[IPAC-List] promotional exam strategy
Winfred Arthur, Jr.
w-arthur at neo.tamu.edu
Tue Jun 28 16:20:59 EDT 2011
just echoing Mark and Harry's comments. i currently use a similar
approach in my undergraduate rsch methods, graduate personnel selection,
and graduate advanced personnel selection and placement courses.
however, i provide a concepts and principles list (about 120) but not
item stems.
the obvious advantages are as articulated by Mark and Harry; it defines
the content domain and although i cannot test them on everything, it
gives me some assurance that they would have made an effort to master
all the material on the list.
i have not used this approach in an applied context but as Harry notes,
it is really just a variant of providing a reading list; albeit somewhat
more specific and narrow.
like Harry, i don't see any reason why structurally this approach shld
result in exam psychometric properties that are inherently different
from other approaches to defining the exam content domain. likewise, i
don't think the resulting exam will be any more g-loaded than other
knowledge-based exams.
curious -- you did not explicitly state so but i assume the service is
generally pleased w/ the approach? so, what is the push-back or
concern? and form what source?
thanks.
- winfred
On 6/28/2011 2:56 PM, Mark Hammer wrote:
> I used to use something like that for teaching as well. I'd list all
> the concepts I wanted students to know, and terms I wanted them to be
> familiar with, and inform them that this was the master list, from which
> I would draw questions, hopefully packing as much of that into a
> predefined number of questions as I could. (In some instances, the
> distractors also require you to understand the concept, just so you can
> classify it as a distractor and invalid response, such that one question
> can actually address much more than just the material in the correct
> response.)
>
> The advantage it provides to testees is that it defines what they
> *don't* have to worry about when preparing, and they appreciate that.
> Assuming the range of information covered off by the list of stems is of
> an appropriate size compared to the final list of questions (which in
> this case it seems to be, 5:1), it will be perceived as fair by testees,
> and also gives you some confidence that they've spent some time learning
> about things that maybe you'd like them to know, but don't have
> time/space to test them on.
>
> The caveat is that you'd want some assurances that any given subset of
> 100 was roughly equal in both difficulty and predictive value. Y
> certainly don't want to find yourself with mean scores that fluctuate
> from session/class to session/class. And that entails a bit of work on
> your part.
>
> Mark Hammer
> Ottawa
>
>>>> <Harry.Brull at pdininthhouse.com> 2011/06/28 2:44 PM>>>
> This would seem to me as a variant on providing a reading list as a
> study guide. In this case, the jurisdiction is directing the
> candidates
> to the issues (items) that are considered important.
> I have used a comparable technique in my collegiate teaching.
> As for what to call it - beyond an inspired idea - I'd suggest
> "item-based exam preparation/study guide".
>
> As for the psychometric properties, I see no reason to expect anything
> different than ant content-based multiple choice test - high
> coefficient
> alpha.
> As for what you are really measuring, some combination of job
> knowledge
> and a healthy does of "G".
>
> Harry Brull
> H.A.R.
> PDI Ninth House
>
>
> ------------------------------------------------
> Harry Brull | Senior Vice-President
> PDI Ninth House
> Global Leadership Solutions
>
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> -----Original Message-----
> From: ipac-list-bounces at ipacweb.org
> [mailto:ipac-list-bounces at ipacweb.org] On Behalf Of Morris, Ramona
> (JUS)
> Sent: Tuesday, June 28, 2011 1:32 PM
> To: ipac-list at ipacweb.org
> Subject: [IPAC-List] promotional exam strategy
>
> Situation:
>
> A police service is using a test on their local policy and procedures
> as
> part of the promotional process. Candidates are provided with the
> pool
> of items (say 500)...just the stems without the distractors. The test
> consists of a subset of multiple choice items(say 100).
>
> The argument is that they want candidates to know all of the p and p,
> and it is up to the candidate to prepare themselves. And, exam
> security
> becomes less of a headache.
>
> Questions:
>
> 1. What is this strategy called?
>
> 2. Do you have any advice about its use?
>
> 3. What do we know about the strategy (e.g. validity, reliability
> efficiency etc.)
>
>
>
> Ramona Morris
>
> Ontario Police College
>
> Aylmer, Ontario
>
>
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