Employment psychology

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Monograph

Identifikator:: 1028407564

URN:: urn:nbn:de:zbw-retromon-47263

Document type:: Monograph

Author:: Link, Henry Charles; Thorndike, Edward L. http://d-nb.info/gnd/118802127

Title:: Employment psychology

Place of publication:: New York

Publisher:: MacMillan

Year of publication:: 1924

Scope:: 1 Online-Ressource (XII, 440 Seiten)

Digitisation:: 2018

Collection:: Economics Books

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Document type:: Monograph

Structure type:: Chapter

Title:: Part I. Psychological tests

Collection:: Economics Books

THE TECHNIQUE OF GIVING TESTS 169 topical filing test to a class of high-school students, some signal, a whistle for example, can be given at the start, and then, at the end of three or four minutes, this whistle can be blown again as a signal to stop. Since each subject !s allowed the same time, it becomes unnecessary to con sider the time factor when correcting the tests. The grade will consist entirely of the amount of work done correctly in the time allotted. In some cases it is desirable to give a group test and still allow each individual in the group to complete the test. There are various ways in which this can be done. One, is to have a large clock with conspicuous minute and second hands, from which each ^dividual can read his time and note it as soon as he com pletes the test. Another way, and one which is less liable to error through mistakes in reading the clock, is to record the time on a blackboard in large numerals at five-second mtervals. This method has been found very successful. It requires two to carry it out; one to read the time, the other to chalk it up. In order to anticipate the time re quired by the individual finishing the test to look up at the blackboard, find the number, and then write it down, it is a dvisable to record the time in such a way as to have the Uumber on the board three seconds beforehand. Although this method provides for only five-second intervals, this will not create a large error in tests which require two Minutes or more. The phases of the psychologist’s technique described here are by no means exhaustive. They state only cer tain important details with which any one who wishes to give psychological tests must be familiar. There are many t^ore details of a similar nature, some of them far more tefined. The object of all these details in technique is to promote scientific accuracy and to reduce ambiguity.

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