
Blind Peer Review
Thank you for your time and expertise in reviewing our conference abstracts. Please review the assigned abstracts by 09 December, and remember to return the completed form via e-mail.

Timing is everything? Investigating common beliefs about assessment time-related conditions
Presentation
Introduction
The rising use of Artificial Intelligence (AI) and technological advancements for assessments in recruitment and selection can offer several benefits for both organisations and candidates. One prominent benefit is allowing maximum choice for assessment completion (Arthur, Doverspike, Muñoz, Taylor, & Carr, 2014). Organisations and candidates are increasingly enabled to choose or change, not only the assessment environment, but also the time at which assessments are completed with greater ease. As such, comprehending whether time of day or similar non-psychometric factors may influence performance on assessments can be of growing interest and significance for organisations and assessment centre (AC) practitioners. Especially, to safeguard best practices and to inform assessment strategies that align with evolving industry demands and technological advancements.
Test publishers often make recommendations for when the best times might be to complete their assessments. For instance, ability assessments are sometimes believed to be best completed in the morning, when, presumably, candidates are well rested (Sievertsen, Gino, & Piovesan, 2016). Guidelines such as those by the Institute of Psychometric Coaching advise that candidates are “well rested” before completing such assessments. Other research suggests completing assessments later in the day (Allen, Grabbe, McCarthy, & Bush, 2008).
Objectives
The primary aim of this paper was to examine how (or if) the time-of-day of ability assessment completion may impact candidates’ measured performance (Study 1). In a similar vein, and as an extension of the primary aim, this paper also sought to investigate if a specific time of the week had any impact on candidates (Study 2).
Methodology
Study 1 comprised a sample of 19 306 candidates that had completed verbal, numerical, and deductive-logical reasoning assessments. Mean score equivalence on the candidate assessment scores between 1) morning and afternoon completions and 2) completions during and after working hours were analysed by employing tests of practical significance (Cohen’s d-statistic) and statistical significance (t-test).
Study 2 consisted of a sample of 215 graduate applicants that had 10 days to complete a fit-for-purpose assessment battery comprising a personality measure and ability instruments. Mean score equivalence between applicants that completed the assessments during the week (Monday to Friday) and those on the weekend (Saturday and Sunday) were analysed for practical and statistical significance.
Results and Conclusions
Study 1 indicated the general absence of time-of-day effects across the samples. Interestingly, it was found that completing assessments after working hours might even be conducive to slightly better performance (d = 0.11). Study 2 suggested that there were significant differences in personality traits between those who completed the assessments during the week and those on the weekend. Applicants, for example, who completed the assessments on a weekend scored higher on conscientiousness (d = 0.44), while those during the week scored higher on being outgoing and energetic (d = 0.20). These and related findings will be further elaborated upon.
The results indicate that best practice may be to advise candidates to be well rested for their assessments, and not to prescribe a specific time. They also suggest that hiring organisations may be well served to have their assessment stages run across weekdays and weekends. Both studies emphasise the impact and importance of appropriately timing assessments for candidates and organisations when assessing talent for the future workforce.
References
Allen, P. A., Grabbe, J., McCarthy, A., & Bush, A. H. (2008). The Early Bird Does Not Get the Worm: Time-of-day effects on college students’ basic cognitive processing. American Journal of Psychology, 121,(4), 551-564.
Arthur, W. A., Doverspike, D., Muñoz, G. J., Taylor, J. E., & Carr, A. E. (2014). The use of mobile devices in high-stakes remotely delivered assessments and testing. International Journal of Selection and Assessment, 22(2), 113-123
Institute of Psychometric Coaching. (n.d.). The Psychometric Guide: Top 10 Tips to Prepare for a Psychometric Test. Retrieved from https://www.psychometricinstitute.com.au/Top_10_Tips_to_Prepare_for_a_Psychometric_Test.html
Sievertsen, H. H., Gino, F., & Piovesan, M. (2016). Cognitive fatigue influences students’ performance on standardized tests. PNAS Proceedings of the National Academy Sciences of the United States of America. Retrieved from https://doi.org/10.1073/pnas.1516947113
How will the delegates be able to apply your session content back on their job?
Delegates will be equipped with a better understanding of the impact of timing on candidates and their assessment performance. They will leave the session with actionable approaches to ensuring best practices and to inform assessment strategies that align with evolving industry demands and technological advancements.
What type of tip/tool (e.g., a template, framework, etc.) will you leave the delegates with?
Delegates will receive information/tips for appropriately timing assessments for candidates and organisations when assessing talent for the future workforce.
What do you want your audience to know at the end of your presentation and what will the three main points be?
At the end of the presentation the audience will have a better understanding of:
1) The impact of candidates increasingly being enabled to choose or change the time at which assessments are completed.
2) The importance of appropriately timing assessments.
3) Best practices guidelines for the administration and completion of assessments when assessing talent.
