How Does Opinionated Responses Affect Job Performance

Content validity is achieved when the content of the assessment matches the educational objectives. Criterion validity is demonstrated by the ability of the test to relate to external requirements. Construct validity takes into account the educational variables, such as the native language of the students, to predict the test outcomes. Reliable assessments have consistent results; Reliability refers to the consistency of a measure. A test is considered reliable if we get the same result repeatedly.

According to the technical manual, Test Validity can be defined as the degree to which empirical evidence and theory support the use and interpretation of the test (Schrank & McGrew, 2001). The main constructs and measures attained by the WJ III are resultant from the Cattell Horn Carrol theory of the cognitive abilities (CHC theory). Content validity, which is how well a test measures the behaviors it was intended to measure, was accompanied through requirement of a master test and cluster-content revision blueprint. Each cluster of the Woodcock- Johnson COG battery was created to heighted the range of validity measurement (Schrank & McGrew, 2001). This was done by providing two qualitatively separate narrow abilities included in the broad ability, as defined by CHC theory. The WJ III ACH was also knowledgeable by CHC theory. In order to strengthen

Reliability generalization examines reliability of scores from tests and detect the causes of measurement error (Kline, 2005).

Finally, a prospective that hasn’t been touched on is that of the applicants. A study presented at the 27th Annual Society for Industrial and Organizational Psychology Conference in April 2012 shows that employers that use online screening practices may be “unattractive or reduce their attractiveness to job applicants and current employees alike.” The study involved 175 students who applied for a fictitious job they believed to be real and were later informed they were screened. Applicants were “less willing to take a job offer after being screened, perceiving the action to reflect on the organization’s fairness and treatment of employees based on

Reliability measures come in the form of interrater reliability, test-retest for subtest high, internal consistency of .80 or higher, and decision consistency of classification (Brooks, Sherman, & Strauss, 2010; Davis & Matthews, 2010). Internal consistency used the split-half and Cronbach's Alpha. Concurrent validity for intellectual functioning used the Wechsler Intelligence Scale for Children–Fourth Edition (.34-.58), Differential Abilities Scales–Second Edition, and Wechsler Nonverbal Scale of Ability (.53-.64); academic validity used Wechsler Individual Achievement Test–Second Edition (WIAT-II) (Brooks, Sherman, & Strauss, 2010; Davis & Matthews,

It is also consents the rater to compare every job with another jobs evaluation based on a job ranking method. Further, the rater will basis on the number of score what received from employee to evaluate who is the better performing subordinate.

It is made up of four major parts: standards for particular applications, technical standards for test construction and evaluation, professional standards for test use, and standards for administrative procedures. A test that is technically adequate meets the criteria for validity, reliability, and norms. Validity is “the appropriateness, meaningfulness, and usefulness of the specific inferences” that can be made from the test results. (American Psychological Association 9) Validity is the degree to which a test measures what it is intended to measure. Reliability is the extent to which the test results are dependable and consistent. Unrelated to the purpose of the test, errors in measurement can be viewed through inconsistencies in the performance, motivation, or interests of students being tested. Norms can be shown in age or grade equivalence, standard scores, and percentiles. They are generally shown in charts showing the performance groups of students who have taken the test. Norms show the comparison of the performance of new groups of test takers with the samples of students on whom the test was standardized. Goodwin and Driscoll (59-60) note that standardized tests have the following qualities: They provide a “systematic procedure for describing behaviors, whether in terms of numbers or categories.” They have an established format and set materials. Also, they present the same tasks and

It’s my absolute pleasure to provide this letter of recommendation for Krystal as she seeks employment XXXXXXXXXXXXXXX. As Krystal’s sole direct manager at Webco, I’ve worked closely with her for over four years. Krystal showed excellent communication and customer service skills while consistently exceeded company expectations. On a personal level, she’s friendly, outgoing, thorough, and eager to help and learn, these qualities served her well in her role as sales representative and merchandizing professional.

Reliability describes the consistency of a measurement method within a study. (Burns & Grove, 2011) In critiquing the reliability of the Brunner et al. (2012) article, the study was completed at a large urban hospital using three critical care units and two acute care units. The two skin care products were randomly assigned to the participants. The sample size goal in each group was to be 100 participants. Results of the study included that only 64 participants were enrolled. The article written by Brunner et al. (2012) was not reliable for measurement methods. The study is not described in great detail, does not have evidence of accuracy, and has a lack of participants.

For many years, company recruiters and hiring managers had the same tools at their disposal to locate and evaluate job applicants. Finding the right person for a job often was and still is a lengthy and costly process. The payout for selecting the best candidate can be significant, and hiring the wrong person can be costly, yet often mistakes are hard to avoid. The wrong

The validity of a test if very important, because it can make or break a test. The purpose of a test is to measure something specific. If the test has low validity it is not measuring what it supposed to measure. The Holland codes validity is measured through the different personality types. The test has shown to accurately predict a possible career choice for each participants (O’Connell 1971).

The manual discusses internal consistency and test-retest in terms of reliability. Internal consistency is measuring how scores on individual items relate to each other or to the test as a whole. In two subsample studies, high internal consistency was found. In the first study, with a mixed sample of 160 outpatients, Beck, Epstein et al. (1988) reported that the BAI had high internal consistency reliability (Cronbach coefficient alpha = .92), and Fydrich et al. found a slightly higher level of internal consistency (coefficient alpha = .94). This means that the items on the BAI are all measuring the same variable, anxiety.

Internal consistency--The application and appropriateness of internal consistency would be viewed as reliability. Internal consistency describes the continuous results provided in any given test. It guarantees that a range of items measure the singular method giving consistent scores. The appropriateness would be to use the re-test method in which the same test is given to be able to compare whether the internal consistency has done its job (Cohen & Swerdlik, 2010). For example a test that could be given is the proficiency test which provides three different parts to the test, but if a person does not pass the test the same test is given again.

While rarely discussed, Preacher et al., (2005) mentions one rationale for using EGA is that by removing influences such as unreliability in the middle of the distribution the statistical power will be increased. It is thought that selecting cases from the extremes of the distribution of x may increase the reliability of a scale. What actually has been seen is that EGA usually results in the omission of the most reliable scores, not the least. Using item response theory (IRT) may help make EGA a viable option to increase reliability. Applying IRT permits the appropriate assessment of reliability in different regions of a distribution and recognition of the effects of EGA on relevant variances.

Employers are short changing themselves, their companies, their current employees, and their applicants when a good candidate is selected instead of a great one, simply because they have said enough buzz words in their interview. The interview portion of the process can even possess unreasonable bias to the applicant. Hypothetical questions about working in teams and working with clients allow the applicant to filter themselves, saying only what they think the employer wants to hear, focusing on strengths instead of weaknesses. Applicants who work in sales and are used to the practice of pitching products and services, will have their own sales pitch prepared and be ready to sell their product – themselves – as the solution to the employers hiring problem. Using social media when analyzing candidates can give an employer more unbiased information about applicants than the best resume or the longest interview.