Abstract:
In many educational and industrial fields the problem frequently arises concerning the selection of people potentially able to undertake further study and training in areas either related or unrelated to past training. In cases where the future work is directly related to, and is in effect an extension of previous work, then it is customary to assess the individual's future performance from his past attainment in that field. Where, however, the future work involves a complex of abilities not directly measurable by reference to past attainment, then selection on such grounds becomes speculative.
In educational and psychological research the problem has been typified by a general reluctance to depart from the traditional tests of school attainment as a valid index of the abilities likely to be encountered in future training or work. Such tests are looked upon not only as measures of learning, but as guides to what might be expected of men in widely different callings. Parry J. "The Place of Personality Appraisal in Vocational Selection" Occupational psychology No.3, Vol.33, July 1959
The selection process, however, is meant not merely to accept or reject, but must also be classificatory in outcome, throwing light on an individual's potential ability to fit into a specialized category which demands certain fundamental skills, and for which a certain intellectual capacity is necessary. An examination in mathematics will provide information concerning a person's number ability or general intellectual ability, but will tell nothing about specific mechanical skills for instance. Furthermore, whatever potential ability may be indicated by a scholastic test is frequently swamped by the summing of raw scores from several other tests of unrelated content, and the summed score then used as an index of overall ability to undertake almost any kind of training.
