Case Study Analysis: Hard as the Dickens - Management Perspectives

This case study analysis, titled 'Hard as the Dickens,' examines the intricate processes and challenges associated with creating high-quality tests, particularly in the context of recruitment and selection. The analysis delves into the strenuous experiences of experts involved in psychometric testing, highlighting the need for technical and mathematics-based disciplines. It addresses issues such as biases in scoring, the importance of fairness, validity, and reliability in assessments, and the differences between student and teacher testing standards. The case study further explores the time-consuming and tedious nature of creating tests and the significance of unbiased scoring methods and the dissemination of accurate test results. The analysis also references relevant literature, including works by Toch (2006), Carter, Klenowski & Chalmers (2016), Scholtz (2017), and Steiner-Khamsi (2016), to support its arguments and provide a comprehensive understanding of the subject matter.

Running head: MANAGEMENT
Case study analysis of Hard as the Dickens
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Answer 1
The experts undergo strenuous experiences while performing the psychometric tests.
Technical and mathematics based discipline needs to be catered, which does not fit well in
the businesses of the private sector. Discouragements at the process of recruitment and
selection degrades the efforts invested by the experts towards these conducting these tests.
Mention needs to be made of the standardized testing in the public education sectors, where
the expense is high, aggravating the complexities in planning for the effective services. Toch,
(2006) highlights the oppositions to the standards of the testing. These is subjected to
criticisms, which I think is ineffective in terms of valuing the efforts of the experts. An
alarming situation is reflected from the working on non-educational tests by the
psychometricians. There are more than 1000 accounting operations, which are without the
licensing (Carter, Klenowski & Chalmers, 2016). I think such issues are bound to give rise to
illegal instances, depriving the clients and customers of the effective services and tests.
Answer 2
The experts acquire different techniques for conducting the tests. Using excel sheets
develops accurate results, which averts the instances of biases. Maintaining the balance sheet
scorecards helps in tracking the performance from each and every parameter. Consciousness
in this approach is effective for avoiding any arrears in the calculations for scoring. As a
result of this, validity is developed within the tests. Unbiased scoring methods and techniques
generates fairness in the process. Along with this, Steiner-Khamsi, (2016) is of the view that
disseminating the correct information about the test results is also accounted as one of the fair
practices for conducting the tests. All of the attributes of fairness, reliability and validity align
with the standards and protocols of the tests, which the teachers and the experts need to
follow for achieving the desired outcomes. Biases reflects the conflicts, which degrades the

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unity and integrity in the curriculum. These biases results in the production of invalid results,
which depricvess the students of the accurate test results.
Answer 3
High quality tests for the labours is time consuming and tedious for the experts, as
they have to prepare questions and align them with the standards of recruitment and selection.
On the contrary, teacher tests are effective, as it enhances the awareness of the teachers about
the basic standards and protocols of pedagogy. In the practical assessment, the teacher get to
know their students, which is effective for preparing the relevant lesson plans. These tests are
a means for measuring the capability of the teachers to care for the students’ needs. Scholtz,
(2017) is of the view that knowing the students helps the teachers in creating the tests, which
are effective for measuring the skill mix of the students. Evaluation is effective for the
teachers to assess the effectiveness of the tests in terms of the academic needs of the students.
Toch, (2006) states the difference persisting in the test standards for the students and
teachers. This difference caters to the understanding and intelligence level for the operations.

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References
Carter, M. G., Klenowski, V., & Chalmers, C. (2016). Who pays for standardised testing? A
cost-benefit study of mandated testing in three Queensland secondary
schools. Journal of Education Policy, 31(3), 330-342.
Scholtz, D. (2017). The appropriateness of standardised tests in academic literacy for diploma
programmes of study. Language Matters, 48(1), 27-47.
Steiner-Khamsi, G. (2016). Standards are good (for) business: Standardised comparison and
the private sector in education. Globalisation, Societies and Education, 14(2), 161-
182.
Toch, T. (2006). Margins of error: The education testing industry in the no child left behind
era. Education sector reports. Report retrieved November, 14, 2009.