In personnel- and educational selection, a substantial gap exists between research and practice, since evidence-based assessment instruments and decision-making procedures are underutilized. We provide an overview of studies that investigated interventions to encourage the use of evidence-based assessment methods, or factors related to their use. The most promising studies were grounded in self-determination theory. Training and autonomy in the design of evidence-based assessment methods were positively related to their use, while negative stakeholder perceptions decreased practitioners’ intentions to use evidence-based assessment methods. Use of evidence-based decision-making procedures was positively related to access to such procedures, information to use it, and autonomy over the procedure, but negatively related to receiving outcome feedback. A review of the professional selection literature showed that the implementation of evidence-based assessment was hardly discussed. We conclude with an agenda for future research on encouraging evidence-based assessment practice.
Decision thresholds and minimal important difference estimates for evidence-based practice and policy (Part 2)
