ERIC Number: ED305365
Record Type: RIE
Publication Date: 1988-Aug-9
Reference Count: N/A
Employment Testing and Incentives To Learn.
Employment tests predict job performance because they measure or are correlated with a large set of malleable developed abilities, which are causally related to productivity. Our economy currently under-rewards the achievements that are measured by these tests. Consequently, economic incentives to study hard in high school are minimal, and this absence of incentives has contributed to the low levels of achievement in mathematics and science. Alternative measures of academic achievement include: (1) diplomas; (2) competency profiles; (3) hiring based on high school grades; (4) job tryout and promotions based on performance; (5) job knowledge tests; (6) intelligence tests; and (7) broad spectrum achievement tests. To maximize incentive efforts, students, parents, and teachers must be aware that local employers are using tests for selection and must know what kind of material is included on these tests. Employers should publicize their use of broad spectrum achievement tests. Greater use by employers of tests measuring competence in reading, writing, mathematics, and problem solving will inevitably increase the economic rewards for having such abilities. Two tables and one bar graph complement the text. A 43-item list of references is provided. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Ohio State Univ., Columbus. National Center for Research in Vocational Education.; ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Authoring Institution: State Univ. of New York, Ithaca. School of Industrial and Labor Relations at Cornell Univ.
Note: Also sponsored by the Commission on Testing and Public Policy.