Psychological Assessment Essay

Organisations worldwide ar currently facing increasing competition, price pressures and slowergrowth rate and in ordering to be successful, for legion(predicate) organisations, this prompts the ingest to constantly flip-flop to survive. Having the right employee fit-for-purpose is imp geological erative to the success of an organisation faced with such ch allenges. The physical exertion of mental opinion is a key enabler for the appropriate option and articulateing of employees in the surviveplace to meet the constant changes in the internal and outer economic and social environment (Bartram, 2004 Paterson &Uys, 2005).However, the spirit and value of current daytime mental judgment emergency to be assessed as it faces m all challenges, in particular in a southbound Afri commode stage setting that is influenced by regularizemental injustices of the past. mental footrace wasting disease in south-central Africa currently faces many challenges including the adaptation of sorts in a multicultural context, spoken communication, age and gender barriers and new(prenominal) bar challenges (Foxcroft, 2004 Foxcroft, 2006).These challenges introduce criticism of the plumness and estimable forms of mental discernment and highlight the needfor enhancing exquisiteness in judgement and developing genuine and un bowed mental attempts (Foxcroft, 2011 Paterson & Uys, 2005). In order to respond to these challenges, it is central to light up an apprehension of how psychological sound judgments fuddle developed over the years so that meaningful changes basin be do ((Foxcroft, Roodt & Abrahams, 2005).It is fundamental to reflect on the taradiddle and development of psychological judging as it helps explain how and why it is currently practiced, it allows for critical analysis of psychological sagacity, marking the strengths and weaknessesof interrogations utilize today and provides lessons to be reckoned from the weaknesses and injustices of past sound judgment practices so that psychologists burn down develop sensitive judgment tools and techniques and chequer pretty and ethical social practices of psychological legal opinion (Gregory, 2000 Moerdyk, 2009).The perceptions of psychological assessment being unfair and deflected ar soft changing as improvements are made in the development of bear witnesss and in atomic number 16 Africa this is closely linked to the developments and changes in legislation and the professional bodies that govern the control and wasting disease ofpsychological assessments (Mauer, 2000 Paterson & Uys, 2005).The objective of this discussion is to evaluate the record and value of psychological assessment practices in the southeastern African work context by critically reflecting on the historical developments that have ca determination and influenced current psychological assessment, foc exploitation onhow experiment recitation have been change by legislatio n, government and society and the challenges that exist for fair and unbiased psychological assessment in atomic number 16 Africa. Finally, the ways in which fairness and bias in test is currently being send fored and the steps in developing further ethical practices ofpsychological assessment forget be discussed.This discussion will overly include an overview of psychological assessment student NO 44674481 4 and clarification of central concepts such as psychometrics, examination, measurement and evaluation, fairness and bias. 1. WHAT IS PSYCHOLOGICAL ASSESSMENT? 1. 1. DEFINING PSYCHOLOGICAL ASSESSMENT Foxcroft & Roodt (2005, p. 4), pay off psychological assessment as a do by-oriented activity aimed at collection a wide array of stateation by using assessment measures (tests) and information from many other sources.. in order to make inferences round human beings beings behaviour.Shepard & Spalding (as cited in Setshedi, 2008) note that psychological assessments mak e use of similar instruments, which, combined with other sources of information, are evaluated to inform some intervention. 1. 2. THE DIFFERENCE amidst PSYCHOLOGICAL ASSESSMENT AND RELATED TERMS Psychological assessment refers to the general multidimensional process that uses tools (tests) and techniques for measurement and evaluation of human behaviour (Foxcroft & Roodt, 2005). Psychological assessment can be distinguished from some related call comm whole utilise, such as, psychometrics, testing, psychometric testing,measurement and evaluation.1. 2. 1. standard and Assessment touchstone refers to the how very much in an assessment. When doing an assessment, psychologists use measurement to ascribe values or numbers to a phenomenon a unclutterst certain criteria or standardized norms, following predefined rules (Moerdyk, 2009). Measurement thitherfore helps in gathering information to add to the holistic assessment of a phenomenon. 1. 2. 2. Evaluation and Assessment Evaluat ion refers to interpreting or attaching a judgemental value to an assessment (Moerdyk, 2009, p. 4).In otherwords, evaluation refers to reaching conclusions some the measurement outcomes (Moerdyk, 2009). Thus evaluation forms part of the process of the overall assessment. bookman NO 44674481 5 1. 2. 3. psychometrics and Assessment Psychometrics is the subfield of psychology that refers to the use of scientific manners, theory and techniques use in psychological measurement (Foxcroft & Roodt, 2005). Psychologists metrical unit their assessments on these scientific ways of measurement in an attempt to learn more than about or predict behaviour. Thus psychological assessment is inform by the pick up of Psychometrics (Foxcroft & Roodt, 2005).1. 2. 4. examen and Assessment Testing refers to the use of a tool (for example, psychometric tests, scales, or instruments) to inform closing do (Foxcroft & Roodt, 2005 Moerdyk, 2009 Patterson & Uys, 2005). Tests are not use in isolation be sides as part of the bigger process of assessment in order to make fair and informed decisions. Patterson & Uys (2005) argue that assessment is the overall process which includes testing, but more than testing, it implies the holistic evaluation base on test results and other information from other assessment methods. 1. 2. 5. Psychometric Testing and Assessment.Psychometric testing refers to testing based on psychometric theory and practices and is primarily utilise in industries for recruitment, selection and counselling purposes (Gregory, 2000). According to cutting edge der Merwe (2002), psychometric testing can be a useful tool in making decisions about management of employees and if utilize appropriately with insight and esthesia it can become one of the more or less effective ways in predicting behavior that is not surfaced during screening interviews.In randomness Africa psychometric testing is regulated by the Employee paleness come of 1998 which prohibits the useo f psychometric tests or assessments unless it proves to be scientifically salubrious-grounded and reliable, is fair and free from bias (Foxcroft et al, 2005).1. 3. THE implement OF PSYCHOLOGICAL ASSESSMENT Psychologists use techniques and tools in assessment in attempts to gain a better brain of human behaviour, to describe certain phenomenon, as fountainhead as topredict future behaviour. Psychological assessments are also used to get a line and plan interventions to change behaviour and in decision making (Foxcroft & Roodt, 2005 Moerdyk, 2009). well-nigh of the main areas of assessment are cognitive, behavioural and personality assessment (Moerdyk, 2009).1. 4. THE VALUE OF PSYCHOLIGICAL ASSESSMENT IN INDUSTRY Organisations benefit from psychological assessments as it aids in making take in and informed decisions in managing bookman NO 44674481 6 human imagerys. Bartram (2004, p. 238) highlights the value of assessments in personnel selection enabling organisations to act b oth tactically and strategically to increase their enduringness. Psychometric tests make it possible for organisations to measure attributes that cant substantially be assessed at face value but that may be crucial in course achievement, such as personality and lead assessments (Moerdyk, 2009).Assessments are also used to measure work movement to locate training needs (Moerdyk, 2009), management and leadership assessments to inform development plans (Bartram, 2004), as well as assessments to improve employee wellness (Moerdyk, 2009). Assessments can also inform career counselling needs, career and organisational development plans, and research (Moerdyk, 2009). 2. exquisiteNESS AND twist IN southerly AFRICAN CONTEXT From the above it is clear that there is a need for psychological assessments in the workplace for organisations and someones to benefit from human resource management.However psychological assessment practices over the years have drawn attention to bias in tes ting and fairness and ethical issues in assessment. The developments of psychological testing and assessment practices in southmost Africa will be further discussed to show how historically assessments have been unfair and bias and how this has been turn to in current practices. First it is important to clarify what is meant by fairness and bias in testing and assessment.2. 1. THE CONCEPT OF FAIRNESS AND twist Bias can be defined as the remainsic fracture in measurement or research that affects one radical (e. g. race, age, andgender) more than another (Moerdyk, p. 261). In the work context this means that the psychometric tests that are administered to people need to measure what its supposed to measure and it needs to be consistent and systematic in measurement across contrastive groups. Bias in testing can be controlled through the use of statistical procedures or other objective measures (Foxcroft & Roodt, 2005 Moerdyk, 2009). forthrightness refers to the equitable geni us of the psychological assessment processes and procedures and the lack of bias in testing methods and interpretation. righteousness is both subjective and contextual as can be seen in South Africa wherethe use of assentient action is used in human resource practices to visit distinction in past assessment practices. To be fair to previously disadvantaged groups it has become necessary to select and develop employees that score lower on tests. This raises the debate of whether the previously advantaged groups are outright being un slightly treated.There is the option of treating both groups fairly, however it does not resolve the unfair, bias and discriminatory practices of the past (Moerdyk, 2009). bookman NO 44674481 7 Both fairness and bias are important in psychological assessment in South Africa and are governed and regulated at theindividual (practitioner) level, through professional bodies as well as through legislation. Fairness and bias in assessment has been a challen ge in South Africa and has been shaped and influenced particularly by the political ideologies through time.These challenges in fair and unbiased testing and the development of psychological test methods inSouth Africa will today be further explored. 2. 2. THE DEVELOPMENT OF PSYCHOLOGICAL ASSESSMENT PRACTICES IN SOUTH AFRICA 2. 2. 1. Early Use (Pre-Apartheid Era) of Psychological Assessments The archaeozoic developments of psychological assessments in South Africa were introduced in the twentieth century andfollowed closely with the developments internationally (Painter & Terre Blanche, 2004).The psychological tests that were introduced at the time in the country were largely influenced by the political context (Foxcroft et al, 2005). South Africa was a British colony and thus the psychological tests used were influenced by the political ideologies of the British rule and concentrateed on assisting in the regulation of diametricial treatment (Louw, 2002). Most of the tests that were administered were for whites only and were based on either adaptations of international tests (e. g. Stanford-Binet adaptation) or weredeveloped proper(postnominal)ally for use in South Africa (e. g. South African Group Test).Other examples include the study by Fick, who measured intellectual abilities across different race groups using tests that was standardized for whites and concluded that whites had superior intellect. This study influenced the Bantu Education system but the limitations of the study were also highly criticised (Foxcroft et al, 2005). Thus in this era of British colonial rule, tests in South Africa were biased, discriminatory against other races and psychological assessments ignored the influence of other social factors ontest performance such as poverty, row, civilisation, etc. (Claassen, 1997 Foxcroft et al, 2005 Louw, 2002).2. 2. 2. Development of Tests During the Apartheid Era In the early 1900s the political rule in South Africa was based on laws o f segregation (apartheid) which believed that blacks and whites were different and should be treated differently (Claassen, 1997 Louw & van Hoorn,1997). Thus, most of the tests that were used supported the regulation of legislative assembly that encouraged such thinking (Foxcroft et al, 2005 Louw & van Hoorn, 1997). Between the two world wars, research started to focus on understanding the Native andpsychology aimed to support the government and apartheid rule (Louw & van Hoorn, 1997). after the Second humankind War, assessments focused on suitable placements of blacks in the workplace, and tests such as the General Adaptability STUDENT NO 44674481 8 Battery (GAB) were used. In this era, tests were used without adapting to South African norms, on whites, such as the genus Otis Mental Ability Test (Foxcroft et al, 2005). Between the 1960s and 1990s institutes were formed (National Institute for personnel office Research, Institute for Psychological and Edumetric Research) as well as changes in legislation were made to regulate the judicatory ofpsychological assessments.The wellness Professions Act 56 of 1974 regulated that only psychologists were allowed to administer psychological assessments. paper changes in the socio-political situation started in the 1980s and apartheid rules started to soften. Different races started to compete for positions in the workplace and this raised concerns about the test measures that were being used. Tests such as the General Scholastic Aptitude Test (GSAT), the Ability Processing of entropy and Learning Battery (APIL-B) and the Pencil and Paper Games were introduced to address these concerns.The Pencil and PaperGames was made available in all 11 languages in South Africa to address bias and exertion in a multicultural context. These tests however we criticised as it was based on inappropriate norms. As the apartheid regime came to an end, psychological assessment was held under much scepticism and negative perceptions w ere developed because of the discriminatory nature and use of tests at that time (Foxcroft et al, 2005Van de Vijver & Rothman, 2004). 2. 2. 3. Development of Tests in stakes Apartheid Era After the abolition of the apartheid era, South Africa became a country based on democracy and radical changes weremade in political insurance and legislation to address the wrongs of the past (Foxcroft et al, 2005).Psychological assessment was held under much criticism and the changes in constitution and legislation lead to a major(ip) shift in the approach of testing in South Africa. Some of the issues that were highlighted in the practices of testing during the apartheid era were the discriminatory use of tests, the lack of pertinency in a multicultural context creating bias, as well as other ethical issues such as the use of inappropriate norms and standards (Foxcroft et al, 2005).The changes in politics will now befurther discussed to show how it addressed the above issues and regulates fair , ethical and unbiased assessments in current society. 2. 3. ENHANCING FAIRNESS IN PSYCHOLOGICAL ASSESSMENT IN SOUTH AFRICA 2. 3. 1. Changes in Constitution Chapter 2 of the South African Constitution addresses the Bill of Rights, which calls for democracy based on dignity, e timber and freedom. Furthermore, Section 9 of the Bill of Rights states that no persons may be subject to unfair STUDENT NO 44674481 9 discrimination or unfairly discriminate unto others (Mauer, 2000).This means that no tests may be used to discriminateagainst any individual, group or institution and called for fair assessment approaches. Psychological assessments therefore are required to aim to eliminate any bias in testing.Thus a dynamic and multicultural assessment approach is necessary which encourages the development of culture-specific and culture-informed psychological practices for the various cultural groups in South Africa (Van de Vijver & Rothman, 2004). 2. 3. 2. The Labour Relations Act (66 of 1995 ) The Labour Relations Act (66 of 1995) (LRA) protects individuals against unfair labour practices and discrimination in theworkplace (Mauer, 2000).This has an impact on the ethical considerations of organisations when employing psychological assessments. Joiner (2000) provides guidelines for fair and ethical practices in psychological assessment which ensures that psychologists take responsibility in assessments protecting the rights of individuals, treating individuals fairly, and not misusing the information from test results. Both the constitution and LRA address unfair discrimination and allow for fair discrimination if it can be proven that the discrimination is fair. 2. 3. 3. The Employment fair-mindedness Act (55 of 1998)The Employment Equity Act (55 of 1998) (EEA) enforces fair, unbiased and equitable practices in psychological testing by regulating the requirements of tests. The Act clearly states that psychological testing and other forms of assessment is prohibited unle ss it can be scientifically proven to be valid and reliable, can be utilize fairly and is unbiased to any employee or group. The impacts of this act means that psychological tests need to be cross-culturally applicable (Foxcroft et al, 2005).Foxcroft (2004) highlights the need for more tests to be developed in South Africa that can be usedin a multicultural context. Organisations need to take cognisance of the above legislation that regulates fair and unbiased practices of assessment and should aim to practice testing ethically by ensuring that the rights of individuals are protected, the processes of assessment is fair, confidentiality of individuals is protected, individuals are given feedback to assessments, and the outcomes of assessment is not harmful to the individuals (Moerdyk, 2009). In line with the LRA the EEA also allows for fair discrimination in employment, specifically affirmative action if used inaccordance with the Act.It also allows for fair discrimination in emplo yment based on criteria that are inherent to the frolic which means that the assessment tools used to assess individuals need to assess usher of these criteria. 2. 3. 4. master key Bodies Other bodies such as the Health Professions Council of South Africa (HPCSA), the Professional Board of psychological science STUDENT NO 44674481 10 and the Board for Personnel Practitioners govern the practice of psychological assessment in South Africa to ensure fair and ethical approaches in psychology (Moerdyk, 2009 Wassenaar, 1998).Psychological tests can only be administered by individuals professionally registered with the HPCSA, which provides professional guidance and advice for the use of psychological assessments (form 208). The HPCSA regulates the training of professionals, the development of psychological tests and the use of psychological tests. 2. 4. ENHANCING THE DEVELOPMENT OF FAIR AND UNBIASED ASSESSMENT MEASURES 2. 4. 1. Steps in Test Development To address some of the issues i n fairness and bias in testing, Foxcroft (2004) has place some critical steps in developing tests, particularly for a multicultural context.These include (a) Defining the purpose of the test and the intended target state This involves outlining what is being tested, how the outcomes of the tests will be used and specifying that the test can be used in a multicultural setting. This implies that the test developer needs to refer aspects of the constructs that are common and unique across the groups being tested. The test developer should also identify the characteristics of the target population (such as educational status) and also identify the characteristics that may impact on test performance(such as language) (Foxcroft, 2004). whizz of the major challenges in assessment in South Africa at the s is language. In South Africa there are eleven official languages, and although English is the commonly accepted business language, psychologists need to ensure that in administering t ests language is not a barrier in test performance. Translation of tests into different language is complex and makes the validity of constructs vulnerable (Foxcroft, 2006). (b) Defining the construct and creating a set of test specifications to guide item writingThis step refers to identifying the specific evident measures that will be tested.This can be derived from a pipeline analysis which highlights the key knowledge, skills, abilities and other attributes required to perform a job successfully. It is important in a multicultural test that the norms and values across the different cultural groups for a specific construct are identified upfront so as to eliminate the construct bias. The constructs being measured need to also be of value and have meaning to the test user. Language is often a barrier in the meaning of a construct across multicultural groups andresearch also indicates that in South Africa some groups attach political meanings to some constructs which can impact on test performance.Developing the content and specifications of the test is dependent on the methods used to develop the test, which can be theory-based (this means that the theory used needs to be applicable in a multicultural context), a posteriori (this implies that for a multicultural context the criterion being measured need to only discriminate on the specific criterion and not on other variables) or criterion-referenced (this implies that the development of the crossSTUDENT NO 44674481 11 cultural criterion need to be developed by a panel representing the different cultural groups).The different specifications and dimensions of tests should so be tabulated (Foxcroft, 2004). (c) Choosing the test format and item format, specifying the administration and scoring methods In choosing the best method to present a test it is important that the tools (paper vs. computer), the format in which it is presented (multiple choice, diagrams, etc) and the retort methods (verbal, written, etc) take into account the capability and familiarity across the different cultural groups.The administration and the scoring methods should also be fair across cultural groups (Foxcroft, 2004). Moerdyk (2009) identifies seven key steps in test development. The first step conceptualising involves identifying what phenomenon is move to be understood. The second step is identifying the observable measures of the phenomenon (operationalising). The third step involves quantifying the observable measures. This requires content validity, distracters and a response set.The next step involves a pilot burner session of the test. By administering the test to a pilot group that is arepresentation of the final test group, the opportunities for improving the test can be identified. Once the test is administered to the pilot group the next step is to persuade an item analysis and the correlation of items identified. The item analysis can then be used to revise the test and compile the final t est (what is known as validity shrinking). The last step is to develop a set of norms that can be used to measure the responses against for interpretation (Moerdyk, 2009).Lastly, the test needs to be published and the HPCSA provides guidelines for test development to ensure fair and ethicalstandards are met. De beer (2006), research findings indicate that for a South African multicultural and multilingual context the need for dynamic assessment is important as it accounts for differences across cultural groups as well as identify opportunities for further development. Other issues that are challenging to psychologists are the influence of other factors such as age, gender, socio-economic status, environment and cultural differences on test performance (Moerdyk, 2009).Some considerations for the future of assessment in South Africa are the use of technology advances in testing (artificialintelligence), the need to develop more culture specific tests, and the need for fair and ethical practices of psychometric testing (Moerdyk, 2009). 2. 4. 2. issue Characteristics of psychometric test Some of the core characteristics that psychometric tests should adhere to can be summarized as follows ? It is based on standardized procedures and methods of assessment ?It makes use of norms, comparing individuals performance against a category or norm group ? It is scientifically proven to be valid (i. e. , it measures what it says), and reliable (the consistency and verity ofSTUDENT NO 44674481 12 measuring instruments) ?It can be applied in various institutions (health, education, occupation, etc. ) and the measures can be cross- culturally fitted with minimal test bias ? It can be fairly administered to all individuals groups and organisations (Foxcroft & Roodt, 2005). In South Africa psychometric testing is regulated by the Employee Equity Act of 1998 which prohibits the use of psychometric tests or assessments unless it proves to be scientifically valid and reliable, is fair and free from bias (Foxcroft et al, 2005). 3.CONCLUSIONFrom the above discussion it can be concluded that an understanding of the developments of psychological assessment is imperative to understanding the value in current society and in highlighting aspects to focus on change. In the past, psychological tests developed were used internationally in psychological assessments despite the differences in culture and language. This produced issues of bias and unfairness, as can be seen in misuse of assessments in the apartheid era in South Africa (Foxcroft et al, 2005). For a long time psychological tests in South Africa were perceived as unfair andunjust (Sehlapelo & Terre Blanche, 1996).However, with the political changes in government and legislature ( such as the Employment Equity Act 1998) , the adit of brass bodies (such as HPCSA) and the changes in ideologies (a move toward a dynamic approach in assessment), psychological assessment has progressed toward a more fair and et hical practice that is slowly changing these perceptions (Mauer, 2000). Challenges still do exist, however, in producing tests that can be applied in such a diverse country that has 11 official languages, and a vast number of cultural groups aswell as moving toward testing using the advances in technology.STUDENT NO 44674481 13 4. REFERENCES Bartram, D. (2004). Assessment in organisations. Applied Psychology An International analyse, 53(2), 237-259. Claassen, N. C. W. (1997). ethnical differences, politics and test bias in South Africa. European Review of Applied Psychology, 4th trimester, 47(4), 297-307. De Beer, M. (2006). Dynamic testing practical solutions to some concerns. SA daybook of Industrial Psychology, 32(4), 8- 14. Foxcroft, C. D. (2004). Planning a psychological test in the multicultural South African context.SA journal of Industrial Psychology, 32 (4), 8-14. Foxcroft, C. D. (2006). Critically examining language bias in the South African adaptation of the WAIS-III. S outh African Journal of Industrial Psychology, 32, p. 97-102. Foxcroft, C. D. (2011). Ethical issues related to psychological testing in AfricaWhat I have learned (so far). Online Readings in Psychology and Culture, 2(2). Retrieved 10 April 2014 from the World Wide weave http//dx. doi. org/10. 9707/2307-0919. 1022 Foxcroft, C. , Roodt, G. & Abrahams, F. (2005). Psychological assessment a brief retro overview. In Foxcroft, C. & Roodt, G. (Eds.), An introduction to psychological assessment in the South African context (2nd ed. , pp. 8-23). blanket Town Oxford University Press. Foxcroft, C. , & Roodt, G. (2005). An overview of assessment definition and scope. In Foxcroft, C. & Roodt, G. (Eds. ), An introduction to psychological assessment in the South African context (2nd ed. , pp. 3-7). Cape Town Oxford University Press. Gregory, R. J. (2000). Psychological testing History, principles and application (3rd ed. ). Boston Allyn & Bacon. Joiner, D. A. (2000). Guidelines and ethical cons iderations for assessment center operations.Public PersonnelManagement, 29(3), 315-331. STUDENT NO 44674481 14 Louw, J. (2002). Psychology, history and society. South African Journal of Psychology, 32(1), 1-8. Louw, J. & van Hoorn, W. (1997). Psychology, conflict, and peace in South Africa Historical notes. Journal of Peace Psychology, 3(3), 233-243. Mauer, K. F. (2000). Psychological test use in South Africa. Retrieved November 24, 2003 from the World Wide Web http. //sunsite. wits. ac. za/conference/psychology/pai1 Moerdyk, A. (2009). The principles and practices of psychological assessment. Pretoria Van Schaik. Painter, D. & Terre Blanche, M. (2004).Critical psychology in South Africa looking for back and looking forwards. Draft of a paper written for the classical journal Utopia, 24 February. Retrieved on 15 May, 2014, from http//www. criticalmethods. org/collab/critpsy. htm Patterson, H & Uys, K. (2005). Critical issues in psychological test use in the South African workplac e. SA Journal of Industrial Psychology, 31(3), 12-22. Sehlapelo, M. & Terre Blanche, M. (1996). Psychometric testing in South Africa Views from above and below. Psychology in Society, 21, 49-59. Setshedi, M. J. (2008). Investigating the use of psychological assessment in South African schools.Unpublished Masters Dissertation. Johannesburg University of Witwatersrand. Retrieved 10 April 2012 from the World Wide Web http//wiredspace. wits. ac. za/handle/10539/5927. 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. Van der Merwe, R. P. (2002). Psychometric testing and human resource management. SA Journal of Industrial Psychology, 28(2), 77-86. Wassenaar, D. R. (1998). A history of ethical codes in South African psychology an insiders view.South African Journalof Psychology, 28(3), 135-145. STUDENT NO 44674481 15 5. SELF ASSESSMENT QUESTIONS 5. 1 70%. I feel I have understood the qu estion and logic to the assignment. I have best understood the value of psychological assessment and the developments in South Africa and I feel I need to improve on how fairness can be enhanced in testing. 5. 2 Foxcraft & Roodt (2009) was most useful. I have used other journal articles for reference and examples such as other studies by by Foxcroft, as well as some internet references (example dissertation on the use of psychological assessment).5. 3. 2 months, approximately 1-2 hours daily 5. 4. It is relevant in the working context as it provides an appreciation and understanding of the value of psychological assessment as well as creates awareness of the challenges and opportunities for fairness and ethical practices in assessment 5. 5. Yes. It provides guidelines on how tests should be used, where it should be used, what aspects to consider in test development, what are the ecesis systems in place for fair and ethical testing, what challenges and opportunities exist for furthe r development. 5. 6.I would like to improve my knowledge in referencing techniques, logical and systematic application of work. I would like to improve on my knowledge of dynamic testing by reading more literature. 5. 7. The quality of material is very good, it provides clear guidelines gives one the opportunity to reflect on overall concepts and to assess quality of work. 5. 8. Yes the learning outcomes and assessment criteria was helpful in planning the assignment 5. 9. Yes the referee provided timeous guidelines and support on how to answer the questions as well as the important aspects to be covered in this learning outcome.