Personnel and Occupational Test Questionnaire Design and Results

Course Contents, Concepts and Issues

• Reproduction of Test Materials/Improvisation
• Scoring Test
• Interpreting Test Results?
• Reporting Test Results
• Writing Psychological Assessment Result
• Pitfalls to Avoid
• Problems of Content
• Improper Emphasis
• Omission of Essential Information
• Avoiding Unnecessary Duplication
• Problems of Interpretation
• Irresponsible Interpretation
• Inadequate Differentiation
• Problems’ of Psychologist’s Attitude and Orientation
• Not Practical or Useful
• Levels of Knowledge and Learning
• Testing Different Levels of Knowledge and Learning
• Giving Precise Test Instructions
• Constructing Essay Format Questions
• Using Simple Words or Terminologies in Test Construction
• Address the Test Dimensions
• Determining Implications of Test Results, As an Indicator of How an Individual Will Enact a Particular Role
• Maintaining Objectivity and Sound Judgment in Test Construction
• Avoiding Blind Interpretation
• Scoring, Interpretation and Reporting
• Making Recommendations at the End of Test Analysis and Report, Based On Their Importance;
• Confidentiality of Information
• Proper Sequence of Test in a Battery
• Testing According To Response Type Required
• Establishing Scoring Procedure
• Designing Subjective Tests
• Printed or Written Tests
• Testing and Job Performance
• Evaluating Validation Studies
• Designing Personnel Questions
• Designing Personality Test Questions
• The Orpheus Personality Test
• Testing Fellowship
• Testing Authority
• Testing Conformity
• Testing Emotion
• Testing Proficiency
• Testing Work-Orientation
• Testing Patience
• Testing Fair-Mindedness
• Testing Disclosure
• Testing Initiative
• Testing Loyalty
• Standardised vs. Non-Standardised Tests
• Constructing Adaptability Tests
• Understanding Personality
• Personality Types
• Deconstructing Gordon Personal Profile
• Understanding Gordon Personal Profile
• Designing Judgement and Comprehension Tests
• Designing Projective Personality Tests
• Understanding the Rorschach test
• Designing the Thematic Appreciation Test
• Designing Intelligence Tests
• Designing Personnel Test for Industry, Generally
• Designing Numerical Test for Industry Personnel
• Constructing a Supervisory Index
• Ranking Employment Test Results
• Converting Raw Score to Percentage Score
• Distinguishing Between Management, Supervision, Employees (Operators), Human Relations Tests
• Designing Management Tests
• Designing Supervision Tests
• Designing Employees (Operators) Tests
• Designing Human Relations Tests
• The Types of Standardised Tests That Are Suitable For Managers of Different Levels
• The Types of Standardised Tests That Are Suitable For Support Personnel
• The Types of Standardised Tests That Are Suitable For Operations Managers
• The Types of Standardised Tests That Are Suitable For Senior Skilled Personnel
• The Types of Standardised Tests That Are Suitable For Skilled Personnel
• The Types of Standardised Tests That Are Suitable For Semi-Skilled Personnel
• Principles of Multiple-Choice Questions Design
• Creating Multiple-Choice Stems
• Creating Multiple-Choice Alternatives
• Eliminating Ambiguous Multiple-Choice Items
• Eliminating Double-Answer Multiple Choice Items
• Eliminating Multiple-Choice Alternative ‘Giveaways
• Setting ‘Simple Recall’ Multiple-Choice Items
• Setting ‘Comprehension’ Multiple-Choice Items
• Setting ‘Application’ Multiple-Choice Items
• Setting ‘Problem-Solving’ Multiple-Choice Items
• Setting ‘Synthesis’ Multiple-Choice Items’
• Arranging Multiple-Choice Items According To Levels of Difficulty
• ‘Timing’ of Multiple-Choice Tests
• High-Speed ‘Hard-Marking’ of Multiple-Choice Tests
• ‘Electronic-Aided’ Multiple-Choice Test Marking
• Scoring Multiple-Choice Tests
• Computerised Multiple-Choice Marking System
• Computerised Multiple-Choice Scoring System
• Designing ‘Hard-Marking’ Multiple-Choice Answer Sheets
• Designing ‘Computerised’ Multiple-Choice Answer Sheets
• Writing Instructions for Multiple-Choice Tests
• Giving Examples in Multiple-Choice Tests
• Guessing In Multiple-Choice Tests
• ‘Knowledge-Based’ Penalties in Multiple-Choice Tests
• Test Design and Copyright
• Test Designers and Intellectual Property Rights Law
• The International Copyright Conventions
• The International Intellectual Property Rights Conventions
• Intellectual Capital Protection
• Intellectual Capital ‘Exploitation’
• Intellectual Capital and Risk Management
• Test Design Commissioning
• Test Design Commissioning and Intellectual Property Rights