Re: This changes everything
by
Ben017
10/25/2009, 7:01 PM #
The key difference between the oral and written test is that the written test was blind-graded while the grading of the oral test was racially rigged from the outset by making almost two-thirds of the judges minorities, which is highly unrepresentative of the distribution of senior firefighting leadership expertise.
The whole point of civil service examinations is to eliminate favoritism, which is why the union insisted on a 60% weighting in favor of the blind-graded test over the easily-rigged oral test.
Actually, Briscoe did very badly on the written test in any sense. Although he scored a 92.08 on the oral test, he only scored a 59 on the blind-graded written test, putting him 66th out of the 77 test-takers on that test. He scored 13th out of 19 blacks on the written-exam. Overall, counting both the oral and written exams, Briscoe finished 24th, with five blacks ahead of him. Why is Briscoe more deserving than the five blacks who did better under the rules?
Briscoe had the largest divergence in scores between the two tests of any of the 77 test-takers, implying his high score on the oral part could well be a fluke. Oral tests are more likely to produce unreliable scores because the sample size of questions per hour of testing is smaller due to the lower bandwidth of oral vs. written communication.
The main problem is that groups differ on average by up to one std deviation on measures of cognitive ability.
"The major legal dilemma in selection is that the best overall predictors of job performance, namely, cognitive tests, have the most disparate impact on racial-ethnic minorities. Their considerable disparate impact is not due to any imperfections in the tests. Rather, it is due to the tests' measuring essential skills and abilities that happen not to be distributed equally among groups (Schmidt, 1988). Those differences currently are large enough to cause a major problem. U.S. Department of Education literacy surveys show, for example, that black college graduates, on the average, exhibit the cognitive skill levels of white high school graduates without any college (Kirsch, Jungeblut, & Kolstad, 1993, p. 127)."
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