Organizations use drug and alcohol testing to determine whether an employee (or prospective employee) is under the influence of alcohol or specific drugs. The drugs included in the test are illegal drugs such as cocaine, marijuana, PCP, and methamphetamines and commonly abused legal drugs such amphetamines, barbiturates, and opiates. Drug and alcohol tests are also
Paper-and-pencil tests designed to measure integrity, honesty, dependability, and related constructs have been in existence since at least the 1950s and have long been used in the retail sales, banking, and food service industries. Following the 1988 Employee Polygraph Protection Act, a federal law that restricted the use of the polygraph (i.e., the so-called lie
Job knowledge is critical to successful job performance. Job performance can be viewed as being determined by one’s declarative knowledge (knowledge of facts, rules, and procedures—a job’s requirements), procedural knowledge and skill (knowing how and being able to do what the job requires), and motivation. In the job performance literature, job knowledge is the declarative
Since the early 20th century, the United States has been the foremost developer and consumer of testing technology in the world. Tests have been used widely by the U.S. military, government and civilian employers, and educational institutions to improve selection, placement, and promotion decisions. However, the pervasiveness of testing in American life, starting as early
Computer-assisted testing is the use of computers to support assessment and testing processes. This entry focuses on the history, varieties, and future directions of computer-assisted testing. History Computer-assisted testing began in the early 1950s when optical scanners were adapted to read special answer sheets and score tests. This resulted in the widespread use of multiple-choice
Culture-free testing is far more hypothetical than real. It assumes, if not requires, there are no cultural influences in any measurement and assessment of an individual or group on some trait. This further suggests that measurement and assessment can be designed to only tap into true individual or group traits and not draw on any
Bias in testing represents a critical concern within the realm of school psychology, as it profoundly influences the accuracy and fairness of assessments used to understand students’ abilities and needs. This comprehensive article explores the multifaceted issue of bias in testing within the context of school psychology. It delves into the various forms of bias
The use of projective testing in school psychology has a rich history and continues to play a vital role in understanding students’ emotional and behavioral well-being. This article provides an overview of projective testing, discussing its theoretical foundations rooted in psychoanalytic, humanistic, and psychodynamic theories. It delves into common projective tests employed by school psychologists
The establishment and proliferation of mental testing seems scientifically and culturally at odds with the development of a functionalist perspective in general and behaviorism in particular. While mental testing is founded on the assumptions of relatively fixed mental abilities that differ in degree and kind among individuals, the functionalist proviso, with its focus on performance