Technical Report - International Military Testing Association

Here; UC are trying to make acveral pointa. k’s ten define and
develop criteria in term of certain relevant on-the-fob bchsviora,
Each of the&e different types of behaviors coo be rrreaaured separately,
and they would be made more meaningful if they-were aeaeured in terms
of relevant requfrements. It Is quite clear that 8oa.a secretarial jobs
may require different: degrees ‘of skills. Individual skills could more
readily be matched to required job akills. There is no need to coc&ine
all of these acorea into one score and then further putting this score
into a rtandard score or percentile conversion. This obscures the data.
Purthermrc, there is no need to correlate each of these scores
or obtain a weight for these scores by optimlly correlating these
againat auptwisory ratings. After all, it could lfkely be that WE
throw out the baby with the bath because the auperviaory rating may
not be baaed on any of the charecterI8tIca that are relevant to actual
job � ucceaa . We have all at least heard of cases in which aecretarlaa
were rated outstanding by the boas even though he has never deen them
do meny of the taaka typically required of a secretary.
Teat Reliabil1tp and .Accuracx
For the purpose of this presentation, we‘have discerned three types
of teat reliability. The first type deals with the cqufvalence of two
or more form of a teat. The second concerm itself c:Lth the stability
of the seam teat given at two djfferent timor. Youmgenelty or sameness
throughout the teat ir the third kfnd. There 1: w question as to the
importance of each of these types of reliabflfty .Y connection with
aptitude and peraonaiity testing. A question does .clae, however, as to
the appropriatmeaa of atabllity and hamogtneity coe...cienta In achievemant
testing. There ,La no doubt a8 to the importance of equivalence of
form for a particular achievement teat. The present author8 raise a
question on how one determines the equivalence of hro fonaa in a training
situation.
In the ideal training situation any individual or group of ‘ndivduala
would theoretically score zero on any test at the beginning of training
and LOO percent at the end of training. While it la true that few, if
any, ideal situations of this sort ever alat, it is important to take
the ideal situation for conaidcration. In an ideal rituation such as
aamtioned � bwe, If we used end-of-cmrae achievement teat as a measure
end used the traditional coefficient of correlation as the tool to
determine the degree of equivalence of two forma of a teat, we would
find that the correlation coefficient is not very high. E%en in a amwhat
less id-al situation vhere ve have acorta bunchlzg up at the low
end during pretesting and bunching up at the high end at the end of the
course, we would not obtain a very high reliability coefficient by computing
it based on only poatttat acores.
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