Procedures in employment psychology

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Monograph

Identifikator:: 173623112X

URN:: urn:nbn:de:zbw-retromon-112923

Document type:: Monograph

Author:: Bingham, Walter Van Dyke http://d-nb.info/gnd/123042593; Freyd, Max

Title:: Procedures in employment psychology

Place of publication:: Chicago & New York

Publisher:: Shaw

Year of publication:: 1926

Scope:: XI, 269 S

Digitisation:: 2020

Collection:: Economics Books

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Document type:: Monograph

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Title:: VIII. Psychological tests (concluded)

Collection:: Economics Books

EMPLOYMENT PSYCHOLOGY time limit is set so low that not more than 5% or 10% of the group are able to complete the task. Speed is then measured by the number of units completed in the given time. Most persons who take psychological tests are under the impression that they ought to finish the test within the time limit, and only a great amount of explanation will convince them that this is not the case, and that the important thing is their rank relative to the others who take the test. Some examiners have adopted the plan of stating that the test has been made so long that no one can possibly complete it in the time allowed, setting the time limit accordingly. The time limit may be determined by preliminary trial with a few subjects, or it may be determined in a group examination by calling time when 5% or 10% (or go% or 05%), depending on conditions) seem to have finished. This time limit, of course, should be rigidly adhered to thereafter. DIRECTIONS AND FORE-EXERCISE Since the directions are intended to make sure that the person to be tested knows exactly what is expected of him, they must not be too brief. They cannot be too clear and explicit. It is even more important to make the directions absolutely clear in group testing than in individual testing, for time cannot be taken out if questions as to procedure arise after the test has begun. The wording should be chosen in accordance with the educational level of the persons to be examined, and rarely does an investigator strike precisely this level without repeated trials. He unwittingly errs by using terms outside the accustomed vocabulary of his sub- jects, or he chooses illustrations so obvious or childish that they amuse or offend the subject more than they inform him. It is a skilful maker of tests who can strike the narrow zone of clarity while avoiding both the abstruse and the silly. To make sure that the directions are understood, sample tasks and solutions should be given. The best tests provide, TI2

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