Preface

Accurate measurement of intellectual abilities is essential on theoretical as well as practical grounds. Data from tests of knowledge, skills, abilities, and other attributes provide information with respect to theories of intelligence, broadly defined. Similarly, test data provide information regarding the nature and course of developmental change. From an applied perspective, the results of testing yield information with respect to the efficacy of particular interventions.

Researchers in the field of testing have witnessed recent significant changes in test development and test administration procedures. The motivation for such advances lies in changes in conceptions of intelligence and ability as well as modifications in testing technologies. The Handbook on Testing contains important recent work in testing, including new undertakings on a range of test administration methods, types of abilities, and measures taken from tests. New work in intelligence testing is included. The mechanisms and use of dynamic assessment and learning tests also are considered. In addition, issues of test theory and standards are discussed. Several large-scale testing programs are reviewed, including predictor and criterion development work in the military, private sector employment testing, and testing for admission to medical school. The link between assessment and instruction is highlighted in several chapters, including coverage in special education testing. The features and scope of the Handbook on Testing make it an important reference volume.

Chapter authors provide discussions of the conceptual frameworks that guide

-xi-

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