HRM373 Assessment: Developing Question & Scoring Guide - SUSS

This assignment presents a question and scoring guide designed to assess candidates based on specific competencies. It includes sample interview questions focused on problem-solving and prioritization skills. Each question is accompanied by a rating scale and detailed scoring guide that outlines expected responses at various levels: exceeding requirements, meeting requirements, average, below requirements, and not meeting requirements. The guide provides definitions of the competencies being monitored, such as analysis, problem-solving, prioritizing, and organizing, along with examples of candidate responses that align with each rating level. This resource can be valuable for understanding how to evaluate candidates effectively during the selection process. Desklib provides students access to a wide array of similar assignments and study tools.

Running head - DEVELOPING QUESTION AND SCORING GUIDE
Developing question and scoring guide
Name of the student
Name of the university
Author’s note

1DEVELOPING QUESTION AND SCORING GUIDE
Rating Scale:
Values Their definitions
Exceeding the
expected
requirements
 Candidate have described each of the questions perfectly.
 Each of the competencies have been demonstrated with
accuracy and independently.
 Points stated are relevant and good examples are also
provided.
Meeting the
expected
requirements
 Candidates have explained each of the questions
adequately.
 Each of the competencies have been demonstrated
moderately.
 Points sated can be aligned with the questions and example
are provides.
Average  Candidate explained the questions complexly.
 Each competencies have been described averagely.
 Some good examples.
Below the
requirements
 Candidate answering the questions paradoxically.
 Each competencies not being described clearly.
 Relevant examples of scenarios.
Not meeting the
requirements
 Candidate failed to demonstrate any of the competencies
regardless guidance being provided.
 None of the competencies being explained
 No good examples being made.

2DEVELOPING QUESTION AND SCORING GUIDE
Scoring Guide:
Question – The candidate is asked to provide an example of a time when they identified
a problem and fixed it before it became vital.
Competency that will be monitored – Analysis and Problem solving.
Definition – Selected candidate will be facing challenges at the job. With hiring, the
interview process would test the capability of the candidate’s approach towards difficult
situations. Shows a candidate’s approach for complex issues, data analysing ability and how they
will perform under stress. It also helps the employees to react at times when their beliefs are
being challenged (Hese et al., 2015).
Values needed to be rated Responses of the candidate
Exceeding the expected
requirements
 The candidate has provided an example of a
hypothetical problem that was occurring in the
company.
 Identification of the problem at the provided
scenario.
 Keeping the consequences in mind, thoughtful
solutions have been produced.
Meeting the requirements  The candidate provided an example of typical
hypothetical issue.
 Require assistance to identify the problem
 Consulting the above authority to provide
solution
Average  The candidate have provide an example of an

3DEVELOPING QUESTION AND SCORING GUIDE
easy problem at workplace.
 Claiming that the issues does not need
identification
 Team members can solve the issue.
Below the requirements  Candidates cannot provide a good example
 Identification of the problem not done clearly.
 No solution have been provided.
Not meeting the requirements  Candidates failing to provide any examples.
 Rejected at that instance.
Question – The candidates are provided with a situation where they return from a
vacation and get more than forty new e-mails. How would they prioritize and organise to answer
the email?
Competency that will be monitored – Prioritizing and organizing
Definition – At any organization, good prioritizing and organizing skill is important. It
helps to manage deadlines, managing workload efficiently, and to adapt changes. It also makes
any organization capable of handling multiple task at once. It also makes employees aware about
their targets. It also helps candidates to handle primary tasks at first while keeping the secondary
ones aside (Peck et al., 2016).
Values needed to be rated Responses of the candidate
Exceeding the expected
requirements
 Candidate explaining that what should be
prioritised at first.
 Finding out the important mails out of them.

4DEVELOPING QUESTION AND SCORING GUIDE
 Not panicking at such scenarios.
Meeting the requirements  Candidates explaining methods of prioritizing.
 Reading each of the mails.
 A little bit tensed in such situations.
Average  Candidates taking a day only to organise the
mails.
 Asking higher authority to revert mails.
 Panicking at such situations.
Below the requirements  Candidate demonstrating casualness about
prioritizing mails.
 Leaving such matters and proceeding with other
works.
 Not replying any urgent mails.
Not meeting the requirements  Candidates questioning about receiving mails at
vacation.
 Immediate rejection.

5DEVELOPING QUESTION AND SCORING GUIDE
References
Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A framework for
teachable collaborative problem solving skills. In Assessment and teaching of
21st century skills (pp. 37-56). Springer, Dordrecht.
Peck, A., Hall, D., Cramp, C., Lawhead, J., Fehring, K., & Simpson, T. (2016). The co-
curricular connection: The impact of experiences beyond the classroom on soft
skills. NACE Journal, 76(3), 30-34.