Typing samples are a standard tool used in hiring and assessment processes to evaluate an individual’s typing speed and accuracy. Typing tests provide objective data on a job candidate or student’s typing proficiency through quantitative metrics like gross words per minute and net words per minute along with error rates. The insights gained from a typing sample can help determine if a person has the fundamental computer skills required for many office and administrative support roles.
There are a few different types of typing samples that are commonly used for testing and evaluation. A single or repeated passage sample involves typing a single block of text only once or repeatedly typing the same passage over a set period of time. This allows evaluators to observe consistency and any improvements from early repetitions to later ones. A random paragraph sample generates random paragraphs of variable length to type, testing adaptability to changing content. A time-constrained sample sets a time limit, such as 3 or 5 minutes, to type as much of a randomly generated text as possible within the allotted minutes.
When conducting a typing sample, it is important to properly set up the testing environment and parameters. The test taker should be seated comfortably at a desk or table with a standard desktop or laptop computer. The keyboard should be in a neutral position that allows natural finger placement. Distractions should be minimized and the test environment should be quiet. It is recommended to provide instructions and practice material beforehand so the test taker is familiar with the testing platform interface and timing functions. Sample texts for practice and evaluation should be at an appropriate grade level and word difficulty.
There are also different methods for calculating typing speed metrics from a sample. Gross words per minute (GWPM) simply takes the total number of words typed and divides it by the total time spent typing in minutes. This does not account for errors. Net words per minute (NWPM) subtracts words lost to errors from the gross count before dividing by time. Some evaluators also report error rates as percentages of errors per total words or characters typed. Accuracy is important for many roles that involve data entry, document production, and communication. Low error rates indicate a person can reliably reproduce text with few mistakes.
In educational settings, regular practice and improvement over time can be tracked through periodic typing samples. Educators may have students do introductory baseline tests followed by samples every few weeks or months. This allows students and teachers to monitor growth in speed and accuracy as typing skills develop through keyboarding coursework and independent practice. Demonstrating consistent progress helps motivate students to strengthen their skills. Test scores can also be used for grading and proficiency benchmarks.
For job applicants, employers may request a typing sample be submitted as part of the application process. This could involve providing test credentials to an online assessment platform for a remote test. Or an in-person timed sample may be administered during an interview or assessment. Submitting a sample in advance allows employers to screen candidates based on their demonstrated computer skills before advancing them in the hiring process. During interviews, recent samples can then be discussed to understand areas of strength and weakness.
Across education and employment contexts, there are some important ethical considerations regarding the fair and appropriate use of typing samples. Testing environments and sample content should not introduce bias relating to aspects like culture, race, gender, ability status, or first language. Sample procedures and scoring methods must accommodate test takers with approved accommodations like extra time or adjustments for disabilities under the Americans with Disabilities Act. Test takers have a right to request and be informed of their raw scored data and metrics. Scores alone should not be used punitively and must be interpreted within the limitations of what can be validly inferred from a single, brief assessment.
Typing samples have enduring value as objective measures of keyboarding proficiency. When developed and applied equitably, samples can effectively evaluate fundamental computer skills for educators, employers, and individuals seeking to demonstrate and track improvement over time. The metrics gained from structured testing provide useful comparative data, as long as limitations are acknowledged and scores are not taken out of context. Regular practice anchored by goal-setting inspired by sample results can drive ongoing development of an increasingly important 21st century capability.