This chapter provides an overview of the world of testing. Of course, everyone knows, at least roughly, what we mean by a “test” or “testing.” Everyone has at least some familiarity with a variety of tests, for example, college admission tests, final examinations in courses, vocational interest inventories, and perhaps some personality measures. However, as we begin formal study of this world, it is important that we develop both a more comprehensive and a more precise understanding of the field. More comprehensive so that we consider all types of tests and all relevant issues:We do not want to miss anything important. More precise so that we begin to acquire the technical expertise needed by professionals within the broader fields of psychology and allied disciplines: We will not be satisfied with just a passing acquaintance with these topics.This is an ambitious agenda for one chapter. However, this opening chapter seeks only to provide an overview of these matters. The remaining chapters supply the details. There are a variety of ways to accomplish our goal of providing an overview and orientation to the field. No single way is best. We will use five perspectives or approaches to introduce the field, viewing it, as it were, from different angles or through different lenses. First, we outline the major categories of tests. Most of these categories correspond to chapters in the latter half of this book. In the process of describing these major categories, we mention examples of some of the more widely used tests. Second, we identify the major uses and users of tests. Who actually uses these tests and for what purposes? Third, we outline the primary issues that we worry about in testing. Notice that this outline—the list of principal worries—corresponds to the chapters in the first half of the book. Fourth, we trace the historical roots of contemporary testing. We mark off major periods in this history and identify some major forces that have shaped the field. Fifth, we examine some of the attempts to define test, testing, and some related terms. When we finish viewing the field through these five perspectives, we should have a good overview of the field of testing.Key Points Summary 1.1: Five Ways to Introduce the FieldCategories of TestsUses and Users of TestsIssues: Assumptions and QuestionsHistorical Periods and ForcesBy Definition

Major Categories of Tests (with Some Examples)

We begin our exploration of the world of testing by identifying the major categories of tests. Any such classification is necessarily fuzzy around the edges. Categories often blend into one another rather than being sharply different. Nevertheless, some organizational scheme helps us to comprehend the breadth of the field.Key Points Summary 1.2 provides a classification scheme we use throughout the book. In fact, Chapters 8–13follow this organization. This introductory chapter just touches on the major categories. Each category receives in-depth treatment later.The first major division encompasses mental ability tests. In the world of psychological testing, the termmental ability includes a wide variety of cognitive functions, such as memory, spatial visualization, and creative thinking. Historically, the area has centered on intelligence, broadly defined. This category subdivides into individually administered intelligence tests, group-administered intelligence tests, and a variety of other ability tests, that is, other than intelligence tests. An example of an individually administered intelligence test is the Wechsler Adult Intelligence Scale,1 abbreviated WAIS. Another classic example in this category is theStanford-Binet Intelligence Scale. These tests are administered to individual examinees, one-on-one, by trained psychologists to provide an index of the overall mental ability of individuals. An example of a group-administered intelligence test is the Otis-Lennon School Ability Test (OLSAT). This test is administered to groups of students, usually in classroom settings, to gauge mental ability to succeed in typical school subjects. Another example of tests in this category is the SAT2 used to predict success in college.1In this opening chapter, we refer only to the first editions of tests. In subsequent chapters, we refer to the more recent editions and their corresponding initials, for example, WAIS-III, MMPI-2, and so on.2For many years, this test was titled the Scholastic Aptitude Test. The title was officially changed to the Scholastic Assessment Testin 1992 and later simply to the initials SAT. The old titles still appear in many publications. The reference here is specifically to the SAT I: Reasoning Test. The SAT II: Subject Tests is a series of tests in specific fields such as literature, French, and chemistry.

Try It!To see how we cover a category in more depth later, flip to page 290. Quickly scan pages 290–296.You will see how subsequent chapters give details about tests mentioned in this opening chapter.There are many other types of mental ability tests—nearly an infinite variety—including tests of memory, quantitative reasoning, creative thinking, vocabulary, and spatial ability. Sometimes these mental functions are included in the tests of general mental ability, but sometimes they are tested separately.