Psychometrics - Revision history

Flc: /* Non Discrimination */

2026-01-01T23:54:17Z

Non Discrimination

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	From a practical standpoint, non-discrimination statistics are rarely available from publishers, but legislation sets clear benchmarks to prevent measurements inappropriate to the workplace.		From a practical standpoint, non-discrimination statistics are rarely available from publishers, but legislation sets clear benchmarks to prevent measurements inappropriate to the workplace.

	The discussion of non-discrimination in the workplace opens another debate about the potential universality of the dimension being measured. This focus on universality emerged as factors from the lexicon approach are, by construction, not related to gender, age, and other characteristics that identify protected groups. One only needs to be a real human being, not an avatar! As with different measures of weight, temperature, or length, values and averages may vary across groups, but such differences are irrelevant to the characteristics expected for the job and can be assessed using a technique, provided that the individual being assessed is human.		The discussion of non-discrimination in the workplace opens another debate about the potential universality of the dimension being measured. This focus on universality emerged as factors from the lexicon approach are, by construction, not related to gender, age, and other characteristics that identify protected groups. One only needs to be a real human being, not an avatar! As with different measures of weight, temperature, or length, values and averages may vary across groups, but such differences are irrelevant to the characteristics expected for the job and can be assessed using a technique, provided that the individual being assessed is a human being.

	=Notes=		=Notes=
	[[Category:Articles]]		[[Category:Articles]]
	[[Category:Assessment]]		[[Category:Assessment]]

Flc: /* Scales */

2026-01-01T23:51:17Z

Scales

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	Scales inform about the intensity of the dimension being measured. The scales depend on the type of measurement being used: decile and value-based scales for traits, dichotomous or ranking scales for simple or multiple typologies, and standard-deviation scales for factors.		Scales inform about the intensity of the dimension being measured. The scales depend on the type of measurement being used: decile and value-based scales for traits, dichotomous or ranking scales for simple or multiple typologies, and standard-deviation scales for factors.

	Depending on the scale and measurement system used, the assessment technique will be more or less capable of accounting for the adaptation and development of the behaviors being described<ref> See[[Scales_and_Intensity \| more here on GRI's wiki about scales and intensity]]</ref>.		Depending on the scale and measurement system used, the assessment technique will be more or less capable of accounting for the adaptation and development of the behaviors being described<ref> See[[Scales_and_Intensity \| more here on GRI's wiki about scales and intensity.]]</ref>.

	==Standard error of measurement(SEM)==		==Standard error of measurement(SEM)==

Flc: /* Scales */

2026-01-01T23:50:27Z

Scales

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	Scales inform about the intensity of the dimension being measured. The scales depend on the type of measurement being used: decile and value-based scales for traits, dichotomous or ranking scales for simple or multiple typologies, and standard-deviation scales for factors.		Scales inform about the intensity of the dimension being measured. The scales depend on the type of measurement being used: decile and value-based scales for traits, dichotomous or ranking scales for simple or multiple typologies, and standard-deviation scales for factors.

	Depending on the scale and measurement system used, the assessment technique will be more or less capable of accounting for the adaptation and development of the behaviors being described<ref> See [[Scales_and_Intensity \| more here about scales and intensity]]</ref>.		Depending on the scale and measurement system used, the assessment technique will be more or less capable of accounting for the adaptation and development of the behaviors being described<ref> See[[Scales_and_Intensity \| more here on GRI's wiki about scales and intensity]]</ref>.

	==Standard error of measurement(SEM)==		==Standard error of measurement(SEM)==

Flc: /* Scales */

2026-01-01T23:48:46Z

Scales

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	Scales inform about the intensity of the dimension being measured. The scales depend on the type of measurement being used: decile and value-based scales for traits, dichotomous or ranking scales for simple or multiple typologies, and standard-deviation scales for factors.		Scales inform about the intensity of the dimension being measured. The scales depend on the type of measurement being used: decile and value-based scales for traits, dichotomous or ranking scales for simple or multiple typologies, and standard-deviation scales for factors.

	Depending on the scale and measurement system used, the assessment technique will be more or less capable of accounting for the adaptation and development of the behaviors being described.		Depending on the scale and measurement system used, the assessment technique will be more or less capable of accounting for the adaptation and development of the behaviors being described<ref> See [[Scales_and_Intensity \| more here about scales and intensity]]</ref>.

	==Standard error of measurement(SEM)==		==Standard error of measurement(SEM)==

Flc: /* Introduction */

2026-01-01T23:37:40Z

Introduction

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	Specific measurements are either extremely complicated or impossible to obtain, such as those assessing reliability over time by assuming that the same technique will be administered by the same people several years apart, with no other conditions changed. Even in very structured administrative organizations, conditions are constantly changing. Comparing the performance of candidates who have been retained with that of others who have not, to demonstrate that the first performed better than the others, is simply impossible. Additionally, performance values are not always readily obtainable.		Specific measurements are either extremely complicated or impossible to obtain, such as those assessing reliability over time by assuming that the same technique will be administered by the same people several years apart, with no other conditions changed. Even in very structured administrative organizations, conditions are constantly changing. Comparing the performance of candidates who have been retained with that of others who have not, to demonstrate that the first performed better than the others, is simply impossible. Additionally, performance values are not always readily obtainable.

	Despite the difficulties in calculating performance metrics, it is generally accepted that ~~tests~~ must possess a minimum set of qualities to be used in applications such as recruitment.		Despite the difficulties in calculating performance metrics, it is generally accepted that assessment techniques must possess a minimum set of qualities to be used including in specific applications such as recruitment.
	The following groups of statistics are generally considered to measure an assessment technique’s performance:		The following groups of statistics are generally considered to measure an assessment technique’s performance:
	* '''Basic Metrics'''. It includes information on reference values, scales, and the sensitivity of techniques used to evaluate individual differences.		* '''Basic Metrics'''. It includes information on reference values, scales, and the sensitivity of techniques used to evaluate individual differences.

Flc: /* Non Discrimination */

2026-01-01T23:32:45Z

Non Discrimination

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	=Non Discrimination=		=Non Discrimination=
	The principle of non-discrimination is ~~taken into account~~ to protect minority, disadvantaged, or discriminated-against social groups. These aspects of non-discrimination are generally governed by social legislation.		The principle of non-discrimination is invoked to protect minority, disadvantaged, or discriminated-against social groups. These aspects of non-discrimination are generally governed by social legislation.
	In the USA, non-discrimination is enforced by federal laws~~: in particular~~, Title VII, dating from 1964 and amended in 1972; the Age Discrimination in Employment Act (ADEA), dating from 1967; and the Americans with Disabilities Act (ADA). The Equal Employment Opportunity Commission (EEOC), established in 1964, is responsible for investigating and prosecuting employers for noncompliance with the law.
			In the USA, non-discrimination is enforced by federal laws, including Title VII, dating from 1964 and amended in 1972; the Age Discrimination in Employment Act (ADEA), dating from 1967; and the Americans with Disabilities Act (ADA). The Equal Employment Opportunity Commission (EEOC), established in 1964, is responsible for investigating and prosecuting employers for noncompliance with the law.

	In France, Article L 121-45 says: "No person may be excluded from a recruitment procedure, no employee may be sanctioned or dismissed because of their origin, their sex, their mores, their family situation, their belonging to an ethnic group, nation or race, political opinions, trade union or mutualist activities, religious beliefs or, except incapacity noted by the occupational physician within the framework of Title IV of Book II of this code, because of his medical condition or disability..."		In France, Article L 121-45 says: "No person may be excluded from a recruitment procedure, no employee may be sanctioned or dismissed because of their origin, their sex, their mores, their family situation, their belonging to an ethnic group, nation or race, political opinions, trade union or mutualist activities, religious beliefs or, except incapacity noted by the occupational physician within the framework of Title IV of Book II of this code, because of his medical condition or disability..."

Flc: /* Synthetic Validity */

2026-01-01T23:27:54Z

Synthetic Validity

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	==Synthetic Validity==		==Synthetic Validity==
	The generalization of aptitude and general intelligence (GMA) test results to similar positions yields results that are too variable or insufficient, compromising the generalizability of test use, particularly aptitude tests. Since the mid-1970s, meta-analyses have been used in psychology<ref>Glass, G. V. (1976). Primary, Secondary, and meta-analysis of research. Educational Researcher, 5, 3-8.<br/>Schmidt, F. L., Hunter J. E. (1977). Development of a general solution to the problem of validity generalization. Journal of Applied Psychology, 62, 529-540.<br/>Schmidt, F. L. (1992). What do data really mean ? Research findings, meta-analysis, and cummulative knowledge in psychology, American Psychologist, 47, 1173-1181.</ref>. New methodologies were recommended to work with larger population samples; the number of people included in the statistical studies is insufficient to support generalizations.<ref>Pearlman, K., Schmidt, F. L., & Hunter, J. E. (1980). Validity generalization results for test used to predict job proficiency and training success in clerical occupations. Journal of Applied Psychology, 65, 373-406.<br/>Schmidt, F. L., Gast-Rosenberg, L., & Hunter, J. E. (1980). Validity generalization results for computer programmers. Journal of Applied Psychology, 65, 643-661.</ref>. The results obtained by combining several studies through meta-analysis and by working with larger samples enabled new generalizations<ref>Salgado, J. F., Ones, D. S. et Wiswevaran, C. (2001). Predictors used for personnel selection : An overview of constructs, methods and techniques. In N. Anderson, D. S. Ones, H. K.</ref>; however, generalizations of synthetic validity from meta-analyses require further clarification. In particular, the environmental variables must be specified, including the criteria set by the organization for assessing the results. The sources of specificity also need to be better understood.		The generalization of aptitude and general intelligence (GMA) test results to similar positions yields results that are too variable or insufficient, compromising the generalizability of test use, particularly aptitude tests. Since the mid-1970s, meta-analyses have been used in psychology<ref>Glass, G. V. (1976). Primary, Secondary, and meta-analysis of research. Educational Researcher, 5, 3-8.<br/>Schmidt, F. L., Hunter J. E. (1977). Development of a general solution to the problem of validity generalization. Journal of Applied Psychology, 62, 529-540.<br/>Schmidt, F. L. (1992). What do data really mean ? Research findings, meta-analysis, and cummulative knowledge in psychology, American Psychologist, 47, 1173-1181.</ref>. New methodologies were recommended to work with larger population samples; the number of people included in the statistical studies is insufficient to support generalizations.<ref>Pearlman, K., Schmidt, F. L., & Hunter, J. E. (1980). Validity generalization results for test used to predict job proficiency and training success in clerical occupations. Journal of Applied Psychology, 65, 373-406.<br/>Schmidt, F. L., Gast-Rosenberg, L., & Hunter, J. E. (1980). Validity generalization results for computer programmers. Journal of Applied Psychology, 65, 643-661.</ref>. The results obtained by combining several studies through meta-analysis and by working with larger samples enabled new generalizations<ref>Salgado, J. F., Ones, D. S. et Wiswevaran, C. (2001). Predictors used for personnel selection : An overview of constructs, methods and techniques. In N. Anderson, D. S. Ones, H. K.</ref>; however, generalizations of synthetic validity from meta-analyses require further clarification. In particular, the environmental variables must be specified, including the criteria set by the organization for assessing the results. The sources of specificity also need to be better understood.<ref>Algera, J. A., Jansen, P. S., Roe, R. A., Vijn P. (1984). Validity generalization: some critical remarks on the Schmidt-Hunter procedure, Journal of Occupational Psychology, 57, 197-210.</ref>

	=Work Relatedness=		=Work Relatedness=

Flc: /* Synthetic Validity */

2026-01-01T23:27:16Z

Synthetic Validity

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	==Synthetic Validity==		==Synthetic Validity==
	The generalization of aptitude and general intelligence (GMA) test results to similar positions yields results that are too variable or insufficient, compromising the generalizability of test use, particularly aptitude tests. Since the mid-1970s, meta-analyses have been used in psychology<ref>Glass, G. V. (1976). Primary, Secondary, and meta-analysis of research. Educational Researcher, 5, 3-8.<br/>Schmidt, F. L., Hunter J. E. (1977). Development of a general solution to the problem of validity generalization<ref>Pearlman, K., Schmidt, F. L., & Hunter, J. E. (1980). Validity generalization results for test used to predict job proficiency and training success in clerical occupations. Journal of Applied Psychology, 65, 373-406.<br/>Schmidt, F. L., Gast-Rosenberg, L., & Hunter, J. E. (1980). Validity generalization results for computer programmers. Journal of Applied Psychology, 65, 643-661. Journal of Applied Psychology, 62, 529-540.<br/>Schmidt, F. L. (1992). What do data really mean ? Research findings, meta-analysis, and cummulative knowledge in psychology, American Psychologist, 47, 1173-1181.</ref>~~. New methodologies were recommended to work with larger population samples; the number of people included in the statistical studies is insufficient to support generalizations~~. The results obtained by combining several studies through meta-analysis and by working with larger samples enabled new generalizations; however, generalizations of synthetic validity from meta-analyses require further clarification. In particular, the environmental variables must be specified, including the criteria set by the organization for assessing the results. The sources of specificity also need to be better understood.		The generalization of aptitude and general intelligence (GMA) test results to similar positions yields results that are too variable or insufficient, compromising the generalizability of test use, particularly aptitude tests. Since the mid-1970s, meta-analyses have been used in psychology<ref>Glass, G. V. (1976). Primary, Secondary, and meta-analysis of research. Educational Researcher, 5, 3-8.<br/>Schmidt, F. L., Hunter J. E. (1977). Development of a general solution to the problem of validity generalization. Journal of Applied Psychology, 62, 529-540.<br/>Schmidt, F. L. (1992). What do data really mean ? Research findings, meta-analysis, and cummulative knowledge in psychology, American Psychologist, 47, 1173-1181.</ref>. New methodologies were recommended to work with larger population samples; the number of people included in the statistical studies is insufficient to support generalizations.<ref>Pearlman, K., Schmidt, F. L., & Hunter, J. E. (1980). Validity generalization results for test used to predict job proficiency and training success in clerical occupations. Journal of Applied Psychology, 65, 373-406.<br/>Schmidt, F. L., Gast-Rosenberg, L., & Hunter, J. E. (1980). Validity generalization results for computer programmers. Journal of Applied Psychology, 65, 643-661.</ref>. The results obtained by combining several studies through meta-analysis and by working with larger samples enabled new generalizations<ref>Salgado, J. F., Ones, D. S. et Wiswevaran, C. (2001). Predictors used for personnel selection : An overview of constructs, methods and techniques. In N. Anderson, D. S. Ones, H. K.</ref>; however, generalizations of synthetic validity from meta-analyses require further clarification. In particular, the environmental variables must be specified, including the criteria set by the organization for assessing the results. The sources of specificity also need to be better understood.

	=Work Relatedness=		=Work Relatedness=

Flc: /* Synthetic Validity */

2026-01-01T23:21:10Z

Synthetic Validity

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	==Synthetic Validity==		==Synthetic Validity==
	The generalization of aptitude and general intelligence (GMA) test results to similar positions yields results that are too variable or insufficient, compromising the generalizability of test use, particularly aptitude tests. Since the mid-1970s, meta-analyses have been used in psychology<ref>Glass, G. V. (1976). Primary, Secondary, and meta-analysis of research. Educational Researcher, 5, 3-8.<br/>Schmidt, F. L., Hunter J. E. (1977). Development of a general solution to the problem of validity generalization<ref>Pearlman, K., Schmidt, F. L., & Hunter, J. E. (1980). Validity generalization results for test used to predict job proficiency and training success in clerical occupations. Journal of Applied Psychology, 65, 373-406.<br/>Schmidt, F. L., Gast-Rosenberg, L., & Hunter, J. E. (1980). Validity generalization results for computer programmers. Journal of Applied Psychology, 65, 643-661~~.</ref>~~. Journal of Applied Psychology, 62, 529-540.<br/>Schmidt, F. L. (1992). What do data really mean ? Research findings, meta-analysis, and cummulative knowledge in psychology, American Psychologist, 47, 1173-1181.</ref>. New methodologies were recommended to work with larger population samples; the number of people included in the statistical studies is insufficient to support generalizations. The results obtained by combining several studies through meta-analysis and by working with larger samples enabled new generalizations; however, generalizations of synthetic validity from meta-analyses require further clarification. In particular, the environmental variables must be specified, including the criteria set by the organization for assessing the results. The sources of specificity also need to be better understood.		The generalization of aptitude and general intelligence (GMA) test results to similar positions yields results that are too variable or insufficient, compromising the generalizability of test use, particularly aptitude tests. Since the mid-1970s, meta-analyses have been used in psychology<ref>Glass, G. V. (1976). Primary, Secondary, and meta-analysis of research. Educational Researcher, 5, 3-8.<br/>Schmidt, F. L., Hunter J. E. (1977). Development of a general solution to the problem of validity generalization<ref>Pearlman, K., Schmidt, F. L., & Hunter, J. E. (1980). Validity generalization results for test used to predict job proficiency and training success in clerical occupations. Journal of Applied Psychology, 65, 373-406.<br/>Schmidt, F. L., Gast-Rosenberg, L., & Hunter, J. E. (1980). Validity generalization results for computer programmers. Journal of Applied Psychology, 65, 643-661. Journal of Applied Psychology, 62, 529-540.<br/>Schmidt, F. L. (1992). What do data really mean ? Research findings, meta-analysis, and cummulative knowledge in psychology, American Psychologist, 47, 1173-1181.</ref>. New methodologies were recommended to work with larger population samples; the number of people included in the statistical studies is insufficient to support generalizations. The results obtained by combining several studies through meta-analysis and by working with larger samples enabled new generalizations; however, generalizations of synthetic validity from meta-analyses require further clarification. In particular, the environmental variables must be specified, including the criteria set by the organization for assessing the results. The sources of specificity also need to be better understood.

	=Work Relatedness=		=Work Relatedness=

Flc: /* Synthetic Validity */

2026-01-01T23:19:36Z

Synthetic Validity

← Older revision		Revision as of 23:19, 1 January 2026
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	==Synthetic Validity==		==Synthetic Validity==
	The generalization of aptitude and general intelligence (GMA) test results to similar positions yields results that are too variable or insufficient, compromising the generalizability of test use, particularly aptitude tests. Since the mid-1970s, meta-analyses have been used in psychology<ref>Glass, G. V. (1976). Primary, Secondary, and meta-analysis of research. Educational Researcher, 5, 3-8.<br/>Schmidt, F. L., Hunter J. E. (1977). Development of a general solution to the problem of validity generalization. Journal of Applied Psychology, 62, 529-540.<br/>Schmidt, F. L. (1992). What do data really mean ? Research findings, meta-analysis, and cummulative knowledge in psychology, American Psychologist, 47, 1173-1181.</ref>. New methodologies were recommended to work with larger population samples; the number of people included in the statistical studies is insufficient to support generalizations. The results obtained by combining several studies through meta-analysis and by working with larger samples enabled new generalizations; however, generalizations of synthetic validity from meta-analyses require further clarification. In particular, the environmental variables must be specified, including the criteria set by the organization for assessing the results. The sources of specificity also need to be better understood.		The generalization of aptitude and general intelligence (GMA) test results to similar positions yields results that are too variable or insufficient, compromising the generalizability of test use, particularly aptitude tests. Since the mid-1970s, meta-analyses have been used in psychology<ref>Glass, G. V. (1976). Primary, Secondary, and meta-analysis of research. Educational Researcher, 5, 3-8.<br/>Schmidt, F. L., Hunter J. E. (1977). Development of a general solution to the problem of validity generalization<ref>Pearlman, K., Schmidt, F. L., & Hunter, J. E. (1980). Validity generalization results for test used to predict job proficiency and training success in clerical occupations. Journal of Applied Psychology, 65, 373-406.<br/>Schmidt, F. L., Gast-Rosenberg, L., & Hunter, J. E. (1980). Validity generalization results for computer programmers. Journal of Applied Psychology, 65, 643-661.</ref>. Journal of Applied Psychology, 62, 529-540.<br/>Schmidt, F. L. (1992). What do data really mean ? Research findings, meta-analysis, and cummulative knowledge in psychology, American Psychologist, 47, 1173-1181.</ref>. New methodologies were recommended to work with larger population samples; the number of people included in the statistical studies is insufficient to support generalizations. The results obtained by combining several studies through meta-analysis and by working with larger samples enabled new generalizations; however, generalizations of synthetic validity from meta-analyses require further clarification. In particular, the environmental variables must be specified, including the criteria set by the organization for assessing the results. The sources of specificity also need to be better understood.

	=Work Relatedness=		=Work Relatedness=