Various criterion characteristics for a school psychologist work include origination, adaptability, and response in complex or overt perspectives, knowledge, comprehension, and evaluation. These criterion characteristics are intended at describing and succinctly analyzing the work of being a school psychologist.
Importance of these characteristics in performance management process
This performance criterion depicts on the abilities and usefulness of the worker in arranging, combining, composing, designing, creating, and constructing useful parameters while at school. This criterion elicits the worker capabilities to be original and quality in response. Creation of new performance and personalities after the old one is elemental to the performance of the psychologist. The criterion is reliable in that it depicts the innate being of the worker and the work. The criterion is valid since it reveals individual performances and capabilities. Moreover, the criterion is objective since it enables the analyst to perform a designed and result-oriented analysis on the performer.
This criterion exemplifies on the ability of the worker to adapt, alter, change, rearranged, reorganize, and revise variability within the work place. Its importance is relayed from the fact that the criterion reveals imperative and comparative evidences posed by the worker. The criterion depicts on the worker’s ability to use previously learnt skills and abilities to develop new, but relevant and related ideas and activities as a psychologist. The reliability of this criterion is fixed in the sense that it reveals the psychologists’ abilities to use skills to influence a classroom psychologically and have behavior change modifications. The criterion is reliable in the sense that it can be used severally with the same results being obtained. Moreover, the validity of the criterion is fixed on the fact that it persists within the realms of operation and manipulation of the psychological nature of the work (Murphy & Cleveland, 1995).
Response in complex or overt perspectives
This criterion depicts on the client’s abilities to assemble, build, construct, and dismantle knowledge and ideas. Through real and non-real facets, this criterion establishes a sense of capability within the worker at various levels of response. The criterion is reliable in that it depicts and enables an individual to perform a task under a succinct level of proficiency and skill. Its reliability is affixed in the sense that the criterion allows no error hence results in similar spots of achievements. Moreover, the criterion is valid since it makes use of the overt and no-overt objectives in the environment.
This characteristic exemplifies the psychologists’ ability to arrange, define, duplicate, design, recall, repeat, state, and select, recognize, match, label, list, identify, relate, and reproduce ideas and facets as concerns a school psychologist. These facets depict the innate capabilities and nature of an individual. This criterion characteristic is reliable in that it shows how an individual can reproduce and keep producing the same results at any given time. The criterion is valid because it effectively and efficiently meets the demands of the school in remembering any information learnt previously and applying. Moreover, the criterion is objective since it digs into the knowledge of an individual in responsiveness to many circumstances. The criterion elicits the psychologist’s memory of learned objects, terminologies, facts, theories, principles, categories, classifications, and procedures.
This is another characteristic to be used as a criterion over the school psychologist. The psychologist’ ability to classify, generalize, give examples, indicate, identify, estimate, express, explain, distinguish, describe, discuss, convert, defend, paraphrase, infer, locate, translate, select, summarize, restate, review, and report. As such, the criterion is reliable since it relays consistency of comprehension within the psychologist. The criterion is valid since it replicates on the individual’s ability to grasp the meaning of any information at hand. Furthermore, the criterion is objective since it reflects the psychologist’s ability to use his or her on knowledge to state the exactness of a problem, translate that problem into a vivid formula, and translate it into words for further learning (Educational Technology, 1973).
Evaluation is a key feature in the job application within the school. This is because this criterion reflects on the individual’s ability to argue, appraisal, support, value, summarize, rate, select, interpret, judge, justify, evaluate, estimate, explain, discriminate, describe, contrast, conclude, defend, choose, attach, compare, and assess. All these facets are critical when dealing with clients within the school as students. This criterion is reliable because it depicts how an individual can replicate a similarity with composedness of any information or knowledge posted. The criterion is objective since it brings out the ability of the individual at hand to evaluate alternative solutions apart from the ones being used in school now. Moreover, the criterion is valid since it replicates the individual’s ability to make judgments in decision-making processes.
Common causes of criterion contamination
There are various common causes of contamination within a criterion. Criterion contamination occurs when there are nonperformance factors within the criterion. For instance, the nonperformance factors can exist in terms of systematic biases, client unresponsiveness, and effects of leniency, and measurement errors, which occur randomly. Furthermore, criterion quality, objectiveness, credibility, and consistency, are important when stating the quality of the work being done. Such characters determine the objectivity and trueness of the criterion. As such, criterion contamination is crucial when dealing with any issue within the school. This contamination can be terminated with the use of equitable facets and characteristics within the criteria. Such measurement facets include reliability, valueless, validity, and objectivity of the criterion (Morden, 2004).
Educational Technology. (1973). Performance objectives in education. Englewood Cliffs, N.J:
Educational Technology Publications. Morden, T. (2004). Principles of management. Aldershot: Ashgate. Murphy, K. R., & Cleveland, J. (1995). Understanding performance appraisal: Social, organizational, and goal-based perspectives. Thousand Oaks, Calif: Sage.