Evaluating Test Outcomes – 1 Paragraph Response to 2 Classmates (2 Paragraphs Total)

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Evaluating Test Outcomes

Test use in an organization can have both positive and negative outcomes. A test can help an organization to make better hiring, promotion, and placement decisions, but testing can also lead to negative consequences, including incorrect selection, overemphasis of tested characteristics, and an undesirable level of employee uniformity.

Respond by Day 7 to at least two of your colleagues’ postings in one or more of the following ways:

  • Ask a probing question.
  • Share an insight from having read your colleague’s posting.
  • Offer and support an opinion.
  • Validate an idea with your own experience.
  • Make a suggestion.
  • Expand on your colleague’s posting.

Classmate 1: (Oriaku)

Evaluating Test Outcomes

It is essential to understand and identify a solid approach when interpreting test scores as well as communicating in a meaningful manner (Anastasi & Urbina, 1997). The recipient must understand the results and interpretation of the assessment that was given. The possible recipient may not be the only individual that will receive results such as; the test taker, parents, educators, employers, psychiatrist, psychologist, courts, correctional personnel, and school personnel. According to Anastasi and Urbina (1997), it is important to take account of the character of the individual that is receiving the results or outcome.

Scores and outcomes for various assessments should support the explanation and decisions of the anticipated audiences (APA, 1999). Score reports may differ based on the intended viewers coupled with information that is beneficial to stakeholders. There are many ways outcomes can be reported When results of assessments are reported on a large scale or on a smaller scale, interpretations are provided via stakeholders and media. In addition to the results and how they should be used is directly based on the what the intended use of the assessment (APA, 1999).

One of the major concerns of interpretation of test is the misrepresentation of test scores (Anastasi & Urbina, 1997). The test is developed to assess where and what level an individual is during this phase of life and test cannot tell if an individual has been raised in an unfavorable setting (Anastsi & Urbina, 1997). It is possible if an individual has been raised in an environment or situation that may affect their performance on a test. There was a time that I taught students from ninth to tenth grade, however, they were given the label as exceptional children (EC). The blessed individuals were not living in a promising setting, however, as their teacher, my goal was to provide them with the best education, support, and love that they may not receive once they departed from the school setting. The children were very appreciative as well as the parents or legal guardian. The example of one of the children being tested, the parent signed the document for her child to be assessed, however, she was unaware that her child was not performing to the current standards. I entered the situation in the latter part due to the proctor not being there that particular day. I administered the test as instructed by the principle, however, when it was time to deliver the results to the parent, she was unaware of what document she signed as well as why her child is being labeled as an exceptional child. Unfortunately, this scenario happened regularly in this setting and I took the initiative during the meeting of the minds to inform the parent how the process occurred and why we were sitting at the table discussing an individual education plan. The test cannot compensate for what the child is not getting and eliminating what is not there from the scores. The goal is to ensure a genuine and authentic solution scholastically and socially.”

Classmate 2: (Kristopher)

” To evaluate a test for an organization, there should be a mixed methods longitudinal design. The longitudinal design is to track the employees’ ability to progress along with the employee turnover rate. The longitudinal design should last for approximately three months, which is not a traditional longitudinal study. However, data will be gathered on a daily or weekly basis, thus establishing many data points. Additionally, the employee output and quality measure scores will all be quantitative. To capture unintended outcomes qualitative measures will need to be instituted to determine the participants’ interaction with peers and interaction with the company culture (Babbie, 2017). For this evaluation to suffer from as little bias as possible, a double-blind study will need to be applied. A double-blind study is where one researcher randomly assigns test groups based on specific criteria (Research methods, 2011). Then, a different test administrator will conduct the observation without knowing the test groups or the criteria used to assign the groups (Research methods, 2011). Individuals who test with both low and high scores will be observed by researchers that are unaware of how the participants scored. The data will then be collected and correlated to a low and high score on a given assessment. A correlation between the quantitative data of the test and the quantitative evaluation of the job should be discovered. Additionally, the qualitative assessment should uncover any additional areas of interest that can be correlated with the tests (Heiselt & Sheperis, 2009).”

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