Retesting in Selection: A Meta-Analysis of Coaching and Practice Effects for Tests of Cognitive Ability

Previous studies have indicated that as many as 25% to 50% of applicants in organizational and educational settings are retested with measures of cognitive ability. Researchers have shown that practice effects are found across measurement occasions such that scores improve when these applicants rete...

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Bibliographic Details
Published in:Journal of applied psychology 2007-03, Vol.92 (2), p.373-385
Main Authors: Hausknecht, John P, Halpert, Jane A, Di Paolo, Nicole T, Gerrard, Meghan O. Moriarty
Format: Article
Language:English
Subjects:
Ability
Adult
Applicants
Biological and medical sciences
Coaching
Cognition
Cognition & reasoning
Cognitive abilities
Cognitive Ability
Cognitive Assessment
Corporate culture
Fundamental and applied biological sciences. Psychology
Group behaviour
Human
Humans
Intelligence
Meta-analysis
Occupational psychology
Organizations
Orientation. Selection. Evaluation
Personnel management
Personnel Selection
Practice
Practice (Psychology)
Psychological tests
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Selection Tests
Skills
Social psychology
Studies
Systematic review
Teaching
Test scores
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Description
Summary:Previous studies have indicated that as many as 25% to 50% of applicants in organizational and educational settings are retested with measures of cognitive ability. Researchers have shown that practice effects are found across measurement occasions such that scores improve when these applicants retest. In this study, the authors used meta-analysis to summarize the results of 50 studies of practice effects for tests of cognitive ability. Results from 107 samples and 134,436 participants revealed an adjusted overall effect size of .26. Moderator analyses indicated that effects were larger when practice was accompanied by test coaching and when identical forms were used. Additional research is needed to understand the impact of retesting on the validity inferences drawn from test scores.
ISSN:0021-9010
1939-1854
DOI:10.1037/0021-9010.92.2.373