One potential source of variation in assessment center ratings may be the way the assessor organizes and processes information. To examine how assessment center methods affect the way assessors organize and process assessment center information and the ratings they make, independent groups of assessors (N=24) used one of two models for integrating…

Investigated the developmental effects of assessorship, i.e., serving as a trained member of an assessment center staff, on managers' (N=80) proficiency in three categories of behavior: acquiring, evaluating, and communicating information about people. Results indicated that experienced assessors were more proficient in these skills. (LLL)

Age and rank of assessor were the only characteristics significantly affecting scores given in three police and six fire service assessment centers, but the magnitude of the effect was quite small. Results were attributed to assessor selection processes, the way centers were conducted, and type of assessor training. (SK)

This update of the International Personnel Management Association's guidelines for organizational psychologists, human resource management specialists, and others addresses elements of assessment centers, policy statements, assessor training, informed participation, and participants' rights. (SK)

Examined how assessment center methods affect the way assessors organize and process assessment center information and affect the ratings they make. Results suggested that methods for evaluating assessment center candidates affected the way the assessors organized the assessment center information and affected the obtained ratings. (Author/ABB)

Higher demands on administrators have rendered traditional selection methods less adequate. Many schools have responded by adopting assessment centers to identify administrator qualifications. Previous research and contact with assessment centers through letters, phone calls, and a survey furnished the information for this study. Twenty-five of…

This paper delineates the organizational structure and operational procedures of the Michigan Institute for Educational Management (MIEM) Assessment Center Program for prospective school principals and assistant principals. The program is part of the Assessment Center Project of the National Association of Secondary School Principals (NASSP). The…

Reports on the Stockton (California) schools' assessment program, used in the selection and promotion of all school site and central office administrators. Describes seven exercises used for evaluating key management skills of elementary, middle, and secondary school principals. Explains the process of acquiring trained assessors. (IW)

A principal and assessor for an Alabama school system describes the professional benefits of her experience with the NASSP Assessment Center Project: peer interaction, informal exchanges, and close personal contact with five other practicing administrators. (TE)

Five elements contribute to success of the NASSP assessor training program: (1) participants are totally involved; (2) preparation supports the overall training design; (3) preselection and orientation of assessor trainees ensures qualified participants; (4) training models assessors' subsequent role; and (5) follow-up training at individual…

The interrater reliability for 33 pairs of evaluators of a group assessment procedure developed from assessment center techniques was supported in 3 studies in Israel (admission to a counseling program for 109 candidates, admission of 94 candidates to teacher training, and selection of 69 candidates for Army teaching posts). (SLD)

The success of the South Carolina Assessment Center Project, the first statewide center, is credited to five basic principles that have guided efforts thus far: (1) establish credibility; (2) pay attention to details; (3) apply safeguards; (4) maintain public support; and (5) make the assessment experience humane. (TE)

Directors, assessors, and participants in various NASSP-accredited assessment centers attest to the value of the experience from their own individual perspectives. Regardless of their performance and subsequent assessment, almost all participants indicate that they learned much about themselves. (TE)

Based on her own experience, a trainer of assessors for the NASSP Assessment Center Project describes the essential skills and practices needed for successful assessor training. She emphasizes the importance of collegiality and mutual respect between trainers and trainees. (TE)

The effects of 9 assessor characteristics on scores given by 49 assessors to 111 assessees in 3 police and 6 fire service assessment centers for local governments were investigated. Assessors included those who had and who did not have experience in the job under consideration, and who differed on several other characteristics, including the…