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An epistemology for assessment and development: How do we know what we know?

Published online by Cambridge University Press:  18 March 2024

Deborah E. Rupp ,
George C. Thornton III ,
Tiffany M. Bisbey ,
Anna N. Hoover ,
Eduardo Salas  and
Kevin R. Murphy Open the ORCID record for Kevin R. Murphy [Opens in a new window]
Deborah E. Rupp*
Affiliation:
George Mason University, Fairfax, VA, USA
George C. Thornton III
Affiliation:
Colorado State University, Fort Collins, CO, USA
Tiffany M. Bisbey
Affiliation:
The George Washington University, Washington, USA, DC
Anna N. Hoover
Affiliation:
George Mason University, Fairfax, VA, USA
Eduardo Salas
Affiliation:
Rice University, Houston, TX, USA
Kevin R. Murphy
Affiliation:
University of Limerick, Limerick, Ireland
*
Corresponding author: Deborah E. Rupp; Email: Drupp2@gmu.edu
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Abstract

To make informed decisions, assessment theorists, researchers, and practitioners can evaluate the overlap among (1) relevant theories, (2) empirical contributions, and (3) best practices. Unfortunately, such a task may seem daunting due to the so-called science-practice gap, which can thwart collaboration among these parties. This paper presents an epistemology for delineating the importance of integrating these three sources of knowledge. We then apply this epistemology to show that our current knowledge of assessment and development topics are well integrated in some places, but still quite lacking in others.

Keywords

Assessment centerstrainingscience-practice gapepistemologyassessmentdevelopment

Information

Type
Focal Article
Information
Industrial and Organizational Psychology , Volume 17 , Issue 2 , June 2024 , pp. 252 - 268
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of Society for Industrial and Organizational Psychology

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