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Author

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1		-XWiki.RandellGreenlee
	1	+XWiki.EricDeRuijter

Content

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15	15	=== Validity ===
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18	18	The validity of the method is increased by the tasks being appropriate for the competences to be measured. Above all, interpersonal and artistic skills can be assessed with the role play. The following communicative and social skills can be assessed: interviewing, rhetoric, reasoning, empathy, assertiveness, persuasiveness and sensitivity. In order to increase the validity, the selected role-playing situations should be representative of the event technology. It is important to make the situation challenging and relevant. The situations need to occur regularly in real life. As the scenario only reflects one concrete situation there is a risk that it doesn't reflect all situations in professional practice. However, the method is close to real life and is well controllable.
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20	20	A particular challenge for the validity of the role play is the requirement on the candidate to be active as an actor. Care should be taken here to make it clear that the acting performance is not assessed. The candidate should be able to develop his role freely and without pressure in order to be able to express his inherent competencies.
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22	22	According to Obermann (2018), the relationship between job success and the results of role play is .16. This corresponds to a very low correlation. It should be noted, however, that in the assessment context, job success is only indirectly relevant in the context of validation.
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25	25	=== Reliability ===
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43	43	== Limitations ==
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45		-Role plays are less suitable for assessing knowledge-based skills. Likewise, no competencies are expressed that are expressed in written and drawn results. The methodology is less usefull for observing physical skills, exept if combined with an observation in a simulated environment.
	43	+Role plays are less suitable for assessing knowledge-based skills. Likewise, no competencies are expressed that are expressed in written and drawn results. The methodology is less useful for observing physical skills, except if combined with an observation in a simulated environment.
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47	47	To check how the candidate behaves in a non-simulated environment, real-life observations should be preferred. A good scenario should be able to bring forward knowledge based skills.
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53	53	== Tips ==
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56		-Educate the assessee that their acting performance is not being tested. He should behave as he would in everyday work. The atmosphere should be as realistic as possible. Assessee and interlocutors (= role players) need prior written information. This gives the other party information on how to react to certain situations and questions. The person watching should not have direct eye contact with the assessee. In advance, it is recommended for observer training to practice role-playing with video analysis. Assessors need to be trained for the specific scenario's, idealy in interaction with their collegues.
	54	+Educate the candidate that their acting performance is not being tested. He should behave as he would in everyday work. The atmosphere should be as realistic as possible. Cabdidate and interlocutors (= role players) need prior written information. This gives the other party information on how to react to certain situations and questions. The person watching should not have direct eye contact with the candidate. In advance, it is recommended for observer training to practice role-playing with video analysis. Assessors need to be trained for the specific scenario's, ideally in interaction with their colleagues.
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58		-It can help to get the candidate on the right track to use some properties (assessories) to visualise the role of the actor (for example a typical piece of clothing, documents, models, ...). Make clear the candidate is playing his/her own role in the given situation.
	56	+It can help to get the candidate on the right track to use some properties (accessories) to visualise the role of the actor (for example a typical piece of clothing, documents, models, ...). Make clear the candidate is playing his/her own role in the given situation.
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61	61	== Traps ==
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63		-The situation characteristics from the requirements analysis cannot be implemented carefully enough. This can have the consequence that the behavior is not relevant for the competence to be tested. Sentences like "In reality I would do it completely differently." are signs of this. There is a risk for socialy expected answers and behavior.
	61	+The situation characteristics from the requirements analysis cannot be implemented carefully enough. This can have the consequence that the behavior is not relevant for the competence to be tested. Sentences like "In reality I would do it completely differently." are signs of this. There is a risk for socially expected answers and behavior.
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65	65	If the assessor has no experience with role-playing games, an unpredictable momentum can develop which affects the comparability. Assessors need to be aware of the reasons for all scenario steps and have to balance natural behaviour and following the storyline of the scenario that leads to the visibility of the skills. Errors can be a high level of willingness to compromise or hardness. Principle of local independence: The interview partner must act neutrally in the individual situations, even if the assessee had a poor start in a previous situation. Otherwise only the overall performance can be assessed, but not individual competencies. Avoid that the same assessor is playing different roles for the same candidate.
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