Program Evaluation of an Assessment Center
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Instruments for ability testing, occupational career, and personality testing
Many psychologists use instruments for aptitude tests, achievement tests, and ability tests inaccurately, whereas non-psychologists use them to conduct the same evaluation. This lack of sufficient knowledge can be understood because, in actual practice, labels for these tests often look similar and are used for similar functions (Cohen &Swerdlik, 2018). Utility analysis is carried out to obtain information and methods that the researcher will use. Tests that are used in specific assessment centers focus on placement, selection, career training, and promotion. This discussion uses three tests that are used to establish one’s career, ability, and personality and they include the Pervasive Developmental Disorder Behavior Inventory (PDDBI), the Minnesota Multiphasic Personality Inventory (MMPI), and the Graduate Record Examination (GRE).
According to Cohen and Swerdlik (2018), the concept of using tests inaccurately is because of a lack of enough knowledge of both the test and practice. An aptitude test should be used to predict the client’s future behaviors while achievement tests should be to define the extent to which a client’s life has developed. Krishnakumar and Hopkins (2013) add that test instruments should be used for their intended purpose. Nonetheless, aptitude and achievement tests are similar, but they don’t seek similar outcomes or information (Spurk et al., 2015).
The Pervasive Developmental Disorder Behavior Inventory (PDDBI) (2015) is used to test the effectiveness of treatment in children with PDD based on response to inventions (RTI). These tests have a regular version and an extended version for parents and teachers. It is used by teachers and parents to identify the extent of maladaptive behaviors in the child. It is used to assess children’s educational abilities, motor skill levels, achievement rates, and personalities (Cohen & Swerdlik, 2018). These tests do a great job of being used for their intended purpose. It looks at the person’s multiple environments and situations to have a broader view of the person being evaluated (Cohen & Swerdlik, 2018).
The Minnesota Multiphasic Personality Inventory is a test that is used to assess and evaluate an individual’s personality traits and psychopathology. It is used among individuals diagnosed with or suspected to have a mental health issue. But the instrument can give inaccurate information for individuals because some can fake personalities, and hence, the instrument can give skewed results, and it is unreliable if not used for the correct purpose.
The Graduate Record Examination (GRE), on the other hand, is used to test how well an individual will do in school during a graduate program. According to Cohen and Swerdlik (2018), this test is given to an individual that have or are getting ready to finish their undergraduate programs successfully.
Advantage and disadvantage of selecting these tests for the battery
These tests have several advantages and disadvantages. One advantage of these tests is that they can assess multiple things such as personality traits, skill levels, and achievements rates. These tests can assist employers in determining if a specific individual is fit for a job he/she is applying.
One disadvantage associated with these tests is that they struggle to keep with the rapid changes in society. Besides, these tests are tedious and lengthy for the test-takers participating in them.
The issue regarding factors of utility and utility analysis with a battery of tests
In an attempt to decipher one’s interests, many test administrators utilize assessments that focus on measuring interests in the context of vocational assessment and pre-employment counseling (Cohen & Swerdlik, 2018). One test, the Strong Interest Inventory, Revised Edition (SII), became a widely used assessment in the determination of occupational interests. Originally called the Strong Vocational Interest Blank (SVIB), the assessment has come a long way not only to be more inclusive of women but also to be more representative of today’s ever-evolving occupations. That is, under the SII, Revised, and an individual’s described interest would be compared to the job descriptions of those people already employed in said industry. The assessment has essentially been utilized to determine if your likes and dislikes match up with a particular chosen profession.
Evaluating the effectiveness of incorporating your measures into this battery
In evaluating the effectiveness of incorporating measures into this battery, it is found that these tests do get the results intended and for what they are testing. This makes them useful and practical (Cohen & Swerdlik, 2018). For instance, a post-graduate school will not accept a student who has not passed a graduate exam. The purpose of these tests is that the school does not want to look incompetent and must admit someone with proven tenacity to apply for a program with an exam. If the school admits a student who has not taken an exam, that individual may end up dropping out due to school work difficulty, ethical considerations, and inability to contribute enough time towards school schedule.
How computerized assessment can be incorporated into your battery or evaluation
Computerized assessments can be included in these tests to improve scoring accuracy as well as improving testing times. Also, the computerized assessment would ensure fewer errors in scoring. Apart from fewer errors, the computerized assessments will make it possible to compare skills to jobs.
References
PDDBI. (2015). Pervasive Developmental Disorder Behavior Inventory (PDDBI). Retrieved from https://txautism.net/assets/uploads/docs/PDDBI-ed-KS-AK.pdf
Cohen, R. J., Swerdlik, M. E., & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw Hill. ISBN: 9780078035302
Krishnakumar, S., & Hopkins, K. (2013). Workplace emotional perception: An ability-based measure. Journal of Business and Management, 19(3), 63-78. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F1524699485%3Faccountid%3D27965
Spurk, D., Abele, A. E., & Volmer, J. (2015). The career satisfaction scale in context: A test for measurement invariance across four occupational groups. Journal of Career Assessment, 23(2), 191-209. 10.1177/1069072714535019