Gary J. Robertson’s research while affiliated with United States Postal Service and other places

La publicación de un nuevo libro en el campo de las deficiencias siempre es interesante e importante, pero en este caso lo es mucho más. La relevancia que presenta esta Historia de las deficiencias procede de varios motivos. En primer lugar, porque viene a llenar un gran vacío existente en el ámbito que nos ocupa, presentando la peculiaridad de ser obra pionera en el tratamiento conjunto de todas las deficiencias. En segundo lugar, porque este texto resulta de la conjunción de la amplia experiencia profesional y académica del autor en el campo de las deficiencias, lo que redunda en una visión más amplia y comprehensiva del tema. En tercer lugar, porque en este recorrido histórico el autor elige como criterio de demarcación temporal las llamadas tres revoluciones en salud mental. De una lado, con la elección de este criterio, el profesor Aguado ha conseguido conectar el campo de las deficiencias con las corrientes dominantes en las ciencias de la salud y superar el aislamiento tradicional (la marginación, también académica) con que han sido abordados sus temas y problemática. Este libro es el resultado del trabajo realizado por dos comités del Joint Committee on Testing Practices (JCTP): The Test User Qualifications Working Group (TUQWoG) y The Test User Training Work Group (TUTWoG), cuyo objetivo es potenciar el uso adecuado de los tests. La investigación fue patrocinada por The American Counseling Association, The American Psychological Association, The American Speech-Language-Hearing Association y The National Association of School Psychologists.

The qualifications of test purchasers have been a concern of the American Psychological Association since 1950, when ethical standards for test distribution, on the basis of a 3-level classification of tests, were developed. The standards relied on professional credentials and on occupational titles to screen test purchasers. In response to widespread recognition that credentials and titles were inadequate to screen test purchasers, the Test User Qualifications Working Group used 2 job analysis methods to determine test user competencies. This article describes the results of that research that can be applied to improving testing practices, including (a) 86 test user competencies and 7 factors accounting for much test misuse, (b) a test classification system based on critical incidents of test misuse, and (c) empirically based test purchaser qualification forms. These products are designed to help achieve responsible test use. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Settings and applications, a description of the incident, focus questions, analysis, factors involved, and elements involved in 5 cases involving test selection are presented. Case titles are the following: (1) Using the wrong cut score from the wrong test; (2) Unguided referral; (3) Mistaken diagnosis; (4) Insufficient assessment; and (5) Memory problems missed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Settings and applications, a description of the incident, focus questions, analysis, factors involved, and elements involved in 11 cases involving administrative/organizational policy issues are presented. Case titles are the following: (1) Misleading public statements; (2) One teacher's response to the "perfect" testing and accountability system; (3) A case of speedy selection; (4) Selecting doctoral students at Best State University; (5) Old norms in educational achievement testing; (6) Inappropriate calculations affect interpretation; (7) The prestigious private school; (8) Saying too much based on too little; (9) "Managed" reporting of standardized achievement test results; (10) Testing limits; and (11) The scholastic assessment tests are not sufficient. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The casebook was developed to extend the application of principles of proper test interpretation and use learned in the classroom to the real world, where tests are used daily in a variety of settings to make vital decisions affecting the lives of individuals. Thus, the goal of the Test User Training Work Group (TUTWoG) was to provide a collection of case studies based on actual incidents of proper and improper test use that could be used to supplement the basic textbooks used in testing and assessment courses. Much of the material taught in introductory measurement courses is, of necessity, abstract and often linked rather indirectly to the actual use of tests in applied settings. The casebook gives students and instructors that link to the real world of test use. Its organization facilitates its use in both traditional academic settings as well as in training programs, workshops on test interpretation and use, and in various types of continuing education courses. The casebook will also help individuals engaged in self-study improve their use and interpretation of tests. Practitioners will find the various case studies of value for reviewing basic principles of test use as well as extending their understanding of testing in applied settings. These cases may be used also by state licensing boards in examining licensure candidates for responsible test use. The casebook's major emphasis is on the application of basic principles of sound test selection, use, and interpretation across seven settings or areas of application within which tests are used: Counseling/Training, Education, Employment, General, Mental Health, Neuropsychology, and Speech-Language-Hearing. Flexibility and ease of use in a variety of instructional settings have remained guiding principles in developing and organizing the casebook. This chapter describes the organization, classification, and structure of the case studies presented. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Settings and applications, a description of the incident, focus questions, analysis, factors involved, and elements involved in 14 cases involving test interpretation are presented. Case titles are the following: (1) It's a man's job; (2) Testing without interpreting; (3) Date matching; (4) The missing personality test; (5) Test results without interpretation; (6) Confusing norm-referenced and criterion-referenced tests; (7) Psychological tests for children with hearing impairments; (8) The ghastly gifted cut-off score; (9) Developing a selection battery; (10) Inappropriated interpretation of the secondary school admission test; (13) Immigrants lose financially; (11) Inconsistencies between test results and behavior; (12) Considering less than half the problem; (13) Appropriated use of a grade equivalent score for a student with a hearing impairment; and (14) Narrowing options. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Settings and applications, a description of the incident, focus questions, analysis, factors involved, and elements involved in 22 cases involving professional responsibilities in training are presented. Case titles are the following: (1) Incumbent testing for apprenticeship positions; (2) Assessing nuclear power operators; (3) Practicing within areas of competence; (4) The misdirected parents; (5) The untrained interpreter; (6) The use of computer-based test interpretations; (7) The star-struck clinician; (8) Dealing with the press; (9) Poor vocabulary needs attention; (10) The errant instructor; (11) The mystery of the missing data; (12) The uninformed instructor; (13) Assessing the wrong "problem"; (14) La belle indifference?; (15) No sign of trouble; (16) The slick salesman; (17) Personnel screening for emotional stability; (18) Disposition of psychological test reports; (19) Use of tests requires psychometric knowledge; (20) A sensitive school psychologist; (21) Parental concern about ethnic bias in testing; and (22) The failing faculty. (PsycINFO Database Record (c) 2012 APA, all rights reserved)