This chapter describes some of the most common assessment instrument scoring procedures. It also discusses how to properly interpret results, and how to use them effectively. Other issues regarding the proper use of assessment tools are also discussed. Show
Chapter Highlights
Assessment instrument scoring proceduresPrinciple of Assessment: Ensure that scores are interpreted properly. Test publishers may offer one or more ways to score the tests you purchase. Available options may range from hand scoring by your staff to machine scanning and scoring done by the publisher. All options have their advantages and disadvantages. When you select the tests for use, investigate the available scoring options. Your staff's time, turnaround time for test results, and cost may all play a part in your purchasing decision.
Test interpretation methods: norm and criterion-referenced testsEmployment tests are used to make inferences about people's characteristics, capabilities, and likely future performance on the job. What does the test score mean? Is the applicant qualified? To help answer these questions, consider what the test is designed to accomplish. Does the test compare one person's score to those obtained by others in the occupation, or does it measure the absolute level of skill an individual has obtained? These two methods are described below.
Principle of Assessment: Ensure that scores are interpreted properly. It is important to ensure that all inferences you make on the basis of test results are well founded. Only use tests for which sufficient information is available to guide and support score interpretation. Read the test manual for instructions on how to properly interpret the test results. This leads to the next principle of assessment. Interpreting test resultsTest results are usually presented in terms of numerical scores, such as raw scores, standard scores, and percentile scores. In order to interpret test scores properly, you need to understand the scoring system used.
Processing test results to make employment decisions-rank-ordering and cut-off scoresThe rank-ordering of test results, the use of cut-off scores, or some combination of the two is commonly used to assess the qualifications of people and to make employment-related decisions about them. These are described below. Rank-ordering is a process of arranging candidates on a list from highest score to lowest score based on their test results. In rank-order selection, candidates are chosen on a top-down basis. A cut-off score is the minimum score that a candidate must have to qualify for a position. Employers generally set the cut-off score at a level which they determine is directly related to job success. Candidates who score below this cut-off generally are not considered for selection. Test publishers typically recommend that employers base their selection of a cut-off score on the norms of the test. Combining information from many assessment toolsMany assessment programs use a variety of tests and procedures in their assessment of candidates. In general, you can use a "multiple hurdles" approach or a "total assessment" approach, or a combination of the two, in using the assessment information obtained.
A key decision in using the total assessment approach is determining the relative weights to assign to each assessment instrument in the program. Figure 3 is a simple example of how assessment results from several tests and procedures can be combined to generate a weighted composite score.
An employer is hiring entry-level machinists. The assessment instruments consist of a structured interview, a mechanical ability test, and high school course work. After consultation with relevant staff and experts, a weight of 8 is assigned for the interview, 10 for the test, and 5 for course work. A sample score sheet for one candidate, Candidate A, is shown above. As you can see, although Candidate A scored lowest on the mechanical ability test, the weights of all of the
assessment instruments as a composite allowed him/her to continue on as a candidate for the machinist job rather than being eliminated for consideration as a result of the one low score. Minimizing adverse impactA well-designed assessment program will improve your ability to make effective employment decisions. However, some of the best predictors of job performance may exhibit adverse impact. As a test user, there are several good testing practices to follow to minimize adverse impact in conducting personnel assessment and to ensure that, if adverse impact does occur, it is not a result of deficiencies in your assessment tools.
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the: Which is the best definition of continuous learning?Continuous learning is the ongoing expansion of knowledge and skill sets. Often used in the context of professional development, continuous learning in the workplace is about developing new skills and knowledge, while also reinforcing what has been previously learned.
Is said to occur when the selection rate for a group is less than 80% of the selection rate for the group with the highest selection rate?The Four-Fifths rule states that if the selection rate for a certain group is less than 80 percent of that of the group with the highest selection rate, there is adverse impact on that group.
What does the term validity refer to?Definition. The term “validity” refers to the extent to which a concept or measurement accurately corresponds to the real world. In psychiatry and psychology, validity is often discussed in terms of its application to psychometrics, or the study of psychological measurement.
What is a selection battery?Selection Battery. set of predictors, tests, that are used to make employee hiring decisions.
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