Linda C. Wing – författare

Bernard R. Gifford and Linda C. Wing Standardized testing has become a ubiquitous feature of American life. As a major source of information for reducing uncertainty in the alJocation of merit­ based educational, training, and employment opportunities, testing affects the life chances of individuals. Moreover, testing inOuences the way in which our societyjudgesitselfandprovides for ourcollective future. Test scores may determine a child's admission to lcindergarten and promotion to the fIrst grade. Most states award the high school diploma only ifa student has passed a minimum competency test. Major institutions of higher education typically require applicants to supplement their records of academic achievement with scores on college admissions tests. In the labor market, as a condition of employment or assignment to training programs, more and more employers are requiring workers to sit for personnel selection tests. Additionally, it has become commonplace to use test scores to calibrate our national sociopolitical condition and our capacity to compete with other countries in the global economy. In short, with increasing frequency and intensity, scores on examinations that purport to be objective and precise measures of individual knowledge, abilities, and potential are playing a critical role in the opportunity marketplace. Similarly, test scores are exercising growing influence in assessments of our social and economic institutions and in policy decisions about the relative invesunents that should be made in each. In all these instantiations, test scores are at the center of high-stakes decision making about the future of individuals and of the nation itself.

Linda C. Wing and Bernard R. Gifford How should a society committed to the ideas of individual merit, equal opportunity, and the free marketplace allocate scarce educational and employment opportunities? How can that society draw distinctions­ fairly and justifiably-among people competing against each other for the same opportunity? These are among the central questions of a democracy. How a society answers them reveals a great deal about its values and its priorities, and determines a great deal about its future course. In recent decades, we have placed the standardized pencil-and-paper test at the center of these fundamental questions about the nature of opportunity allocation in American life. In more and more areas of our lives-schools, employment, the military-we rely upon the standardized test to rank or classify people, and to assure ourselves that we have done so fairly. The papers gathered here were prepared at the invitation of the National Commission on Testing and Public Policy. (The editors of this volume were involved in the commission from its inception in 1987 until shortly after the publication of its major public report in 1990-Bernard Gifford as Chair and Linda Wing as Associate Director. 1) Each chapter focuses on an aspect of employment testing-a topic that could hardly 1 POLICY ISSUES IN EMPLOYMENT TESTING 2 be more in need of calm deliberation and reasoned discussion than it is today.

Bernard R. Gifford and Linda C. Wing Standardized testing has become a ubiquitous feature of American life. As a major source of information for reducing uncertainty in the alJocation of merit­ based educational, training, and employment opportunities, testing affects the life chances of individuals. Moreover, testing inOuences the way in which our societyjudgesitselfandprovides for ourcollective future. Test scores may determine a child's admission to lcindergarten and promotion to the fIrst grade. Most states award the high school diploma only ifa student has passed a minimum competency test. Major institutions of higher education typically require applicants to supplement their records of academic achievement with scores on college admissions tests. In the labor market, as a condition of employment or assignment to training programs, more and more employers are requiring workers to sit for personnel selection tests. Additionally, it has become commonplace to use test scores to calibrate our national sociopolitical condition and our capacity to compete with other countries in the global economy. In short, with increasing frequency and intensity, scores on examinations that purport to be objective and precise measures of individual knowledge, abilities, and potential are playing a critical role in the opportunity marketplace. Similarly, test scores are exercising growing influence in assessments of our social and economic institutions and in policy decisions about the relative invesunents that should be made in each. In all these instantiations, test scores are at the center of high-stakes decision making about the future of individuals and of the nation itself.

Linda C. Wing and Bernard R. Gifford How should a society committed to the ideas of individual merit, equal opportunity, and the free marketplace allocate scarce educational and employment opportunities? How can that society draw distinctions­ fairly and justifiably-among people competing against each other for the same opportunity? These are among the central questions of a democracy. How a society answers them reveals a great deal about its values and its priorities, and determines a great deal about its future course. In recent decades, we have placed the standardized pencil-and-paper test at the center of these fundamental questions about the nature of opportunity allocation in American life. In more and more areas of our lives-schools, employment, the military-we rely upon the standardized test to rank or classify people, and to assure ourselves that we have done so fairly. The papers gathered here were prepared at the invitation of the National Commission on Testing and Public Policy. (The editors of this volume were involved in the commission from its inception in 1987 until shortly after the publication of its major public report in 1990-Bernard Gifford as Chair and Linda Wing as Associate Director. 1) Each chapter focuses on an aspect of employment testing-a topic that could hardly 1 POLICY ISSUES IN EMPLOYMENT TESTING 2 be more in need of calm deliberation and reasoned discussion than it is today.

Bernard R. Gifford and Linda C. Wing Standardized testing has become a ubiquitous feature of American life. As a major source of information for reducing uncertainty in the alJocation of merit­ based educational, training, and employment opportunities, testing affects the life chances of individuals. Moreover, testing inOuences the way in which our societyjudgesitselfandprovides for ourcollective future. Test scores may determine a child''s admission to lcindergarten and promotion to the fIrst grade. Most states award the high school diploma only ifa student has passed a minimum competency test. Major institutions of higher education typically require applicants to supplement their records of academic achievement with scores on college admissions tests. In the labor market, as a condition of employment or assignment to training programs, more and more employers are requiring workers to sit for personnel selection tests. Additionally, it has become commonplace to use test scores to calibrate our national sociopolitical condition and our capacity to compete with other countries in the global economy. In short, with increasing frequency and intensity, scores on examinations that purport to be objective and precise measures of individual knowledge, abilities, and potential are playing a critical role in the opportunity marketplace. Similarly, test scores are exercising growing influence in assessments of our social and economic institutions and in policy decisions about the relative invesunents that should be made in each. In all these instantiations, test scores are at the center of high-stakes decision making about the future of individuals and of the nation itself.