In personnel- and educational selection, a substantial gap exists between research and practice, since evidence-based assessment instruments and decision-making procedures are underutilized. We provide an overview of studies that investigated interventions to encourage the use of evidence-based assessment methods, or factors related to their use. The most promising studies were grounded in self-determination theory. Training and autonomy in the design of evidence-based assessment methods were positively related to their use, while negative stakeholder perceptions decreased practitioners’ intentions to use evidence-based assessment methods. Use of evidence-based decision-making procedures was positively related to access to such procedures, information to use it, and autonomy over the procedure, but negatively related to receiving outcome feedback. A review of the professional selection literature showed that the implementation of evidence-based assessment was hardly discussed. We conclude with an agenda for future research on encouraging evidence-based assessment practice.
Eine Herausforderung für schulische Vermittlungsprozesse besteht darin, dass das, was Schülerinnen und Schüler sich aneignen sollen, im Unterricht zunächst erst einmal sichtbar, hörbar und fassbar (gemacht) werden muss. Die Wahrnehmung des zu Vermittelnden im Modus sinnbasierter Erlebnisse und Erfahrungen ist in unterschiedlicher Weise die Voraussetzung dafür, dass Kenntnisse erworben, Fertigkeiten habitualisiert und Haltungen ausgebildet werden können, kurzum dass Lernen oder Bildung überhaupt stattfinden kann.
When it comes to decision-making based on psychological and educational assessments, there is compelling evidence that statistical judgment is superior to holistic judgment. Yet, implementing this finding in practice has proven to be difficult for both academic and professional psychologists. Knowledge transfer from research findings to practitioners and other stakeholders in psychological assessment is a necessary condition to close this gap. To obtain insight into how academic specialists in psychological testing disseminate knowledge about research findings in this area, we investigated how textbooks on testing and guidelines on test use report on, or do not to report on, decision-making in psychological and educational assessment. Second, we discuss some commonly encountered misunderstandings, and third we argue for a broader and more in-depth dissemination of research findings on this topic in textbooks and test standards; to this end we provide some suggestions.
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