Downing, L. L. (1994).  Criterion shaped behaviour: Pitfalls of performance appraisal.
International Journal of Selection and Assessment, 2, 1-21.
 
 

PART 1--INTRODUCTION

PART 2--THE THEORY OF CRITERION SHAPED BEHAVIOR

PART 3--CSB RELATED PROBLEMS WITH CRITERION
              CONTAMINATION AND CRITERION DEFICIENCY

PART 4--IMPLICATIONS FOR THE EVALUATION OF TEACHERS

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        Behavioral consequences resulting from performance appraisal, such as of students, teachers, or schools, in education, or of workers, managers, or offices, in business or government, are analyzed in terms of a newly proposed theory of Criterion Shaped Behavior (CSB).  Unstated assumptions of advocates for the extensive use of performance appraisal, including the use of performance-based rewards and punishments, are scrutinized, and many are found to be insupportable.  CSB Theory predicts that numerous undesirable, as well as desirable, behavioral effects will be shaped by the use of rewards and punishments made contingent upon scores obtained with Criterion Measures such as are currently available, or as are often proposed.  CSB Theory, using cognitive expectancy theories of learning and performance, in conjunction with traditional measurement theory, allows for anticipation of which types of behavior change will result from imposition of a performance appraisal system based upon the Criterion Contamination, Criterion Deficiency, and Criterion Relevance characteristics of the measuring instrument in use.  It also suggests means of developing alternative methods of performance appraisal less likely to result in undesirable behavioral effects.