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TESTING AND ASSESSMENT:

A GUIDE TO GOOD PRACTICES FOR

WORKFORCE INVESTMENT

PROFESSIONALS

U.S. Department of Labor Employment and Training Administration 2006

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Foreword PURPOSE of the GUIDE Human capital is our most valuable resource in today’s globally competitive, highly technical, and increasingly diverse workplace. Investing in the development of our workforce is critical if we, as a nation, are to protect our economic well-being and maintain our standard of living. We develop our workforce in a number of ways by helping both individuals and organizations to identify and cultivate their abilities and competencies. Tests and assessments are often key tools in achieving this important goal. This Guide serves to help career counselors and training and development professionals use assessment practices in appropriate ways to support the overarching goal of workforce development. It conveys the essential concepts of testing and assessment in easy-to-understand terms so that counselors, trainers, and other workforce development professionals can:

evaluate and select assessment tools/procedures that provide career counseling and guidance, and aid in training and career development;

administer and score assessment tools that are the most efficient and effective for their particular needs;

interpret assessment results in an accurate manner; and understand the professional and legal standards to be followed when using tests and

assessments in counseling, training, and other career development programs. FORMAT of the GUIDE This Guide is structured around a set of assessment principles and their applications. The information is organized so that readers from a variety of backgrounds will find the information presented in a clear and useful manner.

Each chapter covers a critical aspect of the assessment process. The issues involved in each aspect are outlined at the beginning of each chapter.

Thirteen principles of assessment are explained in the Guide. The last chapter (Chapter 9) summarizes the main points of the principles, serving as a review of the material discussed in the Guide.

Appendix A offers a list of resource materials for those interested in more information on a particular topic, and Appendix B is a glossary for quick clarification of terms and concepts.

The Guide is designed to provide important information regarding testing as part of workforce development programs such as career counseling, training, and development. It gives general guidelines and must not be viewed as legal advice.

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Acknowledgments Testing and Assessment: A Guide to Good Practices for Workforce Investment Professionals (hereinafter referred to as the Guide) was produced and funded by the U.S. Department of Labor’s Employment and Training Administration. This Guide was prepared under Department of Labor grants with the North Carolina Employment Security Commission, Southern Assessment Research and Development Center, and National O*NET Consortium; the New York Department of Labor; and the Utah Department of Employment Security. The Guide was completed under the direction of David Rivkin and Phil Lewis. This Guide was adapted from Testing and Assessment: An Employer’s Guide to Good Practices, written by Syed Saad, Gary W. Carter, Mark Rothenberg, and Enid Israelson. Dianne Brown Maranto and Elizabeth McKenzie revised the Guide and adapted it for the workforce investment system. Grateful acknowledgment is made to Patrice Gilliam-Johnson, Jonathan Levine, Cindy Bell, and Brenda Dunn for their contributions. Thanks are also given to Ann Kump, Helen Tannenbaum, Don Kreger, Kristin Fiske, and Marilyn Silver whose valuable suggestions were very much appreciated. Grateful acknowledgment is also made to Suzan Chastain, Department of Labor, Office of the Solicitor, Division of Civil Rights, and Hilary R. Weinerand and Cynthia Misicka of the Equal Employment Opportunity Commission for consultant reviews and insights into the final preparation of this Guide. Special Notice: Intended use of information presented in Testing and Assessment: A Guide to Good Practices for Workforce Investment Professionals. The Guide is designed to provide important information regarding testing and assessment as part of workforce investment program activities such as career counseling, career training, and career development. It summarizes relevant laws and regulations. The information presented is not intended to be exhaustive. Additionally, the user should be aware that relevant new laws and regulations may have been instituted since development of the Guide. The Guide is not to be viewed as legal advice. Copyright Information Unless marked with a copyright notice, the materials contained in this Guide are part of the public domain and, therefore, may be used and reproduced without restriction. Any materials in this Guide that are copyrighted and protected under the federal Copyright Act of 1976 are marked with a copyright notice. Permission is granted to use such copyrighted materials for non-commercial, instructional, personal, or scholarly purposes. Any portion of this Guide reproduced for such a purpose must include a reference citation to the publication, including the title/date of the Guide, page number/s, and the authors. Use of the copyrighted material/s for any other purpose, particularly commercial use, without the prior, express written permission of the authors is prohibited.

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This project was supported by the U.S. Department of Labor-ETA, under a grant to the North Carolina Employment Security Commission: Grant No. M-6403-7-00-96-60.

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Table of Contents Chapters Page

Foreword…………………………………………………………………………………………… i Acknowledgments ………………………………………………………………………………ii Special Notice …………………………………………………………………………………….ii Copyright Information…………………………………………………………………………..ii

1 Assessment in Workforce Development:

Career Counseling, Training, and Development ……………………………. 1-1 2 Understanding the Professional and Legal Context of Assessment

in Workforce Development …………………………………………………………. 2-1 3 Understanding Test Quality: Concepts of Reliability and Validity…………… 3-1 4 Assessment Tools and Their Uses in Workforce Development …………… 4-1 5 How to Select Tests: Standards for Evaluating Tests ………………………….. 5-1 6 Administering Assessment Instruments ……………………………………………… 6-1 7 Using, Scoring, and Interpreting Assessment Instruments ……………………. 7-1 8 Issues and Concerns with Assessment ……………………………………………… 8-1 9 A Review: Principles of Assessment…………………………………………………. 9-1

Appendices

A Sources of Additional Information on Assessment in Workforce Development ………………………………………………………….A-1

B Glossary of Assessment Terms ………………………………………………………….B-1

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CHAPTER 1 Assessment in Workforce Development: Career Counseling, Training, and Development Assessment is a systematic approach to gathering information about individuals. This information can be used in a variety of ways to aid in workforce development. Assessment is always conducted for a specific purpose. Career counselors may conduct assessment to provide career guidance to clients. Tests may provide information that helps individuals choose occupations in which they are likely to be successful and satisfied. In training and career development programs, tests are used to help identify employees or individuals who might benefit from either remedial or advanced training, or who are suitable for particular career development tracks. They also can be used to find out whether employees have mastered training materials. Chapter Highlights

1. Assessment in workforce development

2. Assessment tools: tests and inventories

3. Relationship between workforce development and tests

4. What do tests measure?

5. Importance of using tests in a purposeful manner

6. Limitations of tests: fallibility of test scores

Principles of Assessment Discussed Use assessment tools in a purposeful manner. Use the whole-person approach to assessment. 1. Assessment in workforce development

Assessment can be used as an aid in workforce development in the following ways:

Career counseling. Career counseling is an interactive process by which counselors and clients exchange and explore information concerning clients’ backgrounds, experiences, interests, abilities, self-esteem, and other personal characteristics that help or inhibit their work readiness and career planning. Career counseling is a systematic approach to providing information and advice to clients in such areas as outreach programs, training, internships, apprenticeships, and job placement. Although the career counselor’s primary concern is the client’s career development, counselors also may provide screening and referral services to employers. Counselors use information gathered through assessment to understand and respond to clients’ needs and concerns; clients use this information to

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understand themselves better, clarify their goals and perspectives, and make plans for the future.

Training. Training is often provided by employers to employees, usually for specific

skills and abilities or for company procedures and rules. Training also can be provided by educational agencies, such as community colleges, or by private or governmental service providers as a means to help individuals gain skills to prepare them for employment. Training programs may be developed in-house or purchased off-the-shelf.

Assessment can help identify those applicants and employees who might benefit from either remedial or advanced training. It also is used to monitor individual progress through training. Although the primary focus of this Guide is on the use of assessments for individuals, it is worth noting that assessment also can be used to evaluate the effectiveness of the training program through pre- and post-testing of participants.

Development. Career development programs may be provided by employers or

workforce investment agencies to help individuals pursue specific career tracks. A career development program may include specific training, a variety of work assignments, and mentoring. Assessment can be used to select candidates for career development programs, to monitor individual progress through programs, and to aid in individual guidance.

2. Assessment tools: tests and inventories

There are many types of assessment tools that are used in the workforce investment system. These include traditional knowledge and ability tests, personality and interest inventories, and work samples or performance tests. In this Guide, the term test will be used as a generic term to refer to any instrument that measures traits, abilities, or other constructs. Workforce development assessment tools differ in:

purpose, e.g., career counseling, referral, selection, placement, or completion of training and development programs;

what they are designed to measure, e.g., knowledge, skills, abilities, personality traits, work styles, work values, vocational interests, managerial potential, career success, and job satisfaction;

format, e.g., paper-and-pencil, work sample, or computer application; and level of standardization, objectivity, and quantifiability. Assessment tools and

procedures vary greatly on these factors. For example, there are subjective evaluations of informal interviews, highly structured achievement tests, and personality inventories with no specific right or wrong answers.

In training and development programs, there are several ways tests may be used as part of a decision-making process that affects an individual’s employment status (e.g., access to training and, therefore, access to opportunities). All assessment tools used to make employment-related

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decisions, regardless of their format, level of standardization, or objectivity are subject to professional and legal standards. Assessment tools used solely for career exploration or counseling are usually not held to these same legal standards. Counselors should be aware of these issues if they engage in referral of clients for employment and also to better understand the proper use of assessments in workforce development efforts. 3. Relationship between workforce development and tests

A test provides only part of the picture about a person. On the other hand, the assessment process combines and evaluates all the information gathered about an individual or a group of individuals to provide career guidance or to select individuals for training or development programs. Figure 1 below highlights the relationship between assessment tools and workforce development.

Tests and inventories are assessment tools that may be used to measure an individual’s abilities, values, and personality traits. They are components of the assessment process.

! achievement tests ! aptitude tests ! assessment centers ! general ability tests ! interest inventories ! interviews

! personality inventories ! physical ability tests ! specific ability tests ! work samples/performance tests ! work values inventories

Asse ssment process

Systematic approach to combining and evaluating all the information gained from assessment and using it to provide career guidance, and aid in training and development.

! achievement tests ! aptitude tests ! assessment centers ! general ability tests ! interest inventories ! interviews

! personality inventories ! physical ability tests ! specific ability tests ! work samples/performance tests ! work values inventories

Figure 1. Relationship between assessment tools and the assessment process.

4. What do tests measure?

People differ in their relative knowledge, skills, abilities, competencies, personality, interests, and values. These characteristics are called constructs. For example, people skillful in verbal and mathematical reasoning are considered high on mental ability. Those who have little physical stamina and strength are assessed low on endurance and physical strength. The terms

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mental ability, endurance, and physical strength are constructs. Constructs are used to identify personal characteristics and to distinguish between people in terms of how much they possess of such characteristics. Constructs cannot be seen or heard, but we can observe their effects on other variables. For example, we don’t observe physical strength, but we can observe people with great strength lifting heavy objects and people with limited strength attempting, but failing, to lift these objects. Tests give us information about characteristics we may not otherwise observe that, in turn, can be used to help individuals and organizations to develop their skill base or competencies.

Individuals vary in terms of constructs. These differences systematically affect their job and occupational suitability, career choices, job satisfaction, training needs, and overall career success. These differences in characteristics are not necessarily apparent by simply observing an individual. In career counseling, assessment tools can be used to gather accurate information about career-relevant characteristics. For example, interest inventories are designed to measure people’s likes and dislikes for various activities. Scores on an interest inventory summarize interest patterns of the client that can be used to gauge his or her “fit” with different jobs or occupations. Therefore, interest inventories can play an important role in career planning. For training, tests can reveal skill and ability levels of individuals, indicating training needs. For example, a keyboard or typing test might be used to measure an individual’s current abilities and can be used to determine whether or not training is needed. Assessment tools also can be used to predict an individual’s success in training, aiding in selection of candidates for training programs. To give an example, an employee’s score on a mechanical test reflects his or her mechanical aptitude as measured by the test. This score can be used to predict that person’s likelihood of success in mechanical training. Skill or ability tests also can be used to assess an individual’s progress in training or to evaluate the effectiveness of a training program. By pre- and post-testing trainees, skill or ability tests can tell us how effective the training is in general, not just for an individual. In career development programs, tests can be used to identify and select suitable candidates for certain career tracks. For example, an ability measure might be used to determine managerial potential. Results of this assessment then can be used to place individuals in career tracks that lead to managerial positions. Part of this process also may include career guidance assessment, to help individuals determine their choices for career development programs. For example, a skills assessment might help an individual identify strengths that he or she can link to particular occupations. Tests also can be used to monitor an individual’s progress through a specific career development program. They can help determine if the individual is acquiring the necessary skills or knowledge required to move to the next step in their career.

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5. Importance of using tests in a purposeful manner

Assessment instruments, like other tools, can be extremely helpful when used properly, but counterproductive when used inappropriately. Often, inappropriate use stems from not having a clear understanding of what you want to measure and why you want to measure it. Having a clear understanding of the purpose of your assessment system is important in selecting the appropriate assessment tools to meet that purpose. This brings us to an important principle of assessment. Principle of Assessment Use assessment tools in a purposeful manner. It is critical to have a clear understanding of what needs to be measured and for what purpose. Assessment strategies should be developed with a clear understanding of the knowledge, skills, abilities, characteristics, or personal traits you want to measure. It is also essential to have a clear idea of what each assessment tool you are considering using is designed to measure. 6. Limitations of tests: fallibility of test scores

Professionally developed tests and procedures that are used as part of a planned assessment program may help in career guidance, training, and development. However, it is essential to understand that all assessment tools are subject to errors, both in measuring a characteristic, such as verbal ability, and in predicting performance, such as success in training. This is true for all tests and procedures, regardless of how objective or standardized they might be.

Do not expect any test or procedure to measure a personal trait or ability with perfect accuracy for every single person.

Do not expect any test or procedure to be completely accurate in predicting performance or job satisfaction.

There will be cases when a test score or procedure will predict suitability for a particular occupation, when in fact the person would not prove to be satisfied in that occupation. There also will be cases in which an individual receiving a low score will be advised against a particular occupation, when in fact the person actually would be a capable and good worker. Similarly, there will be cases where a test score or procedure will predict success in training for an individual who then does not succeed. Such errors in this context are called selection errors. Selection errors cannot be completely avoided in any assessment program. Why use testing despite these errors? The answer is that appropriate use of professionally developed assessment tools on average enables individuals and organizations to make more effective decisions than use of simple observations or random decision making.

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Using a single test or procedure will provide you with a limited view of a person’s career interests or training needs. Moreover, you may reach a mistaken conclusion by giving too much weight to a single test result. On the other hand, using a variety of assessment tools enables you to get a more complete picture of the individual. The practice of using a variety of tests and procedures to more fully assess people is referred to as the whole-person approach. This will help reduce the number of selection errors made and will boost the effectiveness of your decision making. This leads to an important principle of assessment. Principle of Assessment Do not rely too much on any one test to make decisions. Use the whole-person approach to assessment.

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CHAPTER 2 Understanding the Professional and Legal Context of Assessment in Workforce Development This chapter introduces some of the major laws and professional guidelines that govern the use of tests in career counseling, job placement, employment, and/or training and development. It also describes some of the laws and identifies the testing standards adopted by major professional organizations involved with psychology, testing, and measurement. Chapter Highlights

1. Overview of Pertinent Laws and Guidelines

2. Laws and Guidelines That Apply to Vocational Counseling Programs

2.1 Title IX of the Education Amendments of 1972, as amended 2.2 Section 504 of the Rehabilitation Act of 1973, as amended 2.3 Career Education Incentive Implementation Act of 1977 2.4 Vocational Educational Programs Guidelines of 1979 2.5 Carl D. Perkins Vocational and Training Education Act of 1990, as amended 2.6 Workforce Investment Act of 1998 2.7 Responsibilities of Users of Standardized Tests (RUST) – 2003 2.8 The Program Evaluation Standards – 1994 2.9 Title VI of the Civil Rights Act of 1964, as amended 2.10 Age Discrimination Act of 1975, as amended 2.11 Title II of the Americans with Disabilities Act of 1990, as amended

3. Laws and Guidelines That Apply When Tests and Assessments Are Used in Employment Situations 3.1 Title VII of the Civil Rights Act (CRA) of 1964, as amended 3.2 Age Discrimination in Employment Act of 1967 (ADEA), as amended 3.3 Uniform Guidelines on Employee Selection Procedures – 1978 3.4 Title I of the Americans with Disabilities Act (ADA) of 1990 3.5 Equal Employment Opportunity Commission (EEOC) 3.6 Record-keeping of adverse impact and job-relatedness of tests 3.7 Relationship between federal, state, and local employment laws 3.8 Standards for Educational and Psychological Testing – 1999; Principles for the

Validation and Use of Personnel Selection Procedures – 2003

Several laws protect individuals with disabilities. These laws include, but are not limited to, the Workforce Investment Act of 1998 (WIA) and Section 504 of the Rehabilitation Act of 1973, as amended (Section 504), and Americans with Disabilities Act of 1990 (ADA). Any reference in this Guide to ADA should be interpreted to include pertinent provisions of WIA and Section 504.

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Principle of Assessment Discussed Use only assessment instruments that are unbiased and fair to all groups. 1. Overview of Pertinent Laws and Guidelines

The number of laws and guidelines governing workforce development (employment, training, counseling) has increased over the past four decades. This increase resulted from developments in the fields of civil rights, industrial psychology, vocational education, and career counseling. This chapter is presented to provide workforce professionals important information that can help them successfully utilize assessments to assist clients in career development and career exploration. The laws and guidelines discussed first in this chapter apply most directly to vocational counseling programs, for example, organizations which receive federal financial assistance, such as One-Stop Career Centers and vocational rehabilitation programs. Such programs conduct career counseling, including career exploration, career development, or training. The laws and guidelines discussed second in this chapter apply when employers use tests and other assessments in the context of the employment process. For example, an employer may provide career counseling or training or make an employment selection decision based on validated tests, inventories, and other assessment tools. The general purpose of the employment laws discussed in this chapter is to prohibit discrimination in employment and provide equal employment opportunity for all. Discrimination occurs when employment decisions are based on race, sex, religion, ethnicity, age, or disability rather than on job-relevant knowledge, skills, abilities, and other characteristics. Employment practices also may be discriminatory if they disproportionately disadvantage a particular group of individuals. Employment practices that discriminate against people are called unlawful or discriminatory employment practices. Laws and guidelines directed towards organizations receiving federal financial assistance that provide vocational counseling services also are geared towards prohibiting discrimination (e.g., not making decisions based on race, sex, religion, ethnicity, age, or disability) in these types of programs and providing equal access to services for all. The summaries of the professional standards and guidelines in this chapter focus on their impact on workforce development programs. Before you institute any policies based on these laws and regulations, read the specific laws carefully and consult with your legal advisors regarding the implications for your particular assessment program.

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2. Laws and Guidelines That Apply to Vocational Counseling Programs As discussed above, this first set of information applies most directly to career counseling, career development, and career exploration programs.

2.1 Title IX of the Education Amendments of 1972, as amended

This legislation prohibits recipients of federal financial assistance from discriminating on the basis of sex in educational programs or activities. Specifically, the statute states that “no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any educational program or activity receiving federal financial assistance.” Title IX seeks to ensure that federal financial assistance is not used to support sex-based discrimination and that individuals have equal opportunities, without regard to gender, to pursue, engage or participate in and benefit from academic, extracurricular, research, occupational training, employment, and other educational programs or activities. To comply with this legislation, your program should use assessments in your workforce investment activities that are fair and unbiased for both men and women. 2.2 Section 504 of the Rehabilitation Act of 1973, as amended

The purpose of this Act is to empower individuals with disabilities to maximize their employment, independence, and integration into society. The Act aims to provide equal opportunity for persons with disabilities, especially in terms of gainful employment and participation in federally-funded programs and activities. Section 504 of the Rehabilitation Act prohibits discrimination on the basis of disability in programs and activities receiving federal financial assistance or conducted by an executive branch agency. No otherwise qualified individual with a disability may be excluded from participation in, or denied the benefits of, or otherwise be subjected to discrimination under any service, program or activity receiving federal financial assistance. Such services, programs, or activities must provide reasonable modifications to allow otherwise qualified individuals with disabilities to participate or benefit unless such modifications would fundamentally alter the nature of the service, program, or activity.

It is important that your program use assessments which are fair and unbiased for persons with disabilities. When selecting assessments for your counseling or training program, think about whether or not they are appropriate for clients with disabilities whom you serve. If an assessment tool or the administration of a test discriminates on the basis of disability, you may be required to provide a reasonable accommodation or modification (e.g., equipment, timing, administration procedures).

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2.3 Career Education Incentive Implementation Act of 1977 This legislation further integrated the use of tests in career education, guidance, and counseling programs in public schools. One of its primary contributions has been to extend the use of career assessment instruments into middle and elementary schools. As a service provider, it may be useful for your agency to be knowledgeable about the application of career assessments in your local school district. Clients may come to your agency with previous assessment information that can help inform their career choices.

2.4 Vocational Education Programs Guidelines of 1979

In 1979, the Office of Civil Rights of the Department of Health, Education and Welfare (HEW) issued the Vocational Educational Programs Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex and Handicap. These guidelines were modeled after major civil rights legislation, including the Civil Rights Act of 1964 and the Rehabilitation Act of 1973. They prohibit the use of tests in ways that would deny or limit a person’s opportunity to pursue training in vocational education programs based on his or her demographic background. For example, in counseling clients, if you are using a verbal and quantitative abilities test that has adverse impact, you may be limiting your recommendations, or a client’s options, for career paths. 2.5 Carl D. Perkins Vocational and Training Education Act of 1990, as amended

The Vocational and Training Education Act

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