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Understanding Assessment Methods: Tests, Constructs, and their Applications

Chapter 10 delves into various assessment methods, focusing on tests including paper and pencil, work samples, and situational judgment tests. It explores key terminology such as constructs and standardization, differentiating between norm-referenced and domain-referenced testing. The chapter discusses traditional cognitive tests, performance tests, and the role of computerized adaptive testing (CAT). It also raises critical issues such as setting cut scores and challenges in cross-cultural testing, emphasizing the importance of valid and reliable assessment methods in measuring psychological constructs and job-related competencies.

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Understanding Assessment Methods: Tests, Constructs, and their Applications

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  1. III Choosing the Right MethodChapter 10 Assessing Via Tests p235 • Paper & Pencil • Work Sample • Situational Judgment (SJT) • Computer Adaptive chapter 10 Assessing via Tests

  2. Terminology • Test • “..objective and standardized procedure for measuring a psychological construct using a sample of behavior” • What are some examples? • Does an interview qualify as a test? • Construct • “…fairly well developed idea of a trait.” • Most KSAOs • Kerlinger’s definitions • Give an example of a construct and operational definition using Kerlinger’s definitions –that’s IO related chapter 10 Assessing via Tests

  3. More terms • Standardization • “…controlling conditions and procedures so scores among different people are comparable.” • What makes an interview a test rather than just an interview? • Does a test require a passive or active response (behavior) or can it be either? chapter 10 Assessing via Tests

  4. NORM-REFERENCED AND DOMAIN-REFERENCED TESTING • What’ the difference between the two? • (domain-referenced is also call criterion-referenced) • What are some examples (or situations) where the purpose would require one or the other? (thought question) • Hint: when criticality of performance is important or • where characteristics of the applicant pool may vary geographically or over time. • Which type requires statistical (correlational) and which type requires judgmental validation? chapter 10 Assessing via Tests

  5. TRADITIONAL COGNITIVE TESTS • Discrimination and generalization • i.e. recognize or discover relationships • Know, perceive, remember, understand, cognitive manipulation • Problem solving, evaluation of ideas • Compare and contrast • IQ, GMA, Cognitive ability Also can be considered aptitude and/ or achievement e.g. WPT with NFL players (do you think scores are related to performance?) chapter 10 Assessing via Tests

  6. Cognitive Ability • Off the shelf • WPT • WGCTA • DAT (Differential aptitude Test) • What is a job you would use each of them for? • What are the relative advantages and disadvantages for developing homemade tests vs. commercially available ones? chapter 10 Assessing via Tests

  7. PERFORMANCE TESTS • How can they be both criteria and / or predictors? Give examples. • Work Samples and Simulations • “standardized abstraction of the work” • Give hypothetical examples of a high and low fidelity simulation • Developing Work Samples to measure “proficiency” • Would all or some of the tasks be measures for (1) selection v. (2) criterion? • Situational Judgments • Can be either multiple choice or video (higher fidelity) • With incremental validity over GMA, Personality, job experience (Chan & Schmitt, 02) chapter 10 Assessing via Tests

  8. Non-Cognitive Performance • Physical Abilities • See recent PTC newsletter on legal issues • Sometimes its difficult to set valid cut scores • Fitness Testing • a two edged sword for setting standards and not doing so. What is the legal conundrum here? • Should fitness testing be required for some jobs on a daily basis? • Should drug testing be performed for some jobs and not other? • Sensory & Psychomotor Proficiencies chapter 10 Assessing via Tests

  9. COMPUTERIZED TESTING • What is a stenographer? Where did they go? • What are some psychometric problems with mass testing across different geographical locations that CAT can help with? • How can IRT help? • Computerized Adaptive Testing (CAT) • What’s the difference between linear testing and branching algorithms? chapter 10 Assessing via Tests

  10. ISSUES AND CONTROVERSIES • Setting Cut Scores –rarely recommended but often necessary: • Civil service • Licenses & certification • Cyclical hiring (needs forecasting estimates, e.g. teachers) • Sequential (for multiple hurdle) • Predicted Yield Model (Thorndike, ‘49) • Fluctuation of candidate qualifications varies • availability of openings varies • Depends upon accurate forecasting (history and research) • What are some consideration ? • Regression-Based Methods (see fig 10.2 p254) chapter 10 Assessing via Tests

  11. Translations of Psychomotor Instruments • Cross cultural testing a challenge: • Different approaches to testing • Test administration problems • Score equivalence • Considerations: • Use IRT to establish item equivalence • Develop “global” measures (Schmitt, Kihm & Robie, 2000) • What is this global thing? chapter 10 Assessing via Tests

  12. Tests and Controversy • Do we need licensing tests to establish credentials? • Do we need educational proficiency exams? • We will always assess; either • With tests (more objective) • With subjective judgment chapter 10 Assessing via Tests

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