The Activity/Achievement Indicator: A Possible Alternative to the Behavioral Consistency Method of Training and Experience Evaluation
This paper describes the development of a new type of selection procedure, the activity/achievement indicator (A/AI), and compares it with the behavioral consistency method of training and experience evaluation. Total scores from these two methods were found to correlate at r = .58. Examination of the six dimension scores of each method by means of the multitrait-multimethod matrix technique revealed convergent validity for only two of the dimensions, and discriminant validity for none. Implications of the findings are discussed.
CRITERIA FOR WHAT?
Proficient Advanced World History WH.2 – Analyze ancient civilizations and empires in terms of their development, growth and lasting impact. WH.2.1 Compare how different geographic issues of the ancient period influenced settlement trading networks and the sustainability of various ancient civilizations. WH.2.2 Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies. WH.2.3 Explain how codifying laws met the needs of ancient societies. WH.2.4: Analyze the rise and spread of various empires in terms of influence, achievements and lasting impact. WH.2.7: Analyze the relationship between trade routes and the development and decline of major empires. WH.2.8 Compare the conditions, racial composition, and status of social classes, castes, and slaves in Hiero-lyrics Poem:  Defines history  Explains the concepts of cause and effect, time, continuity, and perspective  Explains how archaeology, geography, anthropology, political science, sociology, and economics relate to the study of history  Explains how society, technology, economics, politics, and culture relate to the study of history
An investigation of user acceptance of peer evaluations.
Peer evaluations show promise as valid, reliable measures of performance, but users' resistance to peer evaluations may limit their use. This study investigated employees' acceptance of the practice of peer ratings, and factors related to this acceptance. Subjects were 174 faculty of a university where faculty peer evaluations had been practiced for six years. Results indicated a relatively low degree of user acceptance of the practice of peer evaluations. Six factors of peer evaluations and their users were hypothesized as relating to user acceptance. Correlational and multiple regression analyses indicated strong support for the relationship between user acceptance and two factors: perceived friendship bias and perceived feedback value. Perceived validity of peer ratings, perceived effects on morale, and satisfaction with previous peer ratings were positively but not uniquely correlated with user acceptance. There was no evidence of a relation between previous peer ratings and user acceptance. These findings were discussed in terms of implications for policy changes which might increase user acceptance of peer evaluations.