Direct, indirect, and controlled observation and rating accuracy.

Abstract

Videotaping of assessment center exercises has become an increasingly common practice, yet little is known about the impact of video technology on rating accuracy. This study compared ratings of a group discussion made after live observation (direct), after viewing a video (indirect), or after viewing a video with opportunities to pause and rewind (controlled). Results indicated some differences in observational accuracy but not in rating accuracy. Implications for the use of video technology in assessment centers are discussed.From 1986 to 1991, the National Football League (NFL) used instant-replay officiating for clarifying situations where officials had difficulty in observing or observers had differing opinions on what had occurred. The opportunity to look carefully and repeatedly at a segment of behavior on the playing field was seen as an aid for situations where the observation ability of human judges was limited. "Replay officiating" would be an ideal tool for examining work performance, given the limited observational capacities of raters in the workplace. Unfortunately, in many work settings, the use of video to capture job performance is impractical or impossible. One rating setting where videotaping of performance is possible and has become widespread is the assessment center. Bray and Byham (1991) noted that videotaping is being used to replace direct observation of assessees by assessors, allowing the evaluation of candidates at remote locations and the use of "professional assessors." Other stated advantages of videotaping assessment center exercises include a reduction in assessor fatigue that occurs from continual attention to the observation of others

Responsive feeding and child interest in food vary when rural Malawian children are fed lipid‐based nutrient supplements or local complementary food

“…2009). The use of videotaped data allowed us to code at a greater level of detail and accuracy than could be achieved during live observations of feeding (Ryan et al . 1995).…”

Factors which Improve the Construct Validity of Assessment Centers: A Review

“…Finally, Ryan et al (1995) concluded that the impact of videotaping assessees on ratings is minimal. For example, rewinding and pausing the videotape did not increase the dimensional accuracy of assessors.…”

“…(16) Ryan et al (1995) 179 trained psychology students rated videotaped performances of 2 hypothetical assessees on 6 dimensions in 1 group discussion.…”

Rater Personality, Rating Format, and Social Context: Implications for Performance Appraisal Ratings

“…However, raters high on Agreeableness showed less elevated ratings when evaluating low and moderate ratees' performance when using the behavioral checklist, as compared with the graphic rating scale. This may have occurred because the behavioral checklist may assist raters high on Agreeableness by reducing the cognitive demands placed on raters (Donahue et al, 1997;Ryan et al, 1995) or by simplifying the evaluation process (Reilly et al, 1990). Thus, when those high on agreeableness are motivated to provide more elevated ratings (e.g., when they are concerned about getting a negative reaction from the ratee), the use of a behavioral checklist, because of its structure, may help keep these individuals from provide undeserved favorable ratings.…”