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This study investigated the relation between expert and target scoring of a video-based social understanding test (VSU) under two different types of instructions (internal and observer). The effects of the scoring methods and instructions on the VSU's construct validitywere also examined. A total of 529 pilot applicants completed the VSU (some with internal and some with observer instructions), cognitive ability and knowledge tests, and a personality questionnaire. A subsample (n = 132) completed the VSU again with the other instructions and participated in an assessment center (AC). The two scores were moderately correlated; correlations decreased when the instructions were considered. Neither expert nor target scores showed convergent validity with AC variables; none of the scoringinstruction combinations showed significant associations with the remaining measures.Note: *p < .05. **p < .01. GPA = grade point average (corresponding to the final grade of the university entrance diploma); inf = information; observ = observer; instr = instructions. a The sample size deviates from the maximum possible sample size since some of the applicants did not have the university entrance diploma when they applied.Note: *p < .05. **p < .01. S1 = Study 1; S2 = Study 2; T = target scoring; E = expert scoring; I = internal instructions; O = observer instructions; Inf. = information; GPA = grade point average (corresponding to the final grade on the university entrance diploma). a The sample size deviates from the maximum possible sample size because some of the applicants did not have the university entrance diploma when they applied.

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