2Paterson.qxd


In South Africa, testing was for a long time viewed as

discriminatory and unjust, but this perception is slowly

changing (Foxcroft, 1997). Practitioners are becoming aware of

the advantages of sound assessment, and improvements in test

development have lead to the implementation of cross-culturally

fair tests. In the workplace tests, as part of assessment, are used

to measure the performance and potential of current and future

employees through selection and performance management

respectively (Bartram, 2004). To arrive at an equitable and fair

decision, psychological tests are usually not used in isolation,

but as part of an extensive assessment battery (Fernandez-

Ballesteros, 1999).

It should be noted that for the purposes of this paper, the use of

psychological tests is described in relation to psychological

assessment in its broader definition. Fernandez-Ballesteros

(2002) states that the most important difference between

assessment and testing concerns the simplicity or complexity of

assessment methods used. Assessment includes, but is not

limited to testing. The distinction between ‘testing’ and

‘assessment’ can also be viewed in terms of the attributes

required of the person applying the tests. Psychological

assessment requires an extended set of skills and expertise from

the assessor. The assessor should know which tests to select and

how to integrate information derived from tests with other

sources / types of information to attain a holistic assessment.

This leads the discussion towards understanding the individual

as a whole, and implies that decision-making should be based on

more than test scores. In assessment, the practitioner uses

information obtained through a variety of assessment methods,

including a range of tests. Test use should thus inform this

decision-making process.

Now, in 2005, the South African business sector faces challenges

in terms of psychological test use, adaptation and development.

Practitioners are faced with a range of ethical and legal issues in

psychological assessment (Bartram, 2004). Changes in

legislation, i.e. South African employment Equity Act, 1998 (Act

No. 55 of 1998), and a transforming labour market after 1994,

emphasise the significance of appropriate psychometric

properties for psychological tests, and the importance of

ensuring validity and equity in assessment. 

A comprehensive overview of the tests currently in use in South

Africa, as well as the needs of practitioners for future

development in psychological assessment, is not available at

present. Van der Merwe (2002) published a summative report on

the findings of various exploratory studies that were conducted

with regard to the practice of psychometric testing in the Eastern

Cape. In the report he provides findings in terms of tests

currently in use, information on test users and the level of

satisfaction with regard to available tests as expressed by the

participants. Culture-fairness of tests and applicability across

different groups of people emerged as important themes from

the findings (van der Merwe, 2002). Although this study has

value, the scope is limited, and a national perspective on the use

of tests is lacking. Consequently, a detailed comparison of

testing practices between South Africa and other countries

becomes problematic because of this lack of information.

However, Oakland (2004) reported on an international survey of

29 countries (in which South Africa was included) that countries

have different views in terms of their approach to testing, use of

tests and attitudes towards test user qualifications.

This paper aims to address the assessment concerns and issues

relevant to South African psychological practitioners in the

workplace. Oakland (2004) identified external and internal

conditions which could influence test development and use.

Some of these external conditions or critical issues include: a

country’s social, political and economic conditions, attitudes

and values towards science as well as prevailing social

problems that could be addressed by test use. Examples of

internal conditions are: availabilit y of suitable measures to

assess a broad range of qualities, a positive attitude towards

HEIDI PATERSON
hpaterson@hsrc.ac.za

Human Sciences Research Council

Assessment Technology and Education Evaluation

KOOS UYS
Dept of Human Resource Management

University of Johannesburg

ABSTRACT
Various factors in South African workplaces, ranging from unemployment and equity considerations to rapid

occupational change driven by technological inputs, have placed greater emphasis on effective selection and

development of human resources. This leads to greater demands on psychological assessment in the organisational

setting with respect to ensuring responsible, ethical and equitable assessment. The study aims to investigate the

extent and purposes of psychological test usage, the influence of the changing world of work on assessment, equity

and cross-cultural applicability of tests and competence of test users in South Africa. The results are based on twenty

two structured individual interviews, which were conducted with purposively sampled stakeholders from various

economic sectors. 

OPSOMIING
Verskeie faktore in Suid-Afrikaanse werkomgewing, wat wissel van werkloosheid en billikheidsoorwegings tot by

vinnig veranderende beroepsomstandighede as gevolg van tegnologiese ontwikkeling, plaas toenemende druk op die

doeltreffende keuring en ontwikkeling van menslike hulpbronne. Dit lei tot toenemende eise wat in die organisasie

konteks aan sielkundige meting gestel word om verantwoordelike, etiese en billike assessering te verseker. Hierdie

studie was daarop gerig om die doel met en omvang van die gebruik van sielkundige toetse, die invloed van die

veranderende wêreld van werk op die assessering, billike en kruiskulturele toepaslikheid van toetse, asook die

bevoegdheid van toetsgebruikers in Suid-Afrika te ondersoek. Die resultate is gebaseer op ’n doelgerigte steekproef van

twee-en-twintig gestruktureerde onderhoude wat met belanghebbers uit verskillende ekonomiese sektore, gevoer is.

CRITICAL ISSUES IN PSYCHOLOGICAL TEST USE IN 

THE SOUTH AFRICAN WORKPLACE

Requests for copies should be addressed to: JS Uys, jsu@rau.ac.za

12

SA Journal of Industrial Psychology, 2005, 31 (3), 12-22

SA Tydskrif vir Bedryfsielkunde, 2005, 31 (3), 12-22



testing and adequate standards for appropriate test use. It was

endeavoured during this study do identif y and describe

critical issues that are relevant to the unique South African

context that has an influence on psychological testing.

As an external issue, the changing world of work has an impact

on assessment practices. Bartram (2004) notes that international

and local organisations are adopting common selection and

recruitment practices to stay competitive in securing optimal

human resources. In the “new” organisation the focus is on

recruiting and developing employees with the ability to work

flexibly and adaptively, due to rapid change inside and outside

the organisation. Assessment can contribute to the identification

of these employees. Furthermore, responsible assessment can

benefit selection and development of candidates from previously

disadvantaged backgrounds as part of a drive towards equity and

representivity in the workplace (van der Merwe, 2002). 

Equitable and fair test usage requires a keen focus on cross-

cultural applicability of tests. Cross-cultural use of tests can be

discriminatory if the construct measured differs across cultures,

especially if the tests are not standardised for use across all

cultural groups through a representative sample (van de Vijver

and Rothmann, 2004). Foxcroft (2004) further argues that very

few tests have been developed that can be used across the diverse

cultural and language groups in South Africa. Bartam (2004)

calls for more cross-cultural studies to be undertaken, as the

assumption cannot be made that all tests can be used with

minority groups (van de Vijver, 2004). This will be extremely

important in South Africa, since the possibility that a test does

not measure what it claims to measure, calls into question all

inferences drawn from the test results (Wallis, 2004).

Extending fairness and equity to the assessment procedure as a

whole can further enhance the perception of testing (Skarlicki,

2003). The test or method can be scientifically proven as fair,

valid and reliable, but the perception of the method of

assessment can still be perceived as negative by the testee. If the

procedure is viewed as fair, and the practitioner effectively

handled interpersonal relationships, there is a bigger chance that

the employee/candidate will support assessment-based decisions

(Skarlicki, 2003).

The availability of suitable measures is one of the internal issues

that practitioners and test developers have to address. In this

regard, Oakland (2004, p. 168) states that “test adaptation is needed

when tests are used in countries other than those in which they were

developed, when tests are designed for use in two or more countries in

which cross-cultural practices occur and when they are adapted for

use with persons who differ in language, culture and other important

qualities.” Local test developers are faced with the dilemma of

either adapting international tests for use in South Africa, or

developing new tests specifically designed with the unique

societal composition in mind. Regardless of the chosen approach,

test development, translation and adaptation should be governed

by guidelines such as those published by the International Test

Commission (Fernandez-Ballesteros, 1999), as this will ensure the

use of high-quality, internationally comparable tests.

Lastly, responsible test use requires sufficient training of users as

part of initial qualification and continuous development.

Practitioners should be sensitized to demands placed on

assessment by the multicultural South African society though

training in cross-cultural test use (Fernandez-Ballesteros, 1999).

Training should further address access to tests, rights of

practitioners and testees and the need for qualifications for the

application of tests.

This article does not engage specifically with hypothesis testing.

Rather, it describes current assessment practices and

circumstances as experienced by a selected group of

participants. Consequently, this project was undertaken to

address the following question:

What critical issues are psychological assessment practitioners

facing in the South African workplace?

The aim was to uncover the issues impacting on appropriate,

responsible and ethical assessment practices and test use.

The article will proceed as follows. Firstly the methodology of

the study will be described This will be followed by discussion

of the findings from the study with reference to: the application

of tests in the workplace; the effect of the changing world of

work on the development and application of psychological tests;

cross-cultural application of psychological tests which touches

on aspects such as linguistic and cultural differences, norming

and equity; the adaptation of existing tests versus developing

indigenous instruments and lastly, the impact of training in

ensuring competence in test use. 

RESEARCH DESIGN

This study is part of a larger project: the Psychological

Assessment Needs Analysis, conducted by the Human Sciences

Research Council (HSRC), which took place in 2004 over a 5-

month period. The overall project followed a multi-pronged

approach to collecting data and included a national survey,

focus group interviews and the series of interviews reported here.

Although the main study addressed patterns in use and future

trends across the entire scope of practitioners, the focus of this

paper will only be on psychological assessment from the

perspective of the industrial psychologist.

Research approach

The study was conducted from an interpretive paradigm in 

an attempt to understand lived, subjective experiences 

(Davis, Nakayama and Martin 2000). The interview can be

described as topical, as the researcher and participant

interacted on a defined issue, that is, psychological assessment

(Tobin and Begley, 2004). The interview was structured and

followed a standardised format, but it is important to note that

the data gathered was qualitative in nature. The interview did

not probe all issues in-depth, but provided the researcher with

an overview of relevant issues pertaining to psychological

assessment.

The study meets the criteria for qualitative research, as the

goal of this research by means of individual interviews was to

develop an understanding of psychological assessment

according to the meanings given by the participants

(Stromquist, 2000). The methodology allowed the researcher

to interpret participants’ social reality, attach meaning and

then diagnose, rather than predict. An inductive process was

followed, where the starting point was individual cases,

incidents and experiences. This made it possible to

progressively develop more abstract, conceptual categories to

synthesise, explain and understand the data and the patterned

relationships within (Riley and Love, 2000).

Participants

Participants were purposively sampled to obtain views from

experts and practitioners, knowledgeable in the current trends in

psychological testing. The participants practice different

occupations, as well as in different institutional contexts. The

sampling was not designed to achieve representivity, or to

transfer the findings to a broader population, but to explore the

perceptions and opinions of the particular participants across

economic sectors and activities. 

It should be noted that the participants included only test users,

and non-users were not approached. The views and experiences

of non-users were thus not probed and the reasons why some

people choose not to use tests, were not explored in detail. This

is an area to be investigated by further research.

ISSUES IN PSYCHOLOGICAL TEST USE 13



The participants included stakeholders working with people in

the critical life phases of youth and adulthood. This reflects

the broad areas of use of psychological tests, as summarized

by Oakland (2004), namely: describing and predicting

behavior, evaluating and diagnosing, screening and placement

as well as assisting with guidance and counseling services. The

focus was thus on gaining a perspective from practitioners

involved in critical life events such as career guidance,

selection and placement, development, etc through

assessment. Certain crosscutting instances of test use were

also addressed, for example: identification of psycho-

pathology through the use of psychological instruments and

the use of assessment tools for forensic purposes. These

examples demonstrate that some psychological instruments

can be used across different life phases. 

The Sector Education and Training Authorities (SETAs) served as

an additional selection criterion. Because there are a large

number of SETAs, a decision was made to group them together

to cover broad areas of economic activity. At least one

representative from each category was interviewed. 

The categorisation of the SETAs into sectoral groups is depicted

below:

TABLE 1

CATEGORISATION OF SETAS INTO SECTORAL GROUPS

Category SETA

Services FASSET (Financial and Accounting Services)

BankSETA (Banking Sector)

INSETA (Insurance Sector)

SERVICES (Services Sector)

TETA (Transport)

THETA (Tourism and Hospitality)

W&RSETA (Wholesale and Retail Sector)

Public DIDTETA (Diplomacy, Intelligence, Defense and Trade 

and Industry Sector)

LGWSETA (Local Government, Water and Related 

Services)

PSETA (Public Services)

Social Services ETDP SETA (Education, Training and Development 

Practices Sector)

HWSETA (Health and Welfare Sector)

POSLECSETA (Police, Private Security, Legal and 

Correctional Services)

Manufacturing TEXTILES (Clothing, Textiles, Footwear and Leather 

Sector)

CETA (Construction)

FOODBEV (Food and Beverages Manufacturing Industry 

Sector)

MERSETA (Manufacturing, Engineering and Related 

Services) 

CHIETA (Chemical Industries)

Communication ISETT (Information Systems, Electronics and 

and Technology Telecommunications Sector)

MAPP (Media, Advertising, Publishing, Printing, 

Packaging Sector)

Resource-based ESETA (Energy Sector)

FIETA(Forest Industries Sector)

MQA (Mining)PAETA (Primary Agriculture)

SETASA (Secondary Agriculture Sector)

An additional consideration was to include large-scale users of

psychological testing. Although the Department of Labour and

Department of Education are classified as administering agents

from the social services cluster, these departments influence

training and development for employment throughout the

individual’s life in terms of primary, secondary and tertiary

education and training and lifelong learning. Other participants

included Psychometrics lecturers from universities, as these

stakeholders influence the training of future test users, i.e.

Psychology students.

Twent y-t wo interviews were conducted with 31 senior

decision-makers and stakeholders. In some cases more than

one person participated in a particular interview. All the

interviews were conducted with registered psychologists across

the registration categories (clinical, industrial, counseling,

educational, and research), with the exception of two, where

union representatives and decision-makers in the Department

of Education were interviewed. Half of the participants were

female, and the majority was white. The low representivity of

black people in decision-making positions in the field of

industrial psychological assessment is of concern. It should 

be noted that this report might not adequately reflect the 

voice of black people with regard to psychological testing.

Table 2 provides information on the demographic distribution

of the participants.

TABLE 2

DEMOGRAPHIC INFORMATION OF PARTICPANTS

Demographic information of participants

Gender Ethnicity Area of work

Male Female Black White Serv- Public Social Manu- Commu- Re-

ices Serv- fact- nication source-

ices uring and Tech- based

nology

16 15 5 26 9 3 13 2 2 2

Data gathering instrument

An interview schedule, which served as a guideline for the

interviews, was developed and refined from the following pre-

defined indicators:

� Psychological tests currently in use.

� Strengths and limitations of psychological tests currently 

in use 

� Suggestions and requirements for the development of new

tests.

� Importance of psychometric properties such as reliability,

validity and norming.

� Monitoring and management of the quality of psychological

services and tests.

The instrument was piloted and additional questions were

added. Although a standard format was followed, the schedule

wasn’t followed rigidly. 

Reliability

As this is a qualitative study, the term dependability is better

suited. The aim was not to ensure that the study could be

replicated in another study, but whether the findings are

reasonably based on the data (Pitney, 2004). A comprehensive

register of data was kept and both theoretical and

methodological memoranda were compiled. This took the

form of an audit trail where all decision regarding the sources

of data, collection techniques, and meanings interpreted, as

well as assumptions and influences on the researcher are noted

(Long & Johnson, 2000). The interviewer was assisted by other

researchers in validating these notes and memoranda through

cross-checks. 

Validity

The term credibilit y should replace validit y, as in qualitative

research this element of rigour demands that the researcher

ensures that she adequately capt ures what she learnt in the

research context (Pitney, 2004). Credibilit y as a criterion was

imposed on the research procedure and findings. The

procedures followed were credible in that the techniques and

data-gathering instrument (interview schedule and

framework) were designed to facilitate an analysis of the

experiences in terms of the use of psychological tests and the

PATERSON, UYS14



qualit y of psychological testing in general. Peer review 

was used to enhance credibilit y in that other researchers

provided critical input during the design, execution and

interpretation phases of the study. (Pitney, 2004) It was

endeavored to maximize credibilit y in the findings in that

only one interviewer conducted the interviews, with

assistance from other researchers. The assisting researcher 

sat in on the interviews and read the transcription to 

confirm its accuracy. Peer debriefing entailed discussion the

findings at intervals with knowledgeable colleagues (Long

and Johnson, 2000). The interviews were conducted over a

four-month time span. Data analysis and report writing

occurred concurrently. 

Data Analysis Procedure

Data analysis went through the following stages:

i. Defining analysis in terms of research goals: The aim of the

research was kept in mind and it was ensured that appropriate

and sufficient data were collected. 

ii. Familiarisation and immersion: The researcher became

familiar with the data by reading the material thoroughly.

iii. Annotating: Themes were induced from the data and research

memos were written.

iv. Tagging data: Baptiste (2001) refers to tagging as the

process of select ing from an amor phous body of 

materials, bits and pieces that satisf y the researcher’s

curiosit y, and help support the purpose of the study. 

For the purpose of this study, tagging was also employed 

as a means of crosschecking and corroborat ing 

evidence. Tagging takes the form of open coding, 

where the focus is on potential meaning, and pre-existing

codes are not used.

v. Grouping tagged data into categories: The themes were

elaborated by grouping the data together according to certain

criteria. These categories were guided by the research

question. The categories were mutually exclusive as far as

possible.

vi. Making connections: The data were interpreted through

defining and redefining the themes. Certain patterns of

relationships and concepts were identified.

RESULTS

Firstly, information gathered around the contextual back-

ground of test use will be reported on. This provides a

backdrop against which the purposes for which tests are used

as well as the impact of tests on assessment will be discussed.

Table 3 provides a summary of themes identified through

data analysis. 

TABLE 3

THEMES IDENTIFIED THROUGH DATA ANALYSIS

Key Theme Sub theme

Contextual background of test use � Advantages of using psychological 

in the workplace tests·

� Psychological test use in combination

with other methods as part of 

assessment

� Purposes of test use

The influence of changes in 

legislation

The influence of the changing � Changes in the labour market

world of work � Use of international tests

Cross-cultural use of tests � Influence of language and culture

Norming/renorming of tests

Adaptation of existing tests

Development of new tests

Training and competence of � Role of the Health Professions 

test users Council of South Africa (HPCSA)

Contextual background of test usage

Findings from the study suggest that psychological tests are

commonly used in the workplace as a tool in decision-making

in matters such as selection, job assignment, promotion,

training and termination of employment. Participants stressed

the advantages of using psychometric tests as part of an

assessment battery:

“Standardised tests act as equaliser, regardless of colour and

background”.

Participants reported that in most cases psychological tests are

not used in isolation, but form part of an extensive assessment

battery. 

“Such a combination of tests, simulations, inter views, and you

name it, always work the best, but you obviously have to look at

time and money.”

Participants argue that the approach to selecting an

assessment battery should be guided by the rationale of the

assessment, and not according to the tests the organisation

have in stock. There is no standardised assessment process 

that all the participants follow, but in general the 

procedure consists of the candidate being taken though

various forms of assessment. 

The table below identifies the purposes of test use, ranging from

most to least frequently cited in the interviews. 

TABLE 4

PURPOSES FOR WHICH PSYCHOLOGICAL TESTS ARE USED

Most frequently cited Cited to an extent Least frequently cited

� Selection and � Identification of � Optimal fit and 

recruitment potential placement

� Training and � Research· � Retention·

development· � Screening of large � Determining 

� Team development· numbers of people literacy levels

� Interpersonal skills � Accreditation of 

and self-improve- qualifications·

ment � Promotion

� Career counselling � Identif ying beha-

and development viour problems

� Succession planning � Job analysis

� Development of 

leadership

� Bursaries and 

evaluation

� Training of users

The participants were probed on the reasons why they cease to

use a particular test, and why this test is then in some cases

replaced with another instrument. The reasons provided by the

participants include: (i) the test has become outdated, (ii) the

test is not culture friendly which hampers cross-cultural

application, (iii) there is poor or no research on the application

of the test, (iv) the user receives insufficient support from the

distributor (v) perceived exorbitant prices of the instrument,

and (vi) the test is no longer applicable in a changing

population.

Participants noted that the external environment, in the form 

of the world of work, has an impact on ethical and responsible

test usage.

The impact of changes in legislation on ethical application

of tests

Changes to legislation place new demands on psychological tests

and practitioners.

“… you must assess what you are supposed to be assessing, you

are not allowed to discriminate [unfairly], you’ve got to be fair in

your processes and ethical.” 

ISSUES IN PSYCHOLOGICAL TEST USE 15



Participants reported that in the past testing was seen in a

negative light due to unfair and discriminatory application. This

attitude is changing:

“I think 10 years ago there was a very negative sentiment

regarding testing, (and) I think that people started seeing that

even an inter view can be unfair. They saw that there are

alternatives, which also have inherent problems, and I think

people started appreciating the objectivity of the kind of

information you get [from tests]”.

Participants argued that criticism should be levelled against

practitioners instead of tests themselves.

“The question mark drawn over psychometric testing was 5%

about the content of the test. Ninety five percent was about the

people that used it. People used it to keep the system in place. I

think that still happens in some environments where people use

the test or test material to keep their agendas in place. That can

be political or financial agendas.”

The influence of the changing world of work

Some tests currently in the market were developed during 

the previous decade and cannot be applied without reserve 

in the new organisation, as the labour market has changed

significantly. Participants state that applying outdated tests

can lead to misuse and drawing incorrect conclusions. This

has not only detrimental consequences for the individual, 

but also cost implications for the organisation. Although 

the participants cited some examples of inappropriate test 

use, in general they strive towards applying updated, 

relevant tests.

“  [I think those things have to be updated every 5 years] in this

fast changing world in which we live. Because at present you are

only making inferences. You carry certain information over to

other fields, because these fields are not being measured. And

your population is changing.”

The need to compete globally, had lead to practitioners using

international tests imported to South Africa. These tests can be

unsuitable in the South African context. 

“… you cannot always import things from other countries into

your country. You must look at whether that system will be

suitable for your environment as a developing country.” 

Cross-cultural use of tests

When addressing the use of tests in a cross-cultural setting, the

participants raised the issue of the influence of language and

culture on test performance. The participants pointed out the

need to overcome the language issue in assessment:

“… where language and educational difficulties are a problem,

we have to be creative in terms of how to measure it in a more

tangible, concrete way.” 

Participants raised t wo very different arguments in proposals

to overcome linguistic disadvantage in the workplace. Some

participants felt that the test users should be able to respond

to psychological tests written in English, regardless of the

testee’s home language, as an inabilit y to deal with language

barriers will negatively influence their performance at work.

They argue that the major global business language is English

and the participant should be able to converse fluently in 

this language. 

Other participants argued that test users who for whatever

reason are not fluent in the language of the test might perform

badly on, for example a cognitive test as a result of poor

language skills rather than cognitive ability. If the test taker does

not understand the words and prompts of the test, the

instrument is incapable of delivering reliable information.

Participants strongly argued that language differences should

not prevent people from benefiting from psychological testing,

as summarised by a participant:

“But the most important thing is not to use it [test scores] as

a barrier. Not to say that it keeps the person away from

training, but that it is an indication to him or the

organisation that he f irst improves his language ability,

because if he improves his language ability, he will perform

better work-wise. Because if the language is bad, language

itself becomes your barrier.”

This group of participants argue for the translation of existing

instruments, the use of projective measures and/or non-verbal

instruments or screening for language proficiency before

psychological testing to avoid potential discrimination.

Norming

The participants stated that one way of addressing inequities in

cross-cultural application of tests, is to ensure appropriate

norming.

“I don’t think you can go without norms. How will you compare?

Our job in industry is to compare, not discriminate, but

differentiate. Better, worse – that is our job. And you have to

compare people to do this.” 

Moreover, participants are aware of the complexities of

norming/renorming tests for use in the South African context.

The consensus among participants was that the norming process

should be scientifically approached with a representative,

stratified and appropriately sized sample. This necessarily

involves continuous research on all tests, local and

international. A participant emphasised the role of research in

test development and adaptation:

“ … with all tests you have to do continuous research, the

same for local and international tests. But to de velop a test is

a long process. Our dilemma is that our cross-cultural

situation is so different from other countries, that basic

matters such as language cannot be addressed easily. So the

changes required will be radical and you will have to

standardise the things again to ensure that it still does what

it is supposed to.” 

All the participants stressed the importance of developing

appropriate norms, but presented different suggestions for

making the process equitable and fair. Some argued for the use

of different categories as reference groups, believing that it can

be unfair to compare people from different educational

backgrounds on the same norm. They felt that norms must be

developed based on age, race, educational background and

language because of past disparities in opportunities and

access to education. Others felt that the development of

different norms for different groups can be construed as

discriminatory, paternalistic or can even be perceived as

analogous to apartheid practices. Furthermore it was observed

that using race and language as reference criteria in norming

may also not be relevant any more on account of urbanisation,

acculturation and social class mobility among previously

disadvantage groups.

“I think it will be unfair to have a disadvantaged norm. I also

don’t think it will have practical value. I think you have to make

distinctions based on more than language and race, because

there is a lot of mixing. The groups are not as purely advantaged

or disadvantaged as 10 years ago.” 

Other participants argued for a more qualitative, content-driven

interpretation of tests results, or the comparative use of

alternative norm groups where the test taker is compared to

both the typical Western norm and a general mixed norm. Again

it becomes clear that a normed result should not be taken on

face value, but contextual factors should be considered.

PATERSON, UYS16



“You should not develop a norm on those people for whom the

test does not work. That is a prerequisite: you can only norm on

groups where your test is reliable enough to use.” 

Furthermore, participants debated the issue between adapting

existing tests versus developing new instruments.

Adaptation of existing tests

Participants stated that test use could be improved by adapting

tests for the organisational setting.

“ Testing should be adapted to be more focused on employers, and

not only for a clinical set-up. We have to make these things

practical. We say all this wonderful things: that testing is an aid

for decision-making, but if you can’t use it, it can’t be an aid.

And if you use it wrongly, it won’t be an aid.”

Furthermore, participants indicated that for tests to add value

to the decision-making process, test information should be

triangulated against other forms of information (i.e.

interviews and other forms of non-psychological assessment).

In some cases other methods of assessment may be more

effective, and testing is not the preferred recourse in all

situations. Participants therefore observed that testing should

only take place if this practice can add value to the decision-

making process.

“I think you can support testing if testing is one of the elements

that is considered, … if it is adaptable and if it can’t be

manipulated, if I have a clear indication of what is measured for

which category of people.” 

The participants’ views on existing tests cover two broad areas:

underlying principles of test usage (cross-cultural validity and

reliability) and practical limitations (time and constraints and

limited funding). This has to be taken into consideration when

adapting existing tests in future. Their suggestions regarding the

adaptation of existing test material included: 

� Test manuals should be explicit in defining the context,

rationale, target group and applicability of the particular test. 

� Psychological tests should be adapted to integrate with

National Qualification Framework (NQF) levels and should

take into account qualifications not formally obtained.

� Although there is still a need for paper and pencil tests,

computer-based testing has many advantages. Participants

expressed a need for existing tests to be computerised. 

Development of new tests

Participants identified the following areas in which new tests can

be developed: (i) identification of potential and developmental

areas in people with lower educational qualifications, (ii)

measuring cognitive potential with non-verbal instruments, (iii)

leadership in the South African context, (iv) emotional

intelligence, (v) integrity, (vi) language skills assessment, (vii)

pre-selection screening test to indicate whether further in-depth

testing is required, (viii) team performance, (ix) personality

assessment for people with low literacy, (x) addressing the needs

of illiterate adults and unemployed youth and (xi) meeting the

assessment needs of people with disabilities. 

Participants felt that existing measures do not address these

areas adequately. In terms of the development of new

instruments, the participants emphasised that all instruments

need to meet the following criteria: proven predictive validity,

cross-cultural fairness, relevance and reliability.

Use of unregistered tests

Practitioners felt that one way of protecting the organisation

against litigation and unethical practices is to only use

instruments registered with the Health Professions Council of

South Africa (HPCSA) and avoid instruments that any

unqualified person can use. In addition, they feel that sensitive

information generated by psychological tests should not be for

public consumption, and advise against line managers and

clients having direct access to it. The sensitivity towards the

ethical use of tests is echoed by the labour union:

“As a trade union we say it must be fair with reference to our

members and equal. It has to be transparent. And the moment

we see it is not equal, transparent and fair, we have a problem.”

Sometimes the practitioner will need a type of test that is not

included in the HPCSA list. The user is then forced to use

available measures, which might not be registered by the HPCSA

to assess these areas. In some cases, the users develop tests

themselves to suit their unique needs and circumstances, and

these tests are not tabled for registration. Some tests are in the

process of being registered, e.g. a list of Neuropsychological tests

covering a broad range of instruments, have been sent for

registration, but a final decision is still pending.

The majority of unregistered tests are international in origin.

Practitioners sometimes utilise well-known international tests,

which may have a solid base of research, without taking

cognisance of the fact that the test is not standardised for use in

South Africa. Practitioners are sometimes compelled to use

international tests with international norms when a candidate

has to be compared against a global standard, such as in the case

of international appointments.

The use of an international test is justified, according to the

participants, if it has been standardised for use in South Africa.

Situation-specific norms in the South African context are also

meaningful and this is one of the reasons practitioners insist on

South African standardisation. All tests have to be supported by

local, empirical information. 

“The weaknesses here are not bad tests, but bad psychologists

that use things incorrectly, or that use it exclusively, as if tests

always give the complete picture. That is not true – it is only 

a tool.”

The participants pointed out some difficulties with the

registration process of psychological tests with HPCSA, which

contributes to substantial use of non-registered tests. The

registration process with the Psychometrics committee is viewed

by the participants as very stringent, bureaucratic and in many

ways confusing. 

“I can’t see that I’m getting any value from the HPCSA in terms

of assessment… That they address the matter, have debates about

it, do training, have workshops or develop guidelines [and]

regulations...” 

Furthermore, it is expensive to submit tests for registration and

the thoroughness of the process is questioned. Practitioners feel

that there should be independent studies to validate results

submitted by test developers as part of the registration process.

In their view, the decision about which tests to table for

registration should not be left to the test developer. Participants

are also unclear about certain definitions in the classification of

tests. There is no provision in the guidelines of psychological

assessment for testing in a human resources (HR) capacity.

“it is difficult to even find a person responsible in setting out the

guidelines, but there is no active energy in the ball game. It is

like: if they do or don’t, who cares? South Africa has the most

regulated test environment in the world, but in practice it is

difficult to implement.” 

Training and competence of test users

Practitioners felt that all test users are not properly trained in the

application and administration of psychological tests. 

“…they use it simplistically, mechanistically, without

understanding the full context. It is irresponsibly used – it’s like

using a medicine that you are not trained to use.” 

ISSUES IN PSYCHOLOGICAL TEST USE 17



Irresponsible test usage has detrimental effects for both the

practitioner and organisation, especially in terms of South

African legislation.

“I think it is about the person’s integrity and training. If you work

in court you expose yourself, and if you don’t use the stuff

ethically and professionally, you would have exposed yourself.”

Participants suggested that test-users should receive

comprehensive training as part of their graduate work, and that

further training should form part of continuous professional

development. 

“… it must be a responsible test and it should be responsibly used.

It must be relevant firstly and interpretation must be done

responsibly by suitably trained people.”

Currently, training at tertiary level includes areas such as test

construction and psychometrics, as well as a course in test usage.

It was observed that the training is not standardised across

universities and there are some gaps in the training of

psychologists and future test users. In this respect, the

responsibility lies with universities and the HPCSA in terms of

setting the accreditation examination, and regulating further

training, to ensure that users are informed and skilled in the

ethical use of tests.

DISCUSSION

In the discussion of the results of this study, information

regarding the use of tests for a broad range of purposes and the

use of psychological tests in combination with other assessment

methods provides the contextual background to test use.

Against this background, practitioners face many critical

issues in ensuring appropriate and ethical test use, i.e. changes

to legislation, the changing world of work and the use of

international tests. Test use is also influenced by social and

cultural factors such as the cross-cultural use of tests, and the

inf luence of language and culture on ethical test use.

Practitioners respond to these challenges by the appropriate

norming/renorming, adaptation of existing tests, development of

new tests and the use of unregistered tests. In general, ethical

and responsible test use requires adequate training and

competence of test users, and the active involvement of

professional bodies. The above-mentioned critical issues are

schematically depicted below in Table 5, which represents an

illustration of the themes uncovered in the research as well as

the relationship between the themes.

TABLE 5

CRITICAL ISSUES AFFECTING PSYCHOLOGICAL TEST USE IN THE

SOUTH AFRICAN ORGANISATIONAL CONTEXT

Context of test use in Critical issiues and Responses to challenges

the workplace challenges in terms posed to test usage

of test usage

� Advantages of using Environmental � Norming/renorming

psychological tests variables: of tests

� Purposes of test use � Changes in � Development of new

� Psychological test  legislation tests

use in combination � The influence of

with other methods the changing world

as part of assessment of work

� Training and competence of test users

� Role of professional bodies

Context of test use in the workplace

Globally there has been a move towards a more positive

perception of psychological tests and testing as an acceptable

practice. Oakland (2004) reports that there are an estimated

5000 standardised tests in English, constructed mostly in the

Western Europe and the USA. This shows that there are many

tests available for a range if purposes. Psychological tests provide

an indication of complex constructs such as knowledge, skills

and psychological attributes which are difficult to measure with

other methods. Existing tests cover a broad spectrum of

measurable areas, and the users can choose between different

instruments to meet specified needs. The findings of this study

thus agree with Owen and Taljaard’s (1996) statement as cited in

van der Merwe (2002) that psychological tests can contribute to

the efficacy of selection and placement in industry, if applied

appropriately in consideration of the context, testee

characteristics and reason for assessment. 

Literature supports the advantages of test use as reported 

by the participants in this study. Appropriate testing can

decrease the probabilit y of employing and training the 

wrong person. The organisation can thus strategically 

increase their effectiveness by recruiting and developing 

their human resources (Bartram, 2004). This is extremely

important in an organisational setting, as inappropriate

appointments and consequent training can lead to huge

financial losses in the long term.

Practitioners see psychological tests as a more ‘objective’

measure when compared to other methods such as interviews.

Test results provide a wealth of information in a short time

(Bredell, Van Eeden and Van Staden, 1999). This information

forms a basis for comparison and the testee can be evaluated

against his/her peers. The testee also benefits in that he/she is

given the opportunity to increase his/her self-awareness and

focus on his/her strengths. This can only be achieved when the

testee is provided with extensive feedback.

The finding that practitioners use psychological tests in

combination with other methods like simulations, interviews

and in-basket exercises corresponds with the findings from van

der Merwe’s study (van der Merwe, 2002). Bartram (2004) found

that the most effective test battery for selection purposes

includes measures of ability and personality traits such as

conscientiousness and integrity. Many factors are taken into

consideration when deciding on an assessment battery, as the

assessment procedure is seen as a reflection of an organisation’s

values and culture (Bartram, 2004).

From the above, it can be concluded that psychological 

tests are important tools, used frequently in the assessment

decision-making process in both South Africa and inter-

nationally. When applying psychological tests in the workplace

practitioners face many critical issues and challenges, which

will be discussed next.

Critical issues and challenges in test use

Psychological practitioners have to meet the demands of a

changing workplace. South African legislation has shaped the

practice of practitioners. The draft policy of the Professional

Board of Psychology on the Classification of Psychometric

Measuring Devices, Instruments, Methods and Techniques

demands that scientific proof is provided of an instrument’s

psychometric properties such as validit y, reliabilit y and

absence of bias, to ensure that the instrument can be used

equitably in the workplace. Practitioners therefore have to be

more cautious and informed about the instruments they apply,

and should take the responsibility to ensure that a test can be

fairly applied.

The letter and spirit of the Employment Equity Act, 1998 (Act

No. 55 of 1998) prescribe the equitable use of psychological

tests. Psychological tests can act as a disabling factor, if the

test is inappropriately applied, or used in isolation without

verif ying the results against other measures. The Skills

Development Act (Republic of South Africa, 1998) through the

Lev y Grant Scheme (Republic of south Africa, 1999) aims to

improve human resources and promote equit y in the

PATERSON, UYS18



workplace. Assessment can ensure appropriate targeting for

training by identif ying candidates who might benefit most

from further training and development.

The workplace itself is changing. The new world of work

requires speed, flexibility and an empowered work-force. Due

to globalisation and rapid change, the workplace looks

different than what it did a few decades ago. Work now

requires a different set of skills and traits from the successful

candidate, and psychological tests should be designed to

measure this. Emerging technology and economic changes

such as a greater reliance on outsourcing certain functions,

have changed the organisational structure, as well as the kind

of work that the employee is expected to perform. There is an

increase in the demand for specialists, whereas the need for low

level manual workers has decreased. The worker, in partnership

with the organisation, has become an equal partner in

determining and managing his/her career path. This requires

resilience on the part of the worker and highlights the

importance of life-long learning. From an international

perspective, Fernandez-Ballesteros (1999) also note the

following challenges that Industrial/Organisational psycho-

logists have to face: a multi-ethnic, multiracial, multinational

community, an aging society and a renewed interest in 

quality of life.

Oakland (2004) found that in most countries foreign developed

tests are used more frequently than nationally developed tests.

From the responses of the participants it is clear that the use of

tests not registered with the HPCSA is not simply a matter of

wilful malpractice, but is symptomatic of a wider problem. This

practice has its roots in a number of factors.

In many cases there is a lack of awareness and knowledge among

practitioners about which tests are registered and which are not.

Organisations are sometimes not aware of the registration status

of the tests they use. In some cases instruments are selected

because it is familiar, well advertised or offer the “latest”

technology. Organisations are constantly searching for cutting

edge tools to enhance their competitive advantage. Many tests

are new on the market and have not been through the

registration process. Although there are many locally developed

tests available in South Africa, many practitioners choose to use

international instruments. 

Many test-users utilise tests not registered with HPCSA because

these tests are more easily accessible. Furthermore they are not

restricted by the requirement that a psychologist has to

administer the test. Small organisations in general, do not have

the specialist skills and resources to invest in assessment

(Bartram, 2004). A wider range of people can thus administer

these tests and the organisation can save money by not

employing a psychologist. Practitioners without formal

training in psychology are increasingly doing assessment, and

personnel officers are expected to carry out assessment with

psychological instruments in the course of their day-to-day

work. Highhouse (2002) also identified this trend in an

international study.

Furthermore, practitioners have to keep social and cultural

factors in mind of tests are to be used ethically. This will be

addressed next.

The impact of social and cultural factors on test usage: Cross-

cultural use of tests

From an international perspective, Bredell, et al. (1999) state

that a recognition of cultural differences has lead to the

development of instruments to measure potential, as well as a

sensitivity towards the contexts in which the individual

functions. Not all instruments used in South Africa have been

thoroughly researched in terms of their cross-cult ural

applicabilit y. Nevertheless, practitioners still engage in

assessment practices using tests not standardised for South

Africa. The difficulty of choosing between instruments is

further exacerbated by the fact that information regarding the

classification of tests according to performance-driven criteria

is unavailable. 

When investigating the cross-cultural application of tests,

attention should be given to factors such as language, race,

gender, socio-economic status, educational background, etc.

(Bedell, et al.1999 ). Specifically the impact of language and

cultural differences on testing will be discussed in more detail. 

The most frequently cited hindrance to the administration 

of psychological tests as reported by interview participants 

is language. Language can be problematic on three levels: 

(i) the language in which the test is constructed, (ii) the

difficulty level of the test language, especially if the test is

administered in the testee’s second or third language, (van de

Vijver and Rothmann, 2004) and (iii) the language

competence of the testee. 

Language is closely tied to cult ure. Cult ural context

particularly becomes a problem when doing personality

assessment, as constructs have different meanings and are

experienced differently across cultures. In general personality

tests require a high level of language proficiency (van de Vijver

and Rothmann, 2004). Bredell, et al. (1999) state that culture is

an important moderator in test performance because it affects

behaviour and consequently the psychological construct being

measured. Other factors that can influence test performance

include: cultural and/or environmental factors, language, 

level of familiarity with tests, rural or urban residence,

acculturation, age, gender, etc.

It is important to determine whether the performance on the

test reflects the testee’s ability, and not her level of competence

in the test language (Foxcroft, 2004). The test developer has to

ensure that the same construct is measured across different

groups when using different languages. This is in line with the

stipulations of the International Guidelines for Test Use

(Foxcroft, 2004). It is therefore necessary to examine the bias

of the items as well as the validity of the test across cultures. It

is important to recognise that translation is not a quick-fix

solution to cross-cultural use of tests. Even changing some

wording in an item can draw a question mark over the

construct, score and predictive comparability (Bredell, et al.,

1999). For these reasons some participants objected to the idea

of translation, as this process might change the constructs

being measured and will require additional expense for

restandardisation.

Another solution could be to eliminate language from testing by

using non-verbal instruments. From an international

perspective, Highhouse (2002) observes that a negative attitude

towards psychometric tests and a lack of trust in judgmental

prediction methods which characterises psychometrics, has lead

to an increase in the use of projective techniques. In a multi-

cultural context such as South Africa, this method presents

problems because when using projective techniques the test

taker’s response has to be translated and much of the nuances of

the language can be lost through this process. Moreover,

existing projective techniques are culture-bound and will be

interpreted differently across cultures, which will not

automatically solve the cross-cultural applicability debate. Thus

in the case of projective techniques, the issue of language may

be addressed, but cultural differences are not adequately

accounted for.

Van de Vijver and Rothmann (2004) suggests various approaches

to eliminating discriminatory use of tests in cross-cultural

application, i.e. the development of culture-specific norms (van

de Vijver, 2004), introducing score adjustment procedures and

the development of new instruments. The participants in the

ISSUES IN PSYCHOLOGICAL TEST USE 19



current study echoed these sentiments. Norming/renorming

new or existing tests, adapting existing tests using unregistered

tests and lastly developing new tests will be discussed as

responses to challenges posed to test usage

Responses to challenges posed to test usage

Norming/renorming

Norming is a form of benchmarking where the performance of

the individual is compared to a relevant reference group. The

issue of norming or renorming psychological tests is a

controversial issue, which requires careful consideration of all

related factors i.e. age, education, gender and race. Norming is

thus seen in conjunction with standardisation. 

Participants in the South African business world have followed

the route of developing situation-specif ic norms, where

candidates are benchmarked against specific job requirements.

Factors such as age, gender and race are not taken into

consideration and all candidates have to meet a uniform

standard. The assumption is that predictive validity is facilitated

through situation specific norming. This enables the

psychologist to justif y decisions based on job requirements – all

successful applicants have to meet particular requirements,

regardless of demographic differences. The aim of the test is to

reliably measure constructs present in the work situation with a

proven link to job success. Although there is one norm group for

each job, every different job will have a different norm group

e.g. different norm groups for executive management and

clerical staff.

Some larger institutions and enterprises have the resources and

data available to develop situation-specific norms and to do

statistical analysis themselves. Private practitioners do not

have such a facility or expertise at their disposal, and will

clearly experience difficulty in generating norms tailored to

their unique needs. This suggests that the clients of private

practitioners are even less likely to be assessed with

appropriate norms. To compensate for the problem, a facility

could be created where private practitioners can contribute to

a database and also have access to this source of information

for norming purposes.

Furthermore, it is imperative that tests meet the requirements of

validity, reliability and cross-cultural applicability. Information

on the aspects should be included in the test manual (van de

Vijver and Rothmann, 2004). There are many different

arguments about whether (i) new tests have to be developed

from scratch, (ii) whether international tests can be adapted for

use in South Africa and (iii) whether a strategic approach should

be followed where certain tests are selected to be adapted while

new local tests are also developed. This will be discussed in the

next section.

Adapting and developing tests

Evaluating the adaptation of existing tests with the development

of new tests calls for a decision-making process that compares

advantages and disadvantages against cost implications. Foxcroft

(1997) supports the adaptation of existing tests and the

development of culturally appropriate tests and norms, but

cautions that when developing tests, the practical limitations of

the South African context should be taken into consideration.

Cultural and linguistic differences can hamper the development

and norming of tests and South African test developers and

distributors are faced with an enormous challenge.

Shuttleworth-Jordan (1996) argues in favour of adapting and

standardising existing international measures, as increasing

urbanisation, acculturation and literacy might hamper the

development of culturally appropriate measures. The debate

around adapting or developing thus needs to be addressed.

Adapting existing tests

A test can either be updated, or adapted or both. Updating refers

to making a test more relevant and changing outmoded aspects

of the tests, whereas adaptation can include this, but mainly

refers to changing the test in terms of restandardisation and

renorming.

Participants did not refer to limitations of existing tests that

could be addressed by adapting them. It is possible that the

participants don’t give the adaptation of existing tests enough

thought in their ordinary day-to-day functioning. Users might

not be aware of how the limitations of existing tests can be

addressed, or they might be content with the tests they are using.

This corresponds with the findings from van der Merwe’s study,

which showed that users in general are satisfied with the tests

they use, although they do mention that some instruments and

material are outdated (van der Merwe, 2002). Skarlicki (2003)

mentions an interesting paradox in reviewing the literature on

the effectiveness of HR practices: test takers tend to deem invalid

tests (i.e. low predictive validity) as more fair, which stresses the

point that the perception of fairness is as important as

psychometric information. 

Developing new tests 

There is a view among the participants that in some instances

existing tests should not be adapted, but new tests should be

developed from scratch. This is especially the case in

personality measures. When developing a new test, attention

should be given to item format, construct validity, relevance of

content and appropriate use of language within the South

African context (Foxcroft, 1997). Van der Merwe in his study

also found that the market would welcome tests developed in

South Africa, where participants expressed a need for the

development of culture-fair instruments. This approach could

be enhanced by implementing competency-based assessment,

which is job related rather than norm based (van der Merwe,

2002). Bartram (2004) states that competency-based

assessment focuses on the essential behaviours required to

perform a job though focussing on individual differences in

terms of work-related constructs relevant to job performance.

There is thus a move away from traits to potential in relation

to work behaviour.

Training and competence of test users and the responsibility

of professional bodies

Oakland (2004, p. 162) remarks that: “sound testing practice

require suitable educated professionals to cor rectly select,

administer, score and wisely interpret tests and other measures.”

Adequate and continuous training thus enhance appropriate

and ethical test use. 

Currently there is no standardised training programme for

psychological assessment available across all training

institutions in South Africa, and the ethical standards governing

test development and use are embedded within the broader

ethics code (Oakland, 2004). Bartram (2004) summarises many

authors’ concerns about the indiscriminate use of tests without

adequate training of practitioners. 

Current guidelines in terms of classification and application of

psychological tests are not very clear. According to these

guidelines some tests can be administered by “suitably trained”

people, which do not necessarily entail a qualified psychologist

or psychometrist. The question arises: What does “suitably

trained” really mean? These and other specifications and

guidelines require clarification. A policy document stating

when, where and how psychological tests can be used should be

available and easily accessible. 

The participants in this study observe that they urgently need to

get more support from the HPCSA and other professional bodies

with regard to assessment practices. Institutions like the HPCSA,

Psychological Association of South Africa (PsySSA) and test

developers could contribute toward standardising and providing

training. PsySSA has a particularly important role to play in this

regard. Oakland (2004) argues that conditions of test use are

PATERSON, UYS20



more favourable if the professional association takes a positive

attitude towards assessment, is involved in training and

preparation and takes the initiative in setting out standards for

test use and development.

From the information received from the participants, it can 

be argued that the HPCSA is currently not in a position 

to efficiently regulate access to and use of tests. A 

possible strateg y is to strive towards self-regulation, 

where practitioners are empowered to make informed

decisions through access to information and adequate

training. Participants felt that if test users were adequately

trained they would choose not to use unregistered tests,

without being regulated into this decision. This argument 

is supported by comments from practitioners that the

negative connotations around psychometric testing could 

be ascribed to unqualified, incompetent administrators, and

not the tests themselves.

Concluding remarks

In the era after 1994, with changes in legislation and 

the structure of the work-force, psychological assessment 

has an important role to play in developing and maintaining

an organisation’s competitive advantage, but also needs to 

be responsive to the demands and requirements of the

organisation and worker. The study showed that although

practitioners are faced with many critical issues, psychological

tests are used in industry on a large scale and for a variety 

of purposes.

The current study highlighted the tension in South Africa

bet ween achieving equit y in the workplace and increasing

productivit y. This debate has relevance when it comes to 

the application of psychological tests and selection of 

norms. The argument is raised that standards should not be

lowered and all populat ion groups should meet the 

same criteria, especially when compet ing in a global

economy. The counter argument is that psychological 

tests should take into consideration the inequalit y of the 

past and different norms and standards should be set for

different population groups. 

Practitioners further remarked that the tests available in the

market are mostly developed from a clinical model, where the

focus is on deficiency and pathology. Practitioners have to adjust

these measures to answer human resource related questions, as

assessment in industry requires a focus on strengths and

potential. A need for the development of tests that are

specifically geared at industry and practical in nature was

identified in the study.

The cross-cultural applicability of tests is an important issue,

which should receive attention through continuous research.

Participants accept that language and culture influence test

performance, and strategies should be put in place to ensure that

tests are used equitably. 

Divergent arguments support the notions of developing 

local instruments, as well as adapting and standardising existing

tests for use in South Africa. It is important that test developers

and distributors, together with test users, take an active part in

the governing and quality assurance of psychological tests.

Industry should be made aware of the importance of using

sound instruments applied by suitably trained and qualified

administrators.

Training is highlighted as a strategy to improve the quality of

tests and testing practices in South Africa. St udents in

industrial/organisational psychology as well as practising

psychologists have to receive relevant and applicable training.

Established psychologists have to be retrained and updated in

new developments and practices in psychological assessment.

The relevance and quality of current training of Industrial

Psychologists was questioned, especially as there is not a

standardised training programme in place. Are Industrial

Psychologists adequately trained and prepared for assessment 

in 2005?

It is not proposed that this study provide an adequate overview

of all tests currently in use in South Africa. It is suggested that a

database of all tests classified according to purpose

(psychological and non-psychological) should be compiled. This

requires focussed research on tests used in South Africa, which

should not be limited to the tests registered with the HPCSA.

Having access to this data will make it possible to study trends

in current tests use as well as infer future needs. The

information should be made available to all practitioners in an

electronic format, i.e. Internet and should be easily accessible

and updated regularly.

A first step in addressing the confusion amongst practitioners

around psychological assessment could be drafting a

framework for guidelines and regulations addressing issues

such as access to psychological tests, fairness in testing, 

ethics and professional qualification standards. Inter-

nationally, the International Test Commission has been

instrumental in providing a template on which such

guidelines can be based (International Test Commission,

2000) – although the unique South African context should 

be taken into consideration. To ensure equitable, responsible

and transparent assessment practice, all stakeholders should

be involved in drawing up assessment guidelines. These

include practitioners, test developers and distributors,

universities and legislative bodies such as the HPCSA, as well

as professional associations such as PsySSA and SIOPSA

(Society of Industrial Psychology in South Africa). It would be

wise to include representatives from all cultural and language

groups in this stakeholder group. This will prove to be a

challenging but rewarding endeavour.

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