• Why do we need to use a Session ID to begin an assessment session?
• Why do you recommend reading directions aloud to applicants who are administered paper-based assessments?
• Is it appropriate to translate the directions for applicants for whom English is a second language (i.e., ESL applicants)?
• What should I do if an applicant does not understand the directions for an assessment?
• May we administer assessments as "practice tests" to help employees meet assessment standards for a future job?
• What should I do if I make a mistake in administering a paper-based assessment or something happens during the administration session that may have detrimental effects on assessment results?
• Why are you recommending that an applicant should meet the standard on each assessment to be considered for a job?
• Is an applicant allowed to "retake" an assessment for which he/she did not meet the established standard?
• How long does it take to get results after an assessment session has ended?
• How do you report an individual's scores after he/she completes an assessment session?
• Why don't you recommend raw scores to be disclosed to applicants and hiring supervisors and managers?

Why do we need to use a Session ID to begin an assessment session?

Session IDs are necessary for both administrative and security reasons. These special codes provide security for you and prevent unauthorized use of WebAssess®, our online testing system. In addition, a Session ID automatically loads the assessments you want for a particular situation.

Why do you recommend reading directions aloud to applicants who are administered paper-based assessments?

Although it may be tedious reading directions aloud, this practice ensures fair treatment of all applicants. Since you cannot leave the room before starting an assessment, and since some applicants may feel like they are being rushed if you watched them reading directions, taking the time to read directions aloud makes the most sense. To increase efficiency and to save time, make every effort to administer paper-based assessments to applicants in small group sessions.

Is it appropriate to translate the directions for applicants for whom English is a second language (i.e., ESL applicants)?

It depends. If reading materials in English is a bona fide job requirement (e.g., comprehending written materials is important for training and development, safety, or other organizational purposes), then applicants should be expected to read and understand directions in English. If reading materials in English is not a bona fide job requirement, and if it is necessary to hire ESL employees for business reasons, then it is appropriate to translate the directions in an applicant's native language.

What should I do if an applicant does not understand the directions for an assessment?

Except for situations concerning the accommodation of people with disabilities, applicants should not be given special treatment during the administration of any employment test. Administrators should not deviate in any way from the recommended administration procedure. Although administrators may restate directions in their own words when applicants request clarification, "coaching" applicants and providing "tips" regarding ways to improve scores are not permitted under any circumstance. In particular, administrators should not spend an excessive amount of time explaining directions. If applicants claim that they still do not understand the directions after being explained, simply tell them that you cannot offer any further clarification and that they should do their best in completing the assessment.

May we administer assessments as "practice tests" to help employees meet assessment standards for a future job?

You should never administer assessments to employees except for selection, certification, training and development, or research purposes. Allowing individuals to take practice tests will encourage employees to place more emphasis on "passing" than on improving skills and abilities needed for a job. In addition, some employees may feel discriminated against if some individuals receive more coaching than others through the use of practice tests.

What should I do if I make a mistake in administering a paper-based assessment or something happens during the administration session that may have detrimental effects on assessment results?

If you make an error in administering a paper-based assessment (e.g., provide faulty instructions, do not use the appropriate time limit, do not provide an applicant two pencils and the pencil provided breaks), then be sure to administer the assessment again as soon as possible. If something occurs during the administration that is likely to affect an applicant's score (e.g., fire drill, significant interruptions that may affect a person's concentration, individual getting sick), then give the applicant the benefit of the doubt and re-administer the assessment at the earliest possible convenience.

Why are you recommending that an applicant should meet the standard on each assessment to be considered for a job?

Each assessment measures certain skills, abilities, and job-related traits required for successful job performance. Expecting applicants to meet the standard on each assessment is the defining characteristic of a "non-compensatory" selection system. This means that high scores on one assessment cannot compensate for low scores on another one. For example, if both reading and math skills are required for a job, then proficiency in math does not compensate for inadequate reading skills.

In addition, allowing hiring supervisors and managers to use their discretion to waive certain assessments due to poor performance would jeopardize the objectivity, fairness, and integrity of the entire selection process. Since each assessment serves a particular purpose in the selection process, it is important to maintain consistency and to expect all applicants to demonstrate skills, abilities, and job-related traits needed for effective job performance.

Is an applicant allowed to "retake" an assessment for which he/she did not meet the established standard?

Allowing reassessment will depend on organizational policies. Some organizations permit reassessment within a few days; other organizations have reassessment periods of several months or longer. Reassessment policies should be established to meet the business needs of the organization without jeopardizing the security and integrity of the assessments. Reassessment is intended to give applicants a "second chance" within a reasonable period of time. Some organizations give applicants a "third chance" to allow them to make the necessary improvements in skills and abilities between assessment sessions.

How long does it take to get results after an online assessment session has ended?

Assessment results are available immediately after an online session has been completed.

How do you report an individual's scores after he/she completes an online assessment session?

Assessment results for each individual include raw scores and percentile scores. Scores for all assessments are shown graphically in an Assessment Results Profile, which quickly tells you the strengths and development needs of an individual.

Why don't you recommend raw scores to be disclosed to applicants and hiring supervisors and managers?

We believe that it is a good policy not to disclose specific scores to applicants and hiring supervisors and managers for a number of reasons.

First, pre-employment tests are being used to determine if applicants have the basic skills, abilities, and job-related traits required to perform the job. Typically, people making hiring decisions only need to know if an applicant meets the minimum requirements for a job. Once these requirements are met, applicants should be given further consideration for employment based on their work history, responses to interview questions, and other relevant information. Providing specific scores to hiring supervisors and managers may lead to inappropriate emphasis on comparative scores, thereby eliminating certain applicants from further consideration. [Special Note: If hiring supervisors and managers receive training on how to interpret "Assessment Results Profiles," it may be advantageous to provide specific scores to these individuals. Applicants who consistently exceed assessment standards are more likely to be successful on a job than individuals who barely meet these standards.]

Second, raw scores have no meaning without further interpretation. It is not feasible to provide applicants with an explanation of these scores without referring to technical concepts.

Third, although some applicants may want to know their specific scores for development purposes, the assessment devices should not be used as development planning tools when the primary purpose of the assessment is to help supervisors and managers make hiring decisions.

Finally, assessment standards are recommended to meet both business and legal objectives. Disclosing specific scores may interfere with these objectives and may create misunderstandings, disagreements, and disputes regarding assessment procedures.

Please consult legal counsel in your organization regarding any concerns you may have about communicating test results or other legal matters pertaining to the use of employment tests.