Rating scales with special references to the field of child development.

Weiss, Lillie

doi:10.1037/h0075716

Cited by 8 publications

(4 citation statements)

References 82 publications

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“…In general, empirical research on ratings within organizations (Kornhauser, 1926–1927; Richardson & Kuder, 1933) paralleled research on ratings in other areas of psychology (e.g., Conrad, 1933; Marsh & Perrin, 1924–1925; Newcomb, 1931; Shen, 1925, 1926, Symonds, 1925). There was a fair amount of cross-citation, indicating awareness by I-O researchers of developmental (Weiss, 1933), social-personality (Symonds, 1931), and educational (Shen, 1925) domains. At the same time there was recognition of several problems of rating methods (Knight & Franzen, 1922; Rugg, 1921, 1922; Symonds, 1924, 1925, 1931; E.…”

Section: Methodsmentioning

confidence: 99%

“…The two categories were defined on the basis of amount of judgment required and represented a single facet with two levels representing an underlying continuum. An attempt to classify rating scales was made by Weiss (1933) in a review of rating scales for the study of development. Her system consisted of ranking scales and scoring scales; the latter type was subdivided into simple and weighted scoring systems.…”

Section: Categorizing Frameworkmentioning

confidence: 99%

“…Recall that Smith and Kendall (1963) used the Pels Child/Parent Behavior rating scale format to develop the BARS format. Surber (1984) reviewed the use of rating scales in developmental research, barkening back to the work of Weiss (1933). A promising alliance seems to be development of explanations for dynamic criteria.…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

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The criterion problem: 1917–1992.

Austin¹,

Villanova²

1992

Journal of Applied Psychology

339

231

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Individuals differ on multiple aspects of their job-role behavior; criteria are measures that attempt to capture these differences. Measures of criteria are used by several constituencies within applied psychology. Among them, researchers used criteria for the evaluation of theories of work behavior, the effective administration of human resources and the provision of feedback to individuals. One index of the importance of criteria is the observation that most, if not all, of the pioneers of industrial-organizational psychology addressed this issue during their careers. This article reviews conceptual and methodological developments pertaining to the criterion problem since 1917, using as an organizing device dimensions, methods of measurement and analysis, and categorizing frameworks. A shift away from an emphasis on brute prediction toward a balanced treatment of both empirical and conceptual issues is highlighted by calls for the validation of criteria and by increased attention to modeling performance, as well as a recognition of multiple perspectives and competing values from which to view performance and criterion measurement.People in organizations behave according to their role perceptions and the roles assigned to them by others. The resulting behaviors and associated outputs, which are often limited by situations (Viteles, 1925(Viteles, -1926b and may vary widely across individuals (Tiffin, 1942;Viteles, 1932), form a large part of the subject matter of industrial-organizational (I-O) psychology. Individual variability on criterion measures interests researchers and managers, who attempt to measure and influence it. Because criteria are essential for evaluation of individuals, programs, and organizational interventions (Schmitt & Klimoski, 1991), the practical significance of criterion measurement has been recognized since the beginning of industrial psychology (Munsterberg, 1913;Scott, 1917). However, the systematic study of criteria per se to expand scientific knowledge This article is dedicated to Robert L. Thorndike, 1910Thorndike, -1990, who made monumental contributions to the study of criteria during his long career at Teachers College, Columbia University. Both authors contributed equally to the preparation of this article.We thank the following individuals, who critically and constructively commented on earlier versions of this article:

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Section: Methodsmentioning

confidence: 99%

Section: Categorizing Frameworkmentioning

confidence: 99%

Section: Recommendations For Future Researchmentioning

confidence: 99%

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The criterion problem: 1917–1992.

Austin¹,

Villanova²

1992

Journal of Applied Psychology

339

231

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“…When a research worker uses one of the more complex and indirect 8 A discussion of the uses and limitations of rating scal es may be found in Conrad (11), and Weiss (75). 9 For a description and discussion of psychological tests consult Greene (28).…”

Section: Psychological Testsmentioning

confidence: 99%

Studying the child's behavior and development.

Thompson¹

Child Psychology: Growth Trends in Psychological Adjustment.

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Studying the Child's Behavior and Development Teachers, social workers, physicians, parents and a variety of other people are interested in the psychological development of children because they desire a better understanding of children's behavior at all developmental levels. Anyone who is willing to spend an extended period of time reviewing the research findings as they relate to children's psychological development has an interesting and rewarding experience in store for him. On the other hand, the more casual student of this discipline may soon become confused in his offhand excursions into the literature, since a comprehensive understanding of child behavior cannot readily be secured by incidental reading or by snap-shot reference to magazine and newspaper articles that purport to "tell all." Students who have carefully examined the scientific literature dealing with children's behavior and psychological growth are aware that in this area a popularized book, or an article, customarily used like a cook book is of little value and may even result in more damage than good; for the rule-of-thumb recommendations found in such sources do not usually fit the case in question, and it would, indeed, be an unusual child who would patiently wait while an interested adult thumbed hastily to page 69 for the answer to an immediate problem. When adults consult books on child psychology as they would a book on the culinary arts, situations like the one shown in Figure 1 may arise. In the rearing and training of children the old axiom, "a little knowledge is a dangerous thing," seems especially applicable, for children's behavior and psychological growth are far too complex to be approached in such a piecemeal fashion.

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Rating Scales and Beyond

Green

2022

Research and Practice in Language Assessment

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Rating scales with special references to the field of child development.

Cited by 8 publications

References 82 publications

The criterion problem: 1917–1992.

The criterion problem: 1917–1992.

Studying the child's behavior and development.

Rating Scales and Beyond

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