Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

Mind, Self and Society from the Standpoint of a Social Behaviorist

Response bias continues to be the most frequently cited criticism of personality testing for personnel selection. The authors meta-analyzed the social desirability literature, examining whether social desirability functions as a predictor for a variety of criteria, as a suppressor, or as a mediator. Social desirability scales were found not to predict school success, task performance, counterproductive behaviors, and job performance. Correlations with the Big Five personality dimensions, cognitive ability, and years of education are presented along with empirical evidence that (a) social desirability is not as pervasive a problem as has been anticipated by industrial-organizational psychologists, (b) social desirability is in fact related to real individual differences in emotional stability and conscientiousness, and (c) social desirability does not function as a predictor, as a practically useful suppressor, or as a mediator variable for the criterion of job performance. Removing the effects of social desirability from the Big Five dimensions of personality leaves the criterion-related validity of personality constructs for predicting job performance intact.

Role of social desirability in personality testing for personnel selection: The red herring

This paper systematically develops a set of general and supporting design principles and specifications for a "Dynamic Emergency Response Management Information System" (DERMIS) by identifying design premises resulting from the use of the "Emergency Management Information System and Reference Index" (EMISARI) and design concepts resulting from a comprehensive literature review. Implicit in crises of varying scopes and proportions are communication and information needs that can be addressed by today's information and communication technologies. However, what is required is organizing the premises and concepts that can be mapped into a set of generic design principles in turn providing a framework for the sensible development of flexible and dynamic Emergency Response Information Systems. A framework is presented for the system design and development that addresses the communication and information needs of first responders as well as the decision making needs of command and control personnel. The framework also incorporates thinking about the value of insights and information from communities of geographically dispersed experts and suggests how that expertise can be brought to bear on crisis decision making. Historic experience is used to suggest nine design premises. These premises are complemented by a series of five design concepts based upon the review of pertinent and applicable research. The result is a set of eight general design principles and three supporting design considerations that are recommended to be woven into the detailed specifications of a DERMIS. The resulting DERMIS design model graphically indicates the heuristic taken by this paper and suggests that the result will be an emergency response system flexible, robust, and dynamic enough to support the communication and information needs of emergency and crisis personnel on all levels. In addition it permits the development of dynamic emergency response information systems with tailored flexibility to support and be integrated across different sizes and types of organizations. This paper provides guidelines for system analysts and designers, system engineers, first responders, communities of experts, emergency command and control personnel, and MIS/IT researchers. SECTIONS 1. Introduction 2. Historical Insights about EMISARI 3. The emergency Response Atmosphere of OEP 4. Resulting Requirements for Emergency Response and Conceptual Design Specifics 4.1 Metaphors 4.2 Roles 4.3 Notifications 4.4 Context Visibility 4.5 Hypertext 5. Generalized Design Principles 6. Supporting Design Considerations 6.1 Resource Databases and Community Collaboration 6.2 Collective Memory 6.3 Online Communities of Experts 7. Conclusions and Final Observations 8. References 1. INTRODUCTION There have been, since 9/11, considerable efforts to propose improvements in the ability to respond to emergencies. However, the vast majority of these efforts have concentrated on infrastructure improvements to aid in mitigation of the impacts of either a man-made or natural disaster. In the area of communication and information systems to support the actual ongoing reaction to a disaster situation, the vast majority of the efforts have focused on the underlying technology to reliably support survivability of the underlying networks and physical facilities (Kunreuther and LernerLam 2002; Mork 2002). The fact that there were major failures of the basic technology and loss of the command center for 48 hours in the 9/11 event has made this an understandable result. The very workable commercial paging and digital mail systems supplied immediately afterwards by commercial firms (Michaels 2001; Vatis 2002) to the emergency response workers demonstrated that the correction of underlying technology is largely a process of setting integration standards and deciding to spend the necessary funds to update antiquated systems. …

The Design of a Dynamic Emergency Response Management Information System (DERMIS)

What Educators Really Believe about Dyslexia.

Crises demand swift and effective decision-making; yet there are many problems in training personnel on the skills necessary to achieve the goals of crisis management. This paper has three objectives concerning training for crisis management. First we integrate diverse literatures and present a framework for an understanding of the unique challenges in crisis management training, and the role of training systems with capabilities for simulation, immersion, and critiquing. Second, we describe an example of a trainer for ship damage control, called DC-Train, which addresses these challenges. This system consists of a first-principles simulator that generates large numbers of realistic scenarios, an immersive multimedia interface that helps elicit psychological processes involved in actual crisis management, and a critiquing expert system that provides real-time and post-session feedback on human decision-making performance. Finally, we present an empirical method for evaluating the effectiveness of such a system for crisis management training. Results of evaluation experiments with participants in a ship damage control training program indicate that the described computer-based trainer has psychological realism and improves decision-making performance.

/pdf/training-for-crisis-decision-making-psychological-issues-and-3zepn9saft.pdf

Training for Crisis Decision-Making: Psychological Issues and Computer-Based Solutions

Teachers and parents are often perplexed when an intelligent student performs poorly in mathematics. Research tells us that this is often due to math disability, otherwise known as dyscalculia. The authors define dyscalculia and describe its major subtypes. Also, the authors describe characteristics of dyscalculia and explain why dyscalculia is difficult to assess and identify. In addition, the authors explore language difficulties, math anxiety, and other factors that may cause poor mathematical performance. They also discuss quantitative and qualitative mathematical learning styles and their effects on math performance. Last, the authors explain proven successful intervention strategies that teachers can use to help students with dyscalculia to succeed in mathematics.

Helping Students with Mathematical Disabilities to Succeed.

In some cultures, individuals are free to pursue careers that match their personalities. In others, familial and societal expectations regarding career paths may restrict the links between individual personality and interests. Gender role expectations also may vary across cultures and may be associated with gender differences in interests. Past meta-analytic research has shown some career interests are related to personality traits (Barrick, Mount, & Gupta, 2003; Larson, Rottinghaus, & Borgen, 2002), but the cross-cultural variation of these relationships has not been sufficiently explored. Interest and personality data were obtained from an archival data set of 391,485 individuals from 20 countries. Results indicated that in cultures with high in-group collectivism, connections between personality traits and occupational interests may be less pronounced. Cultural gender egalitarianism moderated the level of gender differences in interests, unexpectedly demonstrating that gender differences may be wider in egalitarian cultures. Implications for career guidance in multicultural settings are discussed.

http://www.jasonhuangatwork.com/papers/Ott-Holland_Huang_et_al_2013_JCP.pdf

Culture and vocational interests: the moderating role of collectivism and gender egalitarianism.

(2011). Teacher Dispositions: Implications for Teacher Education. Childhood Education: Vol. 87, Teacher Education Programs: In the Midst of Change, pp. 323-326.

Patrick L. Wadlington

Papers

What Educators Really Believe about Dyslexia.

Training for Crisis Decision-Making: Psychological Issues and Computer-Based Solutions

Helping Students with Mathematical Disabilities to Succeed.

Culture and vocational interests: the moderating role of collectivism and gender egalitarianism.

Teacher Dispositions: Implications for Teacher Education