This article addresses the need for ethical and professional guidelines appropriate to the development and use of self-help career assessments. It provides an overview of the wide array of self-help career assessments currently available to the public and highlights the strengths and limitations of self-help career tools. The authors identify three criteria critical to the evaluation of these assessments, propose a preliminary checklist for evaluating the quality of self-help career tools, and call for interdisciplinary efforts to develop professional standards in this domain.
We thank the many people and organizations that helped with this project-far too many to mention here-in our technical report (Eyde et al., 1988). We extend special thanks to Anne Anastasi for her especially generous assistance in all phases of the project.
New information in sentences is theorized as being marked by surface-structure word order and by word stress. Experiment 1 tested these theories by giving subjects active and passive sentences with stress on either the agent or patient of the sentences. Subjects decided what questions the sentences would be replies to. The question-answering element of the sentence is the new information in the sentence. Experiment 2 tested only the word-order theory of new information structure in sentences by giving subjects written active and passive sentences. The results are in agreement with word stress and passivization marking new information, but not with the theory that there is an information ordering in active sentences.
There are several levels of error in psychological tests and test interpretations. Error is added to the prediction of behaviours and the interpretation of the subject's responses as the responses are built up from items to scales, to algorithm combinations of scales, to interpretation of scales and algorithms. Most of these sources of error are random and are accounted for by psychological test theory. Computer administration, scoring, and interpretation of tests has analogous sources of error, but they are not random because the computer reproduces an error exactly the same every time. Errors associated with computerised testing are: incorrect weighting of items into scales; poor interactive administration design leading to non-equivalent response distributions; incorrect scoring of scales; incorrect coding of algorithms; miscommunication between the interpretation author and the programmer; poorly analysed cutting-scores; and inconsistent algorithms. Many of these sources of error can be handled by careful design and testing of software.
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