Considerations

 Validity - Knowledge areas tested are very representative of those

required to perform the job (i.e., high degree of content validity);
Performance on job knowledge tests relates highly to performance
on the job (i.e., high degree of criterion-related validity); Can add a
substantial amount of incremental validity above and beyond the
validity provided by general cognitive ability tests; Customized job
knowledge tests have been shown to have slightly higher validity
than off-the-shelf tests
 Face Validity /Applicant Reactions - Applicants often perceive job
knowledge tests as being very fair (i.e., as having a high degree of
face validity) because such tests are typically designed to measure
knowledge directly applied to performance of the job
 Administration Method - Can be administered via paper and pencil
or electronically
 Subgroup Differences - Tend to produce race and ethnic group
differences larger than other valid predictors of job performance
(e.g., work sample tests, personality tests)
 Development Costs - Typically expensive and time consuming to
develop; Frequent updates to the test content and validation may
be needed to keep up with changes in the job; Cost of purchasing
an off-the-shelf job knowledge test is typically less expensive than
developing a customized test
 Administration Costs - Generally inexpensive and requires few
resources for administration
 Utility/ROI - High return on investment if you need applicants who
possess technical expertise in specific job knowledge areas; Utility
is lower when the job knowledge test contributes little to the
prediction of job performance above and beyond inexpensive and
readily available cognitive ability tests
  Common Uses - Best used for jobs requiring specific job
knowledge on the first day of the job (i.e., where the knowledge is
needed upon entry to the position)

REAL WORLD APPLICATION OF SELECTED ASSESMENT TECHNIQUES

When considering about the knowledge aspect, every pattern technologist need
to possess some knowledge components to perform their role efficiently and
effectively. They can be identified as follows.
 Design — Knowledge of design techniques, tools, and principles involved in production
of precision technical plans, blueprints, drawings, and models.
 Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and
their applications.
 English Language — Knowledge of the structure and content of the English language
including the meaning and spelling of words, rules of composition, and grammar.
 Production and Processing — Knowledge of raw materials, production processes,
quality control, costs, and other techniques for maximizing the effective manufacture
and distribution of goods.
 Education and Training — Knowledge of principles and methods for curriculum and
training design, teaching and instruction for individuals and groups, and the
measurement of training effects.
So in order to screen the employees using their job knowledge, every organization
need to conduct job knowledge test covering all the above knowledge
components.
1. Job Knowledge Test
Job knowledge tests, sometimes referred to as achievement or mastery tests, typically consist of questions designed
to assess technical or professional expertise in specific knowledge areas. As the first step before conducting any test
need to do a proper job analysis to get a thorough understanding of the job role of pattern technologist. Then can
conduct job knowledge test which is organized into two sections: a section containing 60 multiple choice
question, and a section based on essay type questions.

An overall score for the candidate on the Job Knowledge test will be determined by combining
performance on the MCQ section with performance on the second section taken by the candidate.
Separate scores for the two sections will not be computed. The MCQ and essay type section of the Job
Knowledge test consists of questions that represent knowledge areas that are important to perform all
the duties fall under this job role.

A single time limit will be allowed for completing both sections and there will be no rest break between
the two sections.

Sample Questions for the Job Knowledge Test: Multiple Choice Question Section

DIRECTIONS: Each question or incomplete statement below is followed by four suggested answers or
completions. Select the one that is best in each case.

1. When height increased, the length c) Bespoke pattern.

proportions d) Block pattern.
also be increased in—— 5. Size interval for a Regular
a) X, Y Axis. size in Sri Lanka.
b) Vertical decrease
a) 6cm.
c) Proportionate grading
b) 4 cm.
d) Horizontal grading. c) 8 cm.
d) 12 cm.
2. Anthropometry, a word
coined by 6. No seam, hem, inlays are
—————————————— added in this pattern.
a) Armstrong. a) Block pattern.
b) George Cuvier. b) Graded pattern.
c) P. Kunick. c) Computerized pattern.
d) Helen Joseph. d) Commercial pattern.
3. In Greek root, man and his 7. The—————————is in
measurement is effect the grading specification
—————————— for garment patterns capable of
being applied for grading.
a) Anthropometry.
b) Eight head theory. a) Sloper.
c) Anatomy. b) Intervals.
d) Proportionate. c) Size chart.
d) Grading.
4.———————— is used as the
basis for developing the 8. Major girth differences
pattern. between each size is
—————————- .
a) Computerized pattern.
b) Commercial pattern.
a) Computerised grading 11. Waist 96cm, hip-122cm, find
b) Vector grading the trousers’ side length
c) Nested grading —————
d) Size intervals.
a) 102cm.
9. —————————— for body b) 104cm.
and skirt grades. c) 98cm.
d) 106cm.
a) The y axis.
b) The x axis. 12.—————————- is a
c) Size symbol. combination of measurements
d) Sizing. and each combination is
designated by a symbol.
10. —————————- for a line
on or parallel to major girth line a) Alphabetical
i.e. , bust, waist, are hip. b) Numerical
c) Special code.
a ) The y-axis. d) Creative symbol
b ) The x-axis.
c) Size symbol.
d) Sizing.

13. ————————— Where an a) Nip spacing.

interval line is common to all b) Vector grading.
sizes. c) Stack grading.
d) Nip position.
a) Grading axis.
b) Y-Axis. 16. The base pattern is used to
c) Common interval line. grade all the sizes,and each
d) x-Axis. component has a common
origin for the sizes graded from
14. ————————– Where one the same component is called
edge of the component normally ———————————-.
parallel to the x-axis is common
to all the sizes. a) Vector grading.
b) Nip spacing.
a) Common external line. c) Machine grading.
b) Grading Axis. d) Nest or stack grading.
c) y-axis.
d) Down grade. 18. Computerised pattern
grading invented in the year.
15.———————– is sometimes ——————
called the Master Grade
method.
a) 1960.
b) 1969.
c) 1953.
d) 1964.

Sample Questions for the Job Knowledge Test: Essay Type Section

This part of section B carries 8 questions that carry 5 marks each. Attempt any 6 questions from
the following questions.

1. Elucidate the points that should be kept in mind while taking length and girth measurements
on a human body. Draw illustrations to support your answer.

2. Differentiate between direct between direct drafting and flat pattern making

3. How do the traditional and modern styles of the following garments differ from each other?

a. Choli blouse

b. Churidar pyjama

4. How would you evaluate the fit of a garment at its bust level? What problems are likely to
arise in case the wearer has low bust? Suggest solutions for this fitting problem.

5. Illustrate any two types of neckline variations. What points should be kept in mind while
developing necklines?

6. How does the new technology of pattern making propose to help in eliminating the fitting
problems? Why is this technology not very common?

7. Discuss the different ways of finishing necklines in a garment.

8. With the help of labelled illustrations show two ways of taking crotch measurement

When considering about the Abilities aspect, every pattern technologist need to
possess some abilities to perform their role efficiently and effectively. They can be
identified as follows.
Perceptual Ability -
 Near Vision — The ability to see details at close range (within a few feet of the
observer).
 Visualization — The ability to imagine how something will look after it is moved around
or when its parts are moved or rearranged.
 Information Ordering — The ability to arrange things or actions in a certain order or
pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters,
words, pictures, mathematical operations).
 Originality — The ability to come up with unusual or clever ideas about a given topic or
situation, or to develop creative ways to solve a problem.

Psychomotor Ability - ability to perform physical motor movements such as

movement of fingers, hands

So in order to screen the employees using their ability to do the job, every
organization can conduct some test such as Perceptual Ability Test and
Psychomotor Ability test.
2. Perceptual Ability Test
This same test to assess the perceptual ability of the applicant is included in mcq
section of the job knowledge test.
There are 6 subsections in PAT section and the total number of questions is 12, with each
subsection consisting of 2 questions.  The subsections appear in order which
are: Apertures, View Recognition, Angle Discrimination, Paper Folding, Cube Counting, and 3D Form
Development. The above sub sections can be described as follows.

Apertures (Keyholes): A 3D object is shown along with the outline of 5 apertures of

openings and applicant must determine which aperture the 3D object could pass through. 
View Recognition (Top/Front/End): You are presented with pictures from the top, front, and end
views of various solid objects. The views are without perspective; meaning that the points in the
viewed surface are viewed along parallel lines of vision. The problems will show you two views of
the object with four alternatives of the object in order to complete the missing view. Hidden lines are
shown as dashed lines.

Angle Discrimination (Angle Ranking): Four angles are presented and you must rank them from
smallest to largest.
Paper Folding (Hole Punches): A flat square of paper is folded one or more times and then a hole is
punched in it. The solid lines indicate the position of the folded paper. The folded paper always
remains within the edges of the original square. The paper is never turned or twisted. You have to
mentally unfold the paper and determine the position of the holes in the original square.

Cube
Counting: A
figure made
by cementing
together
cubes of the
same size is
presented for
each set of
problems.
After the cubes have been cemented together they were painted on all sides EXCEPT for the bottom
on which they are resting. The only hidden cubes are those required to support other cubes. You have
to examine each figure closely to determine how many cubes have how many of their sides painted.

3D Form Development (Pattern Folding): A flat pattern will be presented which will be folded into
a 3D figure. The correct figure is one of the four given to the right of the pattern. There is only one
correct figure in each set. The outside of the pattern is what is seen at the left.
Psychomotor Ability

These test can be conducted by asking the candidate to do a work sample test. So by monitoring his

movement of fingers, hands while doing work sample , we can asses the applicants
psychomotor ability.
Work Samples

Work samples measure job skills by requiring an individual to demonstrate

competency in a situation parallel to that at work, under realistic and standardized
conditions. Their primary purpose is to evaluate what one can do rather than what
one knows.
  Work-sample or performance tests require the individual to actually demonstrate
or perform one or more job tasks. These tests, by their makeup, generally show a
high degree of job-relatedness. For example, an applicant for an office-machine
repairman position may be asked to diagnose the problem with a malfunctioning
machine. Test takers generally view these tests as fairer than other types of tests.
Use of these tests often results in less adverse impact than mental ability tests and
job knowledge tests. However, they can be expensive to develop and administer.

 Years of experience within an industry

 Years with specific companies

 Any experience abroad

 Experience with specific job-related tasks or required skills

 Level of competence with job-related tasks or required skills

 Extracurricular activities where job-related skills may have been developed

Reference Checks

A reference check is part of the hiring process where your candidate

(or applicant) connects the hiring company with professional (and
sometimes personal) job references to gather more details about
themselves: their work history, job responsibilities and performance.
Professional references can include coworkers, direct managers or
other employees who worked closely with the candidate.
In our organization we use Checkster’s automated reference checking
tool to check the references of applicants. All you have to do is select
a reference survey template (fully customizable too), and invite the
candidate using their name and email address. The candidate will
then invite their referees to complete the surveys. After the checks are
complete, Checkster automatically analyzes data from multiple
references, instantly providing you with actionable insghts in easy-to-
read reports. Then keep detailed records of all reference interviews
conducted. Include the name of the referee, their title, the date of your
conversation, and any notes for future analysis. This helps with
compliance, or simply to serve as a complete record in case any
 issues or questions concerning the new hire crop up later down the
line.

Interviews
In our organization, we use structured interviews to assess the past experience of the applicant. Here
we ask some questions such as follows…

 Years of experience within an industry

 Years with specific companies

 Any experience abroad

 Experience with specific job-related tasks or required skills

What design patterns have you created in your

previous work
Personality test
In our organization we conduct personality
test through a quessionare. Here we ask the
applicant to fill this questionnaire form before
participating the interview.
The personality test is organized in a way to
asses the big five personality traits such as
Emotional Stability, Agreeableness, Extraversion, Conscientiousness and
Openness. Based on the above traits we asses the personality of the applicant as
follows.
Trait People who Aspect People with People with
score high high scores on low scores on
on this trait this aspect tend this aspect
tend toward: tend toward:
toward:
Emotional Low levels Volatility Composure, Hostility,
Stability of negative eventemperedn instability,
emotions ess immoderation
Withdrawal Low self- Depression,
consciousness, selfconsciousn
calm ess, anxiety
Agreeableness Concern Compassion Interest in Indifference to
for others others, others’ needs
& empathy, and feelings
prioritizati altruism,
on of gratitude
relationshi
ps Politeness Nurturance, Pushiness,
cooperation, arrogance,
compliance, conflict-
concern for seeking, focus
impact of one’s on personal
actions on gains
 others
Extraversion High levels Enthusiasm Friendliness, Keeping a
of positive fun-seeking, distance from
emotions comfort others, being
around others, difficult to get
not being easily to know, not
embarrassed easily excited
Assertiveness Taking charge, Difficulty
selfexpression, influencing
confrontation, others, waiting
energy, for others to
talkativeness lead,
withholding
opinions
Conscientiousn Achieveme Industriousn Purposefulness Easily
ess nt- ess , efficiency, distracted,
orientation self-discipline, difficulty
and achievement making
dutifulness decisions
Orderliness Planning, Messiness,
avoiding dislike for
mistakes, routine
scheduling,
following rules
Openness Exploratio Intellect Mastery of Difficulty
n, curiosity, language, grasping
and selfexaminatio abstract ideas
imaginatio n, idea or reading
n generation, difficult
preference for material,
intellectual avoidance of
challenge, philosophical
quick to grasp discussions,
new preference for
information the concrete
 and
quantifiable

Work Samples
In here first we assign the applicant to do a manual pattern making test by
providing all the necessary instructions and tools to complete the task. Then we
observe his behaviour to test his ability to perform the task and also to identify
the mistakes encountered by him while doing the task. After completing the task
manually, then we assign him to perform the task through the pattern making
software. So