{"id":3688,"date":"2013-02-14T02:48:50","date_gmt":"2013-02-14T01:48:50","guid":{"rendered":"http:\/\/emilkirkegaard.dk\/en\/?p=3688"},"modified":"2013-02-14T02:48:50","modified_gmt":"2013-02-14T01:48:50","slug":"paper-retaking-ability-tests-in-a-selection-setting-implications-for-practice-effects-training-performance-and-turnover","status":"publish","type":"post","link":"https:\/\/emilkirkegaard.dk\/en\/2013\/02\/paper-retaking-ability-tests-in-a-selection-setting-implications-for-practice-effects-training-performance-and-turnover\/","title":{"rendered":"Paper: Retaking ability tests in a selection setting implications for practice effects, training performance, and turnover"},"content":{"rendered":"

Retaking ability tests in a selection setting implications for practice effects, training performance, and turnover<\/a><\/p>\n

Found via http:\/\/rationalwiki.org\/wiki\/High_IQ_society<\/a><\/p>\n

 <\/p>\n

–<\/p>\n

 <\/p>\n

Abstract<\/span><\/p>\n

This field study investigated the effect of retaking identical selection tests on subsequent test scores<\/span><\/p>\n

of 4,726 candidates for law enforcement positions. For both cognitive ability and oral communication<\/span><\/p>\n

ability selection tests, candidates produced significant score increases between the 1st and 2nd and the<\/span><\/p>\n

2nd and 3rd test administrations. Furthermore, the repeat testing relationships with posthire training<\/span><\/p>\n

performance and turnover were examined in a sample of 1,515 candidates eventually selected into the<\/span><\/p>\n

organization. As predicted from persistence and continuance commitment rationales, the number of tests<\/span><\/p>\n

necessary to gain entry into the organization was positively associated with training performance and<\/span><\/p>\n

negatively associated with turnover probability.<\/span><\/p>\n

 <\/p>\n

–<\/p>\n

 <\/p>\n

Although the coaching studies are informative, test practice<\/span><\/p>\n

alone is the issue of interest in the present study. Kulik, Kulik, and<\/span><\/p>\n

Bangert (1984) summarized early research on practice effects<\/span><\/p>\n

using meta-analysis. The authors drew almost exclusively on stud-<\/span><\/p>\n

ies with student populations to examine practice effects on aptitude<\/span><\/p>\n

and achievement test scores. They reported that test score increases<\/span><\/p>\n

in the second administration were larger when identical tests were<\/span><\/p>\n

used (0.42 SD) than when parallel forms of the tests were used<\/span><\/p>\n

(0.23 SD). The authors also found a significant positive relation-<\/span><\/p>\n

ship between test takers\u2019 ability and size of the practice effect, as<\/span><\/p>\n

effect sizes over two identical tests were 0.80 SD, 0.40 SD,<\/span><\/p>\n

and 0.17 SD for subjects of high, middle, and low ability, respec-<\/span><\/p>\n

tively. Finally, multiple test repetitions resulted in larger practice<\/span><\/p>\n

effects, with a 0.42-SD mean increase from the first to the second<\/span><\/p>\n

administration of an identical test (19 studies), a 0.70-SD improve-<\/span><\/p>\n

ment from the first to the third administration (6 studies), and<\/span><\/p>\n

a 0.96-SD increase from the first to the fourth administration (5<\/span><\/p>\n

studies). In the most recent research on practice effects, psychol-<\/span><\/p>\n

ogists have examined intelligence testing from a clinical perspec-<\/span><\/p>\n

tive. Studies of the Wechsler Adult Intelligence Scale\u2014Revised<\/span><\/p>\n

and numerous other neuropsychological measures indicate that<\/span><\/p>\n

improved scores tend to occur with repeat administrations of most<\/span><\/p>\n

measures (Rapport, Axelrod, et al., 1997; Rapport, Brines, Axel-<\/span><\/p>\n

rod, & Theisen, 1997; Watson, Pasteur, Healy, & Hughes, 1994).<\/span><\/p>\n

 <\/p>\n

in other words, the mathew effect at work. if we let everybody prep for tests, the scores will become more UNEQUAL, not more equal. plainly, smart people get more out of practicing.<\/p>\n

 <\/p>\n

–<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Retaking ability tests in a selection setting implications for practice effects, training performance, and turnover Found via http:\/\/rationalwiki.org\/wiki\/High_IQ_society   –   Abstract This field study investigated the effect of retaking identical selection tests on subsequent test scores of 4,726 candidates for law enforcement positions. For both cognitive ability and oral communication ability selection tests, candidates […]<\/p>\n","protected":false},"author":17,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1839],"tags":[],"class_list":["post-3688","post","type-post","status-publish","format-standard","hentry","category-psychometics","entry"],"_links":{"self":[{"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/posts\/3688","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/comments?post=3688"}],"version-history":[{"count":1,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/posts\/3688\/revisions"}],"predecessor-version":[{"id":3690,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/posts\/3688\/revisions\/3690"}],"wp:attachment":[{"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/media?parent=3688"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/categories?post=3688"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/tags?post=3688"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}