This document provides an overview of a psychology course focused on testing and assessment in the workplace. It outlines 8 modules covering topics such as analyzing psychosocial assessments, types of tests and selection, job analysis, performance appraisal, personality assessments, leadership assessment, test administration, and synthesizing test results. For each topic, it lists 2 discussion questions and provides references for further research. The overall document serves to guide students through the course content and provides a framework for analyzing different assessment tools and their application in workplace evaluation and selection.

1. PSYCHOLOGY-TESTING & ASSESSMENT IN THE WORKPLACE
I need about 150 words for each question. I want each question with its references, and
please, no plagiarized work.MODULE 1Topic 1: Analyzing and Interpreting Psychosocial
AssessmentsDQ 1One of the most important applications of I/O psychology is assessment in
the workplace. Assessment includes applicant selection and employee evaluation. What
factors should be considered in choosing an appropriate assessment? Using current
research, argue why assessment is important and discuss factors that impact assessment in
selection or in development.DQ 2Any form of assessment must be valid and reliable. Given
your understanding of validity and reliability, what are factors that influence interpretation
of assessment? Is this a problem? Is it a more significant problem in some domains over
others? Justify your answer.RESOURCESCrick, R., Haigney, D., Huang, S. F., Coburn, T., &
Goldspink, C. (2013). Learning power in the workplace: The effective lifelong learning
inventory and its reliability and validity and implications for learning and development.
International Journal of Human Resource Management, 24(11), 2255-
2272.URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?dir
ect=true&db=edswss&AN=000318154700009&site=eds-live&scope=siteCrossley, J., & Jolly,
B. (2012). Making sense of work-based assessment: Ask the right questions, in the right
way, about the right things, of the right people. Medical Education, 46(1), 28-37.
doi:10.1111/j.1365-
2923.2011.04166.xURL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=ccm&AN=104611820&site=eds-live&scope=site Basu, C.
(2016). Three different types of psychological testing used in the
workplace.URL:http://smallbusiness.chron.com/three-different-types-psychological-
testing-used-workplace-25537.htmlOSH Answers Fact Sheets. (2012). Mental health –
Psychosocial risk factors in the
workplace.URL:https://www.ccohs.ca/oshanswers/psychosocial/mentalhealth_risk.htmlM
ODULE 2Topic 2: Types of Tests and Test SelectionDQ 1Selection of criteria for assessment
is an important issue for I/O. It is not a simple issue and it moves beyond simply examining
reliability and validity. Using criterion theory and development, defend good
characteristics, acceptable criteria, and methods for choosing the appropriate test?DQ
2Examine current assessments in applicant selection and employee evaluation. Using
current research and a set of criteria, argue why one assessment in applicant selection and

2. one assessment in employee evaluation would be the most appropriate?RESOURCESParry-
Smith, W., Mahmud, A., Landau, A., & Hayes, K. (2014). Workplace-based assessment: A new
approach to existing tools. Obstetrician & Gynaecologist, 16(4), 281-285.
doi:10.1111/tog.12133URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.c
om/login.aspx?direct=true&db=ccm&AN=103906414&site=eds-live&scope=siteGoodstein,
L. D., & Lanyon, R. I. (1999). Applications of personality assessment to the workplace: A
review. Journal of Business and Psychology, 13(3),
291.URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?dire
ct=true&db=edsjsr&AN=edsjsr.25092641&site=eds-live&scope=site Lefroy, J., Hawarden,
A., Gay, S. P., McKinley, R. K., & Cleland, J. (2015). Gradesin formative workplace-based
assessment: A study of what works for whom andwhy. Medical Education, 49(3), 307-320.
doi:10.1111/medu.12659URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohos
t.com/login.aspx?direct=true&db=psyh&AN=2015-07840-012&site=ehost-
live&scope=site Rojon, C., McDowall, A., & Saunders, M. K. (2015). The relationships
between traditional selection assessments and workplace performance criteria specificity:
A comparative meta-analysis. Human Performance, 28(1), 1-25.
doi:10.1080/08959285.2014.974757URL:https://lopes.idm.oclc.org/login?url=http://sear
ch.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-01595-001&site=ehost-
live&scope=site MODULE 3Topic 3: Assessments to Describe Work and the Worker
Attributes Needed to Perform the WorkDQ 1The goal of job and task analysis is to obtain
quantifiable and descriptive information to describe work and worker behaviors as well as
the knowledge, skills, and abilities required for the work. Argue for specific steps that must
be in place and the type information that must be gathered. Does this differ depending on
the type of work? What factors must be considered?DQ 2As corporations become more
international and have the influence of many cultures, argue whether this affects
assessment of the knowledge, skills, and abilities to perform the work? How does culture
influence work attributes? Is it a factor that should be considered in assessment? Justify
your answer.RESOURCESSteel, P., & Kammeyer-Mueller, J. (n.d). Using a meta-analytic
perspective to enhance job component validation. Personnel Psychology, 62(3), 533-
552. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?dir
ect=true&db=ehh&AN=43712521&site=ehost-live&scope=siteGanzach, Y., & Pazy, A. (n.d).
Cognitive versus non-cognitive individual differences and the dynamics of career success.
Applied Psychology-An International Review-PsychologieAppliquee-Revue Internationale,
64(4), 701-
726.URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?dire
ct=true&db=bth&AN=109462537&site=ehost-live&scope=siteBusi, D. (2012). Creating
value through simple structured job analysis. Supervision, 73(7), 8-
13. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?dire
ct=true&db=bah&AN=76919334&site=eds-live&scope=siteSalgado, J. F., Anderson, N., &
Tauriz, G. (2015). The validity of ipsative and quasi-ipsative forced-choice personality
inventories for different occupational groups: Acomprehensive meta-analysis. Journal Of
Occupational & Organizational Psychology, 88(4), 797-834.
doi:10.1111/joop.12098URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.

3. com/login.aspx?direct=true&db=bth&AN=110484118&site=ehost-
live&scope=siteMODULE 4Topic 4: Using Assessment in Work AnalysisDQ 1Poorly designed
appraisal systems often have negative consequences. Compare and contrast the rating
approach to work performance assessment. Argue for the best ratings approach (consider:
BARS, checklists, employee comparison procedures, graphic ratings scales, etc.).DQ
2Examine current performance appraisal research and the focus on the social-psychological
context of work performance appraisal. How does social-context impact performance
appraisal and feedback for improving work performance?MODULE 5DQ 1There are several
personality inventories including: Predictive Index, Myers-Briggs, and the Kiersey
Temperament Sorter. Each inventory has varying empirical support within the literature
indicating the impact of personality on performance success. Argue for the most
appropriate test given the characteristics of the test and discuss how this test will differ for
men or women.DQ 2Is it legal and ethical to use personality inventories for employee
selection, predicting performance, and assessment of work attitudes? Justify your
answer.RESOURCESGurven, M., von Rueden, C., Massenkoff, M., Kaplan, H., & Lero Vie, M.
(2013). How universal is the Big Five? Testing the five-factor model of personality variation
amongforager–farmers in the Bolivian Amazon. Journal Of Personality And Social
Psychology, 104(2), 354-370.
doi:10.1037/a0030841URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.c
om/login.aspx?direct=true&db=psyh&AN=2012-33782-001&site=ehost-
live&scope=siteConsiglio, C., Alessandri, G., Borgogni, L., & Piccolo, R. F. (2013). Framing
work competencies through personality traits: The Big Five Competencies grid. European
JournalOf Psychological Assessment, 29(3), 162-170. doi:10.1027/1015-
5759/a000139URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=psyh&AN=2013-22968-002&site=ehost-live&scope=siteVigil-Colet,
A., Morales-Vives, F., Camps, E., Tous, J., & Lorenzo-Seva, U. (2013). Development and
validation of the overall personality assessment scale (OPERAS).Psicothema, 25(1), 100-
106.URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?dire
ct=true&db=psyh&AN=2013-02569-017&site=ehost-live&scope=siteMODULE 6Topic 6:
Assessment of LeadershipDQ 1360-degree feedback of leader behavior is the most popular
approach to leader development. Does it lead to change in leader behavior and employee
behavior? Is it an effective tool?DQ 2Current trends point to the use of 360-degree feedback
for development and performance. Opponents of this approach argue that using 360-degree
feedback for performance can lead to perceived threat or vulnerability and an adversarial
relationship. Is using 360-degree feedback for performance justified? Should it be used only
for development and learning?RESOURCESBergman, D., Lornudd, C., Sjoberg, L., & Von
Thiele Schwarz, U. (2014). Leader personality and 360-degree assessments of leader
behavior. Scandinavian Journal of Psychology, 55(4), 389-397.
doi:10.1111/sjop.12130URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=edsgao&AN=edsgcl.398436265&site=eds-
live&scope=siteToegel, G., & Conger, J. A. (2003). 360-degree assessment: Time for
reinvention. Academy of Management Learning & Education, 2(3),
297.URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?dire

4. ct=true&db=edsjsr&AN=edsjsr.40214201&site=eds-live&scope=siteEichinger, R. W., &
Lombardo, M. M. (2003). Knowledge summary series: 360-degree assessment. Human
Resource Planning, 26(4), 34-
44.URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bah&AN=12251244&site=eds-live&scope=sitePfaff, L. A., Boatwright, K. J.,
Potthoff, A. L., Finan, C., Ulrey, L. A., & Huber, D. M. (2013). Perceptions of women and men
leaders following 360-degree feedback evaluations. Performance Improvement Quarterly,
26(1), 35-56.
doi:10.1002/piq.21134URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.c
om/login.aspx?direct=true&db=ehh&AN=87017544&site=ehost-live&scope=siteMODULE
7Topic 7: Administration of TestsDQ 1Argue for whether item response theory or classical
test theory is better for measurement precision. What ethical issues arise from the use of
either theory?DQ 2What are two main benefits for the future of testing? Argue for the
benefits and defend the costs of smart tests.RESOURCESJabrayilov, R., Emons, W. H. M., &
Sijtsma, K. (2016). Comparison of classical test theory and item response theory in
individual change assessment. Applied Psychological Measurement, 40(8), 559-572.
doi:10.1177/0146621616664046URL:http://journals.sagepub.com.lopes.idm.oclc.org/doi/
full/10.1177/0146621616664046De Champlain, A. F. (2010). A primer on classical test
theory and item response theory for assessments in medical education. Medical Education,
44(1), 109-117. doi:10.1111/j.1365-
2923.2009.03425.xURL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=a9h&AN=46804952&site=ehost-live&scope=siteWhittaker, T.
A., & Worthington, R. L. (2016). Item response theory in scale development research: A
critical analysis. The Counseling Psychologist, 44(2), 216-225.
doi:10.1177/0011000015626273URL:http://journals.sagepub.com.lopes.idm.oclc.org/doi/
full/10.1177/0011000015626273Sinharay, S. (2016). Person fit analysis in computerized
adaptive testing using tests for a change point. Journal Of Educational and Behavioral
Statistics, 41(5), 521-549.
doi:10.3102/1076998616658331URL:http://journals.sagepub.com.lopes.idm.oclc.org/doi/
full/10.3102/1076998616658331Lu, H., Hu, Y., Gao, J., & Kinshuk. (2016). The effects of
computer self-efficacy, training satisfaction and test anxiety on attitude and performance in
computerized adaptive testing. Computers & Education, 100, 45-55.
doi:10.1016/j.compedu.2016.04.012URL:http://www.sciencedirect.com/science/article/pi
i/S0360131516301014MODULE 8Topic 8: Synthesizing Psychological Test Results into
Comprehensive Test ReportsDQ 1What factors are most important when synthesizing
psychological tests results into comprehensive reports? What is the best method of
providing feedback of the assessment?DQ 2Briefly discuss your dissertation topic. Discuss
how this course will influence your dissertation development? What topics did you find
most relevant?RESOURCESPrinsloo, M. (2012). Towards an integrated assessment of
leadership potential. Integral Leadership Review, 12(1), 1-
31.URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=82189747&site=ehost-live&scope=siteFink, S. B. (2011). From guess
to process: A systematic approach to hiring and retention. Employment Relations Today

5. (Wiley), 38(3), 11-18.
doi:10.1002/ert.20350URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.c
om/login.aspx?direct=true&db=bth&AN=66694757&site=ehost-live&scope=siteHuff, A.
(2015). Finding the signs. Commercial Carrier Journal, 172(11), 60-
64.URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=111055206&site=ehost-live&scope=siteLanyon, R. I., Goodstein, L. D.,
& Wershba, R. (2014). ‘Good Impression’ as a moderator in employment-related
assessment. International Journal of Selection &Assessment, 22(1), 52-
61.URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=94475872&site=ehost-live&scope=siteVan Hoye, G., & Turban, D. B.
(2015). Applicant-employee fit in personality: Testing predictions from similarity-attraction
theory and trait activation theory. InternationalJournal Of Selection & Assessment, 23(3),
210-
223.doi:10.1111/ijsa.12109URL:https://lopes.idm.oclc.org/login?url=http://search.ebscoh
ost.com/login.aspx?direct=true&db=bth&AN=108998067&site=ehost-live&scope=site