ting scale format, include objectivity, reliability, and equity. The criterion-based design has also been found to enhance the probability of attaining several of the required goals with respect to personnel performance evaluation. The goals, the attainment of which may be enhanced through the use of a criterion-based design, include validity, relevancy, accountability, and objectivity. The rating-scale format satisfies the criteria for an effective performance appraisal process. This format also enhances the quality of communication between raters and the rated.
Validity in a performance evaluation means that the process actually measures that which it is intended to measure. True validity is difficult to obtain in any process that is designed to evaluate human activities; however, the task is made infinitely less difficult, if the definition of that which is to be measured is simplified. As an example, if a school system administration is satisfied to simply equate teacher performance with the ability of the teacher to prepare an acceptable lesson plan, then, a valid measurement may be easily developed. If, however, the administration is also interested in other aspects of teacher performance, such as student-teacher interaction, student performance, and so forth, then the development of a valid measurement process increases in difficulty as the definition of teacher performance is expanded.
A reliable evaluation process is one that will yield comparable results time-after-time when used for its intended purpose (Gortner, p. 291). The development of reliable processes for the evaluation of personnel performance is difficult; however, the development of reliability in performance evaluation does not present insurmountable problems for organizations.
Relevance, Equity, and Accountability
As stated above, Gortner (pp. 286-289) indicated that a performance evaluation process should be objective, valid, and reliable. ...