Download the paper, fix the mistakes (highlight them another color if you want), and turn in the paper by Sunday night.  This is a pass/fail assignment and you must fix at least 9 of the 10 errors to get credit.   

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 Attached Files:

  • File Week 2 Editing APA Style Errors Assessment.docx   Click for more options                                                                      (20.604 KB)

The attached paper contains 10 APA Style formatting errors.  Your job is to fix the errors in yellow.  HINT: The table on page 177 of the APA Manual will help you correct several errors. If you are not sure what the error is, then keep looking for it.  This activity involves some investigative work using the APA Manual to address mostly BASIC APA Style formatting rules.  If you guess, you will probably not get the answer correct. But if you use the APA Manual, you can get 100%.

Download the paper, fix the mistakes (highlight them another color if you want), and turn in the paper by Sunday night.  This is a pass/fail assignment and you must fix at least 9 of the 10 errors to get credit.

 

 

Ethics and Assessments: An Analysis of Test Selection and Participant Feedback

Daniel G. Kuchinka

Industrial/Organizational Psychology

Testing and Assessment in Workplace Psychology
Ethics and Assessments

In this paper, we will consider and assess different ethical codes of conduct and describe why they are important in an assessment process. For our discussion, assessment is defined as psychological tests used for selection purposes in the workplace. Ethics is a broad subject with varying definitions and meaning typically referring to immoral, unfair, or illegal activities. Codes of conduct are common and often identify relevant and important issues unique to the mission of an organization. For our discussion, ethical codes of conduct are defined using a composite list provided by Cook & Cripps (2005). We will focus on ethical issues specific to planning assessments and providing feedback. When reviewing the following information, keep in mind that while specific ethical guidelines and practices of assessment are well documented and some examples will be identified, debate remains concerning many of the important details (Levinson, 2002).  These details will be identified and explained as we progress through the following ethical codes of conduct.

When planning an assessment, one of the first activities a psychologist will encounter that poses an ethical consideration is choosing an appropriate assessment. Cook and Cripps (2005, p. 321) describe “several issues including making sure the assessment is job related, does not show group bias, is not unduly intrusive, and does not cause unnecessary stress to applicants”. When examining each of these examples, we can develop an appreciation for the complexity of ethical issues and reasons for debate as previously described. To make sure an assessment is job related, a psychologist will often perform a job analysis and investigate several assessments to make sure an appropriate test is used. This would include reviewing the reliability and validity of the test, as well as understanding the population the test is designed for based on the publisher’s recommendations. Although simply making a poor choice of assessment does not necessarily constitute unethical behavior.

Some may view choosing a poor or inappropriate assessment as unethical because the psychologist should not be able to use ignorance as an excuse for his or her decision. However, Cook and Cripps may view a poor decision as a waste of time but not necessarily unethical. What would likely be viewed as unethical behavior would be a psychologist who knowingly chooses an assessment that is not job related. As an example, a test might be chosen that measures aptitude towards the English language for a job that does not require significant knowledge of English (e.g., assembly line worker). If the psychologist intentionally chose the test because he or she does not want to hire individuals that speak English as a second language, the decision would likely be viewed as unethical. However, even though this example may be clearly an ethical violation to many, some may still claim it was not an ethical violation. As an example, they may claim a common language of English is important for safety reasons. This example briefly demonstrates the complex nature of ethics and assessment.

After an assessment is completed, a common ethical code of conduct recommends providing feedback to the test taker (American Psychological Association, 1996; Cook and Cripps, 2005). For the organization using an assessment as part of the selection process, this means a qualified individual who has access to the test results is ethically responsible for explaining those results to the applicant who completed the assessment. In the “Statement on the Disclosure of Test Data” created by the Committee on Psychological Tests and Assessments of the American Psychological Association (1996), psychologists and their employing organizations or institutions have an ethical obligation to disclose an individual’s test results. This obligation can also be legally mandated or included in the policy and procedures specific to the organization administering the assessment.

Perceptions of fairness towards the assessment process and those conducting the tests can be negative if not effectively administered (Schinkel, van Dierendonck, and Anderson, 2004). Administering an invalid assessment may be a waste of time and for this reason not unethical as Cook and Cripps (2005) describe, the negative consequences on the individual being tested is what constitutes this action as unethical.  Fletcher describes the experience of going through an assessment process and how subsequently being rejected can also have negative effects on self-esteem (1991). Although research could not be found pertaining to an absence of feedback (i.e., applicant completing an assessment and never receiving any feedback), it is likely not knowing anything about the test results would also yield negative consequences. It is for this reason additional research needs to be conducted with the absence of assessment feedback as a variable.

The purpose of the previous discussion was to demonstrate the complexity of ethical codes of conduct and assessment during the selection process. Literature is common that describes the various forms of ethical violations during the planning and feedback stages of an assessment. To make things more complicated, Schinkel, van Dierendonck, and Anderson (2004) describe perceptions of fairness that can be negative even when ethically administered. However, because ethics and assessment can be debatable topics, the application of ethical codes of conduct can be difficult. Psychologists need to consider the negative impact they can have on the lives of the individuals who participate in the assessment process. Perhaps it is the impact on others that can help psychologists determine what is ethical or not based on the significance of the outcome of their decisions.

 

References

American Psychological Association, Committee on Psychological Tests and Assessments (1996). Statement on the disclosure of test data. American Psychologist, 51(6), 644-648. doi:10.1037/0003-066X.51.6.644

Fletcher, C. (1991). Candidates’ reactions to assessment centres and their outcomes: A longitudinal study. Journal of Occupational Psychology, 64(2), 117-127.

Levinson, H. (2002). Ethical problems and consulting guidelines. In H. Levinson (Ed.), Organizational assessment: A step-by-step guide to effective consulting. (pp. 13-39). Washington, DC US: American Psychological Association. doi:10.1037/10453-002

Cook, M., & Cripps, B. (2005). Psychological assessment in the workplace: A manager’s guide. New York, NY: John Wiley & Sons.

Schinkel, S., van Dierendonck, D., & Anderson, N. (2004). The impact of selection encounters on applicants: An experimental study into feedback effects after a negative selection decision. International Journal of Selection and Assessment, 12(1-2), 197-205. doi:10.1111/j.0965-075X.2004.00274.x

Evaluate how the research methods employed support the studies’ findings. Analyze how the studies’ findings explain reasons for the problem and point toward potential solutions.

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INSTRUCTIONS ON PAPER:

 

Write a 6–8-page action plan to resolve issues in a case study  based on evaluation of relevant psychological theory, research,  principles, and standards.

When faced with a problem that involves psychology, you could merely  rely on lessons drawn from your own personal experience, but of course,  your education in this field has given you greatly enhanced sources of  guidance.

Preparation

Return to the case study that you considered in Assessments 1 and 2.

  • Identify two or three psychological theories and principles that  help to explain the reasons for the problem and point toward potential  solutions for it.
  • Use the Capella University Library to locate at least three  scholarly research studies in an area of psychology relevant to the  problem. If you have had the opportunity to conduct or assist formal  research in an academic or professional context, you may be able use the  study in this assessment. However, if you wish to do so, e-mail a copy  of the study to your instructor and ask for confirmation that it is  appropriate for the assessment.

Instructions

Complete the following:

  • Create a title page: Write a brief title that  concisely conveys the purpose of this report. It is suggested that you  use the APA Paper Template, linked in the Resources under the APA  Resources heading, to format your paper to format your work according to  the APA manual (current edition).
  • Write an introduction: For the introduction section of your paper, include the title at the top of the first page. (In APA format, the word Introduction is not used as a heading.) Briefly summarize:
    • The case you have chosen.
    • A high-level summary of ethical and cultural issues that you identified in the case.
    • How theories and research, in general terms, help explain the problems in the case and point toward solutions.
    • How the case relates to a larger societal problem or problems.
  • Create a heading titled Case Issues: Review the case issues, including the ethical and cultural issues, in more detail.
  • Create a heading titled Theoretical Framework:  Analyze how two or three psychological theories help explain the  problem and point toward potential solutions. In doing so, cite relevant  principles or concepts derived from these theories. For example:
    • Let us say that we are assisting an adolescent from Germany  who has moved to the United States and is having a rough time adjusting  to her new high school. In addition to information gathered from her,  her parents, and the school, we could consider Erikson’s psychosocial  theory and the stage of identity and role confusion in which adolescents  search to establish their own values, beliefs, and goals. During this  important time of identity development, the teen has been immersed in an  entirely different culture with values and beliefs different from the  one which she knows. We could consider to what extent she was mastering  the stage prior to and then after the move. Based on sociocultural  theory, we would enquire about the differences in culture that may be  impinging on her success in interacting in her new environment. By  integrating the two theories, we can get a better understanding of how  her developmental stage is clashing with her sociocultural context. We  might search for research on adolescent development and cross-cultural  experiences to get a better understanding of what research demonstrates  is effective in assisting teenagers in this position.
  • Create a heading titled Related Research:  Summarize at least three research studies that pertain to the problem. A  summary will provide your reader with a clear understanding of the  purpose of the study, the methods, and the findings.
    • Describe the research designs and methods used in the studies.
    • Use principles of critical thinking to evaluate the quality of the research and analyze the relevance to the problem.
      • Evaluate how the research methods employed support the studies’ findings.
      • Analyze how the studies’ findings explain reasons for the problem and point toward potential solutions.
      • Analyze how the studies’ findings relate to the psychological theories you previously cited.
      • Compare findings of the studies and assess how they support or contradict each other.
      • See if any contradiction is apparent. If so, try to  explain why the contradiction may have developed and which position is  more credible and why.
  • Create a heading titled Action Plan:  Based on your theoretical and research findings as well ethical and  cultural considerations, provide an action plan with recommendations for  how to resolve the problem you researched in a fair and just manner.
    • Make clear how the objectives of your plan are specific,  measurable, achievable, and relevant to the problem, and the timeline  for implementation should be.
    • Integrate information from your sources to support your recommendations.
  • Create a heading titled Conclusion:  Briefly summarize the importance of the problem, how psychological  theories, principles, and research may point to ways improve the  problem, and the implications for a larger societal problem or problems.

Keep in mind throughout this assessment that while your writing must  conform to APA standards, you must explain all information in a manner  that can be easily understood by a nonacademic or nonscientific  audience.

Refer to the Research Analysis and Action Plan Scoring Guide to ensure that you meet the grading criteria for this assessment.

Additional Requirements

Your assessment should meet the following requirements:

  • Written communication: Written communication is well organized and free of errors that detract from the overall message.
  • APA style: Comply with current APA style and formatting.
  • Number of resources: A minimum of three academic resources.
  • Length: 6–8 typed, double-spaced pages, excluding the cover page and references.
  • Font and font size: Times New Roman, 12 point.

INSTRUCTORS FEEDBACK

 

Thank you for submitting your u3a1 paper. SafeAssign indicated that  your paper has a 52% match for plagiarism and this is too high. While  you can use some of the same information from other assessments, you  copied verbatim the same information from assessments 1 and 2.  Assessment 3 asks for different information and you need to address  those questions as you will need to use all 3 assessments for your unit 4  presentation.

While the assessments do build on each other, they  do also require very different information. It would not make sense to  submit the same information for 3 assessments and you need the 3  assessments to complete the unit 4 presentation. The first assessment  asks you to choose a case study and analyze an ethical dilemma within  it, based on the application of ethical principles. You were asked to  think of this ethical analysis as a report you would make in a  professional context. Then in Assessment 2, you were asked to report on  cultural aspects of the same case. This is not the same as unit 1. In  Assessment 3, you were asked to apply psychological theories, research,  principles and standards to develop an action plan to resolve the case.  Again, this is not the same as unit 1 or unit 2 so you should not have  the exact same information submitted in all 3 papers. I hope this helps  as Assessment 4 asks you to submit your presentation to communicate your  research and plan based on your 3 assessments.

You  cited most places but had several areas where you did not cite. You are  almost there! You need to write in your own words only and cite properly  in order to demonstrate your own learning and understanding of the  material. In order to demonstrate your understanding of the material,  you need to write in your own words.

You are so close! If you  do include a quote, you need to cite it properly and use quotation  marks and page numbers in your citations. If a quote is 40 words or  more, you need to use block format. You can amend this paper and submit  your next revision. The problem is that you need to cite  properly when you take information from other sources. Please work with  your tutor to cite properly and consistently throughout your paper.

Choose the scenario that most interests you. Note: Before selecting a scenario, view the Discussion 4 Forum to see if any colleagues have already posted. If so, select a letter that has not yet been chosen. All nine (a–i) letters should addressed before a student repeats a letter.

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Discussion: Confounding Variables

Internal validity in a research study is the extent to which changes in the dependent variable can confidently be attributed to the influence of the independent variable rather than to possible confounding variables. In other words, was it really the independent variable that had an effect on the dependent variable or did something else cause the effect?

For example, presume that an instructor wants to try a new reading efficiency strategy to improve reading comprehension of college students in an online course. The instructor divides the class into two equal groups. One group (the experimental group) reads a passage using the new reading strategy taught by the instructor. The other group (the control group) reads the same passage but is not exposed to the new strategy. Next, both groups of students complete a reading comprehension test. The assumption is that if the group exposed to the new reading strategy scored higher than the other group, the new reading strategy is effective.

What else could explain the difference in scores? Is it possible that the students enrolled in the group that learned the new strategy already had high reading comprehension skills? What if this group already knew more about the information in the reading passage? Could the instructor have inadvertently biased the study because he taught the new reading strategy, and he selected the reading passages that both groups read?

Possible situations, or reasons, that could interfere with obtaining accurate results are called confounds, and could be a threat to the internal validity of a study. It is important to keep in mind though, that the presence of a possible confounding variable in a study does not necessarily mean it is responsible for obtained results. Rather, the independent variable (e.g., the reading intervention) may have actually had an effect on the dependent variable (the test results).

In this Discussion, you will examine possible confounding variable(s) in research studies from your course textbook and apply methodology for addressing and/or eliminating the possible confound(s).

To prepare:

  • Read Chapter 12 in your course text.
  • Read the “Thinking Critically About Research” scenarios (a—i) in Chapter 12, pages 256–258.
  • Choose the scenario that most interests you. Note: Before selecting a scenario, view the Discussion 4 Forum to see if any colleagues have already posted. If so, select a letter that has not yet been chosen. All nine (a–i) letters should addressed before a student repeats a letter.

For your chosen scenario, determine the possible confounding variable(s) (there may be more than one), and consider how they might be eliminated using research designs presented in the readings (e.g., 2×2 factorial design).

Note: You can assume that random assignment took care of any potential differences in the groups; therefore, group differences are not a potential confound.

With these thoughts in mind:

By Day 3
  1. Indicate the letter of the scenario you selected in the “Subject” field of your post. You should be addressing a scenario different from those posted, unless your colleagues have already addressed all nine scenarios. Identify and explain the possible confounding variable(s) (e.g., demand characteristics, placebo effect) in your chosen scenario.
  2. Drawing from the Learning Resources this week, explain a specific research design (e.g., 2×2 factorial design, repeated measures design) the researcher(s) could use to control for confounding variables.

Note: Be sure to support the responses within your Discussion post, and in your colleague reply, with evidence from the assigned Learning Resources.

Stereotypes and Stereotyping

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I would like you to consider the ways that stereotypes and stereotyping can affect ethnic minorities in the United States. How do they challenge the individual’s own conceptions of their culture and where they fit within society?  How do they challenge other’s perceptions of these cultures? How can these result from or lead to historical trauma, cultural alienation, and unrest? Come up with at least 5 examples. What are some ways individuals can fight back against the prevalence of stereotypes and racial profiling in today’s society?