An examination of factors contributing to a reduction in subgroup differences on a constructed-response paper-and-pencil test of scholastic achievement.

Edwards, Bryan; Arthur, Winfred

doi:10.1037/0021-9010.92.3.794

Cited by 52 publications

(53 citation statements)

References 37 publications

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“…Cognitive load theory (Sweller, 1988); media richness theory (Daft & Lengel, 1984;Potosky, 2008); multiple resource theory of attention (Wickens, 1984); prejudice theories (Koch et al, 2015) Same validity for MC and written constructed knowledge test scores (Edwards & Arthur, 2007) Higher validity for webcam vs. written constructed interpersonal SJT scores (Funke & Schuler, 1998;Lievens, De Corte, & Westerveld, 2015) Higher This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.…”

Section: Response Formatmentioning

confidence: 99%

The effects of predictor method factors on selection outcomes: A modular approach to personnel selection procedures.

Lievens¹,

Sackett²

2017

Journal of Applied Psychology

112

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Past reviews and meta-analyses typically conceptualized and examined selection procedures as holistic entities. We draw on the product design literature to propose a modular approach as a complementary perspective to conceptualizing selection procedures. A modular approach means that a product is broken down into its key underlying components. Therefore, we start by presenting a modular framework that identifies the important measurement components of selection procedures. Next, we adopt this modular lens for reviewing the available evidence regarding each of these components in terms of affecting validity, subgroup differences, and applicant perceptions, as well as for identifying new research directions. As a complement to the historical focus on holistic selection procedures, we posit that the theoretical contributions of a modular approach include improved insight into the isolated workings of the different components underlying selection procedures and greater theoretical connectivity among different selection procedures and their literatures. We also outline how organizations can put a modular approach into operation to increase the variety in selection procedures and to enhance the flexibility in designing them. Overall, we believe that a modular perspective on selection procedures will provide the impetus for programmatic and theory-driven research on the different measurement components of selection procedures.

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Section: Response Formatmentioning

confidence: 99%

The effects of predictor method factors on selection outcomes: A modular approach to personnel selection procedures.

Lievens¹,

Sackett²

2017

Journal of Applied Psychology

112

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“…Am häufigsten wird TW mit MCA erfasst, die überwiegend nur richtig beantwortet werden können, wenn TW angewendet wird (Edwards 2003;Gibb 1964;Woodley 1973). Der nicht nur erste, sondern auch am häufigsten verwendete und als Grundlage zur Entwicklung weiterer TW-Tests genutzte Test (Yang 2000), ist der "Experimental Test of Testwiseness" von Gibb (1964 (Gibb 1964;Miller et al 1988).…”

Section: Wie Wird Tw Gemessen?unclassified

“…Seit Mitte des letzten Jahrhunderts wird TW immer wieder als Einflussfaktor auf die Leistung einer Person in MC-Tests betont (Edwards 2003;Millman et al 1965;Tomkowicz und Rogers 2005). TW bezeichnet dabei die Fä-higkeit einer Person, eine hohe Punktzahl in einem MC-Test zu erzielen, indem die richtige Antwort durch Nutzung spezifischer Hinweise und Charakteristika der Items identifiziert wird (Edwards 2003;Gibb 1964;Millman et al 1965). Besonders in den USA finden sich zahlreiche Studien, in denen der Grad an TW bei Studierenden erhoben wurde, u. a. zur Überprüfung der Studierfähigkeit.…”

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Test-wiseness: ein unterschätztes Konstrukt?

Thoma

Köller

2018

Z f Bildungsforsch

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Test-wiseness: A neglected construct? Empirical findings on testing and trainability of test-wisenessAbstract Test-wiseness is regarded as an important factor influencing the outcome of multiple-choice tests. Findings from existing studies show that people with testwiseness knowledge get better results in a multiple-choice test than people without this knowledge. Further, it seems that test-wiseness can be trained. Although testwiseness is highly important for test performance, most of the existing theoretical assumptions and empirical findings on test-wiseness originate from Anglo-American regions. Few findings about test-wiseness exist in Germany. Against this background, a test in German was developed on the basis of an existing test in English to examine peoples' knowledge about test-wiseness. The aim of the present study was to investigate the influence of thematic knowledge as well as the impact of a testwiseness training on the test result of the developed test. N = 252 students answered 24 multiple-choice questions which were developed to determine their knowledge about test-wiseness. A 2 (with vs. without thematic knowledge) x 2 (with vs. without a test-wiseness training) factorial experimental design was realized. The results show that persons with thematic knowledge answer more multiple-choice questions correctly than persons without this knowledge. At the same time the findings point out that test-wiseness can be trained. Overall, the findings indicate that a German version of a test was developed that matches the psychometric quality of existing international tests. Furthermore, they suggest that a stronger focus should be directed to the control of test-wiseness in multiple-choice tests in German-speaking regions in the future.

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“…In one study conducted by Edwards (2003), there was support for the hypothesis stating that test-taking skills were partially related to test performance. According to obtained results, there were subgroup differences on test-taking skills, and test-taking skills partially mediated the relationship between race and test performance.…”

Section: Review Of the Literaturementioning

confidence: 99%