Psychological Testing,

Assessment Centres,
Implementing Psychometrics

By: Anushka Jain

Diksha Goyal
Drishti Jain
Mehak Bansal
Parul Sharma
 Psychological Testing

There are two main types:

1. Ability tests
2. Personality tests

Ability Test
It is the attempt to identify whether someone has the ability to be able to undertake
tasks for which they are being selected.
Also known as aptitude test it is designed to simulate the work requirements so
that a consistent sample of work is required to be undertaken by a range of
candidates and their relative performance can be measured.

Cognitive Test
These tests are designed to identify the extent to which the individual is able to
acquire and apply learning and work on the principle that job performance is a
reflection of people’s ability to acquire the knowledge needed to perform the job
and apply that knowledge to new or unusual situations.
Ability test can be divided into three main categories:

1. Achievement test- it measures the knowledge and skill which the

person has acquired.
2. Aptitude test- these may either be based on an occupational
aptitude such as computer programming or sales ability, or related
to primary mental abilities such as verbal reasoning, numerical
ability, abstract reasoning, clerical speed and accuracy,
mechanical reasoning, spatial ability, spelling and language usage.
3. Intelligence test- it is used to measure intelligence albeit that there
is some disagreement over the content of intelligence.

Personality Test
The aim to measure the natural traits and characteristics of people, codify them
and compare them with others. These measures are comparisons rather than
absolute values.
Personality can be divided into five factors that are known as “big five”.
The five factors are

1. Extroversion/introversion- traits such as being gregarious,

assertive, talkative and active, together with ambition,
expressiveness and impetuousness.
 2. Emotional stability- aspects such as anxiety, anger, worry,
insecurity, together with resilience and independent thought.
3. Agreeableness (sometimes also labelled as likeability)- social
conformity, being courteous, flexible, cooperative, forgiving, soft-
hearted, tolerance, trusting or cynical.
4. Conscientiousness- hard-working, preserving, careful, organised
and preferences for rules and procedures as against spontaneity
and creativity.
5. Openness to experience- curious, imaginative, broad-minded traits
as well as intelligence.

Test Quality and Choice

Some standards of quality are applied to ensure that tests are able to do the things
that they ought to do. These standards are concerned with validity and reliability
of tests.
Validity

1. Face validity- it is concerned with people’s perceptions on what a

test measures, therefore it is not a true kind of validity and is
usually played down by psychologists.
2. Content validity- it answers the question “do the items in the test
adequately cover every aspect of what the test is supposed to
measure?”
3. Construct validity- it relates to the issue of whether the idea behind
the test is valid or not and answers the question “does the test really
measure what it is supposed to measure and not something else?
4. Criterion related validity-it is the most practical significance for
selectors as it is answers the question “do the scores on the test
relate to anything important in the world of work?

Reliability is looked in three ways:

1. Test- retest reliability- it involves administering the test to the

same individuals on two or more separate occasions, normally a
few weeks or months apart. It is for correlation between the scores
obtained on the two occasions
2. Internal consistency- it is concerned with the idea that all of the
items within a test should be measuring the same thing and
therefore should be correlated to each other.
 3. Parallel forms reliability- it is the ability of test to measure the
same way as another test designed to measure the same construct.

Difference between Reliability and Validity is that-

Reliability refers to the degree to which scale produces consistent results, when
repeated measurements are made.
Validity implies the extent to which the research instrument measures, what it is
intended to measure.
A reliable instrument need not be a valid instrument where as a valid instrument
is always reliable.

Test Appearance
Ability tests are designed to assess your logical reasoning or thinking capabilities.
They consist of a number of multiple choice questions and are strictly timed.
These are often ‘power’ tests which means that it is highly unlikely that test takers
will be able to complete the test within the period allocated.
Personality tests are really questionnaires. They usually, but not always, take the
form of:

1. Statements
2. Choices
3. Adjectives

The statement type are open-ended questions to which candidate replies true or
false or may have many ranges of responses.
The choice type sometimes called ipsative, is one in which the test maker needs
to make a choice between two statements or adjectives.
The adjective test offers a quicker and most cost-effective route to testing where
they are required to response to an adjective as ‘like me’ or ‘not like me’ which
is most appropriate to them.

Administration
The British Psychological Society grants a license to undertake the administration
and scoring of ability tests (level A) and the administration, scoring and
interpretation of personality test (level B). The level A qualification is a
prerequisite of level A training. Training is provided by
psychologists, who are appropriately by the BPS. The cost of training is
substantial: approximately six days of training for each level.
Although publishers provide general training at level B, it is often the case that
they require users to undertake further specific training in their own tests.
 Assessment Centres

The assessment centres is a process that involves a number of techniques and a

number of assessors, breaking down the assessment of candidates into a number
of components and then re-assembling for a complete picture on which a decision
is based.
The assessment centre uses multiple selection techniques with each technique
being only one piece of the jigsaw building up to the complete picture of the
candidate.
The assessment centre uses a group of assessors with selection decisions usually
being made on group basis.
There are two main purposes for assessment centres:
1. Development
2. Selection

The development type will aim to assess the strengths and weaknesses of the
candidate and provides a framework for utilizing the strengths and addressing the
weaknesses through development programmes and training.
The selection-based assessment centre focus on identifying the suitability of the
candidate for the current or future planned position.
The distinction between the two types of assessment centre:
 Sometimes the purpose of the centre is to fill current or future positions,
but considerable time is taken to provide feedback and development
guidance to candidates.
 Sometimes assessment centres influence ‘separate’ decisions on selection
for certain positions.

How to design an Assessment Centre

Step-1: Is to identify the key criteria upon which the assessment will be based. In
practice this usually means that assessment centres are competency based and
where a competency framework does not already exist. Work will be undertaken
through Role Analysis to identify the success criteria.
Step-2: Will be the choice of techniques to incorporate in the assessment centre,
identifying the most suitable technique for each competency. Cost and Time
constraints may of course influence these decisions.
Step-3: Is the development of the techniques which may involve ‘buying in’ or
developing ‘in-house’. Though there is a ready availability of interview material,
psychological tests and assessment exercises, it is usual to find that most
assessment centres only buy in psychological tests and design their own interview
structure and exercise.
Step-4: The final stage involved is the selection and training of assessors. In doing
so consideration is given not only to the resourcing of the assessment center- in
having sufficient assessors available to support the process.
Components
The components of the assessment centre will include the interview, testing and
exercise.
The range of exercises can have their basis in either work simulation or
competencies. They are characterized as either group exercise or individual
exercise, and it is usual to find more than one exercise involved in an assessment
centre.
Work Simulation exercise are designed to provide a realistic flavor of the scope
and nature of the work that the candidate will be undertaking. On and individual
basis this could mean an in-tray exercise in which a range of documents are given
to the individual over a timed period and they are expected to clear the work and
in so doing some of their competencies can be assessed. It can be directed at a
group and include role pays in which the group is given a work-relate project to
consider and plan.
Some assessment centres use group exercise in an abstract setting asking teams.
They may be asked to enter into general discussion or to make a presentation to
the rest of the group with the observers assessing either the presentation skills of
the presenter or the team skills of the ‘audience’.
Whenever exercises are designed it is essential to pilot and test them to check that
the timings are appropriate, that the instructions are clear and unambiguous, and
that they achieve the balance of giving enough direction to ensure that the
candidates can undertake them but without prompting them in any direction.
Advantages
1. They focus on the key elements of the role and are therefore very specific
in measuring the suitability of candidates.
2. They are thorough, avoiding over reliance on a single technique but
ensuring that a range of techniques is used to gather a full picture and a
range of assessors employed to gather a picture.
3. The assessment exercise in particular can provide a useful glimpse into
and the flavor of the work, which can be important in ensuring that the
candidate is making the right choice.

Disadvantages
1. The process can feel uncomfortable with some candidates, particularly at a
senior level, and particularly where abstract exercises are involved.
2. Assessment centres are sometimes transparent and it is all too easy for
candidates to ‘act’ in group exercises and other aspects which may be
sustained for a few days or weeks in the assessment centre but is not
fulfilled in the real world.

Exercise Types

1. In-Basket – It stimulates correspondence to a particular role. This gives

scope for exploration of a wide range of attitudes and ideas. The respondent
is suddenly required to take over a new role. One of the strengths of the
method is the scope it gives for exploring specific issues. Because the work
is all done through correspondence without direct knowledge of the people
concerned. Most candidates find working on in-baskets demanding but to
some extent fun, and they often comment on the realism of this approach.
This approach has been criticised as irrelevant to current ways of working
as so much of the correspondence work is done through electronic means.

2. Analysis Exercises – These exercises are often based on the case studies.
The participant has some complex written and /or numerical material to deal
with and will be required to prepare a paper summarizing understanding
and making recommendations. The analysis is conducted as a whole
exercise there is unlikely to be the reliability that stems from the item by
item aspect of a reasoning test. To create an analysis, it should be decided
if the topic covered is representative of the organisation concerned.
3. Group Discussions - Group discussions vary between those dealing with a
series of controversial issues, with no definite “right answer” and those in
which roles are assigned. For a relatively inexperienced group, such as
potential graduate entrants, topics may be general social issues, such as
soft drugs etc. whereas for managerial group the topics are likely to be
managerial issues and problems, neg common grading schemes. But there
is a particular problem with assigned role discussions is that the advocacy
becomes seen by the participants as the main point of focus and the
discussion becomes simply a bargaining exercise. One of the effective GD
is semi -assigned role discussion it requires each participant to lead on one
topic, but each is expected to contribute to the whole discussion. Next
thing is the choice of topic. in trialling assigned role, and to a lesser extent
semi-assigned role, exercise is important to balance the complexity and
the appeal of the cases or topics to be assigned to different centre
participants.

4. Interview Stimulations and Role-Plays - These exercises are cast in a one

to one format. very often negotiation or some other form of representation
of a supposed organization is required.
Such role playing requires specific training, as there is a need to give the
participant the chance to demonstrate competency.
In a very interactive situation, a choice has to be made as to whether the
role- player is someone with specific knowledge of the job or jobs
concerned or a professional actor. Use of training in role-playing and
briefing on the particular exercise being used is also important as in the use
of specific guides, which may include information not known to the
participant, such as a concern about his/her future career.
There is also the question as to whether or not to represent that the
participant and role- player have a previous history of working together.

5. Fact Finding Exercises - The participant is in role but the other party –
sometimes referred to as the resource person -is not. He or she acts as the
repository of information, which can be accessed by the participant. He /she
is given limited information in advance and is typically asked for the
rationale for the decision or recommendation made. these exercises have to
some extent fallen out of favour in recent years with relatively scant
attention being given to them in some books as assessment centres. The
design of these exercises can be quite complicated. A substantial amount of
information does have to be provided to the resource person. Otherwise,
 particularly if faced with a strongly lateral- thinking participant, he/she may
have very frequent resources to the line. Training of the resource person is
also important if he/ she is to provide a sufficiently standardised approach
to the provision of the information.

6. Presentations – Presentations are quite commonly used in selection

procedures that would not be regarded as assessment centres, such as final
interview panels. One must be careful to distinguish between the form and
the content – the ‘how’ and the ‘what’ – of the presentation. Sometimes
there is more interaction as when the audience ask questions which may be
wholly or partly scripted to focus on particular competencies.

7. Interviews Within the Assessment Centre – These can be used in the

assessment centres in a variety of ways. But not invariably used to add
further information to that given in the written work. This interview is
conducted after a preliminary examination of the work that has been done
by the candidate. Candidates will sometimes also offer further information
about their typical approach to handling issues akin to those depicted in the
in-basket.

8. Links and Overlaps Between Exercises – There is a broad but imperfect

division in types of exercise as between those where the output behaviours
are produced in written form – in-baskets and analysis and those where
there is direct interaction with one or more other people as in the role
plays, group discussions, presentations and fact -finding exercises.

9. The Role of the Assessor – They follow a process called as the ORCE

 Observe
 Record
 Classify
 Evaluate
It is a stepwise process that prevents a too-rapid arrival at conclusions.
Observation is made of what is going on. Record means that assessors are literally
recording what is going on and what they have observed. Then classify the
information they have gathered i.e. they have to decide which competency each
passage represents, going through their scripts and annotating them accordingly.
Last stage is evaluation which involves deciding on the strength of the
information gathered on each competency. Scales for evaluation vary but a
common scheme is used:
 Very strong
 Strong
 Effective
 Mixed
 Limited

10. The Assessor Panel Discussion – How the assessor panel conducts its
deliberations varies from case to case and from context to context. These
discussions can take hours to complete and sometimes 20 to 25 min. only.
A common format for the assessor to arrive at their individual evaluations
and for these to be captured in a chart for all to see. It is seen as important
that the whole panel agrees the final rating. The order of proceeding is
sometimes on an exercise to exercise basis and sometimes competency by
competency.
 Implementing Psychometrics

In this chapter we begin by considering the accumulation of information in a

psychometric application and then from this we consider some of the logical and
practical issues in walled this would be followed by a checklist of points to take
into account in applying psychometric tests.
Information flows- building the picture
Capturing the Competencies
There is no one procedure for psychometric test or otherwise that will provide
total information about an individual's chances of success in a job on the most
appropriate part for development.
Many organisations recognize this tacitly at least, but the response of some may
be to engage in behaviour that is costly and dysfunctional.
Other organisations are, though, profligate with psychometric procedures
themselves. It is not uncommon but particularly not helpful for an occupational
psychologist. Nor it is uncommon for organisations to use performance on the job
or doing fairly extensive training, as a selection process in itself.

Information Mapping
Success in the job is partly to do with the competencies that the individual brings
in and partly due to the factors that may interact with these competencies. The
application of a psychometric procedure would be used with a view to
determining some of what the candidate brought to the job that was of relevance.
The test will be more effective if it is chosen on the basis of relevant
competencies, if it has itself been well constructed and if appropriate norm groups
are chosen. Also, appropriate and skilful questioning can, on the other hand,
enhance the information gained that is in effect increasing the area of overlap of
the two circles.
Mapping psychometrics on to job success

Combining Tests
This test shows what may happen when a broad-band personality measure is used,
together with an ability test such as, say, numerical reasoning.
The area of overlap with the competencies me actually be larger for the
personality questionnaire, because much of the domain of the measure lies
outside the required competencies area, looking at the personality test as a whole
could be misleading with so much of it functioning as noise.
The two test themselves are seen as not overlapping. Each then add some unique
value to the process.

Contribution of two dissimilar test in predicting job success

But, in the following case, there is some unique value addition by the second
procedure. Also, there is some unique noise in each test, which needs to be
systematically discounted if the interpretations are not to be misleading.

Contribution of two similar test in predicting job success

Competencies and Sub- Competencies

It is important to note that the systematic use of multiple measures in the
assessment centre movement has, as part of its rationale, the very sound idea that
competencies may, in effect, manifest themselves as sub- competencies,
operating in different situations or different environments. However, this is a
different case from increasing measure simply because we are not sure about the
validity of the first, second, third, fourth or fifth one.

The shotgun approach to testing

Making Sense
Thinking about the domain of competencies, better doing work to define
competencies carefully and considering tests in terms of what they contribute, is
an important step on the way. It is important to consider actively, what is relevant
and what is not. Most benefit of it can be achieved with the attention to
appropriate test administration standards and meaningful follow- up questioning.
Arbitrary Criteria
The existence of good information from a psychometric test or tests and from
follow- up questioning does not guarantee effective use of that information. Even
when it is set out against clearly developed competency model, there can be no
complete assurance that it will be used effectively.

Further Practical Issues

Control and Ownership of Test Results
Here two criteria usually used that they should be available only to those with a
genuine interest and/or those appropriately trained in interpretation. Conversely,
some individuals, e.g. recruiting managers, with an interest in results may not be
skilled in their interpretation.
Who should be trained?
Ownership of data and the questions of expertise that this raises lead inevitably
to the questions of training.
So that how far to spread training and how far to rely on specialist staff either
internally or externally.
The internal person may have limited time and be under pressure to fit in test
administration, scoring, feedback to the candidate, and reporting the outcome
with other duties and tasks.
Whereas the external person also has the advantage of a greater degree of
independence, and may underline some of the points on confidentiality and
other aspects of good practice.
Cost and Benefits
Precise costs of psychometrics will vary but in, say, a recruitment application is
unlikely to be more than a couple of per cent of a salary. The benefits conferred
are likely to dwarf such figures. If an objective psychometric procedure is not
used, inappropriate appointments are much more likely.
Physical Considerations
Training in test administration will refer, among other things, to the control of
the physical environment for testing. Where testing is to be conducted at a
remote site it may be necessary to make physical requirements known very
explicitly.
Briefing and Practice Materials
Firstly, there are books seeking help individuals pass ability tests, by increasing
their familiarity with material quite close to that which may be experienced in
the test themselves.
A number of test publishers, too, produce specific briefing material on practical
tests.
Some tests have parallel forms of ability or aptitude tests are more likely to
offer a solution than those for personality instruments, where feedback may still
be expected to have an impact on responses.
Tests and Stress
Tests are designed to give readings that are as stable as possible. Tests need to
be conducted in a stable and uninterrupted environment.
Thus, the use of tests to explore such situations can be helpful in determining
how recruitment procedures may be modified and at what level the environment
stress is likely to become wholly dysfunctional.