[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-302878-105":59,"doc-detail-302878-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","workforce-assessments-for-the-21st-century-what-do-we-actually-measure","Workforce Assessments for the 21st Century - What do we actually measure?","","A report explaining what workforce assessments measure and why those targets diverge from education assessments. It argues that candidate selection, rather than knowledge gain, drives employer testing, shaped by hiring practices and legal constraints that limit direct literacy and numeracy exams. The analysis highlights greater reliance on integrity and personality testing, then frames the comparison using a Skills, Character, and Meta-Learning model. Tables summarize 12 competencies, employer priorities, and common assessment methods.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/workforce-assessments-for-the-21st-century-what-do-we-actually-measure/302878/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/workforce-assessments-for-the-21st-century-what-do-we-actually-measure/302878.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-19",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary purpose of most workforce assessments?","Question",{"text":112,"@type":113},"Candidate selection, rather than knowledge gain, is the primary goal of most assessments designed for workforce use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do employer assessments differ from typical school assessments?",{"text":117,"@type":113},"Employer testing follows different motivations and legal constraints, leading to greater emphasis on integrity and personality testing and less use of generic literacy and numeracy screens.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report organize the comparison between workforce and education contexts?",{"text":121,"@type":113},"It uses the Center for Curriculum Reform’s Skills, Character, and Meta-Learning framework to structure the discussion and enable direct comparison.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},302878,1790499067,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":21,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Assessment Research Consortium  \nARC: a division of the CCR  \nWorkforce Assessments for the 21st Century: What do we actually measure?  \nMarch 25th, 2016  \ncontact: [info@curriculumredesign.org](info@curriculumredesign.org)  \nTo our Workforce Development Colleagues:  \nThe Center for Curriculum Redesign (CCR) is an international convening body and research center whose goal is to expand humanity’s potential and improve our collective prosperity by redesigning education standards for the 21st century – from preK through Lifelong Learning. CCR brings together non-governmental organizations, corporations, jurisdictions, academic institutions, and nonprofit organizations, including foundations, to respond to the question,“What should students (and workers) learn for the 21st century?”and to openly propagate recommendations and frameworks on a worldwide basis.  \nWe are delighted to offer this landmark research describing the state-of-the-art of assessmentsas used in the corporate world, to the attention of CLO and senior L&D/T&D decision-makers.  \nBest regards,  \nCharles Fadel, Founder  \nAuthored by:  \nMerrilea Mayo, Founder, Mayo Enterprises, LLC  \nEdited by:  \nMaya Bialik, Research Manager  \nWith gratefulness to our funders:  \nEllen Koshland Family Fund  \nWorkforce assessments are the product of a history and constraints that are distinct from those that have shaped assessments in education. Candidate selection, not knowledge gain, is the primary goal of most assessments designed for workforce use. Consequently, employer testing reflects the broad array of skills and character qualities deemed desirable in future employees. These are not always the same elements that are assessed in education. For example, schools do not routinely test for the honesty of their incoming students, but integrity testing is a common practice among employers. That is not to say that education does not value honesty, but for employers, it is an imperative, given the substantial revenue lost annually due to fraud.  \nSimilarly, the kinds of assessments used in most school settings – the typical Language and Mathematics competency exams – are comparatively rare amongst employers. That is not to say that employers don’t value competency in these subjects. They do. However, in the USA, a series of legal rulings beginning with Griggs v. Duke Power has made it very difficult for employers to use generic literacy and numeracy tests as a competency screen. Thus, they have defaulted to using the school or university Degree as a substitute for direct assessments of literacy and numeracy. The degree also serves as a proxy for higher order thinking skills, such as critical thinking and problem solving, which face similar regulatory constraints with regard topre-employment testing. More on this topic can be found in this report’s section on Critical Thinking assessments.  \nBecause of the difference in motivations and legal constraints, employer testing has proceeded on a different track than scholastic assessment. In general, there is more emphasis on personality testing. This is largely due to the fact that personality testing is non-discriminatory and therefore can be freely deployed without legal issue. There are well-developed correlations (though they are distressingly modest) between certain personality archetypes and success in certain occupations, and these form the basis of personality screening tests.  \nThe purpose of this report is to explain what kinds of assessments are prevalent in the workplace, and why, so that the disconnect between the bars that education has set for its graduating students, and those employers are setting for their incoming employees, can be made clear. Using the Center for Curriculum Reform’s Skills, Character, and Meta-Learning framework to organize the discussion, a direct comparison can be made between these same elements in the workforce context, and in the education context discussed previously in “FourDimensional Education ”","cbCaisxxECuI0okk","https://ap.wps.com/l/cbCaisxxECuI0okk","pdf",4006612,"English","# Workforce Assessments for the 21st Century: What do we actually measure?\n## Purpose and motivation for workforce assessments\n## Legal constraints and assessment differences\n## Personality, integrity, and competencies overview","[{\"question\":\"What is the primary purpose of most workforce assessments?\",\"answer\":\"Candidate selection, rather than knowledge gain, is the primary goal of most assessments designed for workforce use.\"},{\"question\":\"Why do employer assessments differ from typical school assessments?\",\"answer\":\"Employer testing follows different motivations and legal constraints, leading to greater emphasis on integrity and personality testing and less use of generic literacy and numeracy screens.\"},{\"question\":\"How does the report organize the comparison between workforce and education contexts?\",\"answer\":\"It uses the Center for Curriculum Reform’s Skills, Character, and Meta-Learning framework to structure the discussion and enable direct comparison.\"}]","Workforce Assessments for the 21st Century - What do we actually measure? | PDF",1789798455,176]