Cognitive Ability Tests and its Usefulness

Psychometric tests are one of the common widely used tools which may vary according to the needs. When measuring the acumen rate of individuals, cognitive ability is particularly concerned with estimating the measurable cognitive abilities. The goal of this essay is to identify the tools based on mental abilities. Moreover, explain how those tools can be beneficial in the workplace.

Cognitive ability tests are a method for forecasting constructively the induvial intelligence which generates a valid criterion for the selection process. ( Distefano, Pryer, and Crotty, 1988 Meyer. L.L et.al.,2005). In characterizing the cognitive test, Henderson (2012 cited in Dessler, J.,2017, p. 221). mentioned that “In one illustrative study of firefighter trainees' performance over 23 years, the researchers found that a measure of general intellectual ability and physical ability assessment was highly predictive of trainee performance”. To clearly define intelligence, other researchers demonstrate that the cognitive tests are concerned with the general measurable skills which get out the other tests examine the expression intelligence such as Emotional Intelligence test (McDaniel, M.A. et.al, 2010). Two, therefore, categories lead directions for cognitive intelligence tests. First is the general intellectual ability test is founded to group the test-takers’ standing on individual competencies and skills such as problem-solving, analytical and critical thinking, and English language abilities. The other is specific ability tests are mainly designed to specific like for example include mechanical comprehension and mechanical aptitude. Additionally, classifying tests according to what it is designed for could address the useful tools and their outcomes.

Two factors impact cognitive assessments, this produces two models with different functions. According to (Spearman 1904 Cited in McDaniel, M.A. et.al, 2010), the dominant models used in cognitive abilities are “S” for Specific and “G” for General. The “ S” model is more limited than the “G” model. The “G” model has major categories each one focusing on a different aspect. Logical reasoning tests reflect the individuals' score in critical aspects such as thinking logically, solving- problems, and thinking critically which may indicate to the candidate potentiality at work as this is a required skill. Additionally, numerical reasoning tests reveal the precision in dealing with numbers, working in the banking sector or institutions that deal with money usually choose this kind because it represents the average in problem-solving based on the given data. Moreover, verbal reasoning tests mainly concentrate on measuring the test-takers’ approaches to comprehending, understanding, analyzing, and interpreting cases whether it is oral or written Wood, H .T (2010). The “S” model is developed for a unique target and it is sophisticated because it is highly customizable to assess and place the desirable skills based on the job, or the functional area. As a result of this illustrates where the candidate score falls on the aforementioned categories, we can set assumptions about the candidate’s performance.

Predicting the candidate’s performance is one of the cognitive tests’ findings, it refers to the correlation between cognitive ability and declarative knowledge. Evidenced that general intelligence is the best predictor of job performance cited by Borman et. al (1993 Cited in One. D.S . et.al. 2012), whereas he defines job knowledge “ is the direct,  proximal determinant of overall job performance and mediates the relationship between cognitive ability and job performance”. Therefore, the assumption for the employee’s production is one of the ideal usefulness for conducting the cognitive tests. A candidate who scores a high rate in the tests may tend to be a success in work function, training program, and learning and acquire information. In contrast, the candidate who owned a limited rate may have lower performance and find challenges in learning new work skills. Consequently, the accuracy of those categories of tests depends on their validity which works as the tag for its usefulness. This means validity plays a critical role in the cognitive ability test among the psychometric assessment.

Researchers signify the accuracy level of the assessment its usefulness can be presented through validation as it is an acritical component and vital for testing methods (De Corte, 1999 et.al Cited in Roth, P. L 2013). The required level of validity should be depending on the job performance level to be more effective in selection. This is evidenced by a study result that indicates the percentage of 75 is the validity target for the general day- to day work related to gradually increase according to the complexity level of the job Hunter. J.E, et.al. (1986). Besides, Criterion validity a highlighted term reflects on the relationship between scores, selection process, training needs, and job performance prediction. In this context, conducting regular quality checks on the assessment, which means conducting the test across diverse groups and in a different timescale are considered the main components of validating the assessment (Dessler, J. 2017). In addition, This shows the usefulness of cognitive tests should be aligned with its target as it will be affecting the validity level and be more productive in predicting the potential candidate.

To conclude, picking a suitable cognitive test that is related to the job scale may relate to the multiple of usefulness. Also, there is an interrelation between the usefulness and validation presented in forecasting performance gained from analysis validation; synchronous helps in define the highest and lower candidate and the test items validity helping in aligning this with the test. The other underline benefits can be saving time and period through listing the promising candidate; saving the cost of administering each assessment and selecting the best candidate for the position

References

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One. D.S . et.al. (2012) The Oxford Handbook of Personnel Assessment and Selection: Cognitive Abilities :New York: Oxford University Press.

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Wood.H.T . (2010) How to Succeed at an Assessment Centre Essential preparation for psychometric tests, group and role-play exercises, panel interviews and presentations: Third Edition: Global Edition. London and Philadelphia, Kogan Page.