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A reconsideration of testing for competence rather than for intelligence.
1Department of Psychology, University of Akron, OH 44325-4301.
The American Psychologist
|October 1, 1991
Summary
A 1973 article claimed traditional tests and grades poorly predicted job success. However, a literature review found limited evidence supporting these assertions, questioning their widespread influence on professional and public opinion.
Area of Science:
- Psychology
- Organizational Behavior
- Educational Measurement
Background:
- David C. McClelland's 1973 article significantly impacted views on assessment and occupational success.
- The article proposed five key themes challenging traditional predictors of job performance.
- These assertions have been widely influential in both academic and public discourse.
Purpose of the Study:
- To critically review the existing literature supporting McClelland's 1973 claims.
- To evaluate the empirical evidence for the five major themes presented in the influential article.
- To assess the predictive validity of traditional tests versus "competencies" for occupational success.
Main Methods:
- A comprehensive review of empirical studies and literature related to McClelland's 1973 assertions.
- Analysis of research examining the relationship between academic performance, intelligence/aptitude tests, and occupational success.
- Examination of studies investigating the fairness of tests for minority groups and the predictive power of "competencies".
Main Results:
- Limited empirical support was found for the claim that grades do not predict occupational success.
- Evidence for the assertion that intelligence and aptitude tests do not predict important life outcomes was also limited.
- The review indicated that the relationship between tests, academic performance, social status, and job performance is complex and not fully explained by McClelland's themes.
- Claims regarding test unfairness to minorities and the superiority of "competencies" showed mixed or limited support.
Conclusions:
- The pervasive influence of McClelland's 1973 claims appears to be disproportionate to the empirical evidence supporting them.
- The review suggests a need for re-evaluation of the foundational assumptions regarding traditional assessment methods in predicting occupational success.
- Further research is warranted to clarify the predictive validity of various assessment tools and "competencies" in diverse populations.