IOP3701 EXAM QUESTIONS
SECTION 1
May 2011
For fair & equitable testing & assessment in the work context, the starting point is that the job must be described, explain why this would be important (5)
Discuss the importance of doing a thorough job analysis in testing and assessment in the work context (5) * The first step and main emphasis in the decision making process is a thorough job analysis * Job analysis consists of: * Job description – indicates the tasks that need to be done in the job. * Job specification – specific characteristics required of a person to perform well in the job. * It is important to list specific requirements that are not often stated – which candidates cannot be considered. * The next step includes fair procedures for making decision. This entails well thought through and justifiable procedures for job description, advertisements etc. * Evaluate and justify minimum requirements in formal education, prior learning, relevant experience, training, skills and knowledge. * Decide on suitable testing and assessment techniques * Follow scientific, professional and ethical guidelines * Monitor outcomes for fairness and adverse impact. * Take steps to ensure equity and fairness for future opportunities. * Fair and equitable testing and assessment: * 1st step and main emphasis in the decision-making process is a thorough job analysis – to know exactly what the job entails and what qualities, characteristics, qualification and experience are required to be successful in the job. * Important to also list specific requirements that are not often stated, but only come out when certain candidates cannot be considered for a particular position. Clarity about exactly what the stated and unstated requirements are. * Fair procedure for making decisions. This entails well thought through and justifiable procedures for job description, advertisements and all further steps incorporated in the decision-making process. * Evaluate and justify requirements in formal education, prior learning, relevant experience, training, skills and knowledge. * Decide which testing and / or assessment or measurement techniques are suitable to use for the specific job application. * Use scientific, professional and ethical guidelines in evaluating the procedures to be used. * Monitor outcomes for fairness and adverse impact. * Take steps to ensure equity and fairness for future opportunities.
May 2011
The EEA of 1998 is used as a guideline to ensure fair & equitable assessment practices in the industry. Discuss the value of the EEA in psych assessment domain in SA context (5) * The purpose of the employment equity act in the workplace is to: * Promote equal opportunity and fair treatment in employment through the elimination of unfair discrimination; and * Implement affirmative action measures to redress the disadvantages in employment experienced by designated groups, in order to ensure their equitable representation in all occupational categories and levels in the workforce. * In terms of the employment equity act, psychological testing and other similar assessments of an employee are prohibited unless the test or assessment being used: * Has been scientifically shown to be valid and reliable; * Can be applied fairly to all employees; and * Is not biased against any employee or group.

May 2011
Explain what can be done to ensure that persons with disabilities can as far as possible also be assessed. What additional arrangements can be made to accommodate persons with disabilities in assessment (5)
Oct 2011
What are the limitations to psych assessment of illiterate/computer illiterate individuals? – How can these limitations be overcome? (5) * Simple guidelines that can be followed to ensure that measures are administered fairly to disabled people do not seem to exist. * The assessment needs to be adapted and tailored by modifying the test items, content, stimuli, material or apparatus, adjusting or abandoning time limits and choosing the most appropriate medium (eg visual, auditory or tactile) * The assessment practitioner has to make decisions regarding how to adapt or modify a measure for use with disabled individuals and should consult a manual to see whether any information has been provided in this regards. * Results should be used in a qualitative way and can be used to gain an indication of a particular characteristic being assessed. * Assessment of disabled individuals should take place within a multidisciplinary team context involving various professionals * The potential to formulate incorrect opinions is present * Psych assessment ensures the forming of an informed opinion, and the possibility is there that the wrong opinion was reached * Psychologist might err on the side of selectively attending to only certain bits of information, or selectively remembering certain aspects of the interview, or not following up on a critical piece of information, or employing faulty logic. * The above can lead to incorrect conclusions
May 2011
Explain why norms are of particular importance in the assessment of cognitive functioning (5) * A norm is a measure against which an individual’s raw score is evaluated so that the individual’s position relative to that of a normative sample can be determined – that is the individual’s standing in relation to the norm group. * Test takers performance is interpreted with reference to a standardization sample * Results of norm-referenced measured often reported as scores like percentile ranks that is calculated on the basis of the performance to the group on whom the measure was normed. * It often happens that the test taker does not match the normative sample i.e. in SA we have to use measures that were normed in other countries. The score can therefore not be considered an accurate reflection of the test takers ability but should be seen as an approximate indication * Clinical interpretation is important * Due to commonalities in brain-behaviour relationships & cognitive processes associated with them, there is evidence that certain patterns of scores are applicable cross-culturally and can be used in a multi-cultural society.
Oct 2011
Most psych assessment measures of specific constructs measures at interval scale. Explain the properties of interval scale. Discuss the advantages and limitations of interval scale for psych assessment (5)
May 2010
Give the measurement characteristics of interval scores. Also explain why psychological test results are interval scores and not ratio scores. (5) * Interval scales: This scale has the property of magnitude and equal intervals. * This means that the size of the difference between values can be interpreted. * E.g. temperature – magnitude: 30C is warmer than 25C * Equal intervals: the difference between 4C and 10C, the same as the difference between 30C and 36C * Ratio scales: Measurement scales that have all three properties – magnitude, equal intervals, and absolute zero. * The ratios are meaningful * E.g. speed – the point where there is no speed at all is 0 km/hour. * 120 km/h is twice the speed of 60 km/h and 55 km/h is half the speed of 110km/h * Ratio scales cannot be used for psych test results as humans do not have an absolute zero measurement.
Oct 2011
Explain what is meant by the standard error of measurement and why it should be taken into account when measuring an attribute of an individual. (5)
It indicates the band of error around each obtained score and examiners should be aware of the SEM for each subtest before interpreting the test takers score. The possibility of errors in measurement also has to be taken into account when examining the differences between subtest scores on a composite scale such as intelligence scale. The observed differences between scores could be due to chance and may not be a reflection of the real differences.

Oct 2011
Discuss the possible negative implications if the use of psych tests is not properly controlled & used by persons registered with the HPCSA (5) * Unauthorized use of tests and unqualified persons: * Security of tests and test results: results can land in the wrong hands and reports written by psychologist might contain sensitive information. * Poor testing conditions: could involve a room with poor visibility, constant interruptions and noise which could prevent the test taker from doing his or her best. * Unprepared test administrator, incorrect or insufficient test instructions could influence results because results may not be a reflection of the individual’s characteristics, behaviour, skills or whatever is being measured. * Lack of rapport and poor test taking orientation: if the person who administers the test does not establish good rapport, it may lead to the person taking the test not being motivated to do his or her best. Poor rapport may lead to anxiety which may negatively affect test results.
May 2010
Explain what is meant by “dynamic assessment” and discuss where these types of measures are typically used. Also give an example of such a measure in the South African context. (5) * With dynamic assessment the focus is on identifying potential and providing learning opportunities to help individuals improve their level of functioning. * Specific approach to assessment which incorporates training into the assessment process. * Deliberate departure from standardised assessment procedures so as to elicit additional qualitative information about the learner. * The potential of the learner is assessed by observing how well he/she can learn in a situation where the assessment practitioner is the assessor, instructor and clinician. * Focuses on future potential rather than current ability. * Advantage of this assessment approach is that it can overcome some of the cultural and educational biases associated with assessment outcomes of conventional tests. * In South Africa Taylor (1994) has developed a family of measures (APIL-B, TRAM1, TRAM2) based on his approach to measurement of learning potential and De Beer (2000a and b2006) developed the LP-CAT.
May 2010
The assessment process is multidimensional in information gathering. Explain. (5) * It entails the gathering and synthesizing of information as a means of describing and understanding functioning. * It can inform appropriate decision-making and intervention. * By gathering a wide array of data in the assessment process a richer and broader sampling of behaviour functioning can be achieved. * However the assessment battery (ie. The combination of measures used) must be tailored to an individual, group or organisation needs.
May 2010
Discuss some of the ethical considerations when test results are conveyed. (5)
There are a certain ethical and practical considerations when conveying assessment results to test takers and other interested parties. * Confidentiality
By law psychological services as confidential. The right of the test takers to confidentiality must be respected at all times. Serving the best interest of the test taker is paramount. In some instances psychologists might be compelled by law to provide assessment results. When this happens psychologists must make it clear that they are doing so under protest.
It is not a breach of confidentiality when psychologists provide information to other professionals who are consulting members of a professional team. * Accountability
Psychologists are accountable for the way in which assessment measures are used and interpretations that are made as well as for protecting the security of test results.
Accountability also includes taking steps for the safe and secure storage of assessment results and disposal of obsolete data.

Assignment 2 of 2012
The relationship between the assessment practitioner and the test taker is very important as it may influence the assessment results. Briefly discuss the responsibilities of the assessment practitioner in ensuring a good relationship (5) * Adopting a scientific attitude – impartial, scientific and professional attitude when administering an assessment measure. * Exercising control over groups during group assessment – the test takers should obey the test instructions explicitly. Discipline should be maintained throughout. The assessment practitioner is in command and he/she alone gives instructions or answer questions. * Motivate test takers – test takers should be motivated to do their best. Not always an easy task to motivate them positively since no direct reward for good achievement can be offered. Poorly motivated test takers will reveal symptoms of listlessness and lack of attention. One ways is to ensure that they will benefit in one way or another from the assessment. * Establishing rapport – this refers to the assessment practitioner’s efforts to arouse the test takers interest in the assessment measure, to elicit cooperation and to encourage them to respond in a manner appropriate to the objectives of the assessment measure.
Differentiate between a speed and a power test (5)
Speed tests: * Scope of the questions is limited and the methods you need to use to answer them is clear * Large number of fairly easy items of similar level of difficulty * Needs to be completed in a certain time with the result almost no one completes all the items in the specified time * Concerned with how many questions you can answer correctly in the allotted time (more type of mcq)
Power tests: * Represent a smaller number of more complex questions. * Time limits are not imposed so test takers may complete all the items * Methods to use to answer questions is not obvious. * Working out how to answer questions is the difficult part.
Speed test are used for administrative, clerical and power tests more at graduate, professional level.
Test results represent only source of information and this information is at most/mostly approximate in nature – explain(5)
Assessment measures, because they offer the promise of objective measurement, often take on magical proportions for assessment practitioners who begin to value them above their professional judgment or opinion. The results obtained from assessment measures always need to be bracketed by a band of uncertainty caused by errors of measurement that creep in during administration, scoring and interpretation. The social, economic, educational and cultural background of an individual can influence his/her performance on a measure to the extent that the results represent a distorted picture of the individual.
Explain the difference between the measurement of general cognitive functioning and the measurement of specific abilities (aptitudes) (5)
Specific abilities (aptitudes) * It refers to the individual’s ability to acquire, with training a specific skill or to attain a specific level of performance. * The abilities measured by aptitude measures correspond to the intellectual abilities measured by tests of general ability.
The difference is that the items and subtests of measures of general cognitive functioning are selected primarily to provide unitary measure and not to provide an indication of differential abilities.
A reliable test is not necessarily valid. Explain the statement in detail (5) * The EE act specifies that psych measures must meet 2 technical criteria namely reliability & validity * Reliability refers to the consistency with which it measures what-ever it measures * Consistency however always implies a certain amount of error in measurement i.e. random error and systematic error * A person’s performance in one administration of a measure does not reflect with complete accuracy the true amount of the trait the individual possesses * There may be systematic or chance factors present i.e. emotional state of mind, fatigue, noise outside the test room etc. which may affect the score of the measure.

SECTION 2
May 2011
Descriptive statistics & correlations are often used in psych assessment research. Discuss how correlations are used to evaluate types of psych assessment measures (10)
May 2010
Explain what a correlation coefficient is and describe the properties and interpretation of correlation coefficients. Also list and discuss examples of the different ways in which correlation coefficients are used in psychological assessment and in validation research involving psychological assessment measures. (10) * Correlation coefficient is a measure of association i.e. machine operators who scored high on aptitude tests also have high job performance scores * When one asks if one variable is related to another variable, the statistic to compute is correlation coefficient denoted as r * The correlation coefficient is calculated as the covariance of XY divided by the product of the variances of the 2 moments * Once it is determined if there is a relationship, the regression equation is done to build a prediction model. * The greater the size of the correlation, the more accurate the prediction will be.

May 2011 and assignment 3 of 2012
Use of Computers & internet has grown exponetially in the last few decades.. Explain the concerns about the use of computer based and internet delivered psych assessment meausres. Indicate how ethical and proffesional standards can be maintained within this new technological context of psych assessment. (10)
May 2010
The future of psychological testing is certain to include greater use of computers. Discuss the potential contributions and inherent dangers in relation to this statement. (10) COMPUTER BASED & INTERNET DELIVERED TESTING | ADVANTAGES | DISADVANTAGES | Standardisation of assessment instructions | Copyright violation a possibility on Internet | Elimination of practitioner bias & scores objectively measured | Lack of security | Reduction in amount of time needed for assessment | Confidentiality problems when unauthorised access to large amounts of info stored on computer | Opportunity for more info about test-takers i.e. precisely recording & storing response time) & instant scoring provided, allowing prompt feedback to assessment practitioners & test-takers | Comp generated report still require skilled clinical judgment wrt interpretation | More spatial & perceptual abilities measured due to graphic capabilities | Comp. scoring routines may have errors or poorly validated - difficult to detect within the software | Suitable for test-takers who have physical & neuro disabilities in voice activation & touch screen | High costs of system development | Greater element of control i.e. if the response time must be limited, computer can be programmed to flash the item on screen for a short period only | Assessment packages costly & psychometric properties of measures not always researched adequately as failing to have products quickly on market places a financial burden on developing company | Fewer assessment practitioners & assistants needed - cost effective & less labour intensive - practitioners can be utilised for other activities | Vital qualitative info about test-taking behaviour & problem solving strategies cannot be assessed during comp. assessment | Errors due to inaccurate scoring eliminated | Human-computer interface issues - some test-takers may have phobia about using computers esp older people & anxiety levels will raise & have a negative impact on test performance | Test scrutiny increased because test materials cannot be removed from room | Lack of computer sophistication (literacy) of test-takers can impact negatively on performance. Test-takers to be exposed to a practice session & measure to provide them with sufficient time to become familiar before assessment takes place. |

May 2011 and assignment 3 of 2012
SA has 11 official languages & this complicates the development of fair & equitable use of Psych assessment measures. It is therefore important to do bias analysis during psych test development to ensure that instruments developed can be used fairly & equitably for the different groups. Discuss the main features of Item response theory & explain how it can be used during psych test development to do bias analysis & to evaluate differential item functioning (10)
Discuss the main features of Classical Test Theory and Item Response Theory and mention the advantages associated with the modern statistical methods.(10) * Classical test theory item analysis * Determining item difficulty – p value * This is proportion/percentage of individuals that answers correctly * Number of people who answered correctly divided by number of people who took the measure * The higher correct responses the easier the item * The smaller the percentages of correct responses, the more difficult * No info about characteristics of item * P value provides uniform measure of difficulty & is used when selecting final items for measure * Determining discriminating power * One of purpose of item analysis is to discover which items best measures the construct or content domain that the measure aim to assess * Good items consistently measure the same aspect that the total test is measuring. Individuals do well in answering a good item correctly, whilst those who do poorly would answer a good item incorrectly * Discriminating power determined by discriminating index & item total correlation * A positive D value indicates an item that discriminates btw the extreme groups and a negative D value indicates an item with poor discriminating power * Item total correlation to be performed on the score of an item & the total measure * A positive correlation indicates that the item discriminates btw those who do well & poorly on the measure * A correlation close to zero indicates the item does not discriminates btw high & low total scores * A negative correlation indicates an item with poor discriminating power * Minimum discriminating value = 0.20 * Advantages – correlation coefficient more familiar, magnitude of item correlation can be evaluated * Direct relationship btw item difficulty & item discrimination. Difficulty level of item restricts the discriminating power of item. * Item response theory * IRT is a test theory use to develop and assemble test items, detect bias in measuring instruments, implement computerised adaptive tests, and analyse test data. * Especially useful for large-scale testing programmes. * By applying IRT it is possible to analyse the relationship between the characteristics of the individual and responses to individual items. * A basic assumption of IRT is that the higher an individual’s ability level, the greater the individual’s chances are of getting an item correct. * This relationship is graphically represented by the item characteristic curve (ICC): * The x-axis represents the ability level * The y-axis represents the probability of answering an item correctly * The difficulty level of an item is indicated by the position of the curve on the x-axis as measured by that point on the curve where the probability of answering an item correctly is 50%. * The slope of the curve indicates the discriminating power of an item. Steeper slope means higher discriminating power. * The curve: * The S-shape curve indicates that people with low ability have a low probability of answering correctly and vice versa. * The point at which the shape of the curve changes from concave to convex is called the inflection point and also indicates the difficulty level (b-parameter) of the item * An effective item will have a steeper slope (higher a-value) which indicates better discrimination between people at that particular level * An effective item should have a c-value (guessing index that is relatively low. * Effect of a (discrimination index), b (difficulty index) and c (guessing index on the ICC curve: * Advantages of IRT: * It enables the analysis of the relationship between the characteristics of the individual and the responses to individual items * The relationship may be graphically represented which makes it easier to analyse data * Powerful information is available at item level which assists with item selection * Item measures and test-taker measures calculated are independent of the specific sample from which the data were obtained * The above also means that the ability scores calculated are independent of the particular set of items used – making possible computerised adaptive testing (CAT). * Disadvantages of IRT: * Large samples sizes are required for analysing data * Complex mathematical calculations require the use of sophisticated software, which can be costly to purchase. * ICC’s can be used to detect DIF. The ICC’s for different comparison groups are drawn up and compared. Any difference in the ICC indicates a difference in the level of performance despite similar ability levels. * Differential item functioning (DIF): * An item shows DIF if individuals having the same ability, but from different groups, do not have the same probability of getting the item right. * Identification and elimination of DIF from any measure increases the reliability and validity of scores. * Statistical methods for detecting DIF: * Mantel-Haenszel procedure: * The Mantel-Haenszel procedure is based on the assumption that an item does not display any DIF if the odds of getting an item correct are the same for 2 groups of test-takers across all different ability levels.

May 2011
Administering & working with psych assessment measures is an important and serious task that comes with a high level of responsibility. Discuss what can be done to prevent deviations from the precriptions of how assessments are supposed to be handle from occuring. (10) * Assessment misuse and ways of addressing the problem - Legislation is not enough to stamp out misuse, the onus needs to be placed on the assessment practitioner to ensure that ethical practices become the norm. * Developing an awareness and appropriate training materials * Guidelines and responsibilities for all * First and foremost, the interests of test-takers should be protected. * Developers, publishers and distributers: * Provide the info that practitioner need to select appropriate measures * Provide info that assist practitioners interpret scores * Strive to develop and adapt measures that are fair * Warn practitioners about the dangers of applying the measure inappropriately or misusing info obtained from the assessment measure * The role of Labour Department, Education, etc. needs to be clarified. * Assessment Policies: this will ensure that practitioners and organisations are responsible and liable for fair, ethical and professional practices.

May 2011 (and assignment 2 of 2012)
Explain and summarise the different types of validity & indicate under which conditions would this testing be used. Explain what information is required and how it is analysed to determine the different types of validity. Summarise this info to provide a framework (10)
The following factors may impact the validity of a measure:
Reliability
* The validity of a measure is directly proportional to its reliability * This means that the reliability of a measure has a limiting influence – imposes a ceiling on its validity. * The validity of a test can never exceed the square root of its relationship. * Therefore there is no point in trying to validate an unreliable measure. * Very important – reliability does not imply validity, this means that reliability is a necessary but not sufficient pre-condition for validity.
Differential impact of subgroups * The nature of the group under investigation is also important * The validity coefficient must be consistent for subgroups that differ in age, gender, educational level, occupation or any characteristic. * If this is not the case, these subgroups – according to biographical factors may have a differential impact on the validity coefficient.
Sample heterogeneity * If scores are very similar, because group members are similar i.e. a group of post graduate students, there may be a restriction of range case. * The wider the range of scores, the higher the validity coefficient
Linear relationship between predictor and criterion * The relationship between predictor and criterion must be linear because the Pearson product-moment correlation coefficient is used.
Criterion contamination * If the criterion is contaminated, it will affect the magnitude of the validity coefficient * If contaminated influences are known and measured, their influence can be corrected statistically by means of partial correlation technique.
Moderator variables * Variable like age, gender, personality traits and socio-economic status may affect the validity coefficient if the differences between the groups are significant * These are known as moderating variables and must be kept in mind as a specific measure may be a better predictor of criterion performance for example men than woman, thereby discriminating against the latter.
May 2011
Most companies have some or other support function to assist employee who are experiencing personal difficulties. Discuss how measures of affective behaviour adjustment and well being can assist HR in this regard. Mention the kinds of assessments that can be used and how they could contribute to improving the well being of employees (10) * Health – defined as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. * Determinants of wellness in the workplace: * Work relationships * Work-life balance * Overload * Control * Resources and communication * Job insecurity * Pay and benefits * Measures of well-being: * Anxiety: An unpleasant emotional state accompanied by physiological changes. State anxiety: situational dependent. Trait anxiety: personality characteristic * IPAT Anxiety Scale: provides a quick assessment (5-10minutes) of free-floating manifest anxiety (anxiety not bound to specific circumstances) and is suitable for ages 15 and older * Used as a guide assessment/screening tool to detect the presence of emotional problems in test-takers * Anxiety is a common symptom in most types of emotional problems and academic/occupational underachievement. * State-Trait Anxiety Inventory (STAI): measures anxiety as a state and as a trait in secondary school learners, students and adults. * State Anxiety: refers to an affective state that varies from one situation to another. * Trait Anxiety: refers to stable personality attributes that is typical of a person, despite the situation being experienced by him. * Assessing depression: * The Beck Depression Inventory (BDI): Published in 1961 to assess cognitions (thoughts) which are associated with depression in psychiatric patients as well as other individuals in 5-8minutes. It is not clear whether BDI measures depression as a state or trait or both. * Measures of responses to stress: * Maslach Burnout Inventory (MBI): It was constructed to assess stress and burn-out in adults, especially related to job stress. As burnout is a multifaceted construct, Maslach constructed 3 subscales for measuring these facets: * Emotional exhaustion * Depersonalisation * Personal accomplishment * Measures of adjustment and coping - Measuring how stressful one’s environment is and the emotional state that this is producing and how people adjust to and cope with the stresses and strains in life and “growing up”. * Personal, Home, Social and Formal Relations Questionnaire (PHSF) - It was standardized by the HSRC for learners Gr. 10-12 as well as young adults. * When coping strategies and stress reactions prevent the achievement of harmony inside the self, and between environmental demands, adjustment is poor. Vice versa for well adjusted individuals. * The PHSF aims to identify adolescents who have adjustment problems. * It also serves as an objective diagnostic instrument which can be used to identify the nature of problems in various domains of adjustment. * Use quantitative and qualitative analysis * Interpersonal Relations Questionnaire (IRQ) - It was standardized by the HSRC in 1971 for learners in Gr. 7-9. Information obtained can be used diagnostic, counselling and research purposes. * It is essentially similar to PHSF, except for the IRQ targeting younger adolescents. * Adult Coping Scale (ACS) - The scales are used for research and psycho-diagnostic or counselling purposes: * In general the ACS aims to identify typical ways of dealing with specific or generally stressful life situations. The information can be used to encourage adults to consider how they have dealt with past difficulties and help them transfer productive coping strategies to present problems or new situations. * Can also help removing or changing counter-productive strategies * Coping Resources Inventory (CRI) - Provides information on the resources of coping with stress that are currently available to the individual. Not adapted to South Africa, but has been used successfully in SA with multicultural samples. * Measures of Well-being and Quality of Life - Instead of just focussing on what makes people mentally ill, we need to study the factors that keep people well and mentally healthy. * Minnesota Satisfaction Questionaire (MSQ) * It is used in the assessment of job satisfaction. * It taps affective responses to various aspects of one’s job. * A person can be relatively satisfied with one aspect of his job while being dissatisfied with one or more other aspects. * McMaster Health Index Questionaire (MHIQ) * Assessing the quality of medical patients. * This definition not only stresses the absence of sickness, but also enhanced quality of life and wellbeing. * MHIQ includes physical, emotional and social aspects in its assessment of a person’s quality of life.

Oct 2011
Discuss how psych assessment in SA has been influenced by both International & local historical events. Mention how current legislation – specifically the EE Act 55 of 1998 is linked to local history (10)
Oct 2011
The concept of bias is often used in cross-cultural testing & assessment. Explain what bias is & discuss how it can be managed. Mention the role of the EE act in this regard. (10)
May 2010
The Employment Equity Act has had major implications for the field of psychological assessment. Explain how the Employment Equity Act has benefitted testing and assessment in South Africa. (10)
Oct 2011
Explain why the development of psych measures can be considered quite challenging in SA context – given multicultural and multilingual society. Explain how these contextual factors can affect the steps involved in development of psych assessment measures. (10) * The purpose of the employment equity act in the workplace is to: * Promote equal opportunity and fair treatment in employment through the elimination of unfair discrimination; and * Implement affirmative action measures to redress the disadvantages in employment experienced by designated groups, in order to ensure their equitable representation in all occupational categories and levels in the workforce. * In terms of the employment equity act, psychological testing and other similar assessments of an employee are prohibited unless the test or assessment being used: * Has been scientifically shown to be valid and reliable; * Can be applied fairly to all employees; and * Is not biased against any employee or group. * Typical characteristics of assessment measures that we need to investigate when evaluating their utility in a particular context: reliability, validity, fairness, bias and norm groups (applicability, fairness and bias) * Historically individuals were not protected against any form of discrimination * With new constitution & labour relations act in 1996 workers have support of legislation that forbid discriminatory practices * To ensure discrimination is addressed in testing area the EE act section 8 refers to psych tests & assessments & specifically states: * Psych testing & similar forms of assessments of an employee are prohibited unless the test or assessment being used has been scientifically shown to be valid, can be applied to all employees & is not biased against any employee. * The EE act has major implications for assessment practitioners in SA because measures whether local or imported from US have not been investigated for bias or cross culturally validated * The impact has far reaching consequences as many practitioners have been called upon to demonstrate in court that the assessment measure does not discriminate against certain groups of people * Since the act in 1998, there has been a noticeable increase in the number of bias studies * A further consequence is that there is an emerging thought that it would be useful if test publishers could certify a measure as being “EE Act compliant” when selecting measures & can aid practitioners when selecting measures – can be misleading because a certified measure does not protect the results from being used in an unfair way when making selection decisions. * Due to variety of cultural & language groups in SA, bias investigations would have to be conducted for all subgroups on whom measure is to be used before it can be approved * The alternative is that it must be clearly indicated for what subgroups the measure has been found unbiased and it is for only these groups that the measure complies with the Act. * This also forced practitioners to look closely at available measures ito quality, cross-cultural applicability appropriateness, norms & availability of different language versions.

Oct 2011 and assignment 2 of 2012
Discuss the various forms of reliability that are typically performed and reported for psych measures used in the industry. Explain clearly how each of the different types of reliability is calculated and reported (10)
May 2010
Discuss the factors affecting the reliability of a measure.(10)
Assignment 3 of 2012
Discuss the relationship between reliability and validity – in particular whether one can be a prerequisite for the other?
Reliability is about consistency of measurement (see Chapter 4 of Foxcroft and Roodt (2009)) and relates to error in measurement (p. 52), while validity is about whether the instrument (test or questionnaire) measures what it is supposed to measure (see Chapter 5 of Foxcroft and Roodt (2009)).
A test that is not reliable cannot show good validity – and in that sense reliability can be seen as a prerequisite for validity.
On the other hand, a measure may show high reliability (consistency) but low validity if it measures consistently, but what is measured is not relevant for what is supposed to be measured. * Reliability – consistency with which it measures whatever it measures. (Reliability can also be defined as the ratio of true score variance to observed score variance. * Reliability of a test is expressed by means of the reliability coefficient, which is a correlation coefficient. Generally, * Standardised tests should have reliabilities in the 0.80’s or 0.90s * Reliability coefficients should be 0.85 or higher for decisions about individuals, while only 0.65 or higher for decisions about groups * Standardised personality and interest questionnaires should have reliability coefficients of 0.80 to 0.85, while those of aptitude tests should be 0.90 or higher * Factors affecting reliability: * Systematic respondent errors: * Non-response errors / self-selection bias – these occur when respondents do not fully complete their tests or assessments. * Response bias – occurs when respondents decide to systematically respond in a set or fixed manner to the item or questing, thereby presenting a skewed picture. * Types or reliability: * Test-retest * Simple and straightforward. * Systematic error variance – differences between both the test taker and the physical environment. * Transfer effects - practice and memory. Difficulty is time interval between testing * Alternate-form * Time interval between testing - intervening experiences. * Tests must be truly parallel. * Nature of test can change as a result of repetition. * Split-half * Problem may be how to split the test - suggestion is to have an odd-even item split. * The longer the test, the more reliable it is. * Kuder-Richardson and Coefficient Alpha * Consistency of responses to all items. * Inter-item consistency influenced by two sources or error variance: content sampling and heterogeneity of behaviour domain measures. * Inter-scorer (rater) * Used when subjectively scored measuring instruments are utilised, for example, projective personality techniques. * Intra-scorer (rater) * Used as an indication of error variance for a single rater. * The validity of a measure concerns what the test measures and how well is does so. * Types of validity or validation procedures: * Content-description procedures * There are 2 important aspects when considering content validity of a measure: * Face validity – does not refer to what the test measures, but to what it appears to measure. * Content validity – involves determining whether the content of the measure covers a representative sample of the behaviour domain / aspect to be measured. * Non-statistical type of validity and refers to a specific procedure in constructing a psychological measure * A frequently used procedure to ensure high content validity is the use of a panel of subject expers to evaluate the items during the test construction phase. * Content validity is especially relevant for evaluating achievement, educational, and occupational measures. * This type of validity is not the most appropriate for personality and aptitude measures (criterion-predictive is more suitable for that)
Oct 2011
Discuss the different categories of registration with the HPCSA for persons with psych qualifications. Clearly indicate the different categories and discuss the requirements for such registration & indicate the scope of practice for the different categories. * There are currently 5 categories of professionals within profession of psychology in SA namely: * Psychologists * Registered counselors * Psychometrists (independent practice) * Psychometrists (supervised practice) * Psychomtricians * Categories for Psycho-technician & Psychometrists (Supervised practice) are being phased out – no new will be added to register * 2 new categories introduces: Clinical neuropsychology & Forensic Psychology

Psychologist | Administer, score, interpret, report on all measures. May perform specialised assessments i.e. forensic, neuro-psychological) provided that the appropriate training has been received | May purchase psych assessment measures | Can set up private practice & bill clients for assessments | Coursework, masters degree & 12 month internship set by Professional board, mandatory continuing professional development | Registered counselor | Administer, score, interpret & report of certain measures (i.e. measures trained in and may not use projective personality measures, specialist neuropsychological measures or measures for diagnosis of psychopathology | May purchase some psychological assessment measures | Can set up private practice & bill clients for assessments | B.Psych, 720 hrs in a supervised practicum, 70% for national exam set by Professional board | Psychometrists (independent practice) | Administer, score, interpret & report on certain measures (i.e. measures trained in and may not use projective personality measures, specialist neuropsychological measures or measures for diagnosis of psychopathology | May purchase certain psych assessment measures | Can set up private practice & bill clients for assessments | B.Psych or equivalent with psychometry focus that includes 720 hrs in a supervised practicum or Psychometrists (supervised) practice. Can work under a psychologist for 3 years to log 720 hrs of supervised practical training. 70% in a national exam set by professional board | Psychometrists (Supervised practice) | Administer score and professionally interpret measures under a psychologist supervision (Excl projective & specialised measures) Can participate in feedback & co-signing of the report | May not purchase psychological assessment measures | Cannot practice independently, must work under a psychologist | B.Psych or equivalent with psychometry focus, 720hrs of practical assessment, 70% for national exam | Psycho-technician | Administer, score & interpret standardised group or individual screening type tests. May not perform specialised assessments | May not purchase psychological assessment measures | Must work under supervision and may not bill clients for assessments | Bachelors degree in psychology, 6 month internship, pass a national exam set by Psychometrics committee |

Oct 2011 Explain why the measurement of personality is a core part of assessment for selection, placement and promotion in the work context. Mention different types of personality assessment & discuss how applicable they are in the work context (10) * Instruments available in South Africa: * Sixteen personality factor questionnaire: * Based on the factor analysis approach * Used in vocational guidance, selection, counselling, clinical evaluation and academic and research work. * Meyers Briggs type indicator: * Based on Jung’s theory of personality types and provides a four letter type indicator which indicates an individual’s preference: * Introversion-Extroversion (E-I) * Extroversion: direct their energy to the outside world and seek interaction with others * Introversion: directs their energy to their inner world of ideas and tend to value privacy and solitude * Thinking- Feeling (T-F) * Thinking: make decisions on an impersonal relational way/manner * Feeling: decisions made on subjective and emotional grounds * Sensing-Intuition (S-N) * Sensing: rely on info gained through the senses and can be described as realistic * Intuitive: rely on info gained through the unconscious and can be described as open-minded * Judgement- Perception (J-P) * Judgement: seek closure and an organized environment * Perception: characterized by adaptability and spontaneity * Projective assessment techniques – characterised by unstructured tasks. Projective techniques use the assignment of unstructured tasks to generate an almost unlimited variety of responses. The results from these responses are seen as revealing the covert and unconscious aspects of personality. * The focus is not on the measurement of a few personality traits, but on the composite picture of the whole personality. * Types of projective techniques: * Inkblot techniques - The Rorschach (available in SA) is the most popular instrument. It has 10 cards with inkblots and respondents are expected to say what the blots represent. Scoring looks at the location, determinants and content of responses. * Pictorial techniques - The Thematic Apperception Test (TAT) (available in SA) uses cards with vague pictures from which respondents are expected to make up stories. * Verbal techniques - Use word association and sentence completion. Autobiographical memories can also be classified as verbal technique. * Performance techniques - They call for relatively free self-expression, including activities, such as drawing and the dramatic use of toys.

May 2010
Assessment measures have been defined as objective, standardised measures that are used to gather data for a specific purpose. Describe in detail the main characteristics of assessment measures. (10)
May 2010 Describe in detail what constitutes fair and ethical assessment practices. Also discuss what assessment practitioners need to do to achieve these fair assessment practices. (10) * The good assessment practices that assessment practitioners should follow in every assessment context include: * Informing test-takers about their rights and the use to which the assessment info will be put. * Obtaining the consent of test-takers to assess them, to use the results for selection, placement, or training decisions and, if needs be, to report the results to relevant third parties. * Treating test-takers courteously, respectfully, and in an impartial manner. * Being thoroughly prepared for the assessment session. * Maintaining confidentiality to the extent that it is appropriate for fair assessment practices. * Establishing what language would be appropriate and fair to use during the assessment and making use of bilingual assessment where appropriate. * Only using measures that they have been trained to use * Administering measures properly * Scoring the measures correctly and using appropriate norms or cut-points or comparative profiles * Taking background factors into account when interpreting test performance and when forming an overall picture of the test-takers performance (profile) * Communicating the assessment results clearly to appropriate parties * Acknowledging the subjective nature of the assessment process by realising that the final decision they reach, while based at times on quantitative test information, reflects their best guess estimate * Using assessment information in a fair, unbiased manner and ensuring that anyone else who has access to this information also does so * Researching the appropriateness of the measures that they use and refining, adapting, or replacing them where necessary * Securely storing and controlling access to assessment materials so that the integrity of the measures cannot be threatened in any way.
Assignment 2 of 2011
Discuss the differences between individual and group tests of intelligence and indicate the advantages and disadvantages associated with each. (10) MAIN DIFFERENCES BETWEEN INDIVIDUAL AND GROUP TESTS | INDIVIDUAL | GROUP | Administered to individuals one at a time | Administered to groups of people at the same time | Open-ended questions can be used easily | Most questions are in multiple choice format | Instructions are individually oriented and may differ from person to person, depending on the resources given | Uniform and standard instructions and scoring | Some items may be omitted, once again depending on the answer pattern | Al examinees answer the same items in the same sequence | Behavioural observation included in evaluation | Behavioural observation not used |
Advantages of individual intelligence tests: * Can be used in comparisons – individual overall performance on the test measure can be compared with the performance of others in the particular norm group, specifically in terms of age. * This information can be used in educational and occupational counseling * Can also be used in placement and selection of students and in personnel selection. * Information can be used to formulate hypothesis about individual’s problems to suggest further assessment * Can also help in planning, intervention and remediation.
Disadvantages of individual testing: * Single intelligence score inadequate in explaining the multidimensional aspects of intelligence. * Individuals with similar intelligence scores can vary greatly in their expression of these talents. It is therefore important to know the person’s performance on the various subtests that make up the overall intelligence test score. * Knowing the performance on the various scales can influence the understanding of a person’s abilities and how they are expressed. For example, two people have identical scores on intelligence tests. Although both have the same test score, one person may have obtained the score because of strong verbal skills, while other may have obtained the score because of strong skills in perceiving and organising tasks.
Advantages of group testing: * Can be administered to very large numbers simultaneously * Simplified examiners role * Typically more objective score * Large representative samples are often used, leading to better established norms
Disadvantages of group testing * Examiner has less opportunity to establish rapport, obtain cooperation and maintain interest * Not readily detected if examinee is tired, anxious or unwell * Evidence that emotionally disturbed children do better on individual than group tests * Examinee’s responses more restricted * Normally an individual is tested on all items in a group test and may become bored over easy items and frustrated or anxious over difficult items. * Individual tests typically provide for the examiner to choose items based on the test takers prior responses i.e. moving onto quite difficult items or back to easier items. This means that individual tests offer more flexibility.

Assignment 2 of 2012
Any standardized test released by a respectable test development organization for use by psychologists will be accompanied by a test user’s manual. Discuss the information that you would expect to find in such a manual to help you to evaluate the test critically. (10)
Before a measure is published a test manual must be compiled and submitted for classification. A test manual should be compiled of the following: * The purpose of the measure must be specified * There must be an indication to whom the measure can be administered * It must provide practical information such as how long it takes to administer the measure, whether a certain reading or grade level is required of the test taker, whether the assessment practitioner requires training in its administration, and where such training can be obtained. * It must also specify the administration and scoring instructions * The test development processed must be outlined in detail * Detailed information about the types of validity and reliability information established how it was done and what the findings are must be provided. * Information about the cultural appropriateness of the measure and the extent to which test and item bias has been investigated must also be provided. * Provide detailed information about when and how norms were established and norm groups selected. A detailed description of the normative sample’s characteristics must be provided as well i.e. gender, age, cultural background, educational background, socio-economic status and geographical location. * Where appropriate, it must also provide information about how local norms and cut-off scores could be established by assessment practitioners to enhance the criterion related or predictive value of the measure. * It must also indicate how performance on the measure should be interpreted.

Assignment 3 of 2012
Discuss measurement of personality by means of self-report inventories. Specifically mention the problems experienced with such measures and how these are addressed. Self report inventories – advantages: * Uniform & specific * Responses scored in a uniform manner through use of answer key * Norms for interpretation of results rely on scientifically selected population samples * Personality traits of individuals can be compared with the aid of personality questionnaire * Self Report inventories – disadvantages * Obvious test items leading testee into giving dishonest responses * Validity of personality questionnaires can differ from situation to situation * Scores may sometimes be obtained on a trait which the testee does not possess * Some items may be ambiguous & testee may feel that two answers could be given or an explanation needs to be added * Problems experienced * Faking – creating a favourable or bad impression depending on circumstances * Social desirability – social acceptable responses (put up a good front) * Impression management – conscious lying to create a specific desired effect by respondent * Self deception – positively biased responses that test taken believes to be true * Response sets & styles – tendency to answer ye & no * How to encounter * Construct test items that are socially neutral to reduce faking & related response sets * Construct special scales to address social desirability & other impression management responses * Include specific items that will be answered in a socially desirable manner only by those who exhibit such behaviour * Construct items with 2 alternatives that are both desirable or undesirable to respondent * Strike a balance btw yes & no responses to address acquiescence

SECTION 3
May 2011
Your company tasked you to find out what will be needed to construct a valid reliable questionnaire for measuring work satisfaction.
You are required to explain both the theory & practicalities involved in the development & validation of a new measuring instrument.
Prepare a framework of information that you will submit to convey to them the need for using professionally registered psychometrists & psychologists for this project (10)
Provide relevant information that will emphasise the need for obtaining proper psychometric info and explain what this info will entail and how sufficient info can be gathered (5) * Assessment Practitioners hold a great deal of power as they have first-hand experience of assessment measures and will directly or indirectly contribute to the decisions made on the basis of assessment results. * Psychometrics – systematic and scientific way in which psychological measures are developed and the technical measurement standards required of measures. * Psych tests are scientifically developed tools that must be handled strictly according to prescribed rules, conditions & regulations * Psych tests are not games & gimmicks – they need to be treated with circumspection & responsibility & used only by people who have the professional training & experience to use the instruments * Job satisfaction is closely linked to how meaningful one deems his/her job to be. Instilling this largely rests on the employer and how they represent their company to prospective employees, existing employees and the greater public. * Communicating the value of ones goods and services increases a sense of purpose in ones employees. This sense of purpose creates passion for the work one does. * Getting direct positive feedback from customers also creates conviction in ones employees. If an individual sees the positive impact his/her work has in the marketplace they will experience greater job satisfaction. * With this said, not all individuals need this kind of feedback. Others might get meaning from the vision and risk-taking capabilities of their job. * A psychometric test can give an employer greater understanding of the different personality types and job preferences of his/her employees. With this information he/she can position employees in jobs that meet their needs. When needs are met there is an increase in the degree and number of employees who experience job satisfaction * Psychometrists administer and score psychological and neuropsychological assessments are beneficial for the following reasons:
Psychometrists are highly trained professionals, usually with a Bachelor's degree or higher from an accredited university * Extensive training is provided in standardized administration procedures to ensure that each client is assessed in the same way regardless of setting. Psychometrists work closely with and under the direct supervision of a licensed psychologist or neuropsychologist to ensure that quality care is delivered in a timely manner to as many clients as possible.
The use of Psychometrists allows for objective data collection and additional behavioral observations from a second party, unbiased by clinical interview data, contributing to increased reliability and validity of test administration
It also allows the psychologist more time to devote to clinical interviewing, test selection, interpretation, and report writing. This permits a larger number of clients to receive needed services in a timelier manner. * Information gathering is multi-dimensional: Sources of information | Examples | Multiple measures | Different types of assessment measures such as norm-based and criterion-referenced tests, interviews, behavioural observation, rating scales completed by teachers or supervisors, and ecologically-based measures that describe the social or occupational context of an individual should be used. | Multiple domains | The following could be assessed, e.g.: attention; motor, cognitive, language-related, non-verbal, and personality-related functioning; scholastic achievement; and job performance. | Multiple sources | Consult with other professionals, teachers, parents, extended family members, and employers. | Multiple settings | Assessment should take place in a variety of settings and social arrangements to get as broad a perspective as possible of a person’s functioning and the factors that influence it. | Multiple occasions | For assessment to be relevant, valid, and accurate, patterns of functioning have to be identified over a period of time and not merely in a single assessment session. |

Oct 2011 and assignment 3 of 2012
You have been tasked to develop a new measure of cognitive ability suitable for use in the multicultural, multilinguial SA context. Discuss critically what factors need to be considered at each of the steps in the test development process to ensure that the final product will be fair & equitable wrt all the cultural & language groups in SA (15)
The process of test development is discussed in Chapter 6 of Foxcroft and Roodt (2009). For this answer you would need to list and also describe what happens at each of the steps in the process. At each of the steps you should note specific aspects that would impact on the decisions made related to the multicultural and multilingual South African context.
Planning
* Specifying the aim of the measure * Defining the content of the measure * Developing the test plan
Item writing * Writing the item * Reviewing the items
Assembling and pretesting the experimental version of the measure * Arranging the items * Finalizing the length * Answer protocols * Developing administration instruction * Pre-testing the experimental version of the measure
Item analysis * Determining item difficulty values * Determining item discrimination values * Investigating item bias
Revising and standardizing the final version of the measure * Revising test and item content * Selecting the items for the standardization version * Revising and standardizing administration and scoring procedures * Compiling the final version * Administering the final version to a representative sample of the target population
Technical evaluation and establishing norms * Establishing validity and reliability * Devising norm tables, setting performance standards or cut-points
Publishing and ongoing refinement * Compiling a test manual * Submitting the measure for classification * Publishing and marketing the measure * Ongoing refinement and updating

Oct 2011
Imagine the full career of typical employees – from deciding what they want to do after school studying to become qualified, applying for employment, being trained in work context, promoted and considering changes in carer. Explain & discuss how the use of different psych assessment measures would add value to the various phases and steps in the overall career progression of individuals (15) * Person-environment fit approach - Parsons * Individual must to 3 things when choosing a career: * Know him/herself * Know world of work * Find fit btw individual characteristics & world of work * Task of carer counselor became one of helping client to better understand abilities, personality traits & interests * Using tests & questionnairs career psych could determine strengths, weaknesses of clients to find a fit * Still widely used approach * Domains of assessment: * Assessing intelligence * Used for a long time, but no consensus on what intelligence is * Scores on well constructed measures are powerful predictors of academic success & work performance * Often part of career counseling assesment battery * Most widely used measure is general scholastic ability (GSAT) * Assessing aptitude * Measures of abilities matched with specific occupations * Different occupations require different skills * Can be used to assess if individual have potential to be successful in an occupation * Provide index of measured skill that is intended to predict how well an individual may perform on a job * Measures include critical reasoning batteryfor use with job batteries, * Interest questionnaires * Interest – a response of liking and is measured by interest inventories, which are used to assess a person’s interests in different fields of work. These inventories differentiate between work-oriented and hobby-related interests. * Measuring interest: * Self-directed search questionnaire (SDS) – Suitable for career guidance and occupational choices * Nineteen-field interest inventory (19 FIL) – Measure of vocational interest. * Assessment of values * Values – important motivators of behaviour. * People strive to achieve or obtain the things they value and move away from the things that they do not value * Job satisfaction depends on the degree of correspondence between an individual’s values and the re-inforcers offered by a particular job * Assessment of personality * 16 personality factor questionnaire – widely used for career counselling purposes * Several personality profiles developed for different occupations & individual’s profile compared to profile types for specific occupation * Myers-Briggs type indicator & Jung personality questionnaire – categorise people into one of 16 different personality types based on scores on 4 bipolar scales. Different personality types used for different occupations * Validity of environment fit * Rests on assumption that individual knows self, world of work & able to make satisfying career choice * Some can benefit from self exploration & others not mature enough * Assumption that variety jobs available,- not in SA * Can only be useful if tests reveal relieble scores & due to differences in language, status, beliefs & education background, measures for one group cannot be used for another. * Developmenta approach to career counselling assessment - Super * Assessing career development * 4 stages – preview, depth view, assessment of data & counselling * Based on this assessor formulates a plan, work values assessed, importance of life roles, career maturity, abilities, personality, interests * Measures: * Career development questionnaire – 5 components of career maturity: Self knowledge, decision making, career information, integration of self knowledge with career info, career planning. Career counsellor assess if client knows self & world of work, & if able to integrate this in a meaningful way. * Life role inventory (LRI) – importance of work role. 5 arenas in life role: workplace, community, family, academic environment, leisure environment. LRI designed to measure importance of each role. * Evaluation of developmental approach * Validity questioned by several authors * Emphasizes developmental nature of decision making & the need to focus on career counseling needs. * Systems approach * Constructivism started influencing carer theory & counselling * Process more collaborative with counsellor & client as equal partners in procss * Systems theory framework – includes content influences & process influences on career development * Both influences set within a time system of past, present & future – past influnces the present & present influences the future. * Content = personal characteristics & effect of content in indivudual’s life * Process = interaction of various influences, change over time, and chance. * Change in one system will have an influence on & may lead to change in other systems * Chance events include unexpected happenings i.e. illness, downsizing, natural disasters & impact carer development * Evaluating of systems approach * Resulted in systems theory framework & development of “my system of career influences” * Flexible, can be used with clients from diverse backgrounds * Actively involves the client in the process * Individuals part of environment & behaviour understood in context that it occurs
May 2010
The person-environment-fit approach is based on the assumption that if people can find a fit between themselves and the world of work, they can make satisfying career choices. Discuss the five domains that form an important part of career counselling assessment from a person-environment-fit approach. (15) Assessing intelligence * Scores on well constructed intelligence measures are powerful predictors of academic success and workperformance. * Intelligence measures can be used profitably in career counseling contexts. * IQ score is a powerful predictor of academic- and work-related achievement but decisions should be based on IQ score alone. * Other factors that play an important role in the prediction of achievement: * Socio-economic status * Quality of schooling * Test anxiety * Measure error * Individual and group intelligence measures lend themselves to be used in career assessment contexts. Assessing aptitude * Career counselor have relied on measures of specific abilities or aptitudes to try and match clients with specific occupations * Assumption is that different occupations require different skills * Measures of specific abilities may be used to assess whether an individual has the potential to successful in an occupation. * Aptitude scores provide an index of measured skills that is intended to predict how well an individual may perform on a job or educational/and or training program. Interest questionnaires * Scores on interest inventory reflect his/her liking or preferences for engaging in specific occupations * Three general purposes of interest inventories in career counseling: * To identify interests of which the client was not aware * To confirm the clients states interests; and * To identify discrepancies between a clients abilities and interests * Two interest inventories that have been developed in SA is the Self-Directed Search (SDS) and MB-10 Assessment of values * Values arise from people’s needs * Values may be considered important motivators of behavior because people strive to achieve things they value and they move away from things they do not value * Job satisfaction depends on the degree of correspondence between an individual’s values and the reinforcers offers by a particular job * The Value scale * May be used to assess the relative importance that an individual places on activities Assessment of personality * The aim here is to identify an individual’s salient personality characteristics. * Then to match these characteristics to the requirements of occupations. * Individuals seek out environments that correspond with their personality traits (e.g. extroverts seek out situations with lots of social activity – introverts seek out situations where they can avoid social contact. * Standardized personality measures: * The 16 Personality Factor questionnaire * The Myers Briggs-Type Indicator and Jung Personality Questionnaire * The Basic Traits Inventory May 2010
The HR manager in your company is of the opinion that any person with a matric qualification and three years of HR experience will be able to administer psychological tests. Knowing the strict regulations that govern the use of psychological tests, you have voiced your objection. The relevant manager has requested you to provide a written document in which you indicate the specific role and responsibilities of the psychometrist before, during and after psychological assessment. In particular, he has asked you to highlight what could go wrong during any one of these stages if the person responsible was not a registered psychometrist. (15)
May 2011 and assignment 3 of 2012
As the person repsonsible for the psych assessment in your company, there are specific tasts & responsibilities attached to the process – before, during & after assessment. Discuss in full the responsibilities of the person managing the entire assessment process. Clearly distinguishing btw the different phases – before, during & after the assessment (15)
Preparation prior to assessment * Selecting measures to include a test battery: various factors influence the measure * Checking materials and equipment * Becoming familiar with assessment measures and instructions * Checking that assessment conditions are satisfactory * Personal circumstances of the test-taker and the timing of assessment * Planning the sequence of assessment measures and the length of assessment sessions * Planning how to address linguistic factors
During assessment administration * The relationship between assessment practitioner and the test taker * Adopting a scientific attitude * Motivating test takers * Establishing rapport * Dealing with test anxiety * Providing assessment instructions * Adhering to time limits * Managing irregularities * Recording assessment behavior * Specific suggestions for assessing young children and individuals with physical and mental disabilities
Duties after assessment administration * Collecting and securing assessment materials * Recording process notes, scoring and interpreting the assessment measures
Things that can go wrong * Unauthorized use of test by unqualified persons * Security of tests and test results * Unprepared test administrator * Poor testing conditions * Lack of rapport and poor test taking orientation * Examiner variables * Examinee or test-taker variables