PSY 640 Purdue University Week 5 Overt Integrity Tests Checklist

Part 1 of Discussion Board
Prior to beginning work on this discussion, read Chapter 11 in the text, the articles by Baez (2013),
Hogan, Barrett, and Hogan (2007), Morgeson, Campion, and Dipboye (2007), Peterson, Griffith,
Isaacson, O?Connell, and Mangos (2011), and the Maximizing Human Potential Within
Organizations (Links to an external site.), Building Better Organizations (Links to an external site.),
and Top Minds and Bottom Lines brochures (Links to an external site.) on the Society for Industrial and
Organizational Psychology (SIOP) website.
Evaluate the MMP1-3 Police Candidate Interpretive Reports for Mr. E
Download Mr. E. and Ms.
F
Download Ms. F. For this discussion, you will take on the role of an industrial-organizational
psychologist recently awarded a contract to evaluate potential police candidates. The purpose of the
evaluations is to determine the psychological capability of the applicants to be certified as police officers
in your state. The applicants you are examining are applying for certification and will be vested with a
position of public trust. If certified as police officers, the individuals will likely be required at some future
time to exercise significant physical strength and undergo high emotional stress. As the examining
psychologist, you are required to comment on the applicants? social comprehension, judgment, impulse
control, potential for violence, and/or any psychological traits that might render her or him
psychologically at risk to be certified. The state requires that each applicant?s examination include the
following elements:
Interview and History: The psychologist must personally interview the applicant and provide a summary
of the applicant?s personal, educational, employment, and criminal history.
Required Personality Test: The applicant shall be administered any current standard form of the
Minnesota Multiphasic Personality Inventory-3 (MMPI-3) by the licensed psychologist who interviewed
the individual, or by a paraprofessional employed by and under the direct control and supervision of
that licensed psychologist.
Other Testing Methods: If (after conducting the required test) the licensed psychologist is unable to
certify the applicant?s psychological capability or risk to exercise appropriate judgment and restraint to
be certified as a police officer, the psychologist is directed to personally employ whatever other
psychological measuring instrument(s) and/or technique(s) deemed necessary to form her or his
professional opinion. The use of any such instrument(s) and/or technique(s) requires a full and complete
written explanation to the commission.
For the purposes of this discussion, assume the interview and history information reported to you by
Mr. E. and Ms. F. is unremarkable and that neither candidate communicated anything to you during the
interview that raised concerns about her or his capabilities to exercise appropriate judgment and
restraint to be certified as a police officer. Review the MMP1-3 Police Candidate Interpretive Reports for
Mr. E. and Ms. F. and evaluate the professional interpretation of this testing and assessment data from
an ethical perspective. In your initial post, begin by communicating your decisions about Mr. E. and Ms.
F., and clearly state in your first sentence whether you are recommending certification or
communicating reservations. Begin the section on each candidate with one of the following statements,
identifying each candidate by name.
To recommend certification: I have examined [insert applicant?s name], and it is my professional
opinion that this person is psychologically capable of exercising appropriate judgment and restraint to
be certified as a police officer. Follow the above statement with a one-paragraph rationale for your
conclusion based on the available MMPI-3 test results. Be specific and include relevant information from
the interpretive report to justify your decision. Follow the rationale with a brief comparison of at least
one additional personality test you might consider administering beyond the MMPI-3 that would be
valid and reliable for the purposes of evaluating police candidates. Debate the pros and cons of the
potential use of the other assessment(s). Explain any ethical implications that may arise from the
interpretation of this data.
To communicate reservations: I have examined [insert applicant?s name], and it is my professional
opinion that this person is psychologically at risk for exercising appropriate judgment and restraint to be
certified as a police officer. Follow the above statement with a one-paragraph rationale for your
conclusion based on the available MMPI-3 test results. Be specific and include relevant information from
the interpretive report to justify your decision. Follow the rationale with a brief comparison of at least
one additional personality test you might consider administering beyond the MMPI-3 that would be
valid and reliable for the purposes of evaluating police candidates. Debate the pros and cons of the
potential use of the other assessment(s). Explain any ethical implications that may arise from the
interpretation of this data.
Note: It is common for there to be a delay between the time a test publisher updates a test and the time
the textbook and other authors can update their information about the new version of the test. Be sure
to do online research to make sure you are recommending the most current version of the tests. If there
is a newer version than the version discussed in the textbook or other readings, recommend the newest
version.
Part 2 of Discussion Board
Prior to beginning work on this discussion, read Chapter 11 in the textbook, the article by Baez (2013),
the assigned chapters in the U.S. Department of Labor Employment and Training Administration (2006)
guide and view the video Psychometric testing and employment.
https://fod.infobase.com/OnDemandEmbed.aspx?Token=53207&aid=18596&Plt=FOD&loid=0&w=640&
h=480&ref
Video Link
For this discussion, you will use the PSY640 Checklist for Evaluating Tests (Links to an
external site.) document to compare two assessment instruments used in industrial and
organizational (I-O) psychology assessment. Based on the information in your text and
assigned readings, select and evaluate two psychological tests used in industrialorganizational psychological assessment. You may not evaluate any of the tests you
evaluated in the Week Four Applications in Personality Testing discussion.
In addition to the text, locate a minimum of two appropriate scholarly and/or peerreviewed sources to aid you in the analysis of the psychometric properties of the
instruments based on published data. In your initial post, provide the names of the two
tests you evaluated, and attach your completed PSY640 Checklist for Evaluating Tests
document. You must maintain the original format of the document and include the
textbook and two additional scholarly and/or peer-reviewed sources in the references
section.
References:
Baez, H. B. (2013). Personality tests in employment selection: Use with
caution
Download Personality tests in employment selection: Use with
caution. Cornell HR Review. Retrieved from https://digitalcommons.ilr.cornell.edu/chrr/
?
The author of this online article from Cornell University provides information on the
use and potential misuse of several different types of personality assessments during
the hiring process including legal implications.
Corey, D. M., & Ben-Porath, Y. S. (2020a). Case Description: Mr. E – Police Candidate
Interpretative Report
Download Case Description: Mr. E – Police Candidate
Interpretative Report[PDF].
https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/m
mpi-3/mmpi-3-police-candidate-interpretive-report-male.pdf
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This document is a sample Minnesota Multiphasic Personality Inventory?3 (MMPI-3)
interpretive report for police candidate Mr. E.
Corey, D. M., & Ben-Porath, Y. S. (2020b). Case Description: Ms. F – Police Candidate
Interpretative Report
Download Case Description: Ms. F – Police Candidate
Interpretative Report[PDF].
https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/m
mpi-3/mmpi-3-police-candidate-interpretive-report-female.pdf
?
This document is a sample Minnesota Multiphasic Personality Inventory?3 (MMPI-3)
interpretive report for police candidate Ms. F.
Hogan, J., Barrett, P., & Hogan, R. (2007). Personality measurement, faking, and employment
selection. Journal of Applied Psychology, 92(5), 1270-1285. doi:10.1037/00219010.92.5.1270
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The full-text version of this article can be accessed through the EBSCOhost database
in the University of Arizona Global Campus Library. The authors of this article provide
information on the validity of personality assessment in the employment process.
Morgeson, F. P., Campion, M. A., Dipboye, R. L., Hollenbeck, J. R., Murphy, K., & Schmitt, N.
(2007). Are we getting fooled again? Coming to terms with limitations in the use of
personality tests for personnel selection. Personnel Psychology, 60(4), 1029-1049.
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The full-text version of this article can be accessed through the ProQuest database in
the University of Arizona Global Campus Library. The authors of this article critique
the application of personality testing for personnel selection.
Peterson, M. H., Griffith, R. L., Isaacson, J. A., O’Connell, M. S., & Mangos, P. M.
(2011). Applicant faking, social desirability, and the prediction of counterproductive
work behaviors. 24(3), 270?290. doi:10.1080/08959285.2011.580808
?
The full-text version of this article can be accessed through the EBSCOhost database
in the University of Arizona Global Campus Library. The authors of this article present
research investigating the issue of faking by job applicants in their employment
assessments and examined the impact of faking on the relationship between
conscientiousness and counterproductive work behaviors.
Society for Industrial and Organizational Psychology. (2014a). Building better organizations:
Industrial-organizational psychology in the workplace (Links to an external site.).
Retrieved from http://www.siop.org/Research-Publications/SIOP-Brochures
?
This online article provides information on the ways in which industrial and
organizational psychology addresses staffing, workforce development, and
workplace climate issues.
Society for Industrial and Organizational Psychology. (2014b). Maximizing human potential
within organizations: Learning the science behind talent management (Links to an
external site.). Retrieved from http://www.siop.org/Research-Publications/SIOPBrochures
?
This online article provides information on the role of industrial and organizational
psychology in talent management.
U.S. Department of Labor Employment and Training Administration. (2006). Testing and
assessment: A guide to good practices for workforce investment professionals (Links to an
external site.) [PDF]. Retrieved from
http://wdr.doleta.gov/directives/attach/TEN/ten2007/TEN21-07a1.pdf
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This document was developed by the U.S. Department of Labor Employment and
Training Administration to provide career counselors and training and development.
For your work in the discussion this week, read
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Section 3.9: How to Interpret Validity Information From Test Manuals and
Independent Reviews, pages 3-9 to 3-12, which presents information to
aid in determining whether or not a particular test is valid for the
purposes intended;
Chapter 4: Assessment Tools and Their Uses in Workforce Development,
which briefly describes a variety of types of assessment tools and
procedures used in workforce development programs;
Chapter 5: How to Select Tests: Standards for Evaluating Tests, which
presents information and procedures for evaluating tests and professional
sources of information about tests; and
Chapter 9: A Review: Principles of Assessment, which presents a
comprehensive framework for conducting an effective assessment
program based on 13 principles.
https://lisaandersonlma.medium.com/siop-s-op-and-bottom-line-benefits-64bb51c327b9
TESTING AND ASSESSMENT:
A GUIDE TO GOOD PRACTICES FOR
WORKFORCE INVESTMENT
PROFESSIONALS
U.S. Department of Labor
Employment and Training Administration
2006
Foreword
PURPOSE of the GUIDE
Human capital is our most valuable resource in today?s globally competitive, highly technical,
and increasingly diverse workplace. Investing in the development of our workforce is critical if
we, as a nation, are to protect our economic well-being and maintain our standard of living. We
develop our workforce in a number of ways by helping both individuals and organizations to
identify and cultivate their abilities and competencies. Tests and assessments are often key tools
in achieving this important goal.
This Guide serves to help career counselors and training and development professionals use
assessment practices in appropriate ways to support the overarching goal of workforce
development. It conveys the essential concepts of testing and assessment in easy-to-understand
terms so that counselors, trainers, and other workforce development professionals can:
evaluate and select assessment tools/procedures that provide career counseling and guidance,
and aid in training and career development;
administer and score assessment tools that are the most efficient and effective for their
particular needs;
interpret assessment results in an accurate manner; and
understand the professional and legal standards to be followed when using tests and
assessments in counseling, training, and other career development programs.
FORMAT of the GUIDE
This Guide is structured around a set of assessment principles and their applications. The
information is organized so that readers from a variety of backgrounds will find the information
presented in a clear and useful manner.
Each chapter covers a critical aspect of the assessment process. The issues involved in each
aspect are outlined at the beginning of each chapter.
Thirteen principles of assessment are explained in the Guide. The last chapter (Chapter 9)
summarizes the main points of the principles, serving as a review of the material discussed in
the Guide.
Appendix A offers a list of resource materials for those interested in more information on a
particular topic, and Appendix B is a glossary for quick clarification of terms and concepts.
The Guide is designed to provide important information regarding testing as part of workforce
development programs such as career counseling, training, and development. It gives general
guidelines and must not be viewed as legal advice.
i
Acknowledgments
Testing and Assessment: A Guide to Good Practices for Workforce Investment Professionals
(hereinafter referred to as the Guide) was produced and funded by the U.S. Department of
Labor?s Employment and Training Administration.
This Guide was prepared under Department of Labor grants with the North Carolina
Employment Security Commission, Southern Assessment Research and Development Center,
and National O*NET Consortium; the New York Department of Labor; and the Utah
Department of Employment Security. The Guide was completed under the direction of
David Rivkin and Phil Lewis. This Guide was adapted from Testing and Assessment: An
Employer?s Guide to Good Practices, written by Syed Saad, Gary W. Carter, Mark Rothenberg,
and Enid Israelson. Dianne Brown Maranto and Elizabeth McKenzie revised the Guide and
adapted it for the workforce investment system. Grateful acknowledgment is made to
Patrice Gilliam-Johnson, Jonathan Levine, Cindy Bell, and Brenda Dunn for their contributions.
Thanks are also given to Ann Kump, Helen Tannenbaum, Don Kreger, Kristin Fiske, and
Marilyn Silver whose valuable suggestions were very much appreciated. Grateful
acknowledgment is also made to Suzan Chastain, Department of Labor, Office of the Solicitor,
Division of Civil Rights, and Hilary R. Weinerand and Cynthia Misicka of the Equal
Employment Opportunity Commission for consultant reviews and insights into the final
preparation of this Guide.
Special Notice: Intended use of information presented in
Testing and Assessment: A Guide to Good Practices for
Workforce Investment Professionals.
The Guide is designed to provide important information regarding testing and assessment as part
of workforce investment program activities such as career counseling, career training, and career
development. It summarizes relevant laws and regulations. The information presented is not
intended to be exhaustive. Additionally, the user should be aware that relevant new laws and
regulations may have been instituted since development of the Guide. The Guide is not to be
viewed as legal advice.
Copyright Information
Unless marked with a copyright notice, the materials contained in this Guide are part of the
public domain and, therefore, may be used and reproduced without restriction. Any materials in
this Guide that are copyrighted and protected under the federal Copyright Act of 1976 are
marked with a copyright notice. Permission is granted to use such copyrighted materials for
non-commercial, instructional, personal, or scholarly purposes. Any portion of this Guide
reproduced for such a purpose must include a reference citation to the publication, including the
title/date of the Guide, page number/s, and the authors. Use of the copyrighted material/s for any
other purpose, particularly commercial use, without the prior, express written permission of the
authors is prohibited.
ii
This project was supported by the U.S. Department of Labor-ETA, under a grant to the North
Carolina Employment Security Commission: Grant No. M-6403-7-00-96-60.
iii
iv
Table of Contents
Chapters
Page
Foreword…………………………………………………………………………………………… i
Acknowledgments ………………………………………………………………………………ii
Special Notice …………………………………………………………………………………….ii
Copyright Information…………………………………………………………………………..ii
1
2
3
4
5
6
7
8
9
Assessment in Workforce Development:
Career Counseling, Training, and Development ……………………………. 1-1
Understanding the Professional and Legal Context of Assessment
in Workforce Development …………………………………………………………. 2-1
Understanding Test Quality: Concepts of Reliability and Validity…………… 3-1
Assessment Tools and Their Uses in Workforce Development …………… 4-1
How to Select Tests: Standards for Evaluating Tests ………………………….. 5-1
Administering Assessment Instruments ……………………………………………… 6-1
Using, Scoring, and Interpreting Assessment Instruments ……………………. 7-1
Issues and Concerns with Assessment ……………………………………………… 8-1
A Review: Principles of Assessment…………………………………………………. 9-1
Appendices
A
Sources of Additional Information on Assessment
in Workforce Development ………………………………………………………….A-1
B
Glossary of Assessment Terms ………………………………………………………….B-1
v
vi
CHAPTER 1
Assessment in Workforce Development:
Career Counseling, Training, and Development
Assessment is a systematic approach to gathering information about individuals. This
information can be used in a variety of ways to aid in workforce development.
Assessment is always conducted for a specific purpose. Career counselors may conduct
assessment to provide career guidance to clients. Tests may provide information that helps
individuals choose occupations in which they are likely to be successful and satisfied. In
training and career development programs, tests are used to help identify employees or
individuals who might benefit from either remedial or advanced training, or who are suitable for
particular career development tracks. They also can be used to find out whether employees have
mastered training materials.
Chapter Highlights
1. Assessment in workforce development
2. Assessment tools: tests and inventories
3. Relationship between workforce development and tests
4. What do tests measure?
5. Importance of using tests in a purposeful manner
6. Limitations of tests: fallibility of test scores
Principles of Assessment Discussed
Use assessment tools in a purposeful manner.
Use the whole-person approach to assessment.
1.
Assessment in workforce development
Assessment can be used as an aid in workforce development in the following ways:
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Career counseling. Career counseling is an interactive process by which counselors and
clients exchange and explore information concerning clients? backgrounds, experiences,
interests, abilities, self-esteem, and other personal characteristics that help or inhibit their
work readiness and career planning. Career counseling is a systematic approach to
providing information and advice to clients in such areas as outreach programs, training,
internships, apprenticeships, and job placement. Although the career counselor?s primary
concern is the client?s career development, counselors also may provide screening and
referral services to employers. Counselors use information gathered through assessment
to understand and respond to clients? needs and concerns; clients use this information to
1
understand themselves better, clarify their goals and perspectives, and make plans for the
future.
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Training. Training is often provided by employers to employees, usually for specific
skills and abilities or for company procedures and rules. Training also can be provided
by educational agencies, such as community colleges, or by private or governmental
service providers as a means to help individuals gain skills to prepare them for
employment. Training programs may be developed in-house or purchased off-the-shelf.
Assessment can help identify those applicants and employees who might benefit from
either remedial or advanced training. It also is used to monitor individual progress
through training. Although the primary focus of this Guide is on the use of assessments
for individuals, it is worth noting that assessment also can be used to evaluate the
effectiveness of the training program through pre- and post-testing of participants.
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2.
Development. Career development programs may be provided by employers or
workforce investment agencies to help individuals pursue specific career tracks. A career
development program may include specific training, a variety of work assignments, and
mentoring. Assessment can be used to select candidates for career development
programs, to monitor individual progress through programs, and to aid in individual
guidance.
Assessment tools: tests and inventories
There are many types of assessment tools that are used in the workforce investment system.
These include traditional knowledge and ability tests, personality and interest inventories, and
work samples or performance tests. In this Guide, the term test will be used as a generic term to
refer to any instrument that measures traits, abilities, or other constructs.
Workforce development assessment tools differ in:
? purpose, e.g., career counseling, referral, selection, placement, or completion of training
and development programs;
? what they are designed to measure, e.g., knowledge, skills, abilities, personality traits,
work styles, work values, vocational interests, managerial potential, career success, and
job satisfaction;
? format, e.g., paper-and-pencil, work sample, or computer application; and
? level of standardization, objectivity, and quantifiability. Assessment tools and
procedures vary greatly on these factors. For example, there are subjective evaluations of
informal interviews, highly structured achievement tests, and personality inventories with
no specific right or wrong answers.
In training and development programs, there are several ways tests may be used as part of a
decision-making process that affects an individual?s employment status (e.g., access to training
and, therefore, access to opportunities). All assessment tools used to make employment-related
2
decisions, regardless of their format, level of standardization, or objectivity are subject to
professional and legal standards. Assessment tools used solely for career exploration or
counseling are usually not held to these same legal standards. Counselors should be aware of
these issues if they engage in referral of clients for employment and also to better understand the
proper use of assessments in workforce development efforts.
3.
Relationship between workforce development and tests
A test provides only part of the picture about a person. On the other hand, the assessment
process combines and evaluates all the information gathered about an individual or a group of
individuals to provide career guidance or to select individuals for training or development
programs. Figure 1 below highlights the relationship between assessment tools and workforce
development.
Tests and inventories are assessment tools that may be used to measure an
individual?s abilities, values, and personality traits. They are components of the
assessment process.
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achievement tests
aptitude tests
assessment centers
general ability tests
interest inventories
interviews
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personality inventories
physical ability tests
specific ability tests
work samples/performance tests
work values inventories
Asse ssment process
Systematic approach to combining and evaluating all the information gained
from assessment and using it to provide career guidance, and aid in training and
development.
Figure 1. Relationship between assessment tools and
the assessment process.
4.
What do tests measure?
People differ in their relative knowledge, skills, abilities, competencies, personality, interests,
and values. These characteristics are called constructs. For example, people skillful in verbal
and mathematical reasoning are considered high on mental ability. Those who have little
physical stamina and strength are assessed low on