will be determined by how well you performed in relation to your peers, as indicated by your percentile score (the percentage of students in the class with a score lower than yours).


A >= 86%ile

A- = 80 – 85


B+ = 75 - 79

B = 65 - 74

B- = 55 - 64

C+ = 45 - 54

C = 30 -  44

C- = 20 – 29

D+ = 12  - 19

D = 8 - 11

D- = 5 - 7

F+ = 2 - 6

F = 1


C. Conversion of Grades to a 13 Point Scale. The above two grades will be converted to a numerical grade index on a 13 point scale: F = 1, F+ = 2, D- = 3, D = 4, D+ = 5, C- = 6, C = 7, C+ = 8, B- = 9, B = 10, B+ = 11, A- = 12, A = 13.


D. The Average of the Two Grades. The numbers that correspond to your two grades will be averaged. Your grade is the grade that corresponds to the resulting average. For example, suppose you took a very difficult test and got only 69% of the items correct. You might be very concerned about your grade (and, indeed, if only percent correct were taken into consideration, your grade would be a 'D' in many traditionally graded classes). But imagine that your peers also found this test to be very difficult, and that you did relatively well compared to them. Say that your score was better than 85% of the class scores on the test. To calculate your grade, you would note that your "content mastery" grade (based on your 69% correct score) is a C-, and your "peer comparison" grade (based on your percentile score of 85) is an A-. These grades correspond to numerical grade indices of 6 and 12, respectively. The average of 6 and 12 is 9. A score of 9 corresponds to a grade of B-. Therefore, your grade on the test is a B-. You may wish to plug in different values in the equation (you'll find things are a bit tougher if you perform poorly on a test that your peers found easy!). This method takes into account both your mastery of the material and the relative ease or difficulty of the test. In comparison to other grading methods, I think you will find this is a very a fair way to assign grades.


Instead of getting letter grades for each quiz or test, students will accumulate points from tests, quizzes, homework, and class projects.   The top score on each test will be reported after the midterms so that you have a sense of how you are performing in the class (remember, your content mastery grade is calculated as a percentage of the top score in the class).

The week before the final exam, your lowest quiz score will be dropped, and the points for tests, quizzes, homework, etc., will be summed.  Grades going into the final exam will be calculated according to the grading system noted above.


At that time, if you have any questions regarding your grade, or if you would like to review your accumulated points (from homework, tests, panel presentations, etc.), please stop by my office during office hours to review the class roster (you must do so before the end of the class – point changes cannot be made after the course has ended).



Please turn off beepers and cell phones before coming to class.   Regular attendance is expected.  


Please feel free to stop by during my office hours. I am happy to answer any questions and try to clarify any concepts. Also, please feel free to email me with any questions at: (remember to put LMU in your email subject heading).


My website is  You can check this website to review this syllabus, homework assignments, as well as view other course-related material.  


To protect your privacy, on all classroom related materials, including quizzes, as well as surveys and psychological tests taken for class projects, you may use the last 4 digits of your social security number instead of your name.  If you wish to use another number you may do so, however, please let me know what number you would like to use in advance.         


Note: This syllabus is also available at the class website, where you can simply click on a web link, instead of typing it.

Professional / scientific societies:

·          Applied Psychometric Society (

·          Psychometric Society

·          American Psychological Association, Division 5, Evaluation, Measurement and Statistics ( ).  Also, see their Testing and Assessment website (

·          American Educational Research Association (AERA)    Division D: Measurement & Research Methodology  ( )

·          American Evaluation Association ( )

·          Society for Computers in Psychology ( )


·          Psychometrika

·          Journal of Personality Assessment ( )

·          Psychological Assessment (

·          Assessment:

·          Measurement:  Interdisciplinary Research and Perspectives (

·          Applied Psychological Measurement

·          Assessment:

·          Journal of Career Assessment:                       

·          Journal of Statistics Education:

Test publishers  / Psychometric Research Institutes:

·          Professional Resources, Assessment (  A good overview of psychological assessment resources on the web.

·          NCS Pearson test publishers ( )

·          PAR test publishers ( )

·          Consulting Psychologists Press (

·          Educational Testing Service (ETS)  ( )

·          Assessment Systems Corporation ( )

·          Testing Materials Resource Online (

·          Institute for Applied Psychometrics

Test reviews and critiques / Searching for Tests:

·          Buros Mental Measurements Yearbook website:

·          ERIC/AE Test Locator  (

·          Measurement Excellence Initiative (

Statistics / Software

· (  excellent website with many resources

·          StatSoft Online Electronic Statistics Textbook ( ).  Also, see their statistics advisor.

·          SPSS website ( )

·          Journal of Statistical Software ( )

·          LTSN Psychology resources database (includes software, videos, weblinks and recent textbooks –see the stats link).

·          Paul Barrett’s website:

Websites with tests that can be taken & scored online (some with tests of unreported or unknown reliability/validity):

·          Queendom – free psychological tests online.     ( or   The website says that these tests are developed by professionals, but no reliability or validity information is given for many of the tests.

·          Tickle (formerly Emode):  Many online tests with free brief results (and more extensive results for a fee).   Little,  if any, information about test reliability and validity.

· -- what college major should you have?

·          BBC -- Links to online surveys and psychological tests

·          Mental Health Net:
Several clinical tests by well known research psychologists.

·          HumanMetrics:

·          New York University, Psychiatry
Several clinical screening tests.

·          Online psych ( has some psychological tests you can take, but they are of unknown reliability and validity

·          Psychology Today online tests:

·          Psychological Assessment Online (

· site to design and deploy tests.  Visitors can take tests – some of which are “rated” for quality, but no information about reliability or validity is given.

·          Shrintank  Links to various tests.

·  (

·          VALS (Values and Lifestyles Survey – consumer research ( )

·          Political Compass – find your political orientation using two independent dimensions, not just one (e.g., politically right  - left)  ( )

·          Political Quiz:

· ( )

·          IQ and Personality Tests

·          Psych-Centeral  (

·          Personality Page: (

· (  Directory of Emotional Intelligence testing sites, resources and organizations.  See especially:

·          An EQ test that conceptualizes EQ as an ability (like IQ), by academic researchers.  :

·          My Skills Profile:


·          ANSIR system (ANSIR stands for A New Standard In Relating),  Purportedly tells you how you think, work and love.  Used in conjunction with the book:   3 Sides of You: Unlocking the Way You Think, Work, and Love by S. Seich.  Caution: The test author does not have a background in psychology or psychometrics (background is in publishing).

·          List of links to online personality tests:

·          MindMedia



Websites for  non-programmers to create and deploy surveys and tests on the web:

·          FormSite ( ) –non-programmers can develop and post surveys and forms on the web.  Very intuitive and easy to use – probably the best site currently available to easily create web-based surveys and forms.  Data can be downloaded to import into databases and statistical programs.

·          Zoomerang ( ) – similar to FormSite, but not as user-friendly.

· -- create online surveys

· -- create online surveys

· -- create online surveys

·          SelectSmart ( ) – allows non-programmers to develop and score tests for selection purposes on the web – many sample “selectors” are available, but, unfortunately, no information is given regarding the construction, reliability or validity of these “selectors.”

·  ( – allows non-programmers to create, score, interpret, and perform statistical analyses of tests via the web (website developed by your professor -- online soon!)

· site to design and deploy tests.  Visitors can take tests – some of which are “rated” for quality, but no information about reliability or validity is given.

·          Question Mark ( ) software for educators and trainers to write, administer and report on assessments, tests, quizzes, exams and surveys using PCs, local area networks, the Internet and intranets.

·  -- develop, deploy and analyze survey data

·          Universal Inventory/Test Scorer

·          Additional sites:,,,,,,,,


Index of websites related to psychological testing / misc. websites:

·          Yahoo ( )

·          Glossary of Measurement Terms:





You will be required to perform an individual project as well as up to three group projects with a small group of your classmates.



INDIVIDUAL PROJECT – either Option A or Option B below (worth up to 20 points)

Worth up to 20 points. You have two options for your individual project: you may either (a) take several personality, vocational interest and personal values tests and then write a test report about yourself or a classmate at the end of the class, or (b) write a research paper related to testing.

Option A. Psychological testing and test interpretation.

Throughout the course you will have the opportunity to take several personality, personal values, and vocational tests. Many of these tests will be computer administered, scored, and interpreted. Near the middle of the course you will anonymously exchange your test result profiles with a classmate, and write a non-clinical psychological report summarizing his/her test results.

One vocational test (the Strong Vocational Interest Inventory) will be administered to you via the LMU Career Development Services (there will be a fee of about $10 to score the test).

I will give you a manila envelope in which you should put all of your test profiles and interpretive reports. If you have any questions or concerns about interpreting any of your test results, please make an appointment with me or a counselor at the campus Counseling Center or Career Development Services office to discuss them.

After I grade the psychological reports, I will return the manila envelope with the test reports to the original respondent as well as a copy of the psychological report written based on those testing materials.   The identity of the report writer will remain confidential.  

After you have had an opportunity to reflect on your psychological inventory results, and the report, you will write a 2 – 4 page report about how you interpret your own testing results, and what implications they may have in helping you with your career and educational direction, your personal development, your relationships with your friends, family, and intimate partners.

-- or --

Option B. Write a paper on a topic relevant to psychological testing.

If you prefer not to take some psychological, values and career tests, you may do this term paper project instead.

Here are some paper ideas:

(A) Those interested in a particular testing theoretical orientation (actuarial, behavioral assessment, factor analytic, rational, projective, etc) may wish to write a paper focusing on that approach, note illustrative tests, and applications to counseling. If you have a particular interest in a specific area of testing, e.g., educational, I.Q., aptitude, personality, clinical or occupational testing, you may wish to investigate a particular test in that area. Papers should be between 6 and 9 pages, typed, double spaced.   You must include a copy of the first page of each article you reference in your paper.

 (B) Give a presentation to the class of a test that represents a particular theoretical approach to testing. Discuss the history of the test, how it was constructed, how theory related to the conception and development of the test, for what purpose the test is used and in what settings, and its reliability and validity. You should consult various reference sources for information about the test. Ask me if I have the test, or any information about it, that you may use.



GROUP PROJECT #1: Guest Speaker Recruitment and Presentations / Debates (worth up to 5 points for each panel member)

Point value: Up to 5 points for each group member.  With a group of two to four of your classmates, you will complete a group project.  Groups will be responsible for organizing and managing (A) one of the guest speaker presentations, or (B) a debate on a topic relevant to psychological testing.


Each group member must assume responsibility for one of the roles that are necessary for the speaker panel to run well. The assignment of these roles can be done via discussion among the group members themselves, or by drawing numbers.


1. SPEAKER RECRUITERS -- up to 2 people.
Each person is evaluated on the basis of (1) recruiting one individual who is qualified and capable speaker, (2) making sure the speaker(s) attend the panel, and (3) trying to make their participation comfortable and enjoyable.

Specific responsibilities for each Speaker Recruiter: Recruit the speaker(s). Probably the best way to do this is to contact someone you know, or someone who is a friend of the family, or a friend of a friend, etc. Network! If you cannot find a speaker qualified to speak on the topic in this way, it is time to make some cold calls. Check the phone book yellow pages, etc. Call organizations likely to employ an individual with the expertise you are seeking. Don't forget that LMU employs many people who might be willing to give a presentation (e.g., LMU employs college admissions officers, counselors, personnel specialists, etc.) However, you may NOT ask any LMU full time faculty to be a guest speaker; we are looking for people who rely on tests in their everyday work.

Please check with me first, in person or via email, to tell me who you are planning to invite, and let me know what their job title is and their credentials, to make sure that the guest speaker would be an appropriate person.

Tell the person that you are looking for an expert in the area of _______ to give a brief guest lecture in an undergraduate psychological testing class at LMU. The talk is scheduled for ____ (date) at (time) ___________ in (room) ___________ . Give them directions to get to LMU, and to our classroom. You can give them my phone number if they have any questions (310-338-3017).

Tell the person that the class will be interested to learn how they use psychological tests in their work, what tests they use, how they evaluate the efficacy of the test, and how they use the tests to help them make decisions. Tell them that their presentation should last about 15 - 20 minutes. If possible, ask them to bring some of the tests they use, to give a demonstration, and/or discuss particular case examples (anonymously).

Tell the speaker that there will be a 10 - 15 minute discussion and question period after their talk. Recruiters will inform the speaker of the 5 questions that will be asked during the discussion period (see below).

Speaker recruiters should not beg just anyone to speak on the panel, but assess whether the potential speaker is informed, interested in giving a classroom presentation, articulate, and in general would make a positive contribution to the panel. A day before the panel is scheduled, call the speaker(s) to remind them of their presentation, and ask them if they have any questions.

2. QUESTIONERS -- up to 2 people.
Questioners are responsible for developing a set of questions that can serve to stimulate discussion after the presentation by the speaker(s). Questions can be derived via reading about the topic that is the subject of the panel discussion. Questions should be typed up in advance and given to the speaker recruiters so that the speakers can consider the issues in advance of the panel. Each question should note the page number of the reference source from which it was derived. During the panel, questioners will pose the questions that the panelists will discuss.

Questioners will be expected to do the following:

A week prior to the date of your panel, submit a set of questions to me that you plan to ask of the guest speaker. I will give you feedback on your questions. The 2 questioners can work together on this project.  After I have approved the questions, email them to the speakers, so that they can consider the issues prior to the panel.

The questioners pose the questions to the speaker(s) after the presentation. Note: the questioners will not be evaluated by the number of questions they ask, but their skill in asking questions that facilitate an interesting and informative discussion of the relevant issues.

3. MODERATOR - 1 person.

 He or she will be responsible for introducing the speaker(s) and the questioners, directing the flow of the discussion (i.e. knowing when to go to a new question topic, trying to let each speaker get a fair chance to speak, etc.), and wrapping up the discussion on time. The moderator will also entertain questions from the audience (See section on Audience below).

Responsibilities for the Moderator:
Introducing the panel and the panelists.  Directing the flow -- if everything is going fine, leave it alone. If, however, someone is off topic or going on and on and not giving the other panelists room to speak, then tact and assertiveness will be required.  Taking questions from the audience. Wrapping up the discussion on time.


The secretary is responsible for coordination of panel meetings, and making sure that all panel members are kept up to date regarding what needs to be done, and coordinating work with others in the panel.  The secretary should contact me if one of the panel members cannot be contacted, or if a panel member is not contributing their fair share of work.

The secretary is also responsible for the physical set up of the panel discussion before the class. That is, he or she should have the appropriate chairs and tables set up for the speaker(s) and the questioner(s), have water for them to drink, have names set up on the podium, have a sign with the name of the panel, etc. During the panel, the secretary should take careful notes of the content of responses to the questions. These "minutes" should be typed up and xeroxed and distributed to the class as study notes for the next exam. They are due during the class immediately following the panel. (If you wish, you can bring the minutes to me 1/2 hour before class, and I will duplicate it for the class.)   Specific Points for the Secretary:  Physical set-up of the panel. Distribute accurate, typed notes of the major issues and ideas expressed in the panel by the next class.  The secretary should purchase a ‘thank you” card to be sent to the speaker(s), signed by all of the group members.

(ALTERNATE IDEA:  If your speaker has difficulty getting to LMU, one option might be to go to the speaker’s work place, and video record an interview with them there.  You can then show the video in class.   See me first to get permission to do this option before you pursue it.)


Please email me with the panel members names and email addresses, and what each did to contribute to the panel. Please include the  name, title and address of the guest speaker

The panel secretary should enter their notes into a Word for Windows file and email it to our class email group (see above for the email address.

IMPORTANT:  The presenter has volunteered to take time out of their busy schedule to come to speak with us.  Please be sure to mail (or email) the speaker(s) a thank you card, signed by all of the members of your group. Again, the panel secretary should take responsibility for this.


A debate panel will consist of 6 members -- three of which will present the "pro" side of a controversial issue, the other three members will present the "con" side. The "pro" side will present their case first, and present an overhead transparency (or Powerpoint presentation) outlining 5 arguments to support their position. The "con" side will then present a transparency with a rebuttal to the 5 arguments of the pro side. The pro side will then be given a few minutes to rebut the rebuttal. The same sequence will then be followed for the "con" side. At least a week before the debate, the panel should meet so that the pro and con sides can give each other a copy of their 5 main arguments, so that the other side can develop their rebuttal points. I would be happy to review your arguments with your group before your presentation.


Group Project #2: Journal Article Summary, Critique and Presentation  (worth up to 15 points for each panel member)


This project will involve finding, summarizing, and presenting a scientific article or book chapter relevant to one of our class topics.


Seminar panels will be composed of a group of two to three students.  The panel will find an academic article, or book chapter, related to their topic, or, one will be assigned by the instructor.   They will prepare a written summary, an outline, a critical review, and a PowerPoint presentation, as well as make a presentation to the class and lead a class discussion. To get an idea of what is expected, you may wish to look at papers written by students in previous classes – see our class website.  


See the class website for more specific instructions.




LMU owns the following journals that are directly relevant to testing:


·         Psychometrika

·         Journal of Personality Assessment

·         Psychological Assessment


Other journals too are likely to have articles that are relevant to testing – you can search other journals as well.  Look for appropriate articles for your topic in the table of contents of current journals (in the current journals racks) and in previous journals that are bound in the book stacks. The journal article that you choose must not be more than 10 years old.





WEEK 1    Monday date: 1/8

Lecture topics: Introduction: philosophy of testing, history, levels of inference. Informal vs. formal assessment.  Video: Zimbardo on assessement /  In-class test: Rokeach Values Survey

Textbook readings:  McIntire & Miller (M & M)   Chapters 1 and 2.


WEEK 2    Monday date: 1/15

Lecture Topics: Basic statistics review.  Test construction, writing items, developing scales,  Astrology exercise. 

Textbook Readings:  M &M: Chapter 11:  How do you develop a test?   Chapter 4: How does computerized testing work?

Developing Psychological Tests / Interpreting Test Scores.
Lyman (optional) Chaps 5 & 7.

Panel signups.

Web Resources:

·         Find out if you are a male or female (example of the methodology of a contrasted-groups constructed test):

·         Personality Assessment via Color:

·         Central limit theorem demo:

·         Simple review of standard deviation and variance:

·         Questionnaire Design and Survey Sampling

WEEK 3    Monday date: 1/22

Lecture Topics:  Test construction (continued), item analysis, future directions in prediction methodologies (neural nets, causal graphs derived from correlational data, etc.), Norms (continued). Limitations of the interview. Subjective assessment vs. quantification. I.Q. issues and testing.  

Textbook Readings:  M &M: Chapter 12: How do you know when a test works?
Chapter  5: How do test users interpret test scores?

Web Resources:

·         Computer adaptive testing-tutorial (test construction):

·         Item Response Theory (  Includes access to a free book on IRT and other resources and links.

·         Introduction to Neural Nets

·         The Tetrad Project (Baysian graphic causal models):

Multiple Regression tutorial:


WEEK 4   Monday date: 1/29

Topics: Wechsler Adult Intelligence Scales (WAIS) and Other Ability Tests.   Video: Emotional IQ.

Textbook Readings:  M &M: Chapter 13:  How are tests used in educational settings?

Next Week:  Midterm 1

Web Resources:

·         Clinical examples of correlation and regression:

·         Introduction to correlation and regression, including use of graphs:

·         A interactive learning tool that teaches how to make scatter plots and create regression lines:

·         Article -- Mainstream Science on Intelligence -- what the basic empirical data on intelligence sugest.


·         Emotional IQ Test:

·         Assessment of gifted children:

· (  Directory of Emotional Intelligence testing sites, resources and organizations.  See especially:

·         Online emotional intelligence training program:

·         Emotional IQ test.

WEEK 5:   Monday Date: 2/5

MIDTERM 1 (given during the 2nd 1/2 of the class if a once a week, 3 hour class)

Textbook Readings:
  M &M: Chapter 6, What is test reliability?.   Lyman (optional), pp. 62 - 64.

NOTE: Your test results packet is due in 2 weeks!

Lecture Topics: Reliability. Standard Error of Measurement.  

Web Resources:

·         Confidence Intervals demo: 

WEEK 6: Monday date:  2/12

Lecture Topics: Achievement and aptitude testing. Test Administration.  Test Bias.  Test Validity

Textbook Readings:  M &M: Chapters 7: What is Validity? and Chapter 8: Can Tests Really Predict Future Behavior?

NOTE: Your test packet is due next week!

Web Resources:

·         GRE online:

WEEK 7:   Monday date: 2/19

Lecture Topics: Validity (continued). Standard Error of Estimate. /   Decision Theory  / Incremental Validity /

DUE:  Turn in your test results manila envelope.  Put the last 4 digits of your Social Security number on the manila envelope. White out, or use a black felt tip marker to blacken, your name on all of the test materials.

Textbook Readings:  M &M: Chapter 9: What is Construct Validity?
Lyman (optional): Standard Error of Estimate: pp. 64 - 67.

Web resources:

·         Decision Plus (free version):

·         Leadership Decision Making:

·         Bayes Rule Applet Probability updating simulation. How worried should you be if you test positive for some disease?

 Guest Speaker  / Panel Presentation



WEEK 8:  Monday date: 2/26

Lecture Topics: Test Manuals. Personnel Selection. Decision-Making. . Vocational Assessment. SII. KOIS. MIQ.   Interpretation of the SII (guest speaker).

Textbook Readings:  none this week.

Due next week: Psychological Report, 1st draft.


Web Resources:

·         Buros Mental Measurements Yearbook website:

·         Campbell Interest and Skill Survey:
Kuder Occupational Interest Survey

·         National Career Assessment Service

·         Self-Directed Search:

·         Career Search:

·         Career Finder:

·         Career Key:

·         Transferable Skills Survey

·         Occupational Outlook Handbook

·         Online Career Assessment:

·         My Skills Profile:

·         Right Job:





WEEK 9:  Monday date 3/12

Lecture Topics: Assessment of normal personality. NEO, CPI, 16PF, etc.  In class contest:  predict the personality traits of your professor.

Textbook Readings:  none this week – take good lecture notes.

Homework:  Test Critique Exercise (due in two weeks)

Due:  Psychological Report, 1st draft.

Next week:  Midterm 2.

Web Resources:

·         IPIP-NEO online:

·         The Big Five Personality Test:

·         International Personality Item Pool:

·         Personality: What makes us who we are:

·         List of personality tests available on the web:

· -- links to online personality tests.

·         Keirsey Temperament Sorter II:

·         The Personality Project (

·         Jungian personality typology info/tests:

·         Intro to the Big Five theory:

GUEST SPEAKER PANEL PRESENTATION: Guest Speaker Topic: Personnel Testing and/or Industrial/Organizational Testing


WEEK 10:   Monday date 3/19

MIDTERM 2 (given during the 2nd half of the class if the class meets once a week)

Lecture Topics: Personality testing, continued.  Personality and clinical testing interpretive report writing.  (Test Critique homework due next week.)

Textbook Readings:  none this week.

NEXT WEEK: Your Test Critique Homework is due.

 Web Resources:

·         Validity Indicator Profile: Review of a new instrument to assess response style:

·         BehaveNet DSM-IV-TR:

·         Are you autistic?   The Autism Quotient test.

·         Constructive Thinnking Inventory:

WEEK 11: Monday date 3/26

Topics: Lecture: Clinical Assessment, objective methods. MMPI, CAQ, etc.  

Textbook Readings:  M & M, Chapter 14: How are Tests Used in Clinical Settings?

Due: Test Critique homework.

Due next class meeting: Final draft of psychological report

Web Resources:

·         Millon Clinical Multiaxial Inventory-II (MCMI-II):

·         Minnesota Multiphasic Personality Inventory-2 (MMPI-2):

·         Jasper/Goldberg Adult ADD questionnaire:

·         Online DSM:

WEEK 12:  Monday date 4/2

DUE: FINAL DRAFT OF YOUR PSYCHOLOGICAL TESTS INTERPRETIVE. Turn in two copies: one for me (with your name on it and with the feedback sheet I gave you for your first draft), and a second copy, WITHOUT YOUR NAME ON IT, but with your 4 digit number, in the manila  envelope with all the respondent’s test materials,  to return to the respondent.

Lecture Topics: Marital adjustment and compatibility assessment methods.  Videos: John Gottman's research / Human Instinct re "chemistry" and immunological type similarity (MHC genes).


Textbook Readings:  no textbook readings this week.  Take good lecture notes.

Due next week:  Feedback sheet to the author of the psychological report written about you.

Due in 2 weeks:  Your report of your own psychological testing results.

Web Resources:

·         Article: Opposites do not attract:

Relationship compatibility assessment (existing relationships):

16PF Couples Counseling Report
NEO Couples Compatibility Report:
Prepare-Enrich pre-marital testing.       see their Couple Quiz
Jealousy Test:

Compatibility matching dating services (presumably based on empirical research): -- empirically based compatibility matching. empirically based compatibility matching  singles matching and couples compatibility testing.  See CNN article re Eharmony's award by the patent office of a "compatibility patent." – compatibility testing (attempts to predict "chemistry.")
Reviews of compatibility matching websites:,,

Relationship satisfaction tests:

John Gottman Marriage Quiz: or

                Communication skills tests:
psych today article on attachment styles:                                                  test:                                          

                                                    psych today relationship self tests:


attachment style tests:                                               

           Conflict Resolution / Communication Skills:

Marriage Builders:
Books and Tapes on Marriage:\
John Gottman Video Workshop for Couples:
Couple Communication Program:

Yahoo index of relationship tests:


fdWEEK 13:  Monday date 4/9

Lecture Topics: Projective methods. Rorschach, TAT, etc.  Ethics.

Textbook Readings:  M&M: Chapter 3, Is There a Right or Wrong Way to Use Psychological Tests?

Due:  Feedback sheet to the author of the psychological report written about you.

Due Next Week: Report of your own interpretation of your own psychological testing materials.

Web Resources:

·         Implicit Association Test:

·         Critical review of the Rorschach test for laypersons:

·         See the book at  What’s Wrong with the Rorschach?

·         Privacy in psychological testing


WEEK 14:  Monday date: 4/16

Lecture Topics: Neuropsychological Testing.  Testing in Health Care Settings.  Testing in Organizations.

Textbook Readings:  M &M: Chapter 15, How Do Organizations Use Psychological Tests?

Due: Report of your own interpretation of your own psychological testing materials.



Web Resources:

·         BrainMetric

·  -- see their Memory Screen, and other cognitive tests.

·         Team building in organizations using the MBTI      

·         Companies' increased reliance on psychological testing

WEEK 15:  Monday date  4/23

Lecture Topics:  Testing in Organizational Settings, continued.  Developing and using Surveys.  Legal issues. Future of testing.

Textbook Readings:  M &M: Chapter 10, How Do We Construct, Administer and Use Survey Data?  Note:  Some of the material presented in lecture this week is not covered in your textbook – be sure to take good lecture notes this week.

Due:  Report of your interpretation of your psychological testing materials.


·         Web Resources:

·         Psychological assessment by expert witnesses in legal cases

·         Brain Fingerprinting (lie detection):


WEEK 16 – FINAL EXAMS.   Monday date  4/30