Author: Julie NoblePublisher:
ISBN:
Category : ACT Assessment
Languages : en
Pages : 54
Book Description
Predicting Grades in Specific College Freshman Courses from ACT Test Scores and Self-reported High School Grades
Author: Julie NoblePublisher:
ISBN:
Category : ACT Assessment
Languages : en
Pages : 54
Book Description
Predicting College Grades from ACT Assessment Scores and High School Course Work and Grade Information
Author: Julie NoblePublisher:
ISBN:
Category : College entrance achievement tests
Languages : en
Pages : 80
Book Description
Resources in Education
Author: Accuracy of Self-reported High School Courses and Grades of College-bound Students
Author: Richard SawyerPublisher:
ISBN:
Category : College applications
Languages : en
Pages : 168
Book Description
Measuring Success
Author: Jack BuckleyPublisher: JHU Press
ISBN: 1421424975
Category : Education
Languages : en
Pages : 341
Book Description
Standardized tests have become the gateway to higher education . . . but should they be? For more than seventy-five years, standardized tests have been considered a vital tool for gauging students’ readiness for college. However, few people—including students, parents, teachers, and policy makers—understand how tests like the SAT or ACT are used in admissions decisions. Once touted as the best way to compare students from diverse backgrounds, these tests are now increasingly criticized as being biased in favor of traditionally privileged groups. A small but growing number of colleges have made such testing optional for applicants. Is this the right way to go? Measuring Success investigates the research and policy implications of test-optional practices, considering both sides of the debate. Does a test-optional policy result in a more diverse student body or improve attainment and retention rates? Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this volume is among the first to investigate the research and policy implications of test-optional practices. Although the test-optional movement has received ample attention, its claims have rarely been subjected to empirical scrutiny. This volume provides a much-needed evaluation of the use and value of standardized admissions tests in an era of widespread grade inflation. It will be of great value to those seeking to strike the proper balance between uniformity and fairness in higher education. Contributors: Andrew S. Belasco, A. Emiko Blalock, William G. Bowen, Jim Brooks, Matthew M. Chingos, James C. Hearn, Michael Hurwitz, Jonathan Jacobs, Nathan R. Kuncel, Jason Lee, Jerome A. Lucido, Eric Maguire, Krista Mattern, Michael S. McPherson, Kelly O. Rosinger, Paul R. Sackett, Edgar Sanchez, Dhruv B. Sharma, Emily J. Shaw, Kyle Sweitzer, Roger J. Thompson, Meredith Welch, Rebecca Zwick
The Educational Testing Act of 1981
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational EducationPublisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 1092
Book Description
Gender and Fair Assessment
Author: Warren W. WillinghamPublisher: Routledge
ISBN: 1135454930
Category : Education
Languages : en
Pages : 439
Book Description
There have been many important changes in the participation of women and men in American society over the past quarter-century. Tests play a role in those changes by providing evidence of the diverse achievement and proficiency of women and men. They aid the learning process and reflect inequalities in opportunity to learn and participate. In addition, they provide useful information in considering what alternatives in education and work make most sense for individuals and influence views about groups of students, educational programs, and a wide range of issues. For all of these reasons, it is important that tests assess fairly and reflect accurately the ways young people are and are not achieving as well as desired. The test performance of women and men is a research topic of historical interest and has received much attention in recent years. Because of this increased interest, there is a great deal of new research and data available. The purpose of the study presented in this volume was to review this new information with two objectives in mind: *to clarify patterns of gender difference and similarity in test performance and related achievements, and *to see what implications those findings might have for fair assessment and, as a corollary, examine the assessment process as a possible source of gender differences. This study is interested in tests used in education to assess developed knowledge and skill. In order to gain a broader view of gender similarity and difference, the contributors looked at other types of measures and other characteristics of young women and men. Their hope is to contribute to a firmer basis for insuring fairness in tests--an objective which is particularly important as the field moves increasingly to new forms of assessment in which there is less experience.
The Accuracy of Self-reported High School Course and Grade Information
Author: Michael J. ViligaCollege Admissions and Admissions Testing in a Time of Transformational Change
Author: Kurt F. GeisingerPublisher: Taylor & Francis
ISBN: 1000828603
Category : Education
Languages : en
Pages : 271
Book Description
Perhaps no topic in higher education is more controversial than admissions, whether it be to a prestigious college, graduate schools, or professional schools. In response to the pandemic and a host of race relations issues in the country, many colleges and universities have changed their policies regarding admissions testing. In this foundational volume, renowned chapter authors address a diverse set of themes related to college admissions, examining new perspectives, exploring the strengths and weaknesses of current practices, and discussing how institutions might use different techniques to attract diverse students, particularly those who have not traditionally attended college. Experts in college admission testing, admissions research, and psychology come together to provide empirically based approaches and ideas. Ultimately, this volume advances a future in college admissions where more students are able to succeed in college and beyond.
Author: