Chan D, Schmitt N
Department of Psychology, Michigan State University, East Lansing 48824-1117, USA.
J Appl Psychol. 1997 Feb;82(1):143-59. doi: 10.1037/0021-9010.82.1.143.
On the basis of a distinction between test content and method of testing, the present study examined several conceptually and practically important effects relating race, reading comprehension, method of assessment, face validity perceptions, and performance on a situational judgement test using a sample of 241 psychology undergraduates (113 Blacks and 128 Whites). Results showed that the Black-White differences in situational judgment test performance and face validity reactions to the test were substantially smaller in the video-based method of testing than in the paper-and-pencil method. The Race x Method interaction effect on test performance was attributable to differences in reading comprehension and face validity reactions associated with race and method of testing. Implications of the findings were discussed in the context of research on adverse impact and examinee test reactions.
基于测试内容与测试方法之间的差异，本研究以241名心理学本科生（113名黑人学生和128名白人学生）为样本，考察了与种族、阅读理解、评估方法、表面效度感知以及情境判断测试表现相关的几个在概念和实践上都很重要的影响因素。结果显示，在基于视频的测试方法中，黑人与白人在情境判断测试表现以及对测试的表面效度反应方面的差异，比在纸笔测试方法中要小得多。种族×方法对测试表现的交互作用效应，归因于与种族和测试方法相关的阅读理解及表面效度反应的差异。研究结果的意义在不利影响和考生测试反应的研究背景下进行了讨论。
