1 / 39

Current Tends in Psychometric Assessment

Current Tends in Psychometric Assessment. 16 th September 2014 Loughborough University. Overview. A quick recap about psychometrics Why are tests used? Who uses tests? Trends in testing. Psychometric tests. “an objective and standardised measure of a sample of behaviour”

jacinda-sanchez
Download Presentation

Current Tends in Psychometric Assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Current Tends in Psychometric Assessment 16th September 2014 Loughborough University

  2. Overview • A quick recap about psychometrics • Why are tests used? • Who uses tests? • Trends in testing

  3. Psychometric tests • “an objective and standardised measure of a sample of behaviour” Anastasi and Urbina (1997) • ‘psycho’ = mind • ‘metric’ = measurement

  4. Psychometric tests • administered in a standardised way • scored and interpreted in a standardised way • reliable – meaning they are accurate • valid – meaning they are appropriate for purpose • rigorously developed according to best practice standards

  5. Psychometric tests

  6. Types of tests & assessment • Cognitive tests – learning, reasoning, capacity (what) • Personality – style, preferences (how) • Motivation – drive, energy, engagement (why) • SJTs / simulations – judgement, practical knowledge, ‘common sense’ (what & how)

  7. Cognitive tests • Focus of much of today as they are the most… • widely used • widely researched • open to preparation • feared! • They cover tests of ability, aptitude and attainment

  8. Abstract ability Verbal ability ‘g’ or general ability Numerical ability Types of cognitive test • Ability tests • Assess what a person is capable of doing • May assess general or specific abilities

  9. Types of cognitive test • Attainment tests • Assess what a person has learnt • e.g. educational qualifications, accountancy • Influenced by ability, so association • Aptitude tests • Abilities related to acquiring specific skills • Future-oriented, i.e. used to predict • In practice, often similar to ability tests

  10. Personality and motivation • Self-report measures • No(?) ‘right’ or ‘wrong’ answers • Assess typical behaviours • Personality - distinction between ‘trait’ and ‘type’ • Motivation related to drives and values – increasing emphasis, especially on fit

  11. SJTs • Can assess behaviours, skills, competencies • Based on understanding and responding to scenarios • Provide ‘low fidelity simulations’ • Relatively distinct from other assessments

  12. SJTs

  13. Structured interviews Astrology Unstructured interviews Graphology SJTs Ability tests Assessment centres References 0 Effectiveness 1 Self-assessment Personality assessments Why are tests used? • Validity • ‘Level playing field’ • Objectivity • Accuracy

  14. Popularity • CIPD Resourcing and Talent (2013) • Competency-based interviews – 82% • Interviews on contents of CV / app form 71% • General ability tests – 45% • Assessment centres – 43% • Personality / aptitude questionnaires – 42% • Online tests – 22% • Based on 462 organisations across the UK

  15. Popularity • c80% of FTSE100 companies • c70% of SMEs • Tendency for greater use in private sector than public or voluntary sectors

  16. Popularity – SHL 2010 • Assessed more than 5 million people in over 160 countries in the last 12 months • Worked with 10,000 customers • More than 60% of the Fortune Global 500 used SHL: • 80% of Technology companies • 80% of Food and Beverage companies • 70% of Financial Services companies • More than 80% of the FTSE 100 used SHL, including every Telecommunications company • 2014 estimated 25 – 30 million tests

  17. Trends in testing • More tests at all stages of recruitment • Technology is everywhere, increasing accessibility • Testing earlier on in recruitment process • Ability tests • High use • Online, unsupervised • Validation? • Item banks and adaptive testing

  18. Trends in testing • Personality assessment • Increasingly used as a screening tool • Bespoke versions, focus on key attributes • Can be used to derive competencies • SJTs • Typically used as an early filter • Most likely to be bespoke to organisation • Vary in terms of ‘fidelity’ • Most advanced ones are ‘game-like’

  19. Any questions?

  20. The role of preparation in psychometric test performanceorPractice ≠ Preparation 16th September 2014 Loughborough University

  21. Overview • Purpose of testing – the employer • Purpose of testing – the job seeker • Research on test preparation • Tips for effective preparation • Reflections

  22. Purpose of testing - employers • Efficiency • Managing risk • Creating a ‘level playing field’ • Fairness • Understanding potential • Finding the right fit

  23. Purpose of testing – job seekers • To ‘show myself off’ – it’s an opportunity • Do I have the right knowledge / skills / abilities? • Will I fit in? • Do I want this job enough?

  24. Purpose of testing • It’s a two-way thing… • …though loaded in favour of the employer • It helps if it is seen as an opportunity, not a threat

  25. Research on test preparation • Almost exclusively on cognitive tests and ‘exams’ • Partial and incomplete • Assumptions and ambiguities

  26. What the research tells us - ability • ‘Familiarisation’ vs ‘coaching’ • Re-test effect, c0.5 standard deviations • Research during the 1980s by ETS • Test-specific familiarisation – modest effect • Coaching – variable, not as big as claimed • Numerical more susceptible than verbal • Effect of test complexity • Well designed prep, c4 hours, as effective as coaching courses

  27. What the research tells us – personality & motivation • Less coachable than ability – job specific • Natural changes under assessment conditions • ‘Gaming’ the assessment • Fit • Validation through interview

  28. What the research tells us - SJTs • Very little good research available • Re-test effects similar to cognitive tests • Familiarity is likely to important – variation in question formats • Know the company – what do they want? • Typical behaviour and fit

  29. Action Exploration Reflection Creation Helping students prepare

  30. Action • What do I know about tests? • What tests am I being asked to take? • Get some practice

  31. Reflection • Key questions to ask: • How did I do? • Did I understand the instructions properly? • How did I feel – confidence vs anxiety? • Did I manage speed vs accurately well? • What skills do I need to develop?

  32. Reflection Speed Optimum performance Accuracy

  33. Creation • Use Reflection points to set targets: • Know the test and its requirements • Confident and positive • Develop speed and accuracy • Brush-up on knowledge / skills assessed by test • Identify gaps in current knowledge

  34. Exploration • Put it into practice • Practice tests • Information

  35. Action • Get some practice… • … and apply what I now know / can do

  36. Test-taking skills Test performance Low High Ability Test-taking skills Weak Strong

  37. Issues of equity • As motivation for testing • From test taker’s perspective • Access to preparation

  38. Reflections (in pictures)

  39. Any questions? www.realisepotential.com www.bpstesttraining.co.uk

More Related