Abstract
Advancements in technology have allowed for more efficient methods of testing and assessment. In particular, remotely delivered assessments can be taken on mobile or nonmobile devices in addition to traditional pencil and paper tests. This has led to an increased interest in the comparability of mobile and nonmobile devices on performance outcomes. A variable to consider in performance outcomes on a mobile or nonmobile device is proctoring. There is evidence for both proctored and unproctored conditions leading to better performance outcomes. The present study compared performance on a remotely delivered assessment across mobile and nonmobile devices in proctored and unproctored conditions. Participants were randomly assigned to take a remotely delivered cognitive ability test on either a mobile or nonmobile device in a proctored or unproctored condition. Results indicated that participants tended to perform similarly regardless of the device type or proctoring. Implications are that organizations should consider testing job applicants via mobile devices because performance on a high stakes assessment tends to be similar to testing on a traditional desktop or laptop. Further validation of these results could allow companies to reduce hiring costs by remotely delivering assessments to applicants’ own devices.
Highlights
Technological advances over the last several decades have led to an increased interest in the remote administration of both simple and complex assessments (Arthur Jr., Doverspike, Muñoz, Taylor, & Carr, 2014)
Implications are that organizations should consider testing job applicants via mobile devices because performance on a high stakes assessment tends to be similar to testing on a traditional desktop or laptop
With the rise in remotely delivered assessments, both individuals and organizations will benefit from research on mobile and nonmobile devices to determine which medium is the best to use for testing
Summary
Technological advances over the last several decades have led to an increased interest in the remote administration of both simple and complex assessments (Arthur Jr., Doverspike, Muñoz, Taylor, & Carr, 2014). Tests and assessments can be delivered remotely to both nonmobile and mobile devices including smart phones, tablets, laptops, and desktops. Numerous studies show that the construct validity of internet-based tests is not significantly different than their paper-and-pencil counterparts (Ployhart, Weekley, Holtz, & Kemp, 2003; Potosky & Bobko, 1997; Wilkerson, Nagao, & Martin, 2002) This provides evidence that individuals who take a written assessment should score to those who take an assessment on a mobile or nonmobile device. With the rise in remotely delivered assessments, both individuals and organizations will benefit from research on mobile and nonmobile devices to determine which medium is the best to use for testing. In addition to this information, research concerning the effects of proctoring on performance on high stakes assessments taken on a mobile or nonmobile device will help organizations decide if it is necessary to monitor job applicants on site while they take a test or if assessments can be taken without proctoring
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