Career, Educational, Etc, Assessment

8/3/2019 Career, Educational, Etc, Assessment

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Mid-1970s. Congress enacted Public Law(PL) 94-142, mandated the professionalevaluation of children age 3 and older

suspected of physical or mental disabilities inorder to determine their special educationneeds.

1986. A set of amendments to PL 94-142,known as PL 99-457, was made.


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1977. PL 105-17. This was made to give greaterattention to diversity issues, especially as a factorin evaluation and assignment of special services.

This also mandated that infants and toddlers withdisabilities must receive services in the home or inother natural settings and those such serviceswere to be continued in preschool programs.


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Checklists and rating scales.Are tools of assessment commonly

used with preschoolers.

A checklist is a questionnaire on which marksare made to indicate the presence or absence ofa specified behavior, thought, event, orcircumstance.

The checking on the boxes on a checklist maybe a professional, an observeror even the subjectof the checklist himself.


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A rating scale is a form completed by anevaluator to make a judgment of relative standingwith regard to a specified variable or list ofvariables.

Commonly used checklists and rating scales. Connors Rating Scale- Revised (CRS-R) is

designed to help ADHD and to screen for otherbehavior problems relating to self-esteem, mood,family, function, oppositionality, anxiety andsomatization.


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Achenbach Child Behavior Checklist (CBCL) isappropriate with children from ages 1 to 5 years(CBCL/ 1 -5) and with children through young adults.ages 4 to 8 (CBCL/ 4-8).

Syndrome- a set of co-occuring emotional andbehavioral problems.

CBCL has an 8-syndrome structure1. Anxious/ depressed2. Withdrawn/ depressed3. Somatic complaints4. Social problems5. Thought problems6. Attention problems7. Rule-breaking behavior8. Aggressive behavior


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Agpar number - a score on a rating scale developed byphysician Virginia Agpar, an obstetrical anesthesiologistwho saw a need for a simple rapid method of evaluatingnewborn infants and determining what immediate action isneeded.

1995. Judith Langlois and collegues studied therelationship between infant attractiveness and maternalbehavior and attitudes using a sample of 173 mothers andtheir firstborn infants (86 girls and 87 boys).

- 1/3 African American -1/3 Mexican American

- 1/3 White

The mean first Agpar score was 8.36 and the mean second

Agpar score was 9.04.


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1975. Park and Sawin developed a measurecalled Parent Attitude Questionnaire. This wasused to asses maternal attitudes in the hospital

and approximately three months later out of thehospital.

The mothers of the attractive infants were moreaffectionate and playful.

The mothers of less attractive infants were morelikely to be attentive to other people rather thanto their infant.


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After three months The mothers of the less attractive infants were more

likely to endorse the belief that their infants needed

more stimulation.

ATTRACTIVE CHILDREN ARE TREATED LESSHARSHLY BY ADULTS THAN UNATTRACTIVE

CHILDREN ARE AND THAT MOTHERS OFCHILDREN WITH PHYSICAL ANOMALIES MAYBEHAVE LESS DESIRABLY TOWARD THEIR

CHILDREN THAN MOTHERS WHOSE CHILDREN HADNOSUCH ANOMALIES.


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Informal evaluation- nonsystematic, relatively brief,and off0the-record assessment leading to theformation of an opinion or attitude conducted by

any person, in any way, for any reason, in anunofficial context that is not subject to the ethics orother standards of an evaluation by a professional.


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Children, at age 2, enters a challenging periodfor psychological assessors. Language and

conceptual skills are beginning to emerge.

Ideally, test materials are colorful, engagingand attention-sustaining.

One-hour is a good rule-of-thumb limit for anentire session with a preschooler.


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Aptitude tests tend to focus more oninformal learning or life experiences whereas

achievement tests tend to focus on thelearning that has occurred as a resultstructured input.


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A correlation of .7 between variables X and Y in a predictive validitystudy accounts for what percentage of the variance? 7% 70%

.7% 49% 25%

o is to O as x is to / % X Y

Item 1 appears to be more dependent on formal learning experiences than doesItem 2.


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Aptitude tests, also referred to asprognostic tests, are typically used to makepredictions. Some aptitude tests have beenused to measure readiness to:

enter elementary school

successfully complete a challenging course of study insecondary school

successfully complete college-level work

successfully complete graduate-level work, including acourse of study at a professional or trade school


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Achievement tests may also be used forpredictive purposes. For example, an individualwho performs well on a first-semester foreign-

language test might be considered a goodcandidate for the second terms work.

Note that, at the entry level, an unwritten rule

known to assessment professionals is that theyshould refer to what is essentially an aptitudetest as a readiness test.


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The age at which a child is mandated by law toenter school varies from state to state. Yetindividual children of the same chronological

age may vary widely in how ready they are toseparate from their parents and begin academiclearning.

The Metropolitan Readiness Tests (MRTs) the MRTs are agroup-administered battery that assesses the developmentof the reading and mathematics skills important in the earlystages of formal school learning.


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2 levels:

1. Level I used with beginning and middlekindergartens.

2. Level II spans the end of kindergartenthrough first grade.

Practice tests may be administered severaldays before the actual testing to helpfamiliarize students with the procedures andformat.


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Level IoAuditory Memory

oRhyming

oLetter Recognition

oVisual Matching

oSchool Language and Listening

oQuantitative Language


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Level IIoBeginning Consonants

oSound-Letter Correspondence

oVisual Matching

oFinding Patterns

oSchool Language

oListeningoQuantitative Concepts/Quantitative Operations


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o a one-hour long test

o measure achievement in specific subject areas such asEnglish, History and Social Studies, Mathematics, Science,and Languages

o Colleges may require or recommend taking a specific subjecttest for purposes of admission or placement or simply toadvise students about course selection.

American College Testing Program (ACT)o purpose is similar to SATso developed in the University of Iowa

o curriculum-based, with questions directly based on high-school subject areas.


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The Graduate Record Examinations (GRE) thislong standing rite of passage for studentsseeking admission to graduate school has a

general test form as well as specific subjecttests.

General Test form contains verbaland quantitativesections as well as analyticalwriting sections.

It may be taken by paper and pencil or by computer ata test center.


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Step 1: Visit GRE web site maintained by Educational TestingService (ETS) at www.ets.org/gre. Navigate to Subject Tests, and click onPsychology. Use this resource to the fullest to get all the information youcan about the current form of the test , even a practice sample of thetest.

Step 2: Dust off your introductory psychology textbook and thenreread it, review it, do whatever you need to in order to relearn it. Readthe textbook diligently from cover to cover.

Step 3: Go for some commercially available review books. Thereare many available. Buy the book that you think will work best for you.

This books contain number of sample tests for an extra study.

Step 4: Use all the available resources to you to fill the gaps ofknowledge. Additionally, you may find it helpful to read about effectivetest preparation and test taking strategies.


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The Miller Analogies Test (MAT) This is a 100-item, multiple choice analogy test that drawsnot only on the examinees ability to perceive

relationships but also on general intelligence,vocabulary, and academic learning. Example:

Classical conditioning is to Pavlov as operant conditioning is to

a. Freudb. Rogers

c. Skinner

d. Jung

e. Dr. Phil


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Entrance Examination and Web Site forMore Information

Brief Description

Medical College Admission Test (MCAT)

www.aamc.org

Designed to assess problem solving, critical

thinking, and writing skills, as well as knowledge

of science concepts prerequisite to the study of

medicine.Law School Admission Test (LSAT)www.lsac.org

A standard measure of acquired reading andverbal reasoning skills. Includes measures of

reading comprehension, logical reasoning, as

well as a writing sample

Veterinary College Admission Test (VCAT) Assesses the five content areas: biology,

chemistry, verbal ability, quantitative ability, andreading comprehension.

Dental Admission Test (DAT)

www.ada.org

Conducted by American Dental Association;

administered computerized in any day of the

year.

Pharmacy College Admission Test (PCAT) Contains five subjects: verbal, quantitative,

reading comprehension, biology and chemistry


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Entrance Examination and Web Site for More

Information

Brief Description

Optometry Admission Test (OAT) Contains four subjects: Natural Sciences,

reading comprehension, physics, quantitative

reasoning.

Allied Health Professions Admission Test(AHPAT) Assesses ability in five areas: biology,chemistry, verbal ability, quantitative ability

and reading comprehension. Designed foraspiring PTs, physicians assistants and other

members of allied health professions.

Entrance Examinations for Schools of Nursing

(RNEE)

Assesses ability in: Physical sciences,

numerical ability, life sciences, verbal ability

and reading comprehension.

Accounting Program Admission Test (APAT) Measures student achievement in elementary

accounting by 75 multiple choice questions.

60% financial acc. 40% managerial acc.

Graduate Management Admission Test Measures basic verbal and mathematical and

analytical writing skills through subtests.


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Originally developed for used with children, adynamic approach to assessment may be usedwith test takers of any age.

It is an approach to aptitude tests that departsfrom reliance on and can be contrasted to fixed(static) tests.

Learning Potential Assessment Device (LPAD) was

designed to yield information about the nature andamount of intervention required to enhance a childsperformance.


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Lem Vygotsky introduced the concept of proximaldevelopment or distance between the actualdevelopmental level as determined by individual problemsolving, and the level of potential development as

determined through problem-solving under adultguidance or in collaboration with more capable peers.

Dynamic assessors especially when intervening withteaching, coaching, or other guidance- are hardlyneutral.


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Performance Assessment Is vaguely referredto any type of assessment that requires theexaminee to do more than choose the correct

response from a small group of alternatives.

Example: Essay

Among testing and assessment professionals,contemporary usage of the performance relatedterms focuses less on the type of item or tackinvolved and more on the knowledge, skills andvalues that the examinee must marshal and exhibit.


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PERFORMANCE TASKis a work sample designed toelicit representative knowledge, skills and values froma particular domain of study.

PERFORMANCE ASSESSMENTis defined as anevaluation of performance tasks according to criteriadeveloped by experts from the domain of studytapped by those tasks.

PORTFOLIO ASSESSMENTrefers to the evaluation ofones work samples.

PORTFOLIO is synonymous with WORK SAMPLE.


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An important aspect of portfolio assessment is the freedom ofthe person being evaluated to select the content of theportfolio. The illustrations might go from simple to increasinglycomplex providing compelling evidence for the studentsgrasp of the material.

Portfolios have also been applied at the College and graduatelevel as devices to assist students with career decisions(Bernhardt et al., 1993).

Benefits of the Portfolio Approach includes: (1) engaging

students in the assessment process, (2) giving them theopportunity to think generatively, and (3) encouragingthem to think about learning as an ongoing and integratedprocess.


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Drawbacks: (1) the penalty such as atechnique may levy on a noncreative student

and (2) there are concerns on the evaluationof the portfolios.


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AUTHENTIC ASSESSMENT, also known asPERFORMANCE BASED ASSESSMENT, in educationalcontexts as evaluation of relevant, meaningful tasks

that may be conducted to evaluate learning of academicsubject matter that demonstrate the students transferof that study to real-world activities.

Authentic Assessment is thought to increasestudent interest and the transfer of knowledge tosettings outside the classroom.


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Drawbacks: (1) Assessment might assess priorknowledge and experience, not simply what waslearned in the classroom. (2) Authentic skills may

inadvertently entail the assessment of some skillsthat have little to do with classroom learning.


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PEER APPRAISALis a method of obtainingevaluation-related information about an individual bypolling that individuals friends, classmates, workcolleagues or other peers.

Peer Appraisals:

can help call needed attention to an individual who isexperiencing academic, personal, social, or work-relateddifficulties.

allow those who work, play, socialize, eat lunch and walkhome which roles under what conditions.

Supply information about the groups dynamics: who takeswhich roles under what conditions.

May be used in university setting, grade school, industrial and

military settings.


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Examples:1. Guess Who? Technique- brief descriptive sentences are

read or handed out in the form of questionnaires to theclass, and the children are instructed to guess who.

2. Nominating Technique is a method of peer appraisal inwhich individuals are asked to select or nominate otherindividuals for various types of activities.

Sociogram figures such as circles or squares aredrawn to represent different individuals, and lines andarrows are drawn to indicate various types ofinteraction.


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Study Habits Checklist designed for use withstudents in grades 9 through 14, consists of 37 itemsthat assess study habits with respect to note taking,

reading materials, and general study practices.

What I Like to Do Interest Inventory consists of150 forced-choice items that assess four areas ofinterest: academic interest, artistic interests,occupational interests and interest in leisure time(play) activities. Included in the test materials aresuggestions for designing instructional activities thatare consonant with the designated area of interest.


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Survey of School Attitudes and the Quality of School LifeScales

Survey Study Habits and Attitudes (SSHA) and the Studyof Attitudes and Methods Survey combine the

assessment of study methods. The SSHA, intended for use ingrades 7 through college, consists of 100 items tapping poorstudy skills and attitudes that could affect academicperformance. Two forms are available, Form H for grades 7 to12 and Form C for college, each requiring 20 to 25 minutes tocomplete. Students respond to items on the following 5-point scale: rarely, sometimes, frequently, generally, or almostalways. Test items are divided into six areas: DelayAvoidance, Work Methods, Study Habits, Teacher Approval,Education Acceptance, and Study Attitudes. The test yields astudy skills score, an attitude score, and a total orientation

score.


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Designed to measure accomplishment. It may bestandardized nationally, regionally, locally, or it may not be

standardized at all.


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Tests that cover a number of areas typicallydivided into several sub-tests & are referred

to as Achievement Batteries.Some batteries are constructed to provideboth norm referenced and criterion-

referenced analyses.


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Wide range achievement test Test-4(Wilkinson & Robertson, 2006).

o Measures of reading, spelling, arithmetic, and

reading comprehension.STEP serieso Includes sub-test in reading, vocabulary,

mathematics, writing skills, study skills,science, and social studies; a behaviorinventory, an educational environmentquestionnaire; and an activities inventory.


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It is used not only to gauge achievement but also todevelop hypotheses about achievement versusability. It features nine subsets: oral expression,

listening comprehension, written expression, basicreading skill, reading comprehension, mathematicscalculation and mathematics reasoning. The testwas designed to facilitate understanding of theproblem solving processes and strategies that testtakers use in these areas .


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Are teacher made tests.

Elementary-school level- test to measure achievement in reading.

Secondary school level (Cooperative Achievement test)-tend to be technically sound instruments. It may involve evaluation of

minimum competencies, often as a requirement for a high schooldiploma.

College level (Advance Placement test)- developed by the College Entrance Examination Board officers high

school students the opportunity to achieve college credit for workcompleted in high school.


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Designed to ensure that a student who isawarded a high-school diploma has at least

acquired the minimal skills to become aproductive member of society.


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Two Types of Test:

those that measure abilities related toacademic success

those that measure educational

achievement in areas such reading andarithmetic


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The Kaufman Assessment Battery for

Children (K-ABC) and

The Kaufman Assessment Battery forChildren, Second Edition (KABC-II)

The Woodcock-Johnson III (WJ III)


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develop by husband-and-wife teampsychologist

designed for use of testtakers from age 21/2through age 121/2.


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Kinds of information-processing skills:

simultaneous skills sequential skills


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sequential skills - solves problem best bymentally arranging small amounts ofinformation in consecutive, linear, step-by-step order.

simultaneous skills - solves problem by

mentally integrating and synthesizingmany parallel places of information at thesame time.


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SEQUENTIAL SIMULTANEOUS

Sequential processing is especiallyimportant in:

Simultaneous processing is especiallyimportant in:

Learning and retaining basicarithmetic

recognizing the shape and physicalappearance of letters and numbers

Memorizing lists of spelling words Interpreting the overall effect or

meaning of pictures and other visualstimuli, such as maps and charts

Making associations between lettersand their sounds

Understanding the overall meaning ofa story or poem

Learning the rules of grammar, the

chronology of historical events

Summarizing, comparing, evaluating

Remembering detailsFollowing a set of rules, directions,steps

Comprehending mathematical orscientific principles

Solving problems by breaking them

down into their components or steps

Solving problems by visualizing them

in their entirety


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SEQUENTIAL SIMULTANEOUS

Sequential learners who are weak insimultaneous processing may havedifficulty with:

Simultaneous learners who are weak insequential processing may have difficultywith:

sight word recognition Word attack, decoding, phonics

Reading comprehension Breaking down science or arithmeticproblems into parts

Understanding mathematical or

scientific principle

Interpreting the parts and features of a

design or drawingUsing concrete, hands-on materials Understanding the rules of games

Using diagrams, charts, maps Understanding and following oralinstructions

Summarizing, comparing, evaluating Remembering specific details and

sequence of a story


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there are changes in the following:

- age range covered- structure of the test- conceptual underpinnings of the

test.


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Age Range- the second edition of the test wasextended upward (ages 3 to18)


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Structure of the Test-ten new subtests were created, eight of theexisting subtests were removed, and onlyeight of the original subtests remained.


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Conceptual Underpinnings of the Test.-the grounding of the K-ABC in Lurias Theoryof sequential versus simultaneous processingtheory was expanded.


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In general, reviewers of the KABC-II found itto be a psychometrically sound instrumentfor measuring cognitive abilities.


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a psychoeducational test package

was designed for use with the persons asyoung as 2 and as old as 90+,

yields a measure ofgeneral intellectual

ability as well as measures ofcognitiveabilities, achievement, scholastic aptitude,and oral language.


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WJ III consist oftwo co-normed batteries:

Test of Achievement

Tests of Cognitive Abilities


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Tests of Achievement-are packaged in parallel forms designated Aand B, each of which are divided into astandard battery (twelve subsets) and anextended battery (ten additional subtests).


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Curricular Area Cluster Standard Battery

Forms A & B Extended Battery

Forms A & B

Reading Basic Skills

Fluency

Comprehension

Broad

Test1 Letter Word Identification

Test 2 Reading Fluency

Test 9 Passage Comprehension

Test 1, 2 , 9

Test 13 Word Attack

Test 17 Reading Vocabulary

Oral Language Oral ExpressionListening

Comprehension

Test 3 Story RecallTest 4 Understanding Directions Test 14 Picture VocabularyTest 15 Oral Comprehension

Mathematics Calculation Skills

Fluency

Reasoning

Broad

Test 5 Calculation

Test 6 Math Fluency

Test 10 Applied Problems

Tests 5, 6, 10

Test 18 Quantitative Concepts

Knowledge Test 19 Academic Knowledge

Supplemental Test 12 Story Recall Delayed

Handwriting Legibility Scale

Test 20 Spelling of Sounds

Test 21 Sound Awareness

Test 22 Punctuation & Capitalization


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Test of Cognitive Abilities-may also be divided into a standard battery(ten subtests) and an extended battery (tenadditional subtests)


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Broad Cognitive

Factor

Test (Standard & Extended) Primary Narrow Ability Cognitive

Performance

Comprehension-

Knowledge (Gc)

Test 1 Verbal Comprehension

Test 11 General Information

Lexical knowledge, language

development

General (verbal) information

Verbal Ability

Long-Term Retrieval

(Glr)

Test 2 Visual-Audiitory

Learning

Test 12 Retrieval FluencyTest 10 Visual-Auditory

Learning-Delayed

Associate memory

Ideational Fluency

Associative memory

Thinking Ability

Visual-Spatial Thinking

(Gv)

Test 3 Spatial Relations

Test 13 Picture Recognition

Test 19 Planning (Gv/Gf)

Visualization, spatial relations

Visual memory

Spatial scanning, general

sequential reasoning

Thinking Ability

Auditory Processing(Ga)

Test 4 Sound BlendingTest14 Auditory Attention

Test 8 Incomplete Words

Phonetic coding, synthesisSpeech-sound discrimination,

resistance to auditory

stimulus distortion

Phonetic coding, analysis

Thinking Ability


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Broad Cognitive Factor Test (Standard &

Extended)

Primary Narrow Ability Cognitive Performance

Fluid Reasoning (Gf) Test 5 Concept Formation

Test 15 Analysis-Synthesis

Test 19 Planning (Gv/Gf)

Induction

General sequential

reasoning

Spatial scanning, generalsequential reasoning

Thinking Ability

Processing Speed (Gs) Test 6 Visual Matching

Test 16 Decision Speed

Test 18 Rapid Picture

Naming

Test 20 Pair Cancellation

Perceptual Speed

Semantic processing speed

Naming Facility

Attention and concentration

Cognitive Efficiency

Short-Term Memory (Gsm) Test 7 Numbers ReversedTest 17 Memory for Words

Test9Auditory Working

Memory

Working MemoryMemory Span

Working memory

Cognitive efficiency


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Performance Assessment Is vaguely referredto any type of assessment that requires theexaminee to do more than choose the correct

response from a small group of alternatives. Example: Essay

Among testing and assessment professionals,

contemporary usage of the performance relatedterms focuses less on the type of item or tackinvolved and more on the knowledge, skills andvalues that the examinee must marshal and exhibit.


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PERFORMANCE TASKis a work sample designed toelicit representative knowledge, skills and values froma particular domain of study.

PERFORMANCE ASSESSMENTis defined as anevaluation of performance tasks according to criteriadeveloped by experts from the domain of studytapped by those tasks.

PORTFOLIO ASSESSMENTrefers to the evaluation ofones work samples.

PORTFOLIO is synonymous with WORK SAMPLE.


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An important aspect of portfolio assessment is the freedom ofthe person being evaluated to select the content of theportfolio. The illustrations might go from simple to increasinglycomplex providing compelling evidence for the studentsgrasp of the material.

Portfolios have also been applied at the College and graduatelevel as devices to assist students with career decisions(Bernhardt et al., 1993).

Benefits of the Portfolio Approach includes: (1) engaging

students in the assessment process, (2) giving them theopportunity to think generatively, and (3) encouragingthem to think about learning as an ongoing and integratedprocess.


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Drawbacks: (1) the penalty such as atechnique may levy on a noncreative studentand (2) there are concerns on the evaluationof the portfolios.


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AUTHENTIC ASSESSMENT, also known asPERFORMANCE BASED ASSESSMENT, in educationalcontexts as evaluation of relevant, meaningful tasks

that may be conducted to evaluate learning of academicsubject matter that demonstrate the students transferof that study to real-world activities.

Authentic Assessment is thought to increasestudent interest and the transfer of knowledge tosettings outside the classroom.


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Drawbacks: (1) Assessment might assess priorknowledge and experience, not simply what waslearned in the classroom. (2) Authentic skills may

inadvertently entail the assessment of some skillsthat have little to do with classroom learning.


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PEER APPRAISALis a method of obtainingevaluation-related information about an individual bypolling that individuals friends, classmates, workcolleagues or other peers.

Peer Appraisals:

can help call needed attention to an individual who isexperiencing academic, personal, social, or work-relateddifficulties.

allow those who work, play, socialize, eat lunch and walkhome which roles under what conditions. Supply information about the groups dynamics: who takes

which roles under what conditions. May be used in university setting, grade school, industrial and

military settings.


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Examples:1. Guess Who? Technique- brief descriptive sentences are

read or handed out in the form of questionnaires to theclass, and the children are instructed to guess who.

2. Nominating Technique is a method of peer appraisal inwhich individuals are asked to select or nominate otherindividuals for various types of activities.

Sociogram figures such as circles or squares aredrawn to represent different individuals, and lines andarrows are drawn to indicate various types ofinteraction.


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Study Habits Checklist designed for use withstudents in grades 9 through 14, consists of 37 itemsthat assess study habits with respect to note taking,reading materials, and general study practices.

What I Like to Do Interest Inventory consists of150 forced-choice items that assess four areas ofinterest: academic interest, artistic interests,

occupational interests and interest in leisure time(play) activities. Included in the test materials aresuggestions for designing instructional activities thatare consonant with the designated area of interest.


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Survey of School Attitudes and the Quality of School LifeScales

Survey Study Habits and Attitudes (SSHA) and the Studyof Attitudes and Methods Survey combine the

assessment of study methods. The SSHA, intended for use ingrades 7 through college, consists of 100 items tapping poorstudy skills and attitudes that could affect academicperformance. Two forms are available, Form H for grades 7 to12 and Form C for college, each requiring 20 to 25 minutes tocomplete. Students respond to items on the following 5-

point scale: rarely, sometimes, frequently, generally, or almostalways. Test items are divided into six areas: DelayAvoidance, Work Methods, Study Habits, Teacher Approval,Education Acceptance, and Study Attitudes. The test yields astudy skills score, an attitude score, and a total orientation

score.


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Can a test validated for use in personnelselection for one occupation also be valid foruse in personnel selection for anotheroccupation?


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Validity Generalization means that the sametest- score data may be predictive of aptitudefor all jobs.


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Verbal Aptitude(V): Understanding the

meaning of words and their relationships andusing words effectively are two of the abilitiestapped here. V is measured by Test 4.


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N is measured y tasks requiring the quickperformance of arithmetic operations. It ismeasured by Tests 2 and 6.


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The ability to visualize and mentallymanipulate geometric forms is tapped here. Sis measured by test 3.


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Attention to detail, including the aility todiscriminate slight differences in shapes,shading, lengths, and widths- as well as theability to perceive pertinent detail- ismeasured. P is measured by tests 5 and 7.


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Attention to detail in written or tabularmaterial, as well as the ability to proofreadwords and numbers and to avoid perceptualerrors in arithmetic computation, is tappedhere. Q is measured by test 1.


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This test taps the ability to quicklymanipulate small objects with the fingers. F ismeasured by tests 11 and 12.


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The ability to work with ones hands inplacing and turning motions is measuredhere. M is measured by tests 9 and 10.


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1. The decreased emphasis on multiple

cutoffs as a selection strategy has advantagesfor both prospective employers andprospective employees.


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2. Research has suggested that therelationship between aptitude test scores andjob performance is linear (Waldman & Avolio,1989), a relationship that is statistically bettersuited to VG than to the multiple cutoffselection model.


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3. More precise information can be reportedto employees regarding a test taker's relativestanding in the continuum of aptitude testscores.


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4. VG better assists employers in their effortsto hire qualified employees.


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The quest for viable predictors ofoccupational success has led researchersbeyond the study of interests and aptitudes.

Personality


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Appopriateness of the personality tests ExampleTwo of the most widely used personality tests

in the workplace


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Personality assessment in the context ofemployment

NEO PI-R Integrity tests Literature is that when the test has been

professionally developed, it stands an

excellent chance of meeting acceptablestandards of validity.


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Isabel Briggs Myers and her mother,Katherine Cook Briggs

MBTI Criticisms Popular among Counselors and

Organizational Consultants


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Numerous other tools of assessment may beused in career planning and pre-employmentcontexts, even though not specificallydesigned for that purpose.

Example Career Transition


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Career, Educational, Etc, Assessment

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