Factors Associated with Acceptance of Repeat MCAT Test Takers into a West Virginian Allopathic Medical School.

OBJECTIVES: A paucity of information exists to advise medical school applicants who have had to retake the Medical College Admission Test (MCAT) to achieve a competitive score. To better advise repeat test takers from West Virginia and other Appalachian and southern areas, MCAT data from West Virginia applicants were analyzed and compared with national data. METHODS: In the application cycles of 2017-2020, the following factors were analyzed in relation to medical school acceptance in West Virginia applicants: MCAT scores, the number of test-taking attempts, biology-chemistry-physics-math grade point average, time between test-taking attempts, and academic major. MCAT data from medical school applicants from West Virginia who took the test more than once also were compared with national data. RESULTS: Of the total repeat test takers from West Virginia (N = 285) in the study timeframe, 57 (20%) were ultimately accepted into medical school. Factors associated with medical school acceptance were as follows: first MCAT test score (odds ratio [OR] 1.3, 95% confidence level [CL] 1.2-1.4, P < 0.001), change in MCAT test score (OR 1.2, 95% CL 1.1-1.3, P = 0.0015), and biology-chemistry-physics-math grade point average (OR 15.1, 95% CL 4.2-54.8, P < 0.0001). The highest benefit for improved scores occurred between the first and second attempts. The highest point gain occurred when the first MCAT score was in the range of 477 to 487 (<1st-12th percentile); this finding was not found in the national data. CONCLUSIONS: Although the study was limited to West Virginia medical school applicants, this information could prove useful in advising premedical applicants from other Appalachian and southern US areas.

Identification of skill in an online game: The case of Fantasy Premier League.

In all competitions where results are based upon an individual's performance the question of whether the outcome is a consequence of skill or luck arises. We explore this question through an analysis of a large dataset of approximately one million contestants playing Fantasy Premier League, an online fantasy sport where managers choose players from the English football (soccer) league. We show that managers' ranks over multiple seasons are correlated and we analyse the actions taken by managers to increase their likelihood of success. The prime factors in determining a manager's success are found to be long-term planning and consistently good decision-making in the face of the noisy contests upon which this game is based. Similarities between managers' decisions over time that result in the emergence of 'template' teams, suggesting a form of herding dynamics taking place within the game, are also observed. Taken together, these findings indicate common strategic considerations and consensus among successful managers on crucial decision points over an extended temporal period.

Efficacy of music-based cognitive behavior therapy on the management of test-taking behavior of children in basic science using a randomized trial group: Implication for community development.

BACKGROUND: This study sought the efficacy of cognitive-behavioral therapy-based music group (CBT-Music) intervention program on primary school children's test-taking behavior in Southeast Nigeria. METHODS: A pretest, posttest randomized controlled trial experimental design was adopted for the study using a sample of 53 primary three (3) children. A test-taking behavior questionnaire was used for data collection. The instrument was face validated by test development experts. Construct validation of the instrument was done by subjecting the instrument to factor analysis after trial testing. Data were analyzed using independent samples t-test and paired samples t-test. RESULTS: The findings of the study revealed that CBT-Music had a significant effect on the management of test-taking behavior of among children. Furthermore, the test-taking scores of children in the music-based CBT group were significantly lower than those in the control group at the follow-up measure. This implies that the test-taking behavior of the children can be better managed using the CBT-music intervention program to enable the children to grow better academically and contribute to the community they belong to. CONCLUSION: Music-based CBT demonstrated significant efficacy in the management of children's test-taking behavior. Thus, primary school teachers should be enlightened on how to make use of CBT-Music in the management of test-taking behavior among children.

Evaluating the numeracy skills of pharmacy students in multiple choice questions and free-text answer assessments and their perception of numeracy in clinical practice.

INTRODUCTION: Numerical errors can cause unintentional harm to patients and are a burden to healthcare systems worldwide. There is a paucity of research regarding numerical competence in pharmacists and pharmacy students and how this should be assessed within undergraduate and licensure assessments. METHODS: Two numeracy assessments were given to year three and four pharmacy students at the University of Sunderland, United Kingdom. One paper included ten multiple-choice questions (MCQs) and the second ten free-text answer questions. Participants were then given an evaluation questionnaire to explore their perceptions about the assessments and numeracy in clinical practice. RESULTS: A response rate of 75% (n = 247) was achieved, with 60.9% of students passing the MCQ and 27.9% passing the free-text answer assessments. There were statistically significant differences in pass rates depending on year of study, ethnicity, and previous mathematics qualifications. Participants were asked if numeracy was an important skill for pharmacists in practice; 57.9% thought it were essential and 36.4% quite important. However, only 1.4% felt sufficiently supported in the development of the required numeracy skills, and this has prompted a redesign of teaching and assessment at the university. CONCLUSIONS: Educators need to ensure taught and assessed numeracy is reflective of and transferable to pharmacy practice, whilst ensuring students are supported effectively and engaged. This is likely to be achieved with integrated and clinically focused teaching approaches and appropriately constructed assessments throughout the pharmacy programme.

Does the EQ-5D usual activities dimension measure what it intends to measure? The relative importance of work, study, housework, family or leisure activities.

BACKGROUND: The EQ-5D is the most widely used generic preference-based health-related quality of life measure. It comprises five dimensions: mobility, self-care, usual activities, pain/discomfort and anxiety/depression. The usual activities dimension asks respondents to evaluate the severity of problems in their usual activities, such as work, study, housework, family or leisure activities. The primary aim of this study is to investigate whether the EQ-5D (five-level) usual activities dimension captures those activities that it intends to capture. We further assess the relative importance of each of these activities for the usual activities dimension. METHODS: Data include 7933 respondents from six countries: Australia, Canada, Germany, Norway, the UK, and the US. Logistic regression and ordinary least square regression models investigate the relationship between the usual activities dimension and its main predictors (work/study, housework, family, and leisure activities). A Shapley value decomposition method was applied to measure the relative importance of each predictor. RESULTS: Work/study, housework, family, and leisure activities were all significant (p < 0.001) determinants of usual activities dimension. The respective marginal contribution (in %) of housework, leisure, work/study and family to UA dimension (as a share of goodness-of-fit) is 28.0, 26.2, 20.8 and 14.7 in the logistic regression model. This finding is consistent when linear regression is used as an alternative model. CONCLUSIONS: The usual activities dimension in EQ-5D reflects the specific activities described to respondents. Therefore, the usual activities dimension measures what it really intends to measure.

The effect of sleep quality, sleep components, and environmental sleep factors on core curriculum exam scores among pharmacy students.

INTRODUCTION: Sleep deprivation is associated with poor academic performance, although the impact on pharmacy students has been minimally reported. This study examined sleep quality in pharmacy students in the first (P1), second (P2), and third (P3) professional years during perceived low and high stress periods in a course. Individual sleep and environmental factors were also explored. METHODS: This prospective cohort study used an 18-item survey adapted from the Pittsburgh Sleep Quality Index (PSQI) that included demographics, individual sleep components, and factors affecting sleep. Surveys were administered at the beginning of the quarter (low stress) and the week before final exams (high stress). Chi-square tests compared categorical variables; ANOVA/ANCOVA tests compared continuous variables. RESULTS: During high stress, PSQI scores worsened among all classes and was significant for the P3s. Average sleep duration was 6.64 (SD 1.18) and 6.8 (SD 1.18) hours per night for P1s and P3s, respectively, at the beginning of the quarter; both groups had significant reduction in sleep duration at the end of the quarter. There were no significant correlations between PSQI and exam scores. Factors impacting sleep such as exercise, use of technology at bedtime, and work hours outside of school decreased during high times of stress, for P1s, P2s, and P3, respectively. CONCLUSIONS: Students demonstrated worsening sleep quality during high stress periods and less sleep than recommended. Academic performance was not adversely affected. Future research should use sleep logs and other performance measures to determine the impact of sleep quality on academic success and wellbeing.

A hierarchical latent response model for inferences about examinee engagement in terms of guessing and item-level non-response.

In low-stakes assessments, test performance has few or no consequences for examinees themselves, so that examinees may not be fully engaged when answering the items. Instead of engaging in solution behaviour, disengaged examinees might randomly guess or generate no response at all. When ignored, examinee disengagement poses a severe threat to the validity of results obtained from low-stakes assessments. Statistical modelling approaches in educational measurement have been proposed that account for non-response or for guessing, but do not consider both types of disengaged behaviour simultaneously. We bring together research on modelling examinee engagement and research on missing values and present a hierarchical latent response model for identifying and modelling the processes associated with examinee disengagement jointly with the processes associated with engaged responses. To that end, we employ a mixture model that identifies disengagement at the item-by-examinee level by assuming different data-generating processes underlying item responses and omissions, respectively, as well as response times associated with engaged and disengaged behaviour. By modelling examinee engagement with a latent response framework, the model allows assessing how examinee engagement relates to ability and speed as well as to identify items that are likely to evoke disengaged test-taking behaviour. An illustration of the model by means of an application to real data is presented.

Investigating Group Differences in Examinees' Preparation for and Performance on the New MCAT Exam.

In 2015, the Medical College Admission Test (MCAT) was redesigned to better assess the concepts and reasoning skills students need to be ready for the medical school curriculum. During the new exam's design and rollout, careful attention was paid to the opportunities examinees had to learn the new content and their access to free and low-cost preparation resources. The design committee aimed to mitigate possible unintended effects of the redesign, specifically increasing historical mean group differences in MCAT scores for examinees from lower socioeconomic status (SES) backgrounds and races/ethnicities underrepresented in medicine compared with those from higher SES backgrounds and races/ethnicities not underrepresented in medicine.In this article, the authors describe the characteristics and scores of examinees who took the new MCAT exam in 2017 and compare those trends with historical ones from 2013, presenting evidence that the diversity and performance of examinees has remained stable even with the exam's redesign. They also describe the use of free and low-cost MCAT preparation resources and MCAT preparation courses for examinees from higher and lower SES backgrounds and who are enrolled in undergraduate institutions with more and fewer resources, showing that examinees from lower SES backgrounds and who attend institutions with fewer resources use many free and low-cost test preparation resources at lower rates than their peers. The authors conclude with a description of the next phase of this research: to gather qualitative and quantitative data about the preparation strategies, barriers, and needs of all examinees, but especially those from lower SES and underrepresented racial/ethnic backgrounds.

Diagnostic readiness tests: Preparing nurse practitioner students for national certification examinations.

BACKGROUND AND PURPOSE: Nurse practitioner (NP) faculties are challenged to offer programs that balance didactic knowledge with the clinical experiences required to prepare graduates for the complexities of health care. Students have the stress of extrapolating the information they obtain during these programs and applying it to postgraduation certification examinations. Innovative educational tools are necessary to ease the uncertainty that NP students experience to graduate and pass certification examinations. Tools include academic-clinical partnerships (ACPs) to enhance clinical opportunities and resources to integrate diagnostic readiness tests (DRTs) into curricula. METHODS: This was a quasi-experimental one group, pretest/posttest design using a convenience sample of NP students randomly assigned to clinical in ACP or non-ACP clinical placements. They completed the DRTs twice during their final program semesters. CONCLUSIONS: The overall DRT group scores for the NP students significantly improved over time. The Wilcoxon signed ranks test showed that the posttest scores were significantly higher than the pretest scores. The Mann-Whitney U test revealed no differences between the ACP and non-ACP students. Students performed the best on assessment, diagnosis, management, and pharmacology domains. This demonstrates support for the integration of DRTs into NP programs. IMPLICATIONS FOR PRACTICE: Integrating DRTs into NP programs can facilitate transition to the NP role.

Institutional strategies related to test-taking behavior in low stakes assessment.

Low stakes assessment without grading the performance of students in educational systems has received increasing attention in recent years. It is used in formative assessments to guide the learning process as well as in large-scales assessments to monitor educational programs. Yet, such assessments suffer from high variation in students' test-taking effort. We aimed to identify institutional strategies related to serious test-taking behavior in low stakes assessment to provide medical schools with practical recommendations on how test-taking effort might be increased. First, we identified strategies that were already used by medical schools to increase the serious test-taking behavior on the low stakes Berlin Progress Test (BPT). Strategies which could be assigned to self-determination theory of Ryan and Deci were chosen for analysis. We conducted the study at nine medical schools in Germany and Austria with a total of 108,140 observations in an established low stakes assessment. A generalized linear-mixed effects model was used to assess the association between institutional strategies and the odds that students will take the BPT seriously. Overall, two institutional strategies were found to be positively related to more serious test-taking behavior: discussing low test performance with the mentor and consequences for not participating. Giving choice was negatively related to more serious test-taking behavior. At medical schools that presented the BPT as evaluation, this effect was larger in comparison to medical schools that presented the BPT as assessment.

Effort Self-Talk Benefits the Mathematics Performance of Children With Negative Competence Beliefs.

Children with negative competence beliefs often achieve below their potential in school. This randomized field experiment tested whether engaging in positive self-talk may benefit these children's mathematics performance. Participants (N = 212, Grades 4-6, Mage  = 10.6) worked on the first half of a standardized mathematics test, engaged in effort self-talk ("I will do my very best!"), ability self-talk ("I am very good at this!"), or no self-talk, and worked on the second half of the test. Compared to both the conditions, effort self-talk benefited the performance of children holding negative competence beliefs: It severed the association between negative competence beliefs and poor performance. By internally asserting that they will deliver effort, children with negative competence beliefs can optimize their achievement in school.

Timing is key to providing modified assessments for students with specific learning difficulties.

INTRODUCTION: Medical students who are diagnosed with a specific learning difficulty (SpLD) will typically receive a reasonable adjustment within examinations in the form of modified assessment provision (MAP). This study investigated whether the timing of SpLD diagnosis and subsequent implementation of MAP has an impact on performance in applied medical knowledge multiple choice question (MCQ) assessments. METHOD: The MCQ performance of 108 students diagnosed with SpLD who received a MAP was monitored and compared with 1960 students who received an unmodified assessment, over 5 years of a medical program. Students who received a SpLD diagnosis in the latter years of the program were identified as not receiving a MAP in assessments prior to diagnosis. RESULTS: Differences were found between declaration and diagnosis, with 44.4% of students who declared and 48.1% who did not declare subsequently receiving a diagnosis. Students with SpLD who receive a MAP increase their applied medical knowledge assessment performance, although there is a delay of up to a year for this impact to reach significance. CONCLUSION: Early diagnosis of SpLD is necessary to ensure the intended benefit is received from MAP.

Propiedades psicométricas de un cuestionario para la evaluación de la ansiedad ante los exámenes en adolescentes / Psychometric properties of a questionnaire for the assessment of test anxiety in adolescents

La ansiedad ante los exámenes es un problema que afecta a los estudiantes de Educación Secundaria Obligatoria y Bachillerato. El objetivo del presente estudio fue adaptar el "Cuestionario de ansiedad ante los exámenes" (CAEX) al alumnado de ESO y Bachillerato. Se evaluó a un total de 1181 estudiantes de ESO y Bachillerato (51,8% chicas; M= 14,7; DT= 1,8), procedentes de centros públicos de la Región de Murcia. Se identificaron tres factores: Ansiedad fisiológica, Comportamiento de evitación y Respuesta cognitiva ansiosa ante los exámenes, que explicaron un 53% de la varianza total. El nivel de consistencia interna de las puntuaciones en las subescalas y del total fue de 0,90, 0,49, 0,90 y 0,94, respectivamente. El coeficiente Omega fue de 0,85 o superior en todas las subescalas. La fiabilidad test-retest varió entre 0,50 y 0,87. Además, la validez convergente y discriminante de la escala CAEX-A fue adecuada. El CAEX-A presenta propiedades psicométricas apropiadas y puede emplearse para la evaluación psicológica de la ansiedad ante los exámenes en alumnos entre los 12 y 18 años

Test anxiety is a problem that affects students in Compulsory Secondary Education and Baccalaureate. The objective of the present study was to adapt the "Test Anxiety Questionnaire for (CAEX)" to Spanish students in Compulsory Secondary Education (ESO) and Baccalaureate. A total of 1,181students (51.8% females, M= 14.7, SD= 1.8), from public High Schools in the Region of Murcia were evaluated. Three factors were identified: Physiological anxiety, Avoidance behavior and Cognitive response to exams, which explained 53% of the total variance. The level of internal consistency on the subscales and of the total was .90, .49 and .94, respectively. The Omega coefficient was .85 or higher on every subscale. Also, Test-retest reliability ranged from .52 to .87. Furthermore, the convergent and discriminant validity of the CAEX-A was adequate. The CAEX-A has appropriated psychometric properties and can be used for the psychological assessment of test anxiety in Spanish students from 12 to 18 years of age

Open-label placebos reduce test anxiety and improve self-management skills: A randomized-controlled trial.

Test anxiety is a condition in which people experience extreme distress and anxiety before and in test situations. It affects up to 40 percent of all students. Conventional treatment includes both medication and psychotherapy, but studies also demonstrated that placebos affect anxiety symptoms. Although in the traditional understanding placebos need to be administered in a concealed way, intriguing new studies report that open-label placebos can be effective. Since prescription of fake pills involves ethical problems, open-label placebos may provide important new treatment possibilities. Here we report results of a pilot study examining whether open-label placebos may reduce test anxiety and improve self-management skills. 58 students participated in a two-group randomized controlled trial. Two weeks before an exam at the university participants received open-label placebos or no pills (control group). Participant - provider relationship and amount of contact time was held similar for all groups. After two weeks we found that test anxiety and self-management abilities (skills and resources) of the open-label placebo group were more improved than in the control group. Thus, our results seems to indicate that open-label placebos may reduce test anxiety and enhance self-management skills in students.

Does gender affect Bayley-III scores and test-taking behavior?

The developmental test Bayley-III is widely used in clinical and research settings, but there are no published gender-specific norms. The purpose of the present study was to investigate gender differences in Bayley-III scores in a sample of 55 typically developing children assessed repeatedly at ages 4, 7, 10, 13, 24 and 36 months, and to investigate gender differences in the test-taking behavior of the children as measured with the BRS at 36 months. The results of the study demonstrated gender differences at 24 and 36 months for the Cognitive Scale, at 10, 13, 24 and 36 months for the Language Scale and at 36 months for the Motor Scale. On a subtest level, gender differences were found for the Receptive Communication subtest at 13, 24 and 36 months and for the Fine Motor subtest at 7 and 36 months. In all cases where significant gender differences were found, girls achieved higher mean scores than boys. No gender differences were found in the children's test-taking behavior at 36 months on any of the BRS scales, but independently of gender, higher Bayley-III Cognitive and Motor Scale scores were associated with more compliant test-taking behavior.

LinkedIn "Big Four": job performance validation in the ICT sector / Los "cuatro grandes" de LinkedIn: la validación del desempeño en el sector de las tecnologías de la información y la comunicación

Social networks websites, and specially the LinkedIn platform, have changed the landscape of recruitment and personnel selection to a unified organizational process. Thus, apart from using LinkedIn as a recruitment tool, professionals also use it to make evaluative inferences regarding the individual characteristics of the candidates (e.g., their personality). However, most of the research focused on LinkedIn has left aside the evidence about its validity for decision making in the work setting. In our study we analyze the criterion oriented validity of LinkedIn incumbents professional profiles (N = 615) in the information and communication technology (ICT) sector with some measures of job performance. The results show four major factors underlying LinkedIn profiles about professional experience, social capital, updating knowledge, and non-profesional information. These factors are significantly related to productivity, absenteeism, and the potential for professional development. These findings are discussed in light of their theoretical and practical implications

Las redes sociales, y especialmente la plataforma LinkedIn, están convirtiendo la función de reclutamiento y selección de personal en un proceso cada vez más unificado. Además de como herramienta de reclutamiento, los profesionales utilizan esta plataforma para hacer inferencias de evaluación sobre las características individuales de los candidatos, aunque la mayoría de las investigaciones han dejado de lado el análisis de su validez para la toma de decisiones en el entorno laboral. En nuestra investigación hemos estudiado los perfiles profesionales en LinkedIn de trabajadores del sector de las tecnologías de la información y la comunicación (N = 615), y su validez orientada a criterios de desempeño laboral. Los resultados muestran cuatro factores principales que subyacen a los perfiles de LinkedIn: experiencia profesional, capital social, actualización de conocimientos e información complementaria. Estos factores están significativamente relacionados con la productividad, el absentismo y el potencial de desarrollo profesional. Estos hallazgos se discuten a la luz de sus implicaciones teóricas y prácticas

Situational judgment tests as measures of 21st century skills: evidence across Europe and Latin America / Los tests de juicio situacional como medida de las habilidades para el siglo XXI: evidencia en toda Europa y América Latina

Over the years, various governmental, employment, and academic organizations have identified a list of skills to successfully master the challenges of the 21st century. So far, an adequate assessment of these skills across countries has remained challenging. Limitations inherent in the use of self-reports (e.g., lack of self-insight, socially desirable responding, response style bias, reference group bias, etc.) have spurred on the search for methods that could complement or even substitute self-report inventories. Situational judgment tests (SJTs) have been proposed as one of the complements/alternatives to the traditional self-report inventories. SJTs are low-fidelity simulations that confront participants with multiple domain-relevant situations and request to choose from a set of predefined responses. Our objectives are twofold: (a) outlining how a combined emic-etic approach can be used for developing SJT items that can be used across geographical regions and (b) investigating whether SJT scores can be compared across regions. Our data come from Laureate International Universities (N = 5,790) and comprise test-takers from Europe and Latin America who completed five different SJTs that were developed in line with a combined emic-etic approach. Results showed evidence for metric measurement invariance across participants from Europe and Latin America for all five SJTs. Implications for the use of SJTs as measures of 21st century skills are discussed

A lo largo de los años, varias organizaciones gubernamentales de empleo y académicas han identificado una lista de habilidades para superar con éxito los desafíos del siglo XXI. Hasta ahora, una evaluación adecuada de estas habilidades en los países ha continuado siendo un reto. Las limitaciones inherentes al uso de autoinformes (p. ej., falta de autoconocimiento, respuestas socialmente deseables, sesgo en el estilo de respuesta, sesgo del grupo de referencia, etc.) han estimulado la búsqueda de métodos que puedan complementar o incluso sustituir inventarios de autoinforme. Los tests de juicio situacional (TJS) se han propuesto como uno de los complementos/alternativas a los inventarios tradicionales de autoinforme. Los TJS son simulaciones de baja fidelidad que enfrentan a los participantes con múltiples situaciones de dominio relevantes y solicitan elegir entre un conjunto de respuestas predefinidas. Tenemos un doble objetivo: (a) explicar cómo se puede utilizar un enfoque emic-etic combinado para desarrollar ítems de TJS que se puedan emplear en todas las regiones geográficas y (b) investigar si las puntuaciones de los TJS se pueden comparar entre regiones. Nuestros datos provienen de las Laureate International Universities (N = 5,790) y están compuestos por examinandos de Europa y América Latina que cumplimentaron cinco TJS diferentes que se desarrollaron de acuerdo a un enfoque emic-ethic. Los resultados mostraron la existencia de invarianza en la medición en los participantes de Europa y América Latina para los cinco TJS. Se discuten las implicaciones para el uso de TJS como medida para detectar habilidades en el siglo XXI

The journey from Likert to forced-choice questionnaires: evidence of the invariance of item parameters / El viaje desde los cuestionarios Likert a los cuestionarios de elección forzosa: evidencia de la invarianza de los parámetros de los ítems

Multidimensional forced-choice questionnaires are widely regarded in the personnel selection literature for their ability to control response biases. Recently developed IRT models usually rely on the assumption that item parameters remain invariant when they are paired in forced-choice blocks, without giving it much consideration. This study aims to test this assumption empirically on the MUPP-2PL model, comparing the parameter estimates of the forced-choice format to their graded-scale equivalent on a Big Five personality instrument. The assumption was found to hold reasonably well, especially for the discrimination parameters. In the cases in which it was violated, we briefly discuss the likely factors that may lead to non-invariance. We conclude discussing the practical implications of the results and providing a few guidelines for the design of forced-choice questionnaires based on the invariance assumption

Los cuestionarios de elección forzosa multidimensionales son bastante apreciados en la literatura de selección de personal por su capacidad para controlar los sesgos de respuesta. Los modelos de TRI desarrollados recientemente normalmente asumen que los parámetros de los ítems permanecen invariantes cuando se emparejan en bloques de elección forzosa, sin dedicarle mucha atención. Este estudio tiene como objetivo poner a prueba empíricamente este supuesto en el modelo MUPP-2PL, comparando las estimaciones de los parámetros del formato de elección forzosa con su equivalente en escala graduada, en un instrumento de personalidad Big Five. Se encontró que el supuesto se cumplía razonablemente bien, especialmente para los parámetros de discriminación. En los casos en los que no se cumplió se discuten brevemente los posibles factores que pueden dar lugar a no invarianza. Concluimos discutiendo las implicaciones prácticas de los resultados y proponiendo algunas pautas para el diseño de cuestionarios de elección forzosa basados en el supuesto de invarianza

The unrealized potential of technology in selection assessment / El potencial de la tecnología no empleado en la evaluación de la selección

Technological advances in assessment have radically changed the landscape of employee selection. This paper focuses on three areas where the promise of those technological changes remains undelivered. First, while new ways of measuring constructs are being implemented, new constructs are not being assessed, nor is it always clear what constructs the new ways are measuring. Second, while technology in assessment leads to much greater efficiency, there are also untested assumptions about effectiveness and fairness. There is little consideration of potential negative byproducts of contextual enhancement, removing human judges, and collecting more data. Third, there has been insufficient consideration of the changed nature of work due to technology when assessing candidates. Virtuality, contingent work arrangements, automation, transparency, and globalization should all be having greater impact on selection assessment design. A critique of the current state of affairs is offered and illustrations of future directions with regard to each aspect is provided

Los avances tecnológicos en la evaluación han cambiado radicalmente el panorama de la selección de empleados. Este estudio se enfoca en tres áreas en las que los cambios tecnológicos aún no se han producido. En primer lugar, mientras se están implementando nuevas formas de medir los componentes de la evaluación, estos nuevos componentes no se están evaluando, ni tampoco está claro qué componentes están midiendo los nuevos modelos. En segundo lugar, si bien la tecnología en la evaluación conduce a una eficiencia mucho mayor, también hay suposiciones no probadas sobre su eficacia e imparcialidad. Existe una escasa consideración de los posibles subproductos negativos de la mejora contextual, la eliminación de los juicios humanos y la recopilación de más datos. En tercer lugar, no se ha considerado suficientemente la naturaleza cambiante del trabajo debido a la tecnología a la hora de evaluar a los candidatos. La virtualidad, la supeditación a los acuerdos laborales, la automatización, la transparencia y la globalización deberían tener un mayor impacto en el diseño de la evaluación en selección. Se hace una crítica de la situación actual y se proporcionan ejemplos de directivas futuras con respecto a cada uno de estos aspectos