The President’s Message · dissertation process. As a result, students frequently take a job to...

I N S I D E

Graduate StudentIssues..................3

What’s New?.........4

Division 5 Fellows....6

Job Openings..........7

Membership Application................8

Advertise in the Score...................10

The President’s Message

2004, Division 5, American Psychological Association

N E W S L E T T E R

VOL XXVI. NO 1

January 2004

AMERICAN

PSYCHOLOGICAL

ASSOCIATION

D i v i s i o n F i v e : E v a l u a t i o n M e a s u r e m e n t S t a t i s t i c s • •

see President’s Message page 6

Paul CostaPresident, Division 5

BRRR!!! It is bone-chillingly cold asIwrite this, what I hope is a “newsy”column. In the last few days of thesecond week of the New Year,temperatures and winds have madethoughts of the upcoming APAConvention in warm, sunny, balmyHonolulu, Hawaii welcome intrusions. Ihope each reader will join us in HonoluluJuly 28-August 1, 2004. Keith Markus,Division 5 Program Chair, has organized avery stimulating program that willcertainly reward attendees. In fact, itwould be interesting to have Division 5members join both me, and other Division20 members, aboard the NorwegianCruise Line’s Pride of America for the CECruise and workshop on a 7-night Hawaiicruise, starting July 18, before the 2004Convention. This CE cruise will featurepresentations by Norm Abeles, HarveyStearns, Sue Whitbourne, and me on“Our aging selves: personal andprofessional explorations into humandevelopment.”

Your Executive Committee is gearing upto hold its Mid-Year Meeting in Baltimoreon March 5 and 6. I wonder how manypeople actually know how much work Div5 members do (a lot!).To all the Officers,Chairs and Committee members, pleaseaccept my thanks for your selflessservice. These folks are Division 5members who volunteer their time, andoften other resources, to advance thegoals of measurement, evaluation andstatistics. If you, dear reader, have notyet been involved in Division activities,think about it, and contact me to let mehelp you find your niche. I also want togive special recognitionto the hard-working Task Force on Assessment thathas been holding monthly conferencecalls to explore a number of issues. Taskforce Chair Mark Mariush, along withmembers Yossi Ben-Porath, and SteveWest, deserve our thanks and receive mypersonal appreciation for their diligentbrainstorming. Mark, Steve and Yossiplan for future Score columns on suchtopics as:• HIPA confidentiality;• Internet/other nontraditional modes of• test administration,• Copyright protection of tests,• Assessment issues in specific areas• (e.g., clinical, I/O, school),• and invited commentaries.

Also look forward to highlights offorthcoming articles from DivisionJournal Editors Milton Strauss(Psychological Assessment) and Steve

2 January 2004

Executive Officers:President

Paul T. Costa, [email protected]

Past PresidentLiora Pedhazur [email protected]

President-electRoger [email protected]

TreasurerBarbara Byrne(Sept 2003–August 2005)[email protected]

SecretaryGwyneth M. [email protected]

O f f i c e r s

Members-at-large to theExecutive Committee

Patrick J. Curran(2003–2006)[email protected]

Roger E. Kirk(2001–2004)[email protected]

Jeffrey K. Smith(2002–2005)[email protected]

Representatives to APACouncil

Leona S. [email protected]

Lisa L. [email protected]

Elections

ChairLiora P. [email protected]

Mark [email protected]

Wayne [email protected]

HistorianGary J. [email protected]

MembershipChairAnn Aileen O’[email protected]

Yossef S. [email protected]

Public AffairsChairStephen [email protected]

Website CoordinatorLiora P. [email protected]

Thanos [email protected]

International LiasonMary Tenopyr

[email protected]

FellowshipChairLawrence J. [email protected]

Past ChairMark [email protected]

Leaetta M. [email protected]

ProgramChairKeith A. [email protected]

Patrick J. [email protected]

Thanos [email protected]

Newsletter EditorThanos [email protected]

Newsletter Associate EditorDrew [email protected]

Newsletter Copy EditorCarrie [email protected]

Division 5 Officers andCommittees:1999–2004

C o m m i t t e e s

http://www.apa.org/divisions/div5/

The Score is the official newsletter of Division 5—Evaluation, Measure-ment, and Statistics—and is published quarterly in January, April, July, andOctober. It is mailed nonprofit rate from the post office in Washington, DC.Mailing addresses used are those appearing on the official APA roster inWashington, DC.

In keeping with its purpose as the official newsletter of Division 5,the Score will publish minutes of official business meetings, committee reports,news items, information on technical issues and topics of current interest, andwhen possible, information about the professional activities of Division 5members. News items and articles for the Score should be submitted to theeditor:

Thanos PatelisThe College Board45 Columbus AvenueNew York, NY 10023Fax: (212) 649-8427E-mail: [email protected]

Paid advertisements appearing in the Score are solicited from a variety ofsources and are not officially endorsed by Division 5. The editor welcomescomments and suggestions for ways in which the Score can better serve theneeds of Division 5 members.

Deadline for the receipt of news items and other articles for the April issue ofthe Score is February 20, 2003.

Member ListserMember ListserMember ListserMember ListserMember ListservsvsvsvsvsKeep up with the absolute latest Division 5 news through its two e-maillists.

DIV5 serves as a vehicle for discussion among members on topicsrelated to evaluation, measurement statistics, and assessment.

DIV5ANN is used exclusively for announcements from Divisionleadership, such as convention or workshop information or policychanges. This is a “one-way” list that does not support listwide replies(that is, it is not structured to support discussion).

To subscribe to either or both lists, send the following message to

[email protected]:

SUBSCRIBE DIV5ANN John Doe for the announcement list

SUBSCRIBE DIV5 John Doe for the discussion list

(change “John Doe” to your name)

If you have any questions, contact Mark Daniel at [email protected].

the score newsletter 3

Graduate Student Issues: Top 10 Things YouShouldn’t Leave Grad School WithoutBy Jackie Gillie

It’s common knowledge that as graduatestudents, we have extremely busyschedules. With everything there is tojuggle, it’s no wonder we sometimesleave grad school without taking fulladvantage of all the opportunities placedbefore us. There are several things weshould take from our experiences, somemore important than others. I asked somegraduate students and professors whatthey felt were the top ten things youshould NOT leave grad school without,and here is what they had to say:

1. A Mentor: “The one thing everygrad student should not leavegraduate school without is a mentor. Ihad a few wonderful mentors duringmy graduate training. I maintainedrelationships with all of them afterearning my degree. Even moreimportantly, they were role models formy own professional identity. I hopethat I, in turn, provide some of that formy students. Mentorship is the giftthat keeps on giving.”

2. Connections with Faculty: “Don’tleave grad school without closeprofessional AND personalconnections with some faculty. Onceyou are out of graduate school, yourtraining is not over. Personally, I seemy training as really continuing forabout ten years post-graduate school.In order to do this, I think you need tostill have the connections withprofessors. You will inevitably havequestions about things after schooland thus will need a reliable source togo to.”

3. Publication or PresentationExperience: “Publish/present at leastone paper. This serves as a goodintroduction to the academiccommunity, is a good way to impress

potential employers, and providesinsight into the research process.”

4. A Study Buddy: “Find a good friendto help you through to the finish lineand to help you learn. This friend willserve not only as your ‘study buddy’but will also encourage and motivateyou to attend class, study for comps,and work on your dissertation.”

5. Attending Meetings: “Attendscholarly meetings. There is no betterway to learn what’s new in a field than

by attending a conference. What ispresented at conferences representscutting edge research in its raw form, ayear or two before it’s published in ajournal.”

6. An Internship: “Participate in aninternship program (or a couple ofinternship programs). This shouldhelp any graduate student to applythe skills they learn in the classroomto actual problems. Students whoparticipate in more than one internshipprogram will have a more diversebackground that should help them tobetter decide where their interests lie.”

7. Stats Competence: “Don’t leavewithout a good, solid understandingof statistics. Because true

understanding of empirical literature inANY area of psychology will involvedeciphering statistical procedures,you should know them. Also, if youare going to do research, you have tounderstand what types of statisticalprocedures you will use in yourprojects in order to inform yourmethodology.”

8. A Dissertation Timeline: “Areasonable timeline for completingyour dissertation.”

9. Funding: “Get your dissertationfunded. Many graduate students facean economic hardship during thedissertation process. As a result,students frequently take a job tosupport themselves. Negativeconsequences of doing this includeprolonging the dissertation process,and possibly, risking a permanentABD. One way to protect against thisis to get your dissertation funded.There are many dissertation grantsavailable, and you can find them witha little research on the web.”

10. Your Sanity: “Don’t leave gradschool without your sanity. It’s atough time that can try your mentalstrength, but it should be a greatlearning experience for the most part.Keeping your eye on the prize and notmissing the forest for the trees isimportant…I think there are times thatall grad students should just take aseat, chill out, and watch a mindlesstelevision show.” I hope you find thisbit of conventional wisdom useful. Asyou prepare to leave graduate schooland embark upon your professionalcareer, just remember this: Don’t leavegrad school without it!!

4 January 2004

Have you published a newpsychological test or testingproduct; a book on advancedstatistics, measurement, orevaluation; an interesting website or other Internet grouprelated to measurement,statistics, or evaluation; or acomputer program useful toDivision 5 membership? If so,we would like to include anannouncement in this column.We would also appreciate anysuggestions, or feedback, onhow this section of thenewsletter can better servethe Division 5 membership.Please take the opportunity toshare information withcolleagues through yourcontributions to this column.

Please send announcementsand/or product literature to(electronic files preferred):

Andrew WileyAPA Division 5NewsletterThe College Board45 Columbus AvenueNew York, NY 10023Phone: (212) 713-8210E-mail:[email protected]

Advanced Item Banking and TestAssembly:

The FastTEST 2.0Test Development

System

If you build tests, questionnaires, inven-tories, or scales on a regular basis, youneed an efficient and effective item bank-

ing and test assembly system. Assess-ment Systems Corporation is pleased toannounce the availability of FastTEST 2— the world’s most advanced item bank-ing and test assembly system.

FastTEST 2 is a 32-bit Windows itembanker and test assembly system for cre-ating printed tests, surveys, and ques-tionnaires that will make your test assem-bly easy and efficient. FastTEST 2 fea-tures extensive and powerful item banksearch capabilities and full support for di-chotomous IRT models. In combination,these capabilities allow you to easily cre-ate tests with information functions tomeet your needs. FastTEST 2.0 also pro-vides publication quality item responsefunctions and item information functions;and test information, response, and stan-dard error of measurement functions.

If you use classical test theory item sta-tistics, FastTEST 2.0 permits you tosearch your item banks for items withinspecified ranges of item difficulty anddiscrimination, and you can monitor thedistributions of difficulty and discrimina-tion as you add items to your tests or de-lete them. FastTEST 2 also allows you toinstantly obtain a complete detailed re-port on the item statistics of all the itemsin a test.

You can also search your item banks on anumber of content and other fields sepa-rately or in conjunction with searches onitem statistics. Searches can be conjunc-tive (“and”) searches, or disjunctive(“or”) searches using combinations ofmultiple searchable variables stored inyour banks.

FastTEST 2.0 has a completely new con-temporary interface that is designed forflexibility and ease of use. Your itembanks can be hierarchical so that theycan reflect the structure of a curriculum,the needs of large item banking projects,or any other application for which struc-tured item banks are useful. You can cre-ate banks that are up to 10 or more levelsdeep, with multiple categories at eachlevel. The banker includes a full-featuredWindows text editor that can accommo-date a wide range of graphics. You can


use multiple fonts and languages, andthe spell checker can use multiple lan-guage dictionaries or you can create yourown dictionaries.

In addition to creating tests by using theextensive item search capabilities, youcan also select items by browsingthrough your banks. Or you can ran-domly select items for your tests withinany category of your bank, repeat ran-dom item selection in as many sections ofyour banks as you like to create a testthat has specified numbers of randomlyselected items within a number of bankcategories, or randomly select items fromlarger subsets of one or more item banks.You can also easily create as manyscrambled alternate forms of a test as youneed.

When you complete a test, you can pro-tect/lock your test and its items to main-tain their integrity. Locked tests cannotbe changed and all items in the test areprotected from further modification.FastTEST 2.0 gives you complete controlover the printed characteristics of yourtests. You can add headers and footerswith TESTNAME (variable), TESTDATE(variable), and whatever text you want inthe headers and footers. You control thespace between items, page breaks, fontcharacteristics, margins, paper size, andprint orientation (portrait or landscape).An answer key is automatically printed atthe end of the test.

For complete information on this majoradvance in item banking and test assem-bly, including a fully functional 30-daytrial copy, see the FastTEST 2.0 sectionof the Assessment Systems Web site,www.assess.com, [email protected], phone: 651-647-9220,or fax 651-647-0412.

___________

New Web Site forComputerized

Adaptive Testing

David J. Weiss at the University of Min-nesota announces the “birth” of CAT

Central, a Web site designed to serve asa resource for research and applicationsof computerized adaptive testing (CAT).

CAT Central includes a variety of re-sources, including a “What is CAT?” in-troduction to the background and meth-ods of CAT, as well as links to other re-sources on CAT and its foundations initem response theory. For the researcher,CAT Central has a bibliography of over1,300 references to the CAT literaturewith links to currently over 100 recent re-search papers that are available for down-load.

If you are interested in testing programsthat are currently implementing CAT,there is a listing of seventeen major test-ing programs that are either using CAT ordoing the research necessary to imple-ment it. CAT Central also includes a dis-cussion of research strategies for CAT,discussions of some current issues in thefield, and information on books aboutCAT and software for implementing CATsor research on CAT. Also available onCAT Central is information on proceed-ings of four CAT conferences held duringthe early phases of CAT research and re-ports published by the CAT lab at theUniversity of Minnesota during the1970s and 1980s.

If you have questions about CAT, youcan also “Ask the Expert” or ask a ques-tion of others interested in CAT throughthe CAT Discussion Group, or you canjoin the discussion group if you wouldlike to stay informed about CAT issuesand research.

CAT Central is intended to be a dynamicresource that will be continually updatedas new information becomes availableand in response to user input. CAT Cen-tral can be found at http://www.psych.umn.edu/psylabs/CATCentral/

__________

The InternationalPersonality Item Pool

The International Personality Item Pool

(IPIP) web site—http://ipip.ori.org/—hasbeen significantly updated. The site func-tions as a scientific “collaboratory” forthe development of advanced measuresof personality traits and other individualdifferences, all in the public domain, to bedeveloped conjointly among scientistsworld-wide. The site includes three majortypes of information: (a) some psycho-metric characteristics of the current set of280 IPIP scales, which are continuouslybeing supplemented by new scales; (b)keys for scoring the current set of scales;and (c) the current total set of 1,956 IPIPitems, which are continuously beingsupplemented with new items.For further information, please contact,Lewis R. Goldberg, Oregon Research In-stitute, E-mail: [email protected]

___________

Adaptive BehaviorAssessment System-II

Co-authored by Patti Harrison andThomas Oakland

Published by The Psychological Corporation

The Adaptive Behavior Assessment Sys-tem-II provides a comprehensive, norm-referenced assessment of adaptive skillsand behavior of individuals from birththrough 89. The ABAS-II may be used toassist program planning and evaluation,diagnosis and classification of disabili-ties and disorders, research, and recordkeeping.

ABAS-II data can be acquired efficiently,given its checklist format. Multiple formsfacilitate the acquisition of informationfrom various informants (e.g., teachers/child care workers, parents, adults them-selves, their supervisors and care provid-ers), thus assisting in evaluating func-tioning across multiple settings. The in-formation contributes to a complete as-sessment of a person’s daily functionalskills.

The ABAS-II provides a measure of theten adaptive skills specified in the Diag-nostic and Statistical Manual of MentalDisorders—Fourth Edition—Text Revi-

6 January 2004

sion (American Psychiatric Association,2000) and the American Association onMental Retardation (1992). The ABAS-IIalso provides scores for the three adap-tive domains (i.e., conceptual, social, andpractical) emphasized by American Asso-ciation on Mental Retardation (2002) aswell as a General Adaptive Composite(GAC).

Psychometric PropertiesThe ABAS-II was normed on 7370 per-sons from birth through age 89. Reliabil-ity estimates are high. For example, esti-mates of internal consistency and test-re-test reliability for the GAC are in the .90s.Average reliability coefficients for the 10skill areas across all ages range from .85

West (Psychological Methods) andMilton Strauss. I extend myCongratulations to James Algina of theUniversity of Florida, Joseph S. Rossi ofthe University of Rhode Island, andJorge L. Mendoza of the University ofOklahoma, as our three new Fellows ofDivision 5.

Whether a student or not, please checkout Jackie Gillie’s “Top 10 Things YouShouldn’t Leave Grad School Without” inthe Grad Student Issues Section on page3, and see the “What’s New”announcement on page 4. Please sendDrew Wiley information about any newpsychological test or testing product,book, computer program or interestingwebsite.

With best wishes for a peaceful andproductive New Year.

Paul Costa

to .97. Inter-rater reliability and cross-form consistency also are high. Factoranalytic, concurrent validity, and clinicalstudies provide strong support for its va-lidity.

Clinical Validity and UtilityMeasures of adaptive behavior typicallyhave been used to assist in the assess-ment of mental retardation. However, theABAS-II’s emphasis on adaptive skills,not merely adaptive behavior, makes itsuitable for use with all persons who mayexhibit limitations in their functional dailyliving skills. Thus, it is being used withthose with Alzheimer’s, autism, attentiondeficits, dementia, emotional and behav-ioral disorders, physical impairments,

learning disabilities and disorders,strokes, together with those who displayother conditions that often restrict the at-tainment of important daily living skills.

ReferencesAmerican Psychiatric Association. (2000).

Diagnostic and statistical manual ofmental disorders (Fourth Edition—Text Revision). Washington, DC:Author.

American Association on Mental Retar-dation. (1992). Mental retardation:Definition, classification, and systemsof support. Washington, DC: Author.

American Association on Mental Retar-dation. (2002). Mental retardation:Definition, classification, and systemsof support. Washington, DC: Author.

NEW DIVISION 5 FELLOWS

Congratulations are in order for three members who were elected to Fellows inDivision 5.

1. James Algina, University of Florida. Recognized for his contributionsto statistics and psychometrics, notably power and bias in repeatedmeasures designs, and Introduction to Classical and Modern TestTheory (co-authored with Linda Crocker).

2. Joseph S. Rossi, University of Rhode Island. Recognized for hiscontributions to statistics, especially statistical power analysis, null-hypothesis testing, and effect size.

3. Jorge L. Mendoza, University of Oklahoma. Recognized for hiscontributions to statistics and psychometrics, particularly repeatedmeasures analysis of variance and correcting validity coefficients forunreliability and restriction in range.

President’s messagecontinued from p. 1


The College Board, a national educa-tional organization, is conducting asearch for a Psychometrician and a Re-search Scientist to join the R&D divi-sion. These positions are full time andlocated in New York City.

The Psychometrician will be respon-sible for aiding in the design of opera-tional assessment programs involvingboth multiple choice and performanceassessments. The Psychometrician willalso be responsible for developing,conducting, and monitoring psycho-metric and statistical procedures to en-sure the highest standards of quality.The Psychometrician will conduct a va-riety of technical analyses, such asclassical item analyses, item responsetheory scaling, equating studies, stud-ies that generate diagnostic score re-ports, and studies that establish align-ments between assessments. Producingstatistical and technical reports willround out this person’s responsibili-ties. The ideal candidate will have aDoctoral degree in educational mea-surement, testing, or psychometrics,and a proven ability to solve statisticalproblems. Two or more years of directlyrelated, progressively responsible workexperience in applied psychometrics,and a conceptual understanding of andexperience in applying IRT, scaling, andequating is desirable. Superior commu-nications skills are essential. Sometravel required.

The Research Scientist will oversee thedevelopment and implementation of aresearch agenda for several CollegeBoard assessment programs such asAdvanced Placement. The major func-tions of this position include develop-ing a research agenda and conductingand managing research in support ofmajor testing programs, overseeing de-velopment of new assessments and

conducting the necessary validation,psychometric, and program evaluationevidence to support their use inschools, and managing projects andvendors. Candidates must possess aDoctoral degree in educational mea-surement, a quantitative specialty areaof psychology, or related degree andalso must have recognized credibilitywith national and state assessment spe-cialists. Job title will depend uponyears of relevant experience. For SeniorResearch Scientist, minimum of 12 yearsof directly related, progressively re-sponsible work experience in a testingprogram (state, local, independent orga-nization) providing products and/orservices to state or district departmentsof education. Project management, su-pervisory experience, and experience inresearch and testing organization alsorequired for Senior Research Scientist.Six or more years of similar experiencerequired for Research Scientist. Two ormore years of similar experience re-quired for Associate Research Scien-tist. Superior communications skills areessential. Some travel required.

The College Board’s mission is to pre-pare, inspire, and connect students tocollege and opportunity, with a commit-ment to excellence and equity. Amongour best-known products are the SAT,PSAT/NMSQT, and Advanced Place-ment Program. To learn more, visitwww.collegeboard.com

The College Board’s outstanding com-pensation and benefits package in-cludes 4 weeks of vacation, tuition re-imbursement, and a generous retirementplan. Please email resume with coverletter and salary requirements [email protected] qualified candidates will be con-tacted. EOE. The College Board is com-mitted to diversity in the workplace.

The College Board Job Openings

8 January 2004

Place Structural EquationsModeling hard copy here.

tpatelis

Placed Image

the score newsletter 9Division 5: Evaluation, Measurement and Statistics American Psychological Association

2004 MEMBERSHIP APPLICATION

Please print or type: Date*:____________________________

Name:________________________________________________ Title:_____________________________

Mailing Address:_________________________________________________________________________

(Important!) _________________________________________________________________________

_________________________________________________________________________

Telephone ( ) ____________________ E-Mail Address: _____________________________________

Highest Degree Received: ___________________________________________ Year: ________________

Degree Granting Institution:__________________________________________________________

Present School (if Student):_________________________________________________________________

* Note: Applications dated September 1 or later are applied to the following year, unless requested otherwise.

Type of Division 5 membership: APA member/associate/fellow $41 (includes one journal subscription)

(see reverse for descriptions) Student $8 (does not include journal subscription)

Affiliate (neither above applies) $39 (includes one journal subscription)

Do you belong to APA? No Yes (provide the information below)

Category: Fellow Member Associate Student

Member number: ____________________________

Choice of journal: Indicate your choice below.

• Full members receive one of the two journals with their annual dues (check one).

• Students may purchase one or both journals at the student rate of $19.00 per journal.

Psychological Assessment Psychological Methods

Check if you wish to subscribe to the listserve(s) : discussion announcements

Check the Section(s) to which you wish to belong. If both, circle the check mark for your primary Section.

Assessment Evaluation, Measurement, and Statistics Please enclose a check for the first year’s annual dues (and journal subscription(s), if applicable) with this application, in U.S. dollars (do not send cash). In subsequent years, full members who belong to APA will be billed annually by APA; other full members, and students, will be billed by Division 5.

Amount enclosed: $________ (Make check payable to “APA Division 5”) APA member, associate, fellow: $41, Student: $8, plus $19 per journal if choosing to subscribe,

Affiliate (do not belong to APA and not a student): $39

Send this form and your check to: Division 5 Administrative Office

American Psychological Association 750 First Street, NE Washington, DC 20002-4242

10 January 2004

Membership in APA Division 5 The Division of Evaluation, Measurement and Statistics of the American Psychological Association draws together specialists in the areas of evaluation, measurement, assessment and statistics. The disciplinary affiliation of division membership reaches well beyond psychology, includes both members and non-members of APA, and welcomes graduate students.

Our Aims

• To promote research and the exchange of scientific information in the fields encompassed by Division 5.

• To promote high standards in both research and practical application in these fields.

• To interact professionally with other individuals and groups involved in the application of and interpretation of results from psychological measurement, statistics, individual assessments, and program evaluations.

Our Activities

• APA convention symposia on topics of broad public and cross-disciplinary interest, such as legal issues in testing, standards for evaluation research, methodological training of psychologists.

• The Division’s quarterly newsletter The Score covers current issues in evaluation, measurement, assessment, and statistics; APA news relevant to Division 5; job announcements; activities of Division members; and the

APA convention Division 5 program.

• Division 5 dues for Members, Associates, and non-student Affiliates pay for issues of valuable scholarly journals. Psychological Methods is devoted to the development and dissemination of methods for collecting, analyzing, understanding, and interpreting psychological data. Psychological Assessment publishes mainly empirical articles concerning clinical assessment.

• Participating in the Science Directorate of APA and its activities, including Science Weekend at the APA convention.

• Two Division 5 listserves: (1) DIV5 serves as a vehicle for discussion among members on topics related to evaluation, measurement, statistics, and assessment; (2) DIV5ANN is used for announcements from Division leadership, such as convention or workshop information or policy changes. To subscribe, check the box(es) on the front of this form.

Membership Categories

“Full” members of Division 5 fall into one of three categories:

• Member: Members or Fellows of APA

• Associate Member: Associate Members of APA

• Affiliate Member: Active professional in fields related to evaluation, measurement,

research design, assessment, or statistics (APA membership not required)

Student Affiliates are graduate students in psychology or related fields who have an interest in evaluation, measurement, research design, assessment, or statistics (APA student affiliation not required).

Section Categories

• Assessment: focuses on construction of assessment instruments, collection of assessment information, and decision-making processes related to such information

• Evaluation, Measurement

and Statistics: focuses on psychometric theory, psychological statistics, program evaluation, test construction, and research methods.

Note: It is possible to hold membership in both sections. However, for purposes of representation in APA it is necessary to select one of the two sections as your primary category.

Becoming a Member • Send a check for the first

year’s dues, made out to

APA Division 5, along with your application.


The Score has a circulation of about 2,000. Approximately half of theseindividuals are university faculty members, primarily representing thespecialties of educational psychology, psychometrics, and industrial-organizational psychology. A large number are also engaged in individualassessment.

Advertisements may be in the form of position-availableannouncements ($75 per insertion) or display advertisements.

Display advertisements are accepted in a variety of sizes andformats. Prices for insertion and size requirements are as follows:

Full Page $195 7-1/2" x 9-3/4"Half Page $145 7-1/2" x 4-7/8"Third Page $105 4-7/8" x 4-7/8"

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Insertion orders for four consecutive issues receive a 15 percentdiscount.

Publication dates are January, April, July, and October. The closingdate for announcement text or camera-ready display art is the first of themonth preceding publication. For more information or to reserve space,call or write: Drew Wiley c/o The College Board

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Other Division 5PublicationsPsychological AssessmentStephen N. Haynes, EditorPsychological Assessment publishesmainly empirical articles concerningclinical assessment. Papers that fallwithin the domain of the journalinclude research on the development,validation, application, and evaluationof psychological assessmentinstruments.

Psychological MethodsStephen G. West, EditorPsychological Methods is devoted tothe development and dissemination ofmethods for collecting, analyzing,understanding, and interpretingpsychological data.

Since 2001, all Division 5 fellows,members, associates, and affiliates

have a choice between a subscriptionto either Psychological Methods orPsychological Assessment as part oftheir annual Division 5 dues. (Studentaffiliates are able to subscribe toeither journal at the reduced studentrate.)

Division 5Awards

Division 5 gives out three awards,which are chosen from nominationssent in the fall. These awards are:• Distinguished Dissertation Award• Jacob Cohen Award for

Distinguished Contributions toTeaching and Mentoring

• Samuel J. Messick Award forDistinguished ScientificContributions

Check the Division 5 website, at http://www.apa.org/divisions/div5/ for awardwinners.

NON-PROFITOrganizationU.S. Postage

PAIDWashington, DCPERMIT# 6348

Division 5 NewsletterAmerican Psychological Association750 First Street, NEWashington, DC 20002-4242

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