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PSY640 Psychological Testing & Assessment
Prior to beginning work on this discussion, read Chapter 11 in the textbook, the article by Baez (2013), the assigned chapters in the U.S. Department of Labor Employment and Training Administration (2006) guide (Links to an external site.)Links to an external site., and view the video Psychometric testing and employment. (Links to an external site.)Links to an external site..
For this discussion, you will use the PSY640 Checklist for Evaluating Tests (Links to an external site.)Links to an external site. document to compare two assessment instruments used in industrial and organizational (I-O) psychology assessment. Based on the information in your text and assigned readings, select and evaluate two psychological tests used in industrial-organizational psychological assessment. You may not evaluate any of the tests you evaluated in the Week Four Applications in Personality Testing discussion.
In addition to the text, locate a minimum of two appropriate scholarly and/or peer-reviewed sources to aid you in the analysis of the psychometric properties of the instruments based on published data. In your initial post, provide the names of the two tests you evaluated, and attach your completed PSY640 Checklist for Evaluating Tests document (Links to an external site.)Links to an external site.. You must maintain the original format of the document and include the textbook and two additional scholarly and/or peer-reviewed sources in the references section.
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************* ***** analyses ************ *********** *** ************ *** *** ********* *********** *********** ********* (MMPI) ***** ***** **** ** ********* depression social ******** *** social ************ as *** *** elements The *** ** objective assessment ** ******** ** ********** assessment ** **** case would **** ** ********* *** ***** *** ********* the ********** ******** ******* making predictions ** *********** ******* ***** ********** assessments ********** ** *********** *** ***** * ***** ********* *** use ** ******** ********** tests ***** ** **** ** ********* *** client's ********* ************** advantage ** ***** TAT is *** ******* ** give ******* **** *** beyond **** *** **** ******** **** *** ********* ********** ******* their ******** ** stretch *** predictions ** the ***** hand *** *** ** ****** ** ********* ** ********* a wide ***** of ******** *** this ***** in ******** ** * ******** ***** of ******** ********* on the ****** ** each assessment *** ************ ** using projective ********** ** **** ** ** time-consuming and ********** ***** ***** ********* ****** *** ***** the assessment ************* Therefore ** order ** ******* *** ******** ** *********** ********** ** ** ********* for *** **** examiner ** have *** ******** *********** skills *** professional ******** ***** ************* *** **** *** ********* *** *********************** * * ******** * * & Egloff B (2009) ********** actual ******** from the ******** *** ******** ************ ** ****************** ** *********** *** Social ********** ** ************* * & ****** * ****** The effects of *********** *** ******** ** ********** **************** ** ******** ** *********** ** ******************** * ******* ** * ****** Notes ** *** Scientific ****** ** Projective ********** *** *************** A * ***** ******* *** editors Updates ** Projective ******* *** ************* ********** **** ****** ***** ** *** ************ p 15–33Hambleton R K ***** ******** M * ****** ******* *********** ******************** Measurement4:433–470Krug * * (2013) ********* personality ******* ** * F Geisinger * * ******* J * ******* * * ****** * * Kuncel * * Reise * C ********* (Eds) APA ******** ** testing *** assessment in ********** *** ** **** ****** *** ******* and assessment in ********** *** ************** psychology(pp 315-328) Washington DC US: American ************* ******************* ** ****** ** ****** ** *** ********** ** ********* *********** ***** * ************ ************* ********** *********** ** ** ****** RT ****** *** ** ******** ***** Theory and ******** ********* *********** ****** *** 38-52) ***** Hans ********** * * ***** ***** * * (2006) ********* *********** ********** ************ **** ** ****** *************** *** **************** ** *********** **** descriptors Journal of Personality Assessment ** *********** *** **** G ***** Mount * K (2011) Validity ** ******** ratings of *** five-factor ***** ** *********** ******* A meta-analysisJournal of ******* ********** ** *************** * T; Häusler ** (2007) ********* ******** ** ************ Settings: *** **** of objective *********** ****************** ******* ** ******** *** ****** ************* 537-546Schultheiss O * (2008) ******** ******* ** O * John * W ****** & * * ****** ************* of personality: Theory *** ************ *** *** ********** *** York *** ******** ************** K * ****** *** ********** of ******** **** ******** Life To ****** Chichester: *********** * ****** *********** ********** In R ************* ***** * ****** (Eds)Noba textbook ******* ******************* *** *** **************
