Tutorial Letter 101/0/2016: Industrial Psychological Assessment

IOP4861/101/0/2016
Tutorial Letter 101/0/2016
Industrial Psychological Assessment
IOP4861
Year module
Department of Industrial & Organisational Psychology
IMPORTANT INFORMATION:
This tutorial letter contains important information about your

module.
IOP4861/101/0/2016
CONTENTS
Page
1 INTRODUCTION AND BRIEF OVERVIEW ................................................................... 4
1.1 TUTORIAL LETTERS................................................................................................. 4
1.2 MYUNISA ................................................................................................................... 5
1.3 COURSE LAYOUT AND CONTENT .......................................................................... 5
2 PURPOSE AND OUTCOMES ....................................................................................... 6
2.1 PURPOSE .................................................................................................................. 6
2.2 OUTCOMES .............................................................................................................. 6
3 CONTACT DETAILS ................................................................................................... 10
3.1 LECTURERS............................................................................................................ 10
3.2 DEPARTMENT......................................................................................................... 10
3.3 UNIVERSITY ............................................................................................................ 10
4 RESOURCES .............................................................................................................. 11
4.1 PRESCRIBED BOOK ............................................................................................... 11
4.2 RECOMMENDED BOOK ......................................................................................... 11
4.3 ELECTRONIC RESERVES (E-RESERVES): ........................................................... 12
4.4 ADDITIONAL RECOMMENDED INFORMATION ..................................................... 13
5 DISCUSSION OF STUDY THEMES RELATED TO LEARNING OUTCOMES ............ 16
5.1 ORIGIN AND DEVELOPMENT OF PSYCHOLOGICAL ASSESSMENT .................. 17
5.2 THE NATURE OF PSYCHOLOGICAL ASSESSMENT ............................................ 19
5.3 APPROACHES AND ASSUMPTIONS IN PSYCHOLOGICAL ASSESSMENT......... 22
5.4 PSYCHOMETRIC THEORY ..................................................................................... 25
5.5 DIFFERENT PSYCHOLOGICAL MEASURES AND AREAS OF APPLICATION...... 29
5.6 PROFESSIONAL, LEGAL AND SOCIAL ISSUES IN PSYCHOLOGICAL

ASSESSMENT ......................................................................................................... 34
6 STUDY PLAN .............................................................................................................. 38
7 PRACTICAL WORK AND WORK INTEGRATED LEARNING .................................... 39
8 ASSESSMENT PLAN.................................................................................................. 39
8.1 YEAR MARK, ADMISSION TO THE EXAMINATION AND FINAL MARK ................. 39
2
IOP4861/101/0/2016
8.2 ASSIGNMENTS: UNIQUE NUMBERS AND DUE DATES ....................................... 39
8.3 SUBMISSION OF ASSIGNMENTS .......................................................................... 40
8.4 EVALUATION OF ASSIGNMENTS .......................................................................... 40
8.5 PLAGIARISM ........................................................................................................... 43
9 THE EXAMINATION .................................................................................................... 44
9.1 EXAMINATION PERIOD .......................................................................................... 44
9.2 PREVIOUS EXAMINATION PAPERS ...................................................................... 44
9.3 CONTENT OF THE EXAMINATION......................................................................... 44
10 OTHER EVALUATION METHODS .......................................................................... 45
11 FREQUENTLY ASKED QUESTIONS ...................................................................... 46
12 IN CONCLUSION ..................................................................................................... 46
APPENDIX A: ASSIGNMENTS .......................................................................................... 47
3
IOP4861/101/0/2016
1 INTRODUCTION AND BRIEF OVERVIEW

Dear Student
Welcome to the honours course in Industrial Psychological Assessment. A

primary task in managing human talent is to select and develop employees to their
full potential. Psychological assessment provides information to select the best
candidates and to develop employees appropriately. Individual differences and the
scientific measurement thereof form the core of industrial psychological
assessment. In this course you will study the theory and practice underlying the
scientific assessment of individual attributes such as personality, cognition and
behaviour.
Psychological assessment in the work context is a contentious discipline since it is

impacted on by past and current socio-political contexts. As such, you need to
develop a critical attitude towards assessment theory and practice in a multicultural
work context. You are also required to develop a responsible attitude in adhering to
regulating professional standards and legal imperatives.
This course does not include any practical training in the use of psychometric
measures, which is required for registration as a psychometrist. If you wish to
register as a psychometrist after completion of your honours degree at UNISA, you
should apply for a professional training programme at an accredited institution.
Although this is a theoretical course, we do try to provide you with as many practical
applications as possible (in your study material and in your assignments).
Your study resources for this course consist of tutorial letters, online study
guidance (myUnisa), a prescribed text book, a recommended book, recommended
articles as well as professional source documents.
1.1 Tutorial letters
When you register, Unisa despatch department should provide you with the
following study material for this module:
 This tutorial Letter, IOP4861/101/0/2016

 Tutorial Letter IPSHONT/301/2016 on writing style and APA referencing
 An inventory letter containing information about your study material
 The brochure entitled my Studies @ Unisa.
Study material that is not available when you register will be posted to you as soon
as possible, but it is also immediately available on myUnisa.
This tutorial letter 101/0/2016 contains:
 important administrative information to assist you in your communication with

the university;
 the study themes, resources, and also guidance on how to work through the
study themes;
 your assignments.
4
IOP4861/101/0/2016
Feedback tutorial letters: Apart from this tutorial letter, you will receive further
tutorial letters during the year relating to assignment feedback and other academic
issues. They will be posted but will also be made available on myUnisa after the
assignment due dates.
It is your task to work through the study themes in this course, to complete the
assignments and do self-evaluation. Make sure you read all the tutorial letters
carefully.
1.2 myUnisa
myUnisa is Unisa's online study management system, on which you can download
all your study material and communicate with other students and with lecturers. On
myUnisa, lecturers will initiate specific discussions and activities aimed at enhancing
your learning experience. Look out for the announcements posted on myUnisa
containing important information and work according to the schedule proposed on
the myUnisa calendar. All the important dates are reflected on this calendar.
To go to the myUnisa website, start at the main Unisa website,

http://www.unisa.ac.za, and then click on the "Login to myUnisa” link on the right-
hand side of the screen. This should take you to the myUnisa website. You can also
go there directly by typing in http://my.unisa.ac.za.
You can consult the brochure my Studies @ Unisa, which you received with your
study material, for more information on myUnisa. NOTE: Direct all myUnisa
enquiries to [email protected] and NOT to the lecturers responsible for this
module.
1.3 Course layout and content
The purpose and learning outcomes of this module are discussed in section 2. In
section 3 you will find important contact detail. Section 4 contains the prescribed
and recommended resources you should use to gain knowledge and
understanding of the important module themes as they relate to each of the learning
outcomes. Section 5 also contains a fairly detailed discussion of the study themes
that make up the content of the module. We provided you with a logical study plan
in section 6 to assist in your time management and planning of the year. Section 8
contains important information on how you will be assessed in this module and how
to submit your assignments. Some examination guidance is given in section 9.
Finally, the three assignments for IOP4861 are given in Appendix A.
5
IOP4861/101/0/2016
2 PURPOSE AND OUTCOMES

2.1 Purpose
The purpose of this module is to gain comprehensive knowledge, develop a critical

reasoning ability and increase applied competence in psychological assessment as a
core sub-discipline of Industrial and Organisational Psychology.
2.2 Outcomes
On completion of this module, students should be able to:
1. critically review the history and development of psychological assessment

theory and practice
2. critically discuss different psychological constructs and theories that affect the
development and application of industrial psychological assessment techniques
3. critically evaluate the psychometric soundness of psychological assessment
measures
4. critically evaluate and reason on different types of measures and techniques
and the areas in which they are applied in the work setting
5. critically evaluate and reason on the application of professional, legal and
ethical requirements needed to ensure fair psychological assessment
6. integrate and apply knowledge of psychological assessment measures, theory
and best practice in designing a fair assessment battery
In table 2 below, we have set out the study outcomes related to the study themes
this course is based on. Within each study outcome we have also provided
assessment criteria to facilitate your learning:
TABLE 2: LEARNING OUTCOMES & ASSESSMENT CRITERIA
Study theme 1: Origin and development of psychological assessment (section 5.1)

Learning outcome 1: critically review the history and development of psychological
assessment theory and practice to its present-day concepts and practices
Assessment criteria (Knowledge & application) Sources
 The history of psychological assessment in general, and in Moerdyk (2015)
the South African context, is discussed in depth and critically
analysed in terms of its impact on enhancing and developing Foxcroft & Roodt
fair assessment practices to date. (2005) (chapter 2 & 17)
 Developments in the areas of cognitive assessment,
personality assessment and behavioural assessment are Laher & Cockroft
critically analysed and applied in various work-related (2013)
contexts. (chapter 1, 33 & 36)
 Historical and contemporary challenges and solutions to fair
and unbiased psychological assessment practice are Tutorial Letter 101/2016
evaluated critically and argued comprehensively.
 Future challenges in psychological assessment are identified Recommended articles
and critically discussed.
 The value of psychological assessment in general, and in the
field of industrial and organisational psychology in particular,
is well argued.
6
IOP4861/101/0/2016
Study themes: The nature, approaches and assumptions in psychological

assessment (sections 5.2 and 5.3)
Learning outcome 2: Critically discuss different psychological constructs and theories that
affect the development and application of industrial psychological assessment techniques.
 Core concepts in psychological assessment practice and Moerdyk (2015)
theory such as psychological assessment, psychometrics, (chapters 1, 2, 3, 8, 9,
assessment centres, competency-based assessment and 10, 11, 12, 13 and 18)
psychometric characteristics are explained thoroughly.
 The nature and importance of assessment criteria are clearly Tutorial Letter 101/2016
understood and applied in relation to the specific purpose of
psychological assessment. Recommended articles
 Various relevant measurement constructs of human behaviour
are distinguished.
 The relationship between assessment criteria and
measurement constructs is understood and systematically
applied in designing an assessment battery.
 The nature and value of competencies and competency-based
assessment are critically analysed, discussed and applied in
terms of their impact on fair assessment practice.
 The theory and principles underlying classical measures
theory and item-response theory are critically distinguished
and compared.
 Assessment based on nomothetic and idiographic assessment
methods are distinguished and critically analysed.
 The value of dynamic assessment is critically evaluated and
argued in relation to cognitive assessment.
 Various theories of cognition and personality and how they
relate to assessment are critically explained.
 The value of personality assessment in predicting job
performance is critically debated.
 Different theoretical approaches to cognitive assessment are
critically analysed and applied in relation to various cognitive
assessment measures.
Study theme: Psychometric theory (section 5.4)
Learning outcome 3: Critically evaluate the psychometric soundness of psychological
 Validity and different approaches to gathering validity Moerdyk (2015)
evidence are critically discussed and applied in psychological (chapters 3, 4, 5, 6 & 7)
assessment practice.
 Reliability and different types of reliability are critically Tutorial Letter 101/2016
discussed and applied in psychological assessment practice.
 The purpose and nature of norms and different types of Recommended
norms are comprehensively explained and applied in
psychological assessment practice.
 Various measurement errors that occur during psychological
assessment are critically recognised and described.
 The constructs of fairness and bias are critically explained
and compared.
7
IOP4861/101/0/2016
Study theme: Psychometric theory (section 5.4)

Learning outcome 3: Critically evaluate the psychometric soundness of psychological
 The steps in the development of a psychological assessment
tool are explained comprehensively and applied in designing
a hypothetical assessment tool.
 The importance of standardisation during the development of
psychological measures is critically discussed, evaluated and
explained.
 Evidence-based solutions and theory-driven arguments in
discussing various approaches to prevent unfairness and bias
in measurement development, administration and
interpretation are provided.
Study theme: Different psychological assessment measures and areas of application
(section 5.5)
Learning outcome 4: Critically evaluate and reason on different types of measures and
techniques and the areas in which they are applied in the work setting.
 Measurement constructs are related to assessment- and Moerdyk (2015)
psychometric measures. (chapters 10, 11, 12,
 The nature and purpose of specific psychometric measures 13, 14, 15, 16, 17 & 18)
applicable to the assessment of cognitive abilities, aptitude,
intelligence, achievement and learning potential are identified Tutorial Letter 101/2016
and discussed.
 The nature and purpose of specific psychometric measures Laher & Cockroft (2013)
applicable to the assessment of personality are identified and (chapters 10, 11, 14-17,
discussed. 20)
 The nature and purpose of specific psychometric measures
applicable to the assessment of attitudes, interests, values Recommended articles
and beliefs are identified and discussed.
 Various types of behavioural assessment measures, other
than psychometric measures, such as interviews and
simulations, are critically reviewed in relation to competency
based assessment.
 Theory and principles of assessment centres are critically
evaluated in relation to behavioural assessment/ assessing
competence.
 Different areas of application on individual, group and
organisational level, for psychological assessment (such as
career counselling, career development, selection,
management and leadership development, performance
management, organisational development, employee and
organisational wellness) are recognised and critically
discussed.
 Knowledge of different types of psychological assessment
measures is applied by relating the appropriate and relevant
measures to various areas of application on individual, group
and organisational level.
8
IOP4861/101/0/2016
Study theme: Professional, legal and social questions in psychological assessment

(section 5.6)
Learning outcome 5: Critically evaluate and reason on the application of legal and ethical
requirements needed to ensure fair psychological assessment.
 The issue of fairness and how it impacts on measurement Moerdyk (2015)
development, administration and intepretationis critically (chapters 7, 8, 9, 14 &
explained. 18)
 Standardisation procedures during measurement development
and during measurement administration are critically Foxcroft & Roodt
understood. (2005, chapter 2 & 16)
 Various moderator variables in psychological measurement
results such as language and culture are critically explained. Laher & Cockroft
 The roles and responsibilities of various professional bodies (2013, chapter 28)
are understood.
 The qualification and competency requirements for a Tutorial Letter101/2016
psychometrist are thoroughly discussed and applied.
 The classification system of psychological measures by the Recommended articles
Professional Board of Psychology are understood and
described.
 The ethical codes that prescribe and regulate psychological
assessment practice are critically discussed and applied in the
work context.
 Ethical measure administration requirements are critically
described and evaluated.
 The legal context that governs fair assessment in South Africa
is comprehensively discussed and interpreted.
Study theme: ALL THEMES
Learning outcome 6: Integrate and apply knowledge of psychological assessment
measures, theory and best practice in designing a fair assessment battery.
 Job-related assessment criteria through various job analysis All prescribed and
techniques are determined and integrated in a competency recommended books
model. and articles
 Relevant measures and assessment techniques are critically
evaluated and applied in a selection context.
 Core legal, ethical and psychometric requirements in ensuring
fairness and best practice in psychological assessment are
critically integrated and applied in work-related psychological
assessment practice.

9
IOP4861/101/0/2016
3 CONTACT DETAILS
3.1 Lecturers
Only academic-related enquiries concerning the course content should be

directed to lecturers. We have found that e-mail communication is usually the most
efficient way of contact. Lecturers will visit the IOP4861 site on myUnisa with regular
intervals and respond to issues you raise in discussion forums. We will post
announcements and initiate discussions related to the study content in order to
facilitate your learning.
 Prof HA Barnard  Dr S Grobler

[email protected] [email protected]
3.2 Department
The department is situated on the third floor of the AJH van der Walt Building on the
Unisa New Muckleneuk campus in Pretoria.
You can e-mail the department at: [email protected] or contact the

departmental helpdesk at: 012 429 8033 / 012 429 8054
3.3 University
The contact addresses of the various administrative departments are included in my

Studies @ Unisa. All questions and enquiries related to administrative matters, for
example receipt of study material, registration, study finances, the assignments,
examinations and library and so forth should be addressed to the relevant
administrative departments – a list of emails is provided below.
Please forward enquiries to the correct email address based on the type of query
you have. If you do not know which e-mail address to use, send your enquiry to
[email protected]. REMEMBER to include your full names, student number and a
brief summary of the enquiry in the e-mail.
Description of enquiry: E-mail address:

- Application and registration enquiries [email protected]
- Assignment enquiries [email protected]
- Examination enquiries [email protected]
- Study material enquiries [email protected]
- Student account enquiries [email protected]
- Graduation enquiries [email protected]
- Assistance with myUnisa [email protected]
- Library assistance +27 12 429-3206
10
IOP4861/101/0/2016
4 RESOURCES
For all assessment (assignments and exam) purposes, you should study the
following sources:
 the prescribed book

 the recommended book
 the e-resources (articles & three chapters) provided to you for download
from UNISA library page
 professional documents listed in section 4.4.1 of this tutorial letter
4.1 Prescribed book
You should obtain the following prescribed book yourself:
Moerdyk, A. (2015). The principles and practice of

psychological assessment. 2nd Ed. Pretoria: Van
Schaik.
You will use this book for the assignments, and you need to study all the chapters in
this book to pass the examination, except chapter 1, sections 1.2, 1.4–1.7 and 1.9,
as well as chapter 2 (the whole chapter).
Prescribed books can be obtained from the university’s official booksellers. Please
refer to the list of official booksellers and their addresses in my Studies @ Unisa
brochure. If you have difficulty in locating your book(s) at these booksellers, please
contact the Prescribed Book Section at Tel: 012 429-4152 or e-mail
[email protected].
4.2 Recommended book
The recommended book is a useful source on the different types of psychological

measures we use in the SA work context. It is, however, not compulsory if you are
able to obtain information on different types of measures from other reliable sources
such as articles or psychometric distributor websites. The recommended book can
be borrowed from the library, but is subject to availability. The recommended book is:
Laher, S., & Cockroft, K. (Eds). (2013). Psychological assessment in South Africa:
Research and applications. Johannesburg: Wits University Press.
11
IOP4861/101/0/2016
4.3 Electronic Reserves (e-reserves):
Articles and 3 chapters have been loaded as e-reserves which you should use when
completing assignments. You can access these articles by following these steps:
 Go to: http://www.unisa.ac.za/
 Click on Library
 Click on Find course reading material
 Type in your course code (i.e. IOP4861)
 Select Electronic Reserves 2016
Use your student number and myUnisa password to access and download the
articles.
The following e-reserved articles are prescribed in this module:
1. Bartram, D. (2004). Assessment in organisations. Applied Psychology: An

International Review, 53(2), 237-259.
2. Bedell, B., Van Eeden, R. & Van Staden, F. (1999). Culture as moderator variable in
psychological test performance: issues and trends in SA. SA Journal of Industrial
Psychology, 25(3), 1-7.
3. Campion, M.A., & Fink, A.A., Ruggeberg, B.J., Carr, L., Phillips, G.M., & Odman,
R.B. (2011). Doing competencies well: best practices in competency modelling.
Personnel Psychology, 64, 225–262
4. Claassen, N.C.W. (1997). Cultural differences, politics and test bias in South Africa.
European Review of Applied Psychology, 47(4), 297-307.
5. Foxcroft, C.D. (2004). Planning a psychological test in the multicultural South African
context. SA Journal of industrial Psychology, 30(4), 8-15.
6. Foxcroft, C. D. (2011). Ethical Issues Related to Psychological Testing in Africa:
What I Have Learned (So Far). Online Readings in Psychology and Culture, 2(2).
http://dx.doi.org/10.9707/2307-0919.1022
7. Görgens-Ekermans, G., & Herbert, M. (2013). Psychological capital: Internal and
external validity of the Psychological Capital Questionnaire (PCQ-24) on a South
African sample. SA Journal of Industrial Psychology, 39(2), Art. #1131, 12 pages.
http://dx.doi.org/10.4102/ sajip.v39i2.1131
8. Hambleton, R.K. & Slater, S. C. (1997). Item response theory and testing practices:
current international status and future directions. European Journal of Psychological
Assessment, 13(1), 21-28.
9. Joiner, D.A. (2000). Guidelines and ethical considerations for assessment centre
operations. Public Personnel Management, 29(3), 315-331.
10. Joubert, T., & Kriek, H. (2009). Psychometric comparison of paper-and-pencil and
online personality assessments in a selection setting. South African Journal of
Industrial Psychology, 35, 1-11.
11. Levashina, J., Hartwell, C.J., Morgeson, F.P. & Campion, M.A. (2014). The
structured employment interview: narrative and quantitative review of the research
literature. Personnel Psychology, 67, 241–293. doi: 10.1111/peps.12052
12. Murphy, R. & Maree, D.F. (2006). A review of South African research in the field of
dynamic testing. South African Journal of Psychology, 36(1), 168-191.
13. Paterson, H. & Uys, K. (2005). Critical issues in psychological test use in the South
African workplace. SA Journal of Industrial Psychology, 31(3), 12-22.
14. Potgieter, T.E. & Van der Merwe, R.P. (2002). Assessment in the workplace: a
competency-based approach. SA Journal of Industrial Psychology, 28(1), 60-66.
15. Tett, R.P. (2009). The use of personality test norms in work settings: effects of
sample size and relevance. Harvard Theological Review, 82, p. 639-659.
12
IOP4861/101/0/2016
16. Theron, C. (2007). Confessions, scapegoats and flying pigs: psychometric testing
and the law. SA Journal of Industrial Psychology, 33(1), 102-117.
17. Tippins, N.T. (2009). Internet alternatives to traditional proctored testing: where are
we now? Industrial and Organizational Psychology, 2, 2–10.
18. Van de Vijver, A.J.R. & Rothmann, I. (2004). Assessment in multicultural groups: the
South African case. SA Journal of Industrial Psychology, 30(4), 1-7.
The following three chapters from Foxcroft and Roodt (2005) have also been
uploaded for you in the e-reserves of this module. Please note that later editions of
Foxcroft and Roodt are available at bookstores and in libraries – you may use the
relevant three chapters from the newer editions, but here are the referenced
chapters, the copies of which we have uploaded for you on the e-reserves:
19. Foxcroft, C.D. (2005) Psychological assessment: a brief retrospective overview. In

C.D. Foxcroft and G Roodt (Eds.). An introduction to psychological assessment in
the South African context. (2nd Edition). (Chapter 2 pp. 8-23). Pretoria: Oxford.
20. Foxcroft, C.D. (2005). What the future holds for psychological. In C.D. Foxcroft and G
Roodt (Eds.). An introduction to psychological assessment in the South African
context. (2nd Edition). (Chapter 17 pp. 242-257). Pretoria: Oxford.
21. Grieve, K.W. (2005). Factors affecting assessment results. In C. Foxcroft and G
Roodt (Eds.). An introduction to psychological assessment in the South African
context. (2nd Edition). (Chapter16. pp. 224-241). Pretoria: Oxford.
PLEASE NOTE: Consult my Studies @ Unisa for information regarding library

requests and other library services and procedures.
4.4 Additional recommended information
Various other documents are essential for understanding the practice of

psychological assessment in the South African work context. Information contained
in these documents has legal and ethical implications and you should incorporate
this information into your assignments where relevant.
It is important to note that this module in psychological assessment does not allow
your automatic admission to a psychometrist practicum. According to the
Professional Board for Psychology, under the auspices of the Health Professions
Council of South Africa (HPCSA) registration as a Psychometrist is contingent on
completion of an accredited 4-year BPsych or a B Psychequivalent degree
accredited by the board that incorporates an approved 6 month/ or 720-hour face-to-
face practicum.
After having completed your honours at Unisa, you should thus apply for
professional training at an accredited institution and complete a six month approved/
accredited practicum. IOP4861, however, forms the theoretical basis necessary for
obtaining a relevant honours degree as a prerequisite for doing professional training
and a practicum and future registration as a psychometrist with the HPCSA. You are,
therefore, required to access the professional publications of the Professional Board
of Psychology that are relevant to psychological assessment and registration as a
psychometrist.
13
IOP4861/101/0/2016
4.4.1 Professional documents
You are required to obtain the following documents from the HPCSA, by visiting their
website at www.hpcsa.co.za and accessing the link to the Professional Board for
Psychology, or by contacting them directly:
i Ethical code of professional conduct (Form 223)– of specific relevance are:
 Chapter 1: Professional Competence

 Chapter 2: Professional Relations
 Chapter 3: Privacy, Confidentiality and Records
 Chapter 5: Assessment Activities
ii. Scope of practice for psychometrists (Government Gazette, No. 34581, Sept
2011)
iii. Framework for education, training, registration and scope for psychometrists
(Form 94)
iv. Policy on the classification of psychometric measuring devices, instruments,
methods and techniques (Form 208)
v. List of tests classified as being Psychological Tests (Form 207)
The contact addresses for the relevant professional bodies, the HPCSA, PsySSA
and the Society for Industrial and Organisational Psychology (SIOPSA), are as
follows:
 HPCSA:
Web page: www.hpcsa.co.za
 The Professional Board of Psychology

PO Box 205, Pretoria, 0001; Tel: (012) 338-9300/1; Web page:
http://www.hpcsa.co.za
 The Psychological Association of South Africa (PsySSA).

PO Box 66083, Broadway, Johannesburg, 2020; Web page: www.psyssa.com
 Society for Industrial and Organisational Psychology (SIOPSA)

Tel: 0833046068; Web page: www.siopsa.org.za
4.4.2 Legal documents relevant to psychological assessment
Psychological assessment is always practised within a bigger societal context. Since

your studies entail psychological assessment in general, with specific reference to
the South African context, you will benefit from insight into legal and socio-political
information. Much of this information can be found by perusing the relevant labour
laws of the country. In South Africa you should be able to obtain relevant acts from
your employer. If not, we have provided you with the addresses from which you may
obtain this information. Note that you should be able to use this information in other
fields and applications in the work environment, and you may find it useful in some of
your other subjects as well. You can obtain relevant legislation from the Government
14
IOP4861/101/0/2016
Printers, Tel: (012) 334-4500 or fax: (012) 323-0009. These documents can also be
viewed at the following internet addresses:
 South African Communications Service: http://www.gcis.gov.za

 Parliament: http://www.parliament.gov.za
 Acts: http://www.parliament.gov.za/acts/index.asp
Of particular relevance to psychological assessment in South Africa is the

Employment Equity Act 55 of 1998 (amended 2014).
Other government documents that may be of interest to you are:
 the South African Qualifications Authority Act (SAQA) 58 of 1995

 the National Qualifications Framework (NQF) and the Standards Bodies
Regulations (regulations under the South African Qualifications Authority Act
[SAQA] as stipulated in the Government Gazette of March 1998)
 the Skills Development Act 1998
4.4.3 Psychometric measures developers and distributers
The following South African businesses consult in psychological assessment and

publish and distribute psychological measures:
 Jopie van Rooyen & Partners (distributors of psychological measures)

16 Hunter Avenue, Ferndale, Randburg, 2194
P.O. Box 2560, Pinegowrie, 2123
Tel: +27 11 781 3705/6/7 Fax: +27 11 781 3703
Web page: www.jvrpsychometrics.co.za
 Mindmuzik Media (Pty) Ltd trading as Careers.co.za (distributors of

psychological measures)
140 Gordon road, Colbyn, Pretoria, 0083
PO Box 2904, Brooklyn Square, South Africa, 0075
Tel: +27 12 342 1606 Fax: +27 12 342 2728
Web page: www.mindmuzik.com
 M&M Initiatives (a private developer and distributor of psychological

measures)
26A Nicolson Street, Bailey’s Muckleneuk, 0181
Tel: +27 12 4609726
Web page: http://www.mminitiatives.com
 Psytech SA (Pty) Ltd (distributors of psychological measures)

PO Box 85401, Emmarentia, 2029
Tel: +27 11 6467010 Fax: +27 11 6467011
Web page: www.psytech.co.za
15
IOP4861/101/0/2016
 CEB: SHLSouthAfrica (Pty) Ltd (measures distributor)

SHL SA PostNet Suite #45 Private Bag X32 Highveld Park 0157
Physical Address: Ground Floor Block D, Southdowns Office Park,
Corner of John Vorster Road & Karee Road, Irene Ext 54, Centurion,
Tel (012) 003 0900
E-mail: [email protected]
Website: www.shl.com/uk/intl/south-africa/
Other information you may find useful is your own organisation's policy on
assessment, appointments, promotion, training, affirmative action, job descriptions,
newspaper articles, networking (enquiries from people and institutions), conferences
you attend, and so forth.
5 DISCUSSION OF STUDY THEMES RELATED TO LEARNING

OUTCOMES
This course is about the theory and practice of psychological assessment in general
and in the SA work context. It involves psychometrics, which aims at using the
standardised scientific method of psychological assessment to form an objective
base for explaining and describing the characteristics of individuals, groups and
environments and for predicting people's behaviour in specific situations. In this
course you will learn about the value and purposes of assessment in the work
context; a variety of assessment approaches and techniques; and the aspects that
need to be considered to ensure fair assessment practices. Psychological
assessment should always be applied in the right way in any particular context so
that observations can be used fairly to achieve a particular aim.
The content of this course forms the basis for all the other honours courses, since
psychological assessment is relevant to all the other disciplines. Psychological
assessment can be applied to personnel psychology, occupational psychological
health, organisational psychology and even consumer psychology.
Since psychological assessment is a scientific discipline, you should develop a

critical attitude towards the underlying theoretical concepts, processes and
practices as well as the context in which psychological assessment is practiced.
This requires you to be up to date on legal, professional and ethical issues and other
controversial topics (e.g. the fairness of assessment processes and related
decisions). The role of culture in psychological assessment is particularly important
here and, where possible, you should incorporate the South African context and note
the factors that influence psychological assessment in South Africa.
Since this course is theoretical rather than practical, we do not expect you to know
specific measures or techniques in too much detail. We do require that you acquire
knowledge about the general nature, usefulness and applications of at least four
personality and four cognitive measures, and have a good grasp of various
examples of behavioural assessments. You will also find that your study material
and assignments include the practical application of theory.
The theoretical content of this course is, furthermore, of critical importance to your
further studies (e.g. master's studies) and if you later wish to register as a
psychometrist and ultimately an Industrial Psychologist. If you intend to register as a
16
IOP4861/101/0/2016
psychometrist, you have to complete a professional training course and practicum in

the use of psychological measures after you have completed your honours degree.
You should study the specific study themes as they relate to the study
outcomes and assessment criteria depicted in table 2 above, using your
prescribed and recommended sources, stipulated in section 4.
Below, in the discussion of each study theme, we indicate the relevant prescribed
and recommended sources you need to consult. Because the study themes overlap,
many of the sources will be useful and applicable to more than one theme. You may
also add your own additional resources as long as they are scientific (i.e. not
Wikipedia) and relevant to the study theme.
5.1 Origin and development of psychological assessment
The origins of psychological assessment serve an important purpose in tracing its

evolution and current development. Without reflection on the historical development,
it would be difficult to appreciate the progress that is being made and the modern
developments in psychological assessment. The origin and development of
psychological assessments help current-day psychological assessors understand
the value of psychological assessment (WHY), the different constructs or
psychological attributes that are assessed (WHAT), and the different methods and
technologies (HOW) that have evolved in assessing psychological constructs.
Developments in psychological theory show how psychological assessment

measures and principles have changed to keep abreast of changes in the way that
psychologists understand human behaviour and transformed socio-cultural
paradigms and their concurrent measurement challenges. As such, developments in
psychological assessment highlight a continuous stream of newly developed
psychological assessment measures and techniques as well as progressive thinking
about the ethical and social consequences of psychological assessment. Initially,
developments in psychological assessment were focused on giving psychological
assessment a purpose and value. Later, theories on human behaviour and
especially cognitive ability (formerly only referred to as IQ) gave rise to the
development of psychological assessment measures based on the statistical
method.
In chapter 2, Foxcroft and Roodt (2005) provide a comprehensive description of the

origins and development of modern psychological assessment.
5.1.1 History of psychological assessment in the SA context
The development of psychological assessment in South Africa can be traced back to

the events of the First World War and countries such as the United States and
European countries. Psychological development in South Africa has been influenced
by its political, cultural and legal context. Foxcroft & Roodt (2005) give a detailed
account of the early development, as influenced by the government of the day and
the challenges that were brought about by the political dispensation; the reality of
cultural differences; and the legal transformation initiated by the post-apartheid
government.
17
IOP4861/101/0/2016
In their discussion of the development of psychological assessment, Claassen

(1997) and Foxcroft and Roodt (2005) focus on political and social (moral) factors
that have influenced the way in which measures have been developed and applied.
The authors make mention of the increased interest in psychological assessment
and how it was misused, strongly criticised, disregarded, and then became a valued
science that was used in a variety of contexts. Foxcroft and Roodt (2005) point out
how, in the field of psychological assessment, particular environmental forces such
as globalisation, multiculturalism and information technology gave rise to research
and a stronger focus on particular issues such as fairness and bias, assessment in a
multicultural context, competency-based assessment and computerised assessment.
The authors specifically focus on the development of psychological assessment in
South Africa, and point out how the political and legal developments in the country
also influenced psychological assessment. Ultimately, the question seems to be
whether psychological assessment is still a valuable psychological tool in applied
business settings in modern democratic societies.
Several of the recommended articles also provide good background information on

assessment in the South African context. In some of the articles, for example, those
by Claassen (1997), Paterson and Uys (2005) and Van de Vijver and Rothmann
(2004), more recent South African trends in psychological assessment are
discussed. Foxcroft (2011) and Joiner (2000) specifically discuss the evolving
developments pertaining to ethical standards for psychological assessment in South
Africa. Theron (2007) outlines the legal context and the professional bodies
responsible for psychological development in South Africa. These articles also make
mention of current and future issues that need to be dealt with in the South African
context of psychological assessment.
The development of psychology and psychological measures in South Africa are

covered more specifically in Laher and Cockcroft (2013, chapters 9. 10 and 11) and
Murphy and Maree (2006). Here you can see how the different types of measures
and their applications originated; and how psychometric properties such as reliability
and validity have always been, and still are, important for effective assessments.
5.1.2 History of cognitive assessment
The measurement of cognitive functioning has been an integral part of the

development of psychology as a science. In chapter 10, Moerdyk (2015) discusses
the history of cognitive assessment under the historical development of the concept
of intelligence. Laher and Cockcroft (2013, chapters 9. 10 and 11) explain how the
contribution of early scientists and researchers can be appreciated to a greater
extent in light of some of the more recent trends in cognitive assessment – the
content used; the general approach that is adopted; and the specific techniques that
are applied. These chapters and Murphy and Maree (2006) provide valuable
information on the development of cognitive theory and its application in cognitive
5.1.3 The history of personality assessment
The historical development of personality assessment is discussed in Moerdyk

(2015) chapter 10, section 10.2, under the different theories that gave rise to
personality assessment. In Laher and Cockcroft (2013, chapters 14, 5, 16, 17, 18,
18
IOP4861/101/0/2016
19, 20 and 24) overviews on the historical development of different personality

measures in South Africa are presented. Potgieter and Van der Merwe (2002) also
provide information on the history personality assessment.
5.1.4 Evolvement of behavioural assessment techniques
The evolvement of competency-based assessment and the assessment centre

approach are important developments of behavioural assessment. Of relevance here
are chapters 12 and 17 of Moerdyk (2015) as well as the article by Potgieter and Van
der Merwe (2002).
5.1.5 Current and future challenges in assessment practice
In chapter 18, Moerdyk (2015) examines a variety of evolving issues, which include
the computerisation of the assessment process and assessment via the internet.
Computer-based assessment and report generation are now increasingly used in
many assessment methods. There are advantages and disadvantages to
technologically based assessment. The bottom line is that we cannot distance
psychological assessment from the reality of globalised technological advancement.
We should rather find ways to capitalise on the advantages thereof; and continue to
research and explore problematic issues in order to circumvent or minimise their
effect. Tippens (2009) and Joubert and Kriek (2009) provide important information on
best practices for online assessment. In Laher and Cockroft (2013) also discuss the
evolvement of computerised and online assessment and clarifies the benefits and
disadvantages (chapter 29).
Another development in the field of psychological assessment is its application value

and the different areas of application, which are discussed throughout the works of
Moerdyk (2015) and Foxcroft and Roodt (2005, chapter 17) who contend that a
number of factors that have an effect on the role of assessment in organisations.
These factors can be divided into general issues and others, which are more
specifically associated with pre- or post-hire assessment.
5.2 The nature of psychological assessment
The basic concepts of psychological assessment were covered in the undergraduate

modules, for example, what psychological assessment entails and why it is
administered in a work context. The study field of psychological assessment is fairly
complex and, therefore, we need to ensure that you have a comprehensive
conceptual understanding of the nature of psychological assessment before you
continue with the course work. Your conceptual understanding should include the
ability to conceptualise psychological assessment and distinguish it from related
terms (see section 5.2.1 below). If you are able to conceptualise psychological
assessment and related core concepts in the field, you will also be able to
substantiate the use of assessments (WHY we assess – section 5.2.2 below) and
discuss WHAT is actually being assessed (see section 5.2.3 on measurement
constructs). Lastly, when forming a perception of the nature of psychological
assessment, it is important to understand the process underlying any assessment
(section 5.2.4 below); since it also highlights various concepts such as assessment
criteria you will need to apply when designing an assessment battery.
19
IOP4861/101/0/2016
5.2.1 Conceptualise psychological assessment
When reflecting on the nature of psychological assessment, Moerdyk (2015, chapter

1) defines assessment and other related concepts such as psychometrics,
assessment, measurement and evaluation. For example, are you able to distinguish
between psychometric measures and psychological assessment? The article by
Paterson and Uys (2005) will also provide you with more clarification. There are
numerous other basic concepts that integral to psychological assessment theory and
practice and you will come across them in the discussions. Make sure you
understand each of these concepts. Some examples include assessment centres,
competency-based assessment and psychometric characteristics such as validity
and reliability. You should also be able to demonstrate your understanding of core
concepts such as “standardisation”, “norms”, “bias” and “fairness”. References to
help you understand these concepts are provided throughout section 5 of this tutorial
letter.
Apart from the concepts you need to understand, psychological assessment theory
and practice are also built on various approaches and theories to the development
and use of assessment measures. As such, you need to take cognisance of the
theories that underlie the development of cognitive, personality and behavioural
assessments. Different approaches to assessment measures development such as
item response theory and classical test theory as well as ideographic and nomothetic
approaches to assessment should form part of your foundational knowledge in this
course. These theories and approaches are highlighted in the thematic discussion in
section 5.3 and the psychological theory in 5.4 below.
5.2.2 The purpose of psychological assessment
Psychological assessment is more than just the administration of psychological

measures. It involves various ways of assessing and evaluating human behaviour
and potential in order to better understand, describe and predict people's behaviour.
In section 1.3 of chapter 1, Moerdyk (2015) provides a general overview of the
purposes of assessment. More particularly, in chapter 14 he comprehensively
discusses the reasons for assessment in industry. It is evident that psychological
assessment in industry has various purposes at individual, group and organisational
level. The purposes that Moerdyk (2015) lists in chapter 14 are also referred to as
the application areas of assessment in this course, and they are discussed in detail
in section 5.5.
5.2.3 Measurement constructs and levels of assessment
In psychological assessment, we assess different psychological attributes such as

personality attributes, cognitive attributes and behavioural attributes. We can
also call them measurement constructs since they present the various aspects of
human behaviour that can be assessed. Psychological measures are categorised
according to the construct that is designed to measure. Therefore, we get personality
questionnaires, cognitive measures and behavioural assessment. When studying
psychological assessment, you will find that the level of assessment is determined
by the purpose of the assessment. As such, behaviour is assessed on individual,
group or organisational level, depending on the purpose, – selection (individual) and
team building (group) or a culture audit (organisation). Refer to Moerdyk 2015,
20
IOP4861/101/0/2016
chapter 14. The measurement constructs of personality, cognition, motivation,

intelligence, ability, aptitude, and so forth can, therefore, be measured on three
different levels:
 Intrapersonal measurement constructs refer to intrinsic personality attributes

and are relevant when the individual is assessed in terms of his or her
personality, motives, interests and cognition. Individual assessment may
involve all the measurement constructs or domains of assessment discussed in
chapters 10, 11, 13 and 18 of Moerdyk (2015), namely intelligence and other
abilities (cognitive assessment); personality; values; attitudes; drives; interests,
emotional intelligence and integrity (personality assessment); and the
assessment of competence (behavioural assessment). Intrapersonal
measurement constructs may also refer to what constitutes personality
(structure), motivation, development, psychological adjustment and positive
psychology constructs.
 On group level, interpersonal variables refer to relationships with other people

and groups of people. Many social aspects of human behaviour are also
incorporated into measurements of intrapersonal behaviour. They can also be
evaluated in other ways: by means of behavioural measurement during
assessment-centre assessment; by using interviews; and by using group
processes. Levashina et al. (2014) and Joiner (2000) provide examples of
structured interviewing, leadership, team roles, assessment centres and so
forth
 On organisational level variables of external personality-relatedness (i.e.

shared values and attitudes reflected by the culture or climate of an
organisation) may be assessed. However, this does not form part of the
content of this course, but of Organisational Psychology.
The Sixteen Personality Factor (16 PF) inventory, for example, assesses personality
and is, therefore, categorised as a personality-type questionnaire. The Differential
Aptitude Test assesses aptitude as a measurement construct and is, therefore,
regarded as a cognitive measure. A simulation exercise such as an in-basket
exercise assesses behaviour and is, therefore, categorised as a behavioural
assessment.
5.2.4 The process underlying psychological assessment in industry
Psychological assessment entails more than just administering a couple of

psychometric measures. Psychological assessment is a process that entails
choosing what to assess and which psychological assessment instruments to apply.
Choosing what to assess and which measures to use are determined by the purpose
and the context of the particular assessment. Psychological assessment is usually
applied for a specific purpose in a specific context. We usually decide to assess
people for a particular reason within a particular organisational or personal situation.
For example, we may want to assess candidates in relation to the specific job
requirements (for selection purposes).
21
IOP4861/101/0/2016
Assessment can be done for career counselling purposes to determine which career
may best suit a person. Depending on the application purpose of the assessment
(e.g. selection/development/performance appraisal), decisions of measures to
include in the assessment battery will be made. You would, for example, have a
selection battery including assessment measures that assess personality, cognitive
ability and behaviour. The job description is used to determine the specific criteria
needed to be successful in a specific post; and this criterion is then measured with
the specific assessment battery. As such, job-analysis techniques have been
developed to describe the contextual purpose of a particular assessment by defining
the relevant assessment criteria/selection criteria. The selection criteria are based on
the job requirements more recently referred to as the job competencies against
which people are assessed. Basically, the job requirements or assessment criteria
provide the link between WHAT is being assessed (the particular measurement
constructs) by means of a particular psychological assessment tool, and what is
required in the job. You can refer to chapter 14 of Moerdyk (2015) for a better
understanding of the process underlying assessment. Job requirements are
determined by doing a job analysis. In terms of the Employment Equity Act (EEA),
job analysis has become a legal requirement for psychological assessment in the
work context. In this course it is not important for you to know the nature and
methods of job analysis – those topics fall within the subject of Personnel
Psychology. What is of importance in this course, however, is the process that
underlies psychological assessment in the work context with job analysis being an
essential step in the process.
Bartram (2004); Campion, et al (2011); Paterson and Uys (2005) and Potgieter and
Van der Merwe (2002) focus on different approaches to assessment in terms of a
recent area of interest, namely competency modelling. These articles provide
sufficient information for you to understand what competencies are; what the benefits
of the competency-modelling approach are; and how competencies can be
developed. Job analysis is still at the core of the competency modelling process.
Job-related competencies are determined through job analysis. Competencies refer
to the underlying characteristics of a person that are required for successful
performance in a particular job. Competencies provide the assessment criteria for
decision-making in companies irrespective of the level of assessment (individual,
group or organisational assessment).
The article by Foxcroft (2004); as well as chapters 14, 15, 16 and 17 in Moerdyk
(2015) provide adequate information for you to develop a clear understanding of the
steps to follow in any assessment process, which is of particular importance in
IOP4861.
5.3 Approaches and assumptions in psychological assessment
The majority of measures or techniques used in psychological assessment are

based on a theoretical rationale that determines which measurement concepts are
emphasised; how assessment is done; which methods are used; and how findings
are interpreted. In the psychological disciplines, assessment of cognition, personality
and behaviour is based on the assumptions of the primary theoretical paradigms in
psychology, which are generally derived from the main schools of psychology and
personality psychology.
22
IOP4861/101/0/2016
5.3.1 Approaches and assumptions in the assessment of cognition
Various theories used to conceptualise intelligence can be grouped under two

approaches, namely the structural (factor analytic) approach and the cognitive
approach. The structural (factor analytic) approach, also known as the psychometric
approach, merely describes the structure of intelligence without explaining the
process involved in thinking. This resulted in the development of the cognitive or
information-processing approach to understand what the component processes of
thinking, problem-solving and information processing are. The cognitive approach
includes several theories such as Hunt’s cognitive correlates approach, Sternberg’s
componential theory; Sternberg’s triarchic theory of intelligence; and Gardner’s
theory of multiple intelligences, as well as emotional intelligence proposed by Mayer
and Salovey and popularised by Goleman. Different cognitive theories are discussed
in Moerdyk (2015) chapter 10. Here a thorough discussion is presented on the
historical development of cognitive theories and how each gave rise to a particular
way of measuring cognition; and reference is made to the development of specific
cognitive measures such as the Wechsler Adult Intelligence Scales. Moerdyk (2015)
however, focuses more on specific types of items that are usually included in
measures of intellectual or cognitive ability.
The cognitive approach broadened our understanding of intelligence to include

abilities evident in daily life and emphasised that intelligent behaviour is defined
within personal, cultural and historical contexts. This highlighted the importance of
assessing potential when people have different – and even unequal – social and
educational opportunities and gave rise to more dynamic cognitive theories like that
of Feuerstein and resulted in the development of dynamic assessment and potential
assessment. Potential is defined as the readiness to demonstrate or acquire a
particular competency and is assessed through dynamic assessment. The article by
Murphy and Maree (2006) provides a thorough overview of dynamic assessment in
the SA context. SA research, in particular, highlighted the importance of moderating
factors that biased cognitive results; and non-verbal approaches to cognitive
measurement development was one of the approaches employed to deal with the
effect of for example language (Foxcroft & Roodt, 2005, chapter 1). You can also
refer to chapters 9, 10 and 11 in Laher and Cockroft (2013) which focus on dynamic
assessment, the assessment of learning potential and different measures that have
been developed in SA in this regard such as the LPCAT, APIL, TRAM-1 and TRAM-
2 measures.
The theory of emotional intelligence (EI) has also sparked different perspectives to
how EI is defined and measured. EI is, however, mostly viewed from a competence
perspective and popular measures of EI, therefore, focus more on the construct from
a competency-based assessment perspective, such as the BarOn EQ-i (Moerdyk,
2015, chapter 10).
5.3.2 Approaches and assumptions in the assessment of personality
Personality leads people to behave in certain ways in different circumstances; and

various theories have been developed over the years to explain what personality
entails; how it develops; and how it explains our behaviour.
23
IOP4861/101/0/2016
Today we use personality measures to make predictions about how we expect

people to behave in the work place. Different perspectives of personality have also
given rise to the development of a variety of personality theories and personality
measures as discussed in chapter 11 of Moerdyk (2015).
Two different perspectives can generally be identified in all approaches and theories
of personality, namely the ideographic and nomothetic approaches. The
ideographic view emphasises the uniqueness of the individual and focuses on
describing a person’s unique behaviour and preferences with no attempt to really
compare people to one another or a generalised set of personality categories. The
ideographic perspective primarily uses case studies to form an in-depth
understanding of human behaviour, whereas the nomothetic view focuses on
describing people in relation to the assumption that personality characteristics can
be classified or structured into well-defined categories of behaviour, and these
characteristics or traits are common to all people. The nomothetic approach
assumes that people behave on a continuum of particular behavioural characteristics
(for example, extroversion and introversion), displaying more or less of either of the
poles on the continuum. Nomothetic approaches, therefore, compare people using
self-report personality questionnaires, factor analysis and other trait-based methods
to determine general norms about human behaviour. You should specifically study
the article by Tett (2009) to improve your understanding of the importance of norms
in personality assessment in the work place.
You can consult Moerdyk (2015), specifically chapter 11, for a thorough review of
different theories of personality. It is interesting to see how the primary
psychological approaches/theories such as the psychoanalytic; the humanistic
(including the phenomenological and existential); need theory and the dimensional,
trait or factor theory/approaches have all determined different personality
assessment techniques. Examples of different personality assessment techniques
can be found in section two of Laher and Cockroft (2013) and Moerdyk (2015),
chapter 11. Personality measures used in the SA work context are particularly more
nomothetic by nature, such as the 16PF, 15FQ+, the MBTI, the BTI and OPQ
(Moerdyk 2015, chapter 11 and Laher & Cockroft, 2013, chapters 14, 15, 16, 17, 19
and 20). Ideographic measures pertain to projective techniques and are rather used
in clinical and diagnostic settings. Therefore, you do not need to not know these
measures.
From studying different perspectives on personality theory, we know that individuals

differ from one another; people may act similarly or differently at different times and
in different situations; and that, despite this, people's behaviour can be evaluated
because it is fairly constant. The developmental approach has given rise to the
development of various career orientation or interest inventories discussed in
Moerdyk (2015, chapter 15) and the assessment of particular personality
characteristics such as integrity and honesty has become quite important in work
place assessments (see Moerdyk, 2015 chapter 13). Lastly, the evolvement of
positive psychology as a psychological approach has given rise to the assessment of
strengths and positive capabilities with the Psychological Capital Questionnaire
(PCQ-24) as discussed in the article by Görgens-Ekermans and Herbert (2013).
24
IOP4861/101/0/2016
5.3.3 Approaches and assumptions in behavioural assessment
The competency-based approach to psychological assessment has developed as a

primary way of assessment in organisational settings. Competency-based
assessment is underpinned by the assumption that noticeable behaviour can be
measured and that it is a good predictor of future work performance and success in
other non-work, social situations. A person’s competencies are linked with his or her
ability to demonstrate particular behaviour – knowledge, skills, attitudes and values
(KSAV) that is required to successfully perform a task in work and non-work settings.
In chapter 12, Moerdyk (2015) discusses competencies and competency-based
assessment and explains how to construct a competency-based assessment. The
competency-based approach is of particular importance when assessing potential;
and in the SA context it helps us to align our assessment batteries with the inherent
requirements of the job as required by the Employment Equity Act. In this regard
best practices in competency-based assessment design are also highlighted in the
articles by Campion, et al (2011) and Potgieter and Van der Merwe (2002).
Assessment Centres (ACs) entail a particular process of psychological assessment

which is based on the competency-based approach. ACs are covered in chapter 17
of Moerdyk (2015) – what they entail; the measures that are included; their benefits,
uses; and how to design an AC. Moerdyk (2015), furthermore, distinguishes between
development centres (DC) and traditional ACs. A further discussion by Joiner (2000)
will increase your understanding of an AC as a behavioural or competency-based
way of assessing people and focusing your attention on best practices and ethical
guidelines. Lastly, the competency-based interview is also an important application
of competency-based assessment. The competency-based interview is also referred
to as a structured interview and thoroughly discussed in the article by Levashina et al
(2014) and Moerdyk (2015, chapter 16) in relation to other types of interviews.
5.4 Psychometric theory
Psychological measures are developed from particular theories, and the relevant
theoretical concepts are operationalized as measurement constructs. Psychological
measures then measure the extent to which the theoretical constructs (measurement
constructs) are evident in people’s behaviour.
Psychometric theory entails the practical and statistical techniques used for
developing measures by analysing whether the measure assesses the relevant
measurement constructs with the best possible degree of certainty. Psychometric
theory proposes many assumptions or principles used in studying, measuring and
researching human behaviour. You should have knowledge of the two approaches
that fall under psychometric theory, namely classical test theory and item response
theory.
Classical test theory is used in the development of static psychometric assessment

instruments. Classical test theory helps you to understand the essential and required
psychometric characteristics of psychological assessment instruments and provides
you with the basic skills necessary for evaluating the credibility of a psychological
measure. Psychometric concepts such as reliability and validity, norms,
standardisation and bias are all important concepts you need to understand.
25
IOP4861/101/0/2016
In this regard, chapters 4, 5 and 6 of Moerdyk (2015) contain essential information

you need to study. Chapters 7 and 8 contain crucial information that will enhance
your understanding of fairness and bias and the important role they play in the
development and application of measures in a multicultural context.
Item response theory is mostly used in the development of dynamic psychometric

assessment instruments. The relationship between the ability level of a test taker
and the characteristics of a measurement item forms the basis of IRT assessment.
A basic assumption of IRT is that the higher your math ability level, the greater your
chances of getting a math item correct. This relationship is graphically represented
by the item characteristic curve (ICC). The three parameters used are the
discrimination index (a-parameter), the difficulty index (b-parameter) and the
guessing index (c-parameter). The difficulty index is the proportion of individuals
who answer the item correctly while the discrimination index indicates the extent to
which the item can discriminate between high and low performers. Hambleton and
Slater (1997) highlight some applications of IRT.
The following psychometric properties and characteristics are fundamental to

psychological assessment practice (note the references to articles you should
consult in the discussion of each):
5.4.1 Test validity
Validity refers to the extent to which a technique measures what it is supposed to

measure. In chapter 5, Moerdyk (2015) discusses various forms of validity, and it is
important to understand and to what content validity and criterion validity is and how
to apply it in the workplace. Bartram (2004) also expands on the concept of validity
and the impact of meta-analysis in clarifying issues of validity in relation to other
selection measures. Görgens-Ekermans and Herbert (2013) further provides an
insight into the internal and external validity of the Psychological Capital
Questionnaire (PCQ-24) on a South African sample.
5.4.2 Test reliability
Reliability is a measure of the consistency of a measuring instrument. In chapter 4,

Moerdyk (2015) discusses reliability and its various forms, as well as various sources
of error in measuring a psychological attribute, including factors affecting reliability.
With measurement reliability you have to prove that the psychological assessment
technique remains an accurate and useful tool every time it is used.
5.4.3 Norms and standardisation
In order to understand norms, you first need to understand standardisation.

Standardisation is the process of assessment a group of people to see the scores
that are typically attained on the measure. The participant can then compare his/her
score to the standardised group's performance (norm) when using the standardised
measure. With standardisation, the normative group must reflect the same variables
(for example age, race) of the population for which the measure was designed.
Many major psychological measures are norm-based which means that the scores
for individuals are interpreted by comparing them with those of another group of
26
IOP4861/101/0/2016
people previously defined as the norm group. Norms are empirically obtained by
determining how well a representative group of people performs in the specific
assessment.
The group's performance is the basis for the norms of the measure. Moerdyk (2015,
chapter 6) explains the use of norms when interpreting psychological scores and
how norms are defined, developed and reported. Claassen (1997) elaborates on
concerns about measurement norms in the study of cultural differences. Tett (2009)
provides a discussion on the importance of sample size during the development
phase of norms for personality measures.
You need to gain a proper understanding of the relation between norms, reliability
and validity.
5.4.4 Measurement errors
The theory of measurement highlights that no measure is ever 100% accurate;

therefore, we need to make provision for some errors. Every measurement will
contain an error component (standard error of measurement – SEM) and in chapter
4 of Moerdyk (2015) the character of the error component, and the reasons why it
occurs, are discussed.
Errors in psychological measurement occur for a number of reasons, for example,

the error may be technical – biased items or poor items that fail to give a valid or
consistent measurement of a construct. Errors may also be the result of the
assessment process in administering, scoring and interpreting measures and data.
The ‘human-nature’ factor, for example, the attitude of respondents towards the
measure; prejudice on the part of measurement instrument users or measurement
errors (e.g. the ‘halo effect’). As you probably know, coefficients of reliability and
validity also refer to error variances.
5.4.5 Bias
When using psychological measures, one of the core issues in comparing individuals
and groups is to ensure that bias is investigated in order to minimise inappropriate
interpretations. The Employment Equity Act 55 of 1998 specifically prohibits the use
of psychological tests and similar measures unless it can be shown that they are not
biased; do not discriminate against any group; can be administered fairly to all; and
has been certified by the HPCSA established by section 2 of the Health Professions
Act 56 of 1974, or any other body which may be authorised by law to certify such
tests or assessments.
Bias is closely linked with validity and, thus, the relevance of the measurement
technique to measure what it is supposed to measure. A measurement technique
may be systematic and consistent, but if it does not measure what it is supposed to
measure, it becomes biased. Moerdyk (2015) briefly clarifies the term in chapters 5
and 7; he regards bias as the ability of an assessment procedure to predict future
behaviour, irrespective of group membership. According to Bedell et al (1999), bias
is determined by means of objective and statistical indices that indicate if the
27
IOP4861/101/0/2016
measurement score has the same or a different meaning, or implications for different
subgroups. Claassen (1997) describes the issue of bias in assessment in light of
political developments in South Africa, which were characterised by racially biased
assessments.
It is very important to distinguish between bias - which is a technical and statistical

matter that can be measured objectively - and fairness – which often concerns
subjective contextual assessment. A significant feature of fairness is that it cannot be
described in absolute terms. You cannot refer to a measure as fair or unfair, it should
rather be described as fair to a greater or lesser degree. Apart from the contextual
issues which have to be dealt with in different ways, you can try to investigate the
accusation that measures are biased by examining the measurement items
themselves without reference to external criterion measures. Testing item bias
typically refers to some form of systematic error and involves the psychometric
properties of an item, which indicate that it does not measure equally for different
subgroups (for example different races). A measurement item is unbiased when
performance on the item is the same for equally able testees, regardless of their
subgroup membership. When measures are labelled as ‘biased’, the accusations
often have to do with the measures that are chosen for a particular context; the way
in which these measures are administered; or the way in which the results are
interpreted. The broader issues are often far removed from the actual instrument
itself and its inherent properties. The social consequences of measures used in
general and the predictive validity of results in particular, are not discussed here.
Equivalence is related to bias – if scores are unbiased, they are equivalent and can
be compared across cultures. Four types of equivalence can be identified, namely
construct, structural, measurement unit and scalar (full score) equivalence. The
study of bias and equivalence of data (measurement scores) obtained in different
countries and for different cultures can enhance the quality of multicultural
measuring instruments (see the article in Van de Vijver & Rothman, 2004).
Another term that is often used when item bias is investigated is "Differential Item
Functioning (DIF)", which specifically refers to differences in performance on an
item when different subgroups (of the same ability) are compared.
Psychometric techniques (specifically IRT methods) allow for more sophisticated

investigation of bias. Factors that typically need to be considered as causes for item
and/or measurement bias are culture, socio-economic status, level of education or
language. The constructs measured need to be confirmed (construct comparability)
as a fundamental issue – it concerns the nature and essence of what is being
measured; the different scores (score comparability) can then be investigated
meaningfully. Construct comparability can be assessed by factor analysis and by
comparing reliabilities for different groups. The article by Claassen (1997) highlights
some of these important issues that need to be considered in the South African
context.
5.4.6 Test development
Psychologists and/or measurement developers draw up a scale or measurement

instrument in which the items are carefully designed to assess the construct they are
interested in. A psychological measure is a scientifically designed and interpreted
form of observation. As students, you should be able to describe the steps involved
28
IOP4861/101/0/2016
in developing a measurement instrument. Moerdyk (2015) describes measurement

development and various scoring formats. Moerdyk (2015), furthermore,
differentiates between ipsative and normative approaches to scale construction in
chapter 3. He also outlines the steps involved in measurement development, in
chapter 6. There are different approaches to measurement instrument
construction, such as the classical test theory on which most measures were based
and the more dynamic or interactive approaches and applications of, for instance,
the item response theory (IRT). The approaches to measurement construction and
processes involved in, measurement construction may also be found in the articles
by Hambleton and Slater (1997) and Foxcroft (2004).
Over and above the steps to be taken when developing a psychological measure,
you need to be aware of cultural influences on measurement instrument
development. Several of the recommended articles elaborate on the challenges of
assessment in a multicultural environment (Bedell et al., 1999; Claassen, 1997;
Foxcroft; 2004; Foxcroft 2011; Joiner, 2000; Paterson & Uys, 2005; & Van de Vijver
& Rothman, 2004.
5.5 Different psychological measures and areas of application
This section focuses on the different types of psychological measures used to

assess different psychological constructs as well as the various areas of application
for which psychological assessment is used in the work context.
5.5.1 Types of psychological measures
You need to have knowledge of a number of psychological measures that are

available for use in the work context. Apart from the various chapters in Moerdyk
(2015), you can read about South African measures and applications in Laher and
Cockroft (2013), in the brochures and on the web pages of measurement instrument
distributors (see section 3.2.3 of this tutorial letter). Psychological measures are
broadly classified according to the measurement construct they measure:
5.5.1.1 Cognitive measures
Firstly, there are measures for cognitive assessment, such as intelligence,

aptitude, performance, cognitive/learning potential and psychomotor characteristics.
Standard measures for cognitive ability mostly measure the products of prior learning
(or what we refer to as crystallised intelligence) and, therefore, rely heavily on the
assumption that all examinees have had comparable opportunities to acquire the
skills and abilities that are being measured. Perusing the websites of various
distributors such as Psytech and SHL will also lead you to different cognitive
batteries for assessing verbal, numerical and abstract reasoning measures, which
we often use in the SA work context. Moerdyk (2015, chapter 10) also mentions a
few such as the WAIS-III (see also Laher & Cockroft, 2013, chapter 2 for more
detail).
This assumption underlying the assessment of crystallised intelligence is not true

when individuals from different socioeconomic and cultural backgrounds are
compared.
29
IOP4861/101/0/2016
Whereas ability refers to that which is available on demand; potential is concerned

with what could be and is based on the possibility of change. Since 1994 the
assessment of non-verbal ability and learning potential has become a major focus
which has to a great extent been dealt with through dynamic assessment. Learning
potential refers to an overall cognitive capacity and includes both present and
improved future performance. Implied in the use of the term is the assumption that
intelligence, which is measured with psychometric measures, is changeable as
indicated by changes in scores obtained with standard measures. By looking beyond
current performance and acknowledging the possible influence of other factors on
performance, more realistic measures and descriptions of cognitive development
and reasoning ability can be obtained. This kind of assessment is often referred to as
dynamic assessment – the test-train-retest method of assessing learning potential.
See the articles on dynamic assessment by Murphy and Maree (2006) and chapter 9
in Laher and Cockroft (2013). Examples of South African cognitive measures based
on the dynamic principle and aimed at assessing cognitive/learning potential
include the APIL-B, the TRAM-series and the LPCAT. Researchers have employed
different approaches, procedures, techniques and measures in their use of dynamic
assessment for the measurement of learning potential. The common link between all
these is that they involve some form of assistance to the person being assessed with
a view to providing a more accurate assessment of individual differences than can
be obtained with standard measurement scores. The pre-test performance indicates
the present (actual) level of development, whereas the post-test performance, which
follows after relevant training, reflects the future (potential) level of development.
We have not prescribed any articles discussing specific measures, because various
chapters in Laher and Cockroft (2013) are dedicated to specific cognitive measures.
Of specific interest for potential assessment in the work context are chapters 10 (the
LPCAT) and 11 (APIL and TRAM-series). Moerdyk (2015, chapter 14) also refers to
the measurement of cognitive complexity through the Career Path Appreciation
(CPA) measure. Prepare at least four cognitive measures as part of your
assessment ‘toolkit’, so that you will be able to choose one or more of them when
you are required to propose an assessment battery in an assignment, in the
examination or in practice.
5.5.1.2 Personality assessment instruments
Personality assessment is broadly divided into measurements developed from

different approaches or theories of personality (Moerdyk 2015, chapter 11). In the
same chapter Moerdyk (2015) refers to specific personality measures that are
frequently used in the work context to measure personality as a broad construct,
such as the 16PF, the NEO-PI-R and the MBTI. More specific aspects of personality
such as locus of control and Type A/B personality are also mentioned, but are not so
important to you at this stage. Important measures mentioned in Laher and Cockroft
(2013) include the 16PF (chapter 14), 15FQ+ (chapter 15), the BTI (chapter 16), the
MBTI (chapter 17), the NEO-PI-R (chapter 18) and the OPQ (chapter 20). Clinical,
diagnostic and projective measures (e.g. MMPI, and CPI) do not fall in the scope of
this honours module and you only need to take note of these measures to know they
are not applicable in the work context.
30
IOP4861/101/0/2016
Personality measures also include the measurement of constructs such as interests,

attitudes and values (see Moerdyk 2015, chapter 15) which are important in
assessments for the purposes of career development and counselling. Integrity
assessment (Moerdyk, 2015, chapter 13) is another construct that can be assessed
with a personality type measure; yet you do not have to study it for the examination.
A Measure of emotional intelligence that is well-known in South Africa includes the
BarOn EQi (see JvR website if you are interested).
We have included the article by Görgens-Ekermans et al (2013) on the PCQ-24, a

personality-based self-report questionnaire measuring positive psychological
strengths and used in the assessment of employee wellness.
Prepare at least four measures of personality as part of your assessment ‘toolkit’

so that you will be able to choose one or more measures when you are required to
propose an assessment battery in an assignment, the examination or in practice.
Note that we use different personality measures to measure different personality
constructs, which also differ in their applicability to different situations.
5.5.1.3 Behavioural assessment or competency-based assessment
The assessment of behaviour is based on specific principles of measurement such

as the assumption that behaviour is observable and can be measured and that past
behaviour is a good predictor of future behaviour. The entire competency-based
assessment approach is based on the principles of behavioural observation and is
thoroughly discussed in Moerdyk (2015, chapter 12). Additional articles on
competency-based assessment have also been recommended, namely Bartram
(2004) and Potgieter and Van der Merwe (2002). It is important for you to understand
what a competency is and how this assessment approach is practiced in the work
place.
As we have indicated previously, that there are certain advantages to the

competency-based approach (such as job-relatedness), which have made it a
popular approach to ensure fair assessment. As such, behavioural assessment or
competency-based assessment may have a wide range of applications in more
work-related contexts.
Behaviourally based or competency- based assessments include, for example,

simulation exercises and interviews. Bartram (2004) may also shed some light on
this. Refer to the article by Levashina et al (2014) as well as chapter 16 of Moerdyk
(2015) for information on structured (or competency-based) interviewing as a
method of assessing behavioural tendencies. The assessment centre approach
has also become a popular and very useful method of holistic competency-based
assessment, because it incorporates behavioural assessment techniques with other
psychometric measures of personality and cognition. Chapter 17 of Moerdyk (2015)
and some articles comprehensively describe the nature and principles underlying
assessment centres – also see Joiner (2000). As far as assessment centres are
concerned, you should pay particular attention to the following:
31
IOP4861/101/0/2016
 the distinctive characteristics of an assessment centre

 the uses and proven worth of assessment centres (eg validity and reliability;
advantages and disadvantages)
 the processes used during assessment centre assessment
 the behavioural and managerial dimensions that are evaluated
 types of exercises and measures used in assessment centres
 how to develop an assessment centre
 management or administration during assessment centre assessment
 ethical considerations and policy formulation
5.5.1.4 Other psychological assessments and what you need to study
Psychological assessments in the work context involve not only psychological

measures, but also other methods such as 360-degree assessments. 360-degree
assessments also form part of personality and behavioural-style assessments and
are sometimes included in assessment centre technology. A 360-degree
assessment questionnaire is based on evaluations of a person by peers,
subordinates, superiors and, sometimes, also by the self; and 360s are mainly used
for developmental purposes and in assessments related to performance appraisal.
You do not need to know 360s for examination purposes, but you need to take
note of performance appraisal as an area of application.
Psycho-physiological and psycho-neurological assessments are used less

often than other forms of assessment but are, nevertheless, used quite frequently in
clinical and forensic or medico-legal applications. For the purposes of this course,
you do not need to study these types of assessments.
NOTE: Prepare at least four examples of measures for personality and four for
cognition for examination purposes. Study various examples of behavioural
assessment such as simulations used in assessment centres and the
structured/competency-based interview. Although you do not have to know the
ʹtechnical detailʹ of the instruments, you should be familiar with: the general nature
and rationale on which a measure is based – you should know which measurement
construct is assessed, the broad nature of the measure (e.g. it measures Big 5
personality factors; or learning potential by assessing speed and accuracy etc.). You
should also be able to identify for what these measures are used in the work context,
for example wellness assessment, career counselling, selection and so forth. You
can expect questions such as the following:
 Discuss various areas in which psychological assessment is applied in the work

context and provide examples of the types of measures you could use in the
different areas of application.
 Identify and discuss the measures appropriate to conduct assessment in a
particular case study – substantiate your choice of measures in this situation.
 Discuss the nature, use and value of assessment centres or the structured/
competency-based interviews.
 Compare different types of interviews with one another.
 Discuss at least three cognitive/ personality measures applicable in a case
study.
32
IOP4861/101/0/2016
5.5.2 Areas of application of psychological assessment
The techniques we discussed in the previous section are applied in a wide variety of
industrial psychology and human resource practices in the work context. These
areas of application are referred to throughout the discussions (i.e. in the literature)
of the different techniques, but the application of these techniques in the work
context are emphasised mainly by Moerdyk (2015, chapters 14 and 15) and by
Bartram (2004). The primary uses of psychological assessment in the work context
pertain to the selection and development of employees. Different measures are used
for selecting employees on different levels (individual, group and organisational
levels) of the organisation. In terms of development, organisations assess
employees to identify their learning potential and trainability, but also their general
leadership potential. Career assessments are directed at empowering people’s
career choices and developing their strengths as does assessments of wellbeing
such as the PCQ. Assessment centres are an important aspect of applied
assessments, especially in the assessment of managerial development and
selection (see Moerdyk, 2015, chapter 17).
You should be able to write about the types of applications in more detail; and to
indicate relevant measures in different areas of application. You should also study
the following applications of psychological assessment in the work context:
 Personnel selection as discussed in Moerdyk (2015, chapter 14) and Bartram

(2004). This particular application includes the full spectrum of psychological-
assessment practices. Depending on the specific purpose of the assessment.
The assessment for personnel selection includes the measurement of
personality, intelligence and aptitudes as well as behavioural assessments (eg
the interview or simulations). A measure that is used frequently is the
measurement of personal integrity or morality. Naturally, interviews and bio-
data often play a prominent role in the selection processes.
 Work-performance assessment, assessment for training purposes and team

assessments as discussed in Moerdyk (2015, chapter 14).
 Management and leadership assessment and development (see Bartram,

2004).
 Measurement of career-development concepts, values, interest for career

counselling and career development purposes (Moerdyk, 2015, chapter 15).
 Assessment in areas related to wellness such as the assessment of emotional

intelligence and other positive psychology constructs (Moerdyk 2015, chapter
18) and Görgens-Ekermans and Herbert (2013).
 Assessment for the purposes of team or organisational development, for

example team role assessments and climate studies (Moerdyk 2015, chapter
14).
33
IOP4861/101/0/2016
Assessment for developmental and selection purposes is extremely important in this

course. Therefore, case studies in examination and assignment questions will
always be related to a selection or a training and development context.
5.6 PROFESSIONAL, LEGAL AND SOCIAL ISSUES IN PSYCHOLOGICAL

ASSESSMENT
Psychological assessment always occurs in a particular context and there are a

variety of contextual factors that have an impact on the value and utility of
psychological assessment. Socioeconomic influences, political ideology, educational
status, age and gender are all known to be moderators in psychological
measurement (Bedell, Van Eeden & Van Staden, 1999; Claassen, 1997; Foxcroft &
Roodt, 2005, chapter 16). More examples of moderators are the influence of
European and American culture, theories and practices. This influence has definitely
been valuable in the development of psychological assessment and can often be
directly applied to the South African context. However, we need to be aware of the
way in which such cultural influences can affect psychological assessment and the
status of psychological assessment — particularly in South Africa (Foxcroft & Roodt,
2005, chapter 2). In fact, factors such as these often lead to controversy about the
place and value of psychological assessment. Below follows a discussion of
significant cultural factors (including acculturation) the controversies that influence
psychological assessment and the guidelines and governing principles that were
developed to control moderating factors (Moerdyk 2015, chapter 8).
5.6.1 Fairness: the influence of culture, discrimination, prejudice, bias and

unfair assessment practices
Scientific psychological assessment is a process that enables you to distinguish

fairly between people in order to make certain employment decisions. When
psychological assessment and the decisions based on the results are made unfairly,
it constitutes unfair discrimination and is inexcusable. Various aspects need to be
considered in assuring fair assessment. Firstly, though it is important to distinguish
between bias – which is a technical and statistical matter that can be measured
objectively, discrimination – which means treating some people differently from
others owing to group membership, and fairness – which often concerns subjective
contextual assessment.
As a rule, bias in psychological assessment is the result of statistical or technical

errors or shortcomings. Unfairness in assessment processes is the result of human
factors such as ideologies, emotions and prejudices. You will find references to
these concepts and suggestions on how to solve problems of bias in Moerdyk
(2015), especially in chapter 7, while the articles by Claassen (1997) and Bedell, Van
Eeden and Van Staden (1999) contain a discussion of various factors concerning
prejudice in psychological assessment, in general, particularly in South Africa.
In chapter 7, Moerdyk (2015) refers to fairness as equal outcomes for all groups;
equitable treatment – including reasonable accommodation – of all groups during
assessment; participants having equal opportunity to experience and learn aspects
that, at a later stage, may affect their performance during assessment; and the
absence of predictive bias. A significant feature of fairness is that it cannot be
34
IOP4861/101/0/2016
described in absolute terms. Therefore, you cannot refer to a measure as fair or

unfair; it should rather describe it as fair to a greater or lesser degree. The individual,
social and organisational consequences of fairness in general, and the predictive
validity of results in particular, are discussed in chapter 7 of Moerdyk (2015). This
chapter also provides a detailed discussion of approaches to ensure fairness in
assessment.
In South Africa, affirmative action is being applied to redress unfair previous

practices in human-resources management. You should also be able to evaluate the
fairness of practices such as affirmative action and the role of psychological
assessment in this practice. Van de Vijver and Rothman (2004) introduce the
concept "equivalence" in multicultural assessment which is related to bias – it
focuses on the comparability of measurement scores obtained in different cultural
groups.
In this light, discrimination is acceptable if it is an inherent requirement of the job

(stipulated in the Employment Equity Act) or for reasons of social redress aimed at
undoing previous discriminations (stipulated in the Employment Equity Act 1998 and
the South African Constitution 1996). In chapter 7, Moerdyk (2015) makes a useful
distinction between three forms of discrimination, namely disparate treatment,
adverse impact and pre-market discrimination.
5.6.2 Professional, legal and ethical principles that govern psychological

assessment
5.6.2.1 Professional and ethical guidelines
Psychological practice in South Africa is regulated by law and governed by the

HPCSA under which the Professional Board for Psychology falls and also by the
Board for Personnel Practitioners (Tel: 011 488-8045; e-mail: [email protected]).
The regulatory documents published by the HPCSA for professionals registered
under the HPCSA Act prescribes the scope of practice of psychologists in general by
specifying their right to perform certain tasks and their accountability in practicing the
profession. As such, psychometrists and psychologists practicing psychological
assessment need to adhere to HPCSA guidelines in terms of ethical conduct,
training and registration requirements and the use of registered psychological
measures. These guidelines are stipulated in the following documents (see also
section 4.4.1) which can be obtained from www.hpcsa.co.za and follow the link to the
Professional Board of Psychology:
 Ethical code of professional conduct (Form 223)
Testing can be regarded as a systemic process including various phases in the

assessment - from the choosing of assessment measures; to administration and
scoring; the interpretation of results; the use of results (decision-making); the
communication of results through oral or written feedback as well as the security of
assessment material and data. We cannot use assessment data effectively if we do
not plan the processes and procedures properly, administer them professionally and
collect and use the data in an ethical manner. Chapters 1,2,3 and 5 in the ethical
code of professional conduct explains rules of ethical conduct that guide
35
IOP4861/101/0/2016
professionals in their fair assessment practice in terms of the whole assessment
process.
Laher and Cockcroft (2013, chapter, 28) as well as Moerdyk (2015, chapter 9)
also discuss these ethical conduct requirements.
 Scope of practice for psychometrists (Government Gazette, No. 34581,

Sept 2011) and the Framework for education, training, registration and
scope for psychometrists (Form 94)
As you work through the study material, you should compile a competency profile
for the psychometrist or psychological assessor. In other words, the knowledge,
thought processes, skills and other characteristics such a person should possess if
he or she is to be a successful psychometrist or assessment practitioner. Consult
Form 94 for information about the requirements for registration as a psychometrist.
Only registered psychologists may practise certain therapeutic or counselling
methods. They may use all levels of measures if they have had the required training
and may control all assessment activities carried out by psychometrists and
registered counsellors. Registration as an industrial psychologist requires a
master's qualification with 12 months' practical training (internship) in various
industrial psychological or human resource activities (Moerdyk, 2015, chapter 9).
Registration as a psychometrist or psychological counsellor requires a BPsych

degree (or relevant honours with additional professional training) that includes a six-
month internship. However, it is important to understand the difference between a
registered counsellor and a psychometrist as discussed in chapter 9 of Moerdyk
(2015). The psychological counsellor can do basic short-term supportive counselling;
basic psycho-educational training; and the promotion of primary psychosocial
wellbeing whereas the psychometrist can administer, score and interpret measures
and give feedback on these results (excluding projective techniques), specialist
neuropsychological measures and measures used for the diagnosis of
psychopathology.
Registered industrial psychologists, psychological counsellors and psychometrists

must keep abreast of new developments in psychological assessment through
continuous professional development (CPD). This is monitored by the Board of
Psychology (Moerdyk, 2015, chapter 9).
 Policy on the classification of psychometric measures, methods and

techniques (Form 208) and List of measures classified as being
psychological measures (Form 207)
You should also be aware of the ways in which psychological measures are
classified by the Professional Board of Psychology. In this regard you can also look
at Moerdyk (2015, chapter 9) to gain an understanding of how measures
classification has evolved in the South African context. The classification of a
measure as a psychological measure regulates matters such as how and by whom
these instruments may be used in training or in practice. Currently, a measure is
classified as being either a psychological measure or not and the categories for
classification in South Africa are as follows:
36
IOP4861/101/0/2016
Psychological measures: measures that may be used by psychometrists under

supervision of a psychologist with regard to (i) the choice of a measures, (ii)
administration and scoring, (iii) interpretation and (iv) report writing.
Other prescribed measures for use by professionals such as speech,
occupational and physiotherapists.
5.6.2.2 Legal guidelines
You should also take note of the latest legislation on assessment in South Africa,
especially legislation relating to applications in the work context. Take special note of
the role of psychological assessment for the purpose of employment and
employment-related decisions (Laher & Cockcroft, 2013, chapter 28; Theron, 2007).
You may obtain a copy of this legislation from your employer or request it from the
relevant state department (see 4.4.2). The most important assessment related
regulations are contained in the Employment Equity Act 55 of 1998 (EEA). This
Act covers unfair discrimination in detail and determines, specifically, that
“Psychological testing and other similar assessments of an employee are prohibited

unless the test for assessment being used:
 has been scientifically shown to be valid and reliable

 can be applied fairly to all employees
 is not biased against any employee or group, and
 has been certified by the HPCSA established by section 2 of the Health
Professions Act, 1974 (Act no 56 of 1974), or any other body which may be
authorised by law to certify those tests or assessments”
With relevance to psychological assessment and specifically competency based

assessment, the EEA further allows fair discrimination by stating that “it is not unfair
discrimination to:
 take affirmative action consistent with the purpose of the Act; or

 distinguish, exclude or prefer any person on the basis of an inherent
requirement of a job”
With relevance to psychological assessment and specifically potential assessment,

the EEA further states that for purposes of the Act, “a person maybe suitably
qualified for a job as a result of any one of, or any combination of that person’s:
 formal qualifications;
 prior learning;
 relevant experience; or
 capacity to acquire, within a reasonable time, the ability to do the job”
Other Acts, such as the Health Professions Act of 1974 have a bearing on who
can practice psychological assessment and the Skills Development Act of 1998
also has a bearing on how we practice psychological assessment.
37
IOP4861/101/0/2016
As such, competency-based assessment and potential assessment have become

increasingly important in the South African context when it comes to assessing
people so that they may develop to their maximum potential.
5.6.3 Integration and application
On completion of this course, you should not just be able to discuss the theoretical
aspects of the course, but also integrate information across themes and apply it in
practical, real-life problems in the work context. You should be able to integrate and
apply your knowledge of various types of measures, of psychometric requirements
and of the legal and ethical context that affect how we assess in various areas of
application. Look at the assessment criteria of outcome 6 – they all relate to the
integration and application of knowledge and theory you gained in this course.
6 STUDY PLAN
In your my Studies @ Unisa brochure you will find guidelines and a schedule for
general time management and planning skills. Below is a brief study plan you should
follow for IOP4861 to ensure that you keep abreast of the learning process as the
year transpires. Note that the activities commence on registration:
Activity Timeline
Log on to myUnisa and obtain a library pin Before 30 March 2016
Download Tutorial Letter 101 and read it carefully By 15 April 2016
Obtain the prescribed book By 30 April 2016
Request recommended book from the library
Download e-reserves (articles and Foxcroft & Roodt 2005,
chapters 2, 16 and 17)
Read section 5 in Tutorial Letter 101 again (study themes)
Read through Assignment 1 and identify relevant 15 May 2016
resources from prescribed and recommended material
Engage in a discussion forum on myUnisa as part of
Assignment 1 preparation
Download IPSONT 301 and peruse referencing By 25 May 2016
techniques – apply these in detail to Assignment 1
Complete Assignment 1 By 6 June 2016
Read through Assignment 2 and identify relevant 15 July 2016
resources from prescribed and recommended material
Engage in a discussion forum on myUnisa regarding
Assignment 1 feedback and Assignment 2 preparation
Complete Assignment 2 12 September 2016
Engage in a discussion forum on myUnisa regarding 30 September 2016
feedback on Assignment 2.
Engage in a discussion forum on myUnisa regarding 15 November 2016
Assignment 3 topics
Engage in a continued discussion forum on myUnisa
regarding examination preparation
Prepare Assignment 3 topics as examination preparation By 30 December 2016
Familiarise yourself with Assignment 3 feedback Tutorial
Letter 202 and do self-evaluation
Prepare for the examination by studying the learning By 20 January 2016
themes (section 5) as informed by the prescribed book
and various recommended articles and book chapters
38
IOP4861/101/0/2016
7 PRACTICAL WORK AND WORK INTEGRATED LEARNING

There are no practicals for this module.
8 ASSESSMENT PLAN
8.1 Year mark, admission to the examination and final mark
Three assignments are set for this module. Assignments 01 and 02 are
compulsory assignments as they constitute your year mark and the year mark
contributes 30% towards your final mark for IOP4861. The average of your marks for
the two assignments makes up your year mark:
Year mark = average (Assignment 01 + Assignment 02)
NOTE: You need a subminimum year mark of 40% for admission to the
examination.
Assignment 03 does not count towards your year mark and should NOT be
submitted. Assignment 03 is a self-assessment and the mark guide for the
assignment will be provided to you.
Your final mark for the module is made up of the year mark (30%) and the
examination mark (70%):
Final mark = Year mark (30%) + Examination mark (70%)
The combined weighted average of your year mark and examination mark should be
50% or higher in order for you to pass the subject. However, you have to obtain a
minimum of 40% in the examination, regardless of your year mark. If you obtain
less than 40% in the examination, you will fail.
8.2 Assignments: unique numbers and due dates
The assignments for this module are given in APPENDIX A of this tutorial letter.
Assignments are numbered consecutively per module, starting from 01. Please use
the unique assignment numbers (indicated below) on the cover page of your
assignment:
Assignment Unique number Due date

01 857736 6 June 2016
02 878789 12 September 2016
03 - Self-assessment
Feedback on the first two assignments will be sent to you in a feedback tutorial letter
after the due dates for these assignments have expired.
39
IOP4861/101/0/2016
8.3 Submission of assignments
You may submit written assignments either by post or electronically via myUnisa.
Keep a copy of your assignment and retain proof of its submission. For
detailed information and requirements as far as assignments are concerned, see my
Studies @ Unisa. To submit an assignment via myUnisa:
 on your computer, save your assignment file as a .pdf document

 Go to myUnisa.
 Log in with your student number and password.
 Select the module from the orange bar.
 Click on assignments in the left menu.
 Click on the assignment number you want to submit.
 Follow the instructions
NOTE: Assignments may not be submitted by fax or e-mail to lecturers.
8.4 Evaluation of assignments
Assignment questions are based on the prescribed book, recommended book and e-
resources as well as the additional information resources indicated in section 4.
When marking your assignments, we take into account not only your knowledge
and understanding of the theoretical contents and concepts, but also your
application skills and whether you are developing certain attitudes towards your
learning experiences. You should also assess how well you are doing and reflect on
the value of your learning experiences through self-assessment (section 10). Thus,
during assessment the following are important:
 Knowledge and understanding (insight): Do I know the facts and concepts

and can I explain their uses?
 Practical tasks and applied competencies: Can I do certain tasks and skills
based on my knowledge of the study material (applied skills, "deep insight")?
 Attitude or mind-set: Am I responsible? How well do I perform the tasks or
answer questions? For example, why do I receive a certain mark? Do I
complete and submit the assignments before or on the due dates?
 Value: What is in it for me? What is the value of my learning experience to
me, my work or society? How can I make a difference through my practical
contribution?
Note that when completing assignments you should adhere to specific criteria as
far as content, logical flow, structure, editing, your own assessment and the
resources that you consulted are concerned, all of which carry a different weight
when the assignments are marked. Part of being a successful honours student
is learning good academic writing skills. We use the criteria below, the relative
weight of each of them (in percentage form) in brackets.
40
IOP4861/101/0/2016
Assessment weight Definition

criteria
CONTENT 35% This criterion refers to the correctness of information,

the correct application of information, completeness,
and the extent to which the questions were answered,
by discussing the relevant theory in sufficient depth.
INTEGRATION/ 20% This criterion refers to logical flow and unity; integration
LOGIC of information from various resources; no unnecessary
repetition and logical reasoning in answering the
problems and questions; answering the questions on a
level suitable for an honours paper; providing your own
interpretation (not simply a parrot copying of the
sources); and an academic/scientific style of answering
questions.
STRUCTURE 10% This criterion refers to an ordered presentation of

information (table of contents, introduction, discussion,
summary, list of sources, etc), use of subheadings,
numbering system, and so forth.
LITERATURE 15% This criterion refers to the use of suitable and an

acceptable number (at least 15 for each assignment)
of the recommended and prescribed sources. The use
of additional, relevant and credible sources apart from
those recommended, demonstrates superior literature
search and integration.
EDITING 10% This refers to the application of the APA conventions

with regard to writing style, language, spelling,
referencing in text, table of contents and reference list.
Read Tutorial Letter IPSHONT/301/2016 for guidance in
terms of APA writing and referencing style.
SELF- 10% See section 10 for a further discussion of the value and
ASSESSMENT meaning of self-assessment
TOTAL 100
To determine a mark for your assignment we will assess your assignment according
to the specific criteria above, by using the following general guidelines. These
guidelines may also help you to allocate a realistic mark to your assignment:
41
IOP4861/101/0/2016
% GENERAL REASONS FOR MARK
 Does not meet the standards of an honour’s level assignment:

 Poor, confused understanding of the topic/theory.
Not yet competent  Integration of the subject matter is weak or non-existent.
 Subject content of the assignment is inadequate, too briefly presented or
0–49%
important points have been omitted.

 The assignment is basically descriptive, with an inadequate understanding
of, or critical insight into the topic and theory.
 The reference technique is seriously flawed.
 Too few references.
 Self-assessment is deficient or non-existent.
 Technical and academic standards were not met.
 Meets honour’s level requirements, but with some shortcomings:
 The assignment covers only the core of the topic/theory.
 The assignment answer is mainly descriptive and uncritical.
Basic competence
 Lacks depth of knowledge and informed and critical understanding of

theory.
 The topic has been correctly interpreted and the assignment shows
50–59%
understanding of the basic problems of the topic; the facts are generally
correct.
 Sources have been correctly quoted and acknowledged.
 The discussion follows a logical structuring of points.
 The quality of the discussion is adequate and opinions are explained and
substantiated to an acceptable degree.
 Self-assessment is too basic (lacks depth).
 Technical and academic standards have not been fully met.
 Informed and critical understanding of the subject matter and more insight
into the topic are evident.
 A more critical, evaluative approach to sources is apparent.
Competent
60–69%
 A comprehensive and systematic knowledge base is evident.

 Discussion, critical analysis, synthesis and evaluation of quantitative and/or
qualitative data are emphasised. The assignment is much more than merely
descriptive.
 Self-assessment is appropriate for honour’s level.
 Technical and academic standards are met.
 The academic elements mentioned in the 50–69% category are present to a
great extent, but certain things lacking to earn a distinction.
 This assignment shows a comprehensive and systematic knowledge base
of theory.
Well-rounded competence
 The problem is well understood and discussed with clarity and confidence;
informed and critical understanding is evident.
 The ability to identify, analyse and deal with concrete and abstract problems
using evidence-based solutions and theory-driven arguments is apparent.
70–74%
 The work is very well organised, the scientific method has been applied
successfully (technical and academic standards met).
 The discussion is presented in full, and extends to the implications and
consequences of the factors discussed.
 Sources are evaluated and used critically – advanced information retrieval
and processing skills are evident.
 Self-assessment shows the capacity to manage learning tasks
autonomously.
 Application of appropriate research methods, techniques and technologies
is evident.
42
IOP4861/101/0/2016
% GENERAL REASONS FOR MARK
In order to achieve a distinction, the following should be apparent in

addition to the qualities described in the 70–74% category:
 Superior factual knowledge based on wide reading must be evident

(comprehensive and systematic knowledge base of the discipline; specialist
knowledge).
Advanced competence
 Superior organisation and presentation of ideas (compliance with

academic/professional discourse requirements).
 Superior ability in handling difficult concepts (ability to identify, analyse and
deal with complex and/or real-world problems, drawing creatively on theory
75% +
and methods of the discipline).

 The sources consulted should be analysed and critically evaluated, and
alternative viewpoints objectively considered (critical analysis, synthesis
and independent evaluation of quantitative/qualitative data).
 The student must present his or her own considered and supported
viewpoints, using the resources of academic/professional discourse.
 Insight must be shown by offering an original and personal synthesis of
opinions and source material.
 The student should be able to express him/herself with exceptional clarity,
precision of thought and a disciplined intellect.
 Self-assessment shows capacity to manage learning tasks professionally
and autonomously; an attitude of continuous learning is evident.
Note that the examination answers are evaluated according to criteria 1 (content),
2 (integration/ logic) and 3 (structure). Examination answers should contain the
correct information, be coherent and, in the case of longer essay questions in
particular, have a logical structure, with a clear numbering system. You do NOT have
to provide references in the EXAMINATION.
8.5 Plagiarism
Plagiarism entails taking another person’s work or ideas and presenting it as your
own. Plagiarism is an extremely serious offense and equal to academic fraud. Unisa
regards it as a criminal offense.
You should be informed about what plagiarism involves and refrain from
plagiarism when preparing your assignments. As a registered Unisa student
you agree to adhere to Unisa’s policy on plagiarism and that you are aware of
the consequences of plagiarism for this module. This may include receiving
ZERO for the given assignment or for all your assignments and even failing
the module (depending on the severity of the plagiarism). We can also submit
the case for disciplinary inquiry.
Even if you don't mean to plagiarise, doing it has important consequences. Do not
copy and paste from articles, tutorial letters or the work of fellow students. Rephrase
and structure arguments in your own words. When you do quote or paraphrase
someone’s work from an article or tutorial letters – do it in order to substantiate and
build your own argument and remember to cite the source.
43
IOP4861/101/0/2016
9 THE EXAMINATION
9.1 Examination period
This module is offered in a year period which means that you will write the
examination in the January/February 2016 examination period.
PLEASE NOTE: It is your responsibility to confirm the date, time and venue of your
examination. my Studies @ Unisa brochure contains detailed information on issues
related to examinations such as supplementary examinations and the contact details
of the Examination Section. The Examination Section will provide you with more
information regarding the examination in general, examination venues, examination
dates and examination times. The examination date should also be visible on the
schedule on myUnisa later during the year.
9.2 Previous examination papers
We will provide an example of previous examination papers on myUnisa under

“official study material”.
9.3 Content of the examination
Although all the assignments may be taken as examples of the types of questions
that may be asked in the examination, we cannot possibly cover all the questions
that could be asked. All the examination questions are based on the study
themes.
Examination questions will range between 10 and 30 marks, calculating to a total of

100 marks. You will have three hours to do the examination. Assignment answers
are more comprehensive than your examination answers and you need to
acknowledge the resources you have used in your assignments. You do not have to
reference in the exam as you will not have the theoretical resources with you and will
have to rely on memory and an integrated preparation of the study themes.
Your examination preparation should include the following sources:
 Moerdyk (2015) (the prescribed book). For the examination you may leave out
parts of chapter 1 (namely sections 1.2, 1.4, 1.5, 1.6, 1.7 and 1.9) and the
whole chapters 2 and 13.
 The recommended articles (e-reserved articles) – you should download the
e-reserved articles from the library website or myUnisa. You will find that there
are overlaps between the content in Moerdyk (2015) and the recommended
articles. Use these sources in combination to ensure that you are able to
demonstrate your understanding of every theme discussed in this tutorial letter.
 The recommended book (Laher & Cockroft 2013) – use the chapters
referred to in the discussion of the study themes (section 5 of Tutorial Letter
101) to study specific examples of cognitive (eg 2, 9, 10 and 11) and
personality (eg chapters 14, 15, 16, 17, 18 and 20) measures. Remember you
do not have to know these measures in detail (see guidelines in section 5) but
you need to know the nature and rationale of at least four examples for each
44
IOP4861/101/0/2016
measurement construct. Chapter 1 (History of psychological assessment in

SA), chapter 28 (Ethics), chapter 29 (Computer and internet-based
assessment) and chapter 36 (Future trends) may provide you with interesting
additional information relevant to important study themes that are also covered
in Moerdyk (2015).
 The three chapters from the Foxcroft and Roodt (2005) book (part of e-
resources) – these also contain information you can use to supplement your
preparation on specific themes (history, moderating factors and future trends)
for the examination.
 Recommended documents relevant to the psychological assessment as a
profession (i.e. documents from the HPCSA) --- only to the extent that the
information forms part of the study themes. You may find overlaps with
Moerdyk (2015), and your recommended material. These documents will help
to deepen your understanding and knowledge of the training and registration as
a psychometrist, classification of measures and the ethical code.
You will receive more information on the examination in Tutorial Letter 202, which
will be sent to you during the year.
10 OTHER EVALUATION METHODS
Note that you will be required to do self-evaluation for each assignment. The
lecturers' assessment of your assignment answers will include an evaluation of your
self-evaluation. The self-evaluation constitutes 10% of your mark for an assignment.
The self-evaluation consists of the questions below which should be attached at the
back of each assignment in no more than 20 words per question:
(1) Give yourself a mark for this assignment and motivate why you give yourself
this mark. Indicate where in your assignment you performed at your best and
where you performed most poorly?
(2) Resources: Which of the prescribed and/or recommended sources did you
find most useful and which additional sources did you use (if any)?
(3) How much time did you spend on the assignment?
(4) How relevant are the sources provided for this paper to the realities, for
example, of industrial psychological assessment in the South African work
context?
(5) Did the assignment tasks add value to the application of your knowledge and
skills in the workplace? Please explain the application value.
(6) What aspects of the course, study material and your learning experience
would you like to improve? How?
(7) How would you describe the quality of the learning material (tutorial letter,
articles, prescribed book)?
(8) Do the assignment tasks reflect the learning outcomes?
(9) Was the lecturer and administrative support of an expected standard?
Please note: These questions will assess your achievement of the outcomes and
your use and/or development of specific competencies.
45
IOP4861/101/0/2016
11 FREQUENTLY ASKED QUESTIONS
Please refer to myUnisa or the brochure my Studies @ Unisa for frequently asked
questions (FAQs).
12 IN CONCLUSION
We hope that you will find this module rewarding to your career aspirations and that
you will be successful in its completion.
Your IOP4861 lecturers
Unisa
46
IOP4861/101/0/2016
APPENDIX A: ASSIGNMENTS
Dear Student
This Appendix contains your two compulsory assignments (i.e. Assignment 01 and
Assignment 02) as well as Assignment 03, which is for self-assessment.
In completing Assignments 01 and 02, please ensure that
 your assignments do not exceed 15 typed pages (including table of contents,

reference list and self-assessment)
 your reference list is in the correct format, comprehensive, relevant and

includes at least 15 credible sources
 you have applied the correct referencing techniques (set out in

IPSHONT/301/2016) in the text as well as in the reference list
 You have completed the SELF-EVALUATION questions as directed in Section

10 of Tutorial Letter 101/2016 in no more than 20 words per question.
47
IOP4861/101/0/2016
ASSIGNMENT 01
Marks: 100
Due date: 6 June 2016
Unique number: 857736
This is the first compulsory assignment for IOP4861 and is imperative for your
admission to the examination. You must submit this assignment by the due date
in order to obtain examination admission. Refer to section 8.3 in this tutorial letter
on HOW to submit your assignment via myUnisa.
The best way to approach this assignment is to ensure that you have diligently read
through all the themes in Section 5 of this tutorial letter and that you have obtained
the e-resources and the prescribed textbook as your core reference material.
Assignment question:
In the past, psychological assessment was misused in the South African work
context to benefit certain people, yet to date organisations rely extensively on
psychological assessment results to make important employment and
employee development decisions. Write an essay to present your critical view
on the nature and value of psychological assessment in the South African
work context today and in the future.
Your assignment should be structured to include the following:
 Introduction: (one short paragraph)

 Capture and focus the attention of the reader with a relevant and
interesting introductory paragraph.
 State the general focus of the essay and formulate an objective you
would like to achieve in this essay (eg: the objective of this essay is to……)
 Structure the layout of the assignment to follow.
(So from the introductory paragraph it should be clear WHAT this assignment is
about, WHY this essay is important; WHAT the objective of the assignment is
and HOW you are going to achieve the objective)
 The nature and purpose of psychological assessment and related

constructs
As your background section you should clarify what psychological assessment
and related concepts such as psychometric measures are; what we use it for
(purpose and application areas); and why psychological assessment is a
potential valuable tool in organisational decision-making. It should also be clear
that you understand what measurement constructs are and the process
underlying psychological assessment in industry.
 Psychological assessment in the multicultural South African context

To understand the value of psychological assessment in the current
multicultural work context, it is important to give a critical overview of:
48
IOP4861/101/0/2016
 History of psychological assessment

Critically review the development of psychological assessment in terms
of cognitive, personality and behavioural assessment. In your discussion
you should also highlight how research gave rise to the development of
different psychological measures that are used in the South African work
context today.
 Test moderators as significant factors impacting fair and unbiased

assessment
Explain why it is so important to think about assessment in a multicultural
context and how moderators bias measures’ results which lead to unfair
assessments. It should be evident that you understand what moderators
are in the South African context and the difference between fairness and
bias.
 What has been done to enhance the fairness of psychological

assessment practices in the South African context
In this section you need to critically discuss i) how the Employment Equity Act
(EEA) regulates and guides fair assessment and ii) how the Psychology
profession regulates itself to ensure fair assessment practice.
You should also critically link the EEA requirements to iii) psychometric
theory and iv) the evolvement of approaches such as competency based
assessment and dynamic assessment.
 Conclusion (2 or 3 brief paragraphs)

Provide a succinct conclusion of the objective of the essay and your main
findings. It should be clear in your conclusion that you have reflected on i)
whether you have achieved the objective you set out to achieve; ii) the potential
limitations of your assignment and iii) recommendations in terms of current and
future challenges in psychological assessment practice
TOTAL: [100]
49
IOP4861/101/0/2016
ASSIGNMENT 02
Marks: 100
Due date: 12 September 2016
Assignment unique number: 878789
This is your second compulsory assignment, which will constitute your year mark
for IOP4861together with Assignment 01. Remember you require a year mark of at
least 40% to be admitted to the exam. Submission of this assignment is therefore
critical for examination admission. The purpose of this assignment is to guide you
through the module-related theoretical themes and to integrate and apply the theory
in a specific context.
Assignment question
As an HR Consultant, you have been approached by the CEO of SeeSaw Coal

(Ltd), a large petroleum manufacturer, wishing to implement psychological
assessments in his company. They are specifically interested in:
 the various application areas in which they can use psychological

assessment in the organisation;
 to implement fair, non-discriminatory practices through an assessment
policy;
 to develop a new psychological assessment measure to use for
selection of bursary applicants
 to develop leadership capability in their engineering employees through
assessment centres.
You are requested to prepare a document with recommendations on how to

address the above needs.
PLEASE NOTE: When structuring your assignment you should follow the structure
exemplified in Assignment 01 and include a table of contents, an introduction,
body (with headings and sub-headings) and a conclusion, as well as reference list
and self-evaluation.
The following themes should be evident in your assignment:
 Areas of application
Your insight into the different areas in which psychological assessment can be
applied in the organisation, on individual, group and organisational level should
be clear.
 How psychological assessment should be managed to ensure ethical and

fair processes (to inform the assessment policy)
Your discussion should clearly highlight the ethical and professional parameters
that regulate and guide psychological assessment practice in the SA work
context. Therefore, you should discuss the roles and purposes of the relevant
professional bodies and the ethical code to psychological assessment practice.
50
IOP4861/101/0/2016
You should also recommend the appointment of a psychometrist and explain

the competency requirements a psychometrist should adhere to.
 The development of fair and unbiased psychological assessment

measures
You should demonstrate understanding of:
 the steps in measurement instrument development

 the core characteristics (psychometric properties) that a psychometric
measure should adhere to with specific reference to reliability, validity,
norms, standardisation and bias.
 Identification of leadership potential (theme 5.6.3 – integration &

application)
To address the need to develop leadership capability, you should propose the
value of following a competency-based assessment (CBA) approach to
ensure adherence to EEA requirements in terms of “fair discrimination” and
potential assessment. In your discussion it should be clear that you:
 have a sound understanding of competencies, CBA and competency

profiling;
 have critical insight into the value of CBA in relation to EEA
requirements for ensuring fair assessment practice
 understand how an assessment centre (AC) is a valuable
measurement method or process to apply CBA in the context of
identifying and developing leadership
 can explain the nature and distinguishing principles of ACs, including
examples of relevant types of cognitive and personality measures to be
included in this context as well as the use of interviews and simulations
in terms of behavioural assessment
 can recommend the fundamental aspects the organisation needs to
include in an AC policy document.
TOTAL: [100]
51
IOP4861/101/0/2016
ASSIGNMENT 03: Self-assessment
Assignment 03 is a self-assessment assignment. We will provide you with guidelines

on how you could have answered this assignment in a feedback tutorial letter. This
assignment is also a guide to how questions can be formulated in a different manner
to how it was done in Assignments 01 and 02 for examination preparation purposes.
Assignment questions
1. Critically discuss the important professional and ethical issues pertaining to

psychological assessment in the South African context, including:
 The classification system of psychological measures

 The role of various professional bodies in the regulation of psychological
assessment practice
 Registration categories of people who are allowed to use psychological
assessments
 The ethical code guiding fairness in psychological assessment. (30)
2. Present, in table format, a thorough analysis of various psychological

assessment measures, giving appropriate examples and indicating all the
possible areas where psychological assessment can be applied. Structure
your answer according to the different measurement constructs. (30)
3. Your employer, Congo Bank, recently received a complaint from an applicant

stating that the psychological evaluation battery to which she was exposed do
not comply with the requirements stipulated in the Employment Equity Act
(EEA). The allegation is very serious and management is concerned that the
applicant may take the company to court. As the psychometrist of the
company, management instructs you to brief them thoroughly on the
following:
a. The primary requirements of the EEA, which are relevant to

psychological evaluation (5)
b. Each of the main psychometric properties mentioned in the act, that
psychological measures should adhere to (15)
c. Bias as a key requirement when using a psychological evaluation tool
as opposed to the issue of fairness in practicing psychological
evaluation (10)
[30]
4. Answer the following:
a. Critically discuss computer-based and online psychological assessment.

(15)
b. Analyse new trends and developments in the constructs, technologies
and theories pertaining to psychological assessment. (15)
[30]
52
IOP4861/101/0/2016
5. In psychological assessment practice a number of trends around

psychometric theory have emerged. In order to enhance the line mangers’
understanding of these trends:
a. Explain why a transition took place that replaced the use of classical
test models with that of item response theory models. (15)
b. Motivate to the line managers the importance of using the LPCAT to

assess the cognitive potential of supervisors on the factory floor for
promotion purposes. In your motivation explain why the LPCAT (or any
other cognitive potential evaluation tool you may prefer) is in line with
EEA requirements to ensure fair and unbiased assessment of the
cognitive potential of the supervisors. (15)
[30]
©
UNISA 2016
53

Tutorial Letter 101/0/2016: Industrial Psychological Assessment

Uploaded by

Copyright:

Available Formats

Tutorial Letter 101/0/2016: Industrial Psychological Assessment

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Tutorial Letter 101/0/2016: Industrial Psychological Assessment

Uploaded by

Copyright:

Available Formats

IOP4861/101/0/2016

Tutorial Letter 101/0/2016

Industrial Psychological Assessment

Department of Industrial & Organisational Psychology

This tutorial letter contains important information about your

1 INTRODUCTION AND BRIEF OVERVIEW ................................................................... 4

1.1 TUTORIAL LETTERS................................................................................................. 4

1.2 MYUNISA ................................................................................................................... 5

1.3 COURSE LAYOUT AND CONTENT .......................................................................... 5

2 PURPOSE AND OUTCOMES ....................................................................................... 6

2.1 PURPOSE .................................................................................................................. 6

2.2 OUTCOMES .............................................................................................................. 6

3 CONTACT DETAILS ................................................................................................... 10

3.3 UNIVERSITY ............................................................................................................ 10

4.1 PRESCRIBED BOOK ............................................................................................... 11

4.2 RECOMMENDED BOOK ......................................................................................... 11

4.3 ELECTRONIC RESERVES (E-RESERVES): ........................................................... 12

4.4 ADDITIONAL RECOMMENDED INFORMATION ..................................................... 13

5 DISCUSSION OF STUDY THEMES RELATED TO LEARNING OUTCOMES ............ 16

5.1 ORIGIN AND DEVELOPMENT OF PSYCHOLOGICAL ASSESSMENT .................. 17

5.2 THE NATURE OF PSYCHOLOGICAL ASSESSMENT ............................................ 19

5.3 APPROACHES AND ASSUMPTIONS IN PSYCHOLOGICAL ASSESSMENT......... 22

5.4 PSYCHOMETRIC THEORY ..................................................................................... 25

5.5 DIFFERENT PSYCHOLOGICAL MEASURES AND AREAS OF APPLICATION...... 29

5.6 PROFESSIONAL, LEGAL AND SOCIAL ISSUES IN PSYCHOLOGICAL

6 STUDY PLAN .............................................................................................................. 38

7 PRACTICAL WORK AND WORK INTEGRATED LEARNING .................................... 39

8.2 ASSIGNMENTS: UNIQUE NUMBERS AND DUE DATES ....................................... 39

8.3 SUBMISSION OF ASSIGNMENTS .......................................................................... 40

8.4 EVALUATION OF ASSIGNMENTS .......................................................................... 40

8.5 PLAGIARISM ........................................................................................................... 43

9 THE EXAMINATION .................................................................................................... 44

9.1 EXAMINATION PERIOD .......................................................................................... 44

9.2 PREVIOUS EXAMINATION PAPERS ...................................................................... 44

9.3 CONTENT OF THE EXAMINATION......................................................................... 44

10 OTHER EVALUATION METHODS .......................................................................... 45

11 FREQUENTLY ASKED QUESTIONS ...................................................................... 46

APPENDIX A: ASSIGNMENTS .......................................................................................... 47

1 INTRODUCTION AND BRIEF OVERVIEW

Welcome to the honours course in Industrial Psychological Assessment. A

Psychological assessment in the work context is a contentious discipline since it is

1.1 Tutorial letters

 This tutorial Letter, IOP4861/101/0/2016

This tutorial letter 101/0/2016 contains:

 important administrative information to assist you in your communication with

To go to the myUnisa website, start at the main Unisa website,

1.3 Course layout and content

Finally, the three assignments for IOP4861 are given in Appendix A.

2 PURPOSE AND OUTCOMES

The purpose of this module is to gain comprehensive knowledge, develop a critical

On completion of this module, students should be able to:

1. critically review the history and development of psychological assessment

TABLE 2: LEARNING OUTCOMES & ASSESSMENT CRITERIA

Study theme 1: Origin and development of psychological assessment (section 5.1)

Study themes: The nature, approaches and assumptions in psychological

Study theme: Psychometric theory (section 5.4)

Study theme: Professional, legal and social questions in psychological assessment

Only academic-related enquiries concerning the course content should be