College Entrance Examinations

Manning, W.; Jackson, Rex

doi:10.1007/978-1-4684-4658-6_6

Cited by 8 publications

(5 citation statements)

References 12 publications

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“…How well do standardized tests predict success in college when grade point average (GPA) is used as the criterion? In a review of the literature, Manning and Jackson (1984) reported that a study of 827 undergraduate institutions showed that the SAT had a correlation of .41, the high school GPA correlated .52, and a combination of SAT and previous GPA correlated .58 with undergraduate college grades. The correlations for graduate schools were slightly lower where both predictors had a combined average of .45.…”

mentioning

confidence: 99%

“…Manning and Jackson (1984) had a similar point of view: Linn (1973, 1975, 1980) has written extensively on this topic and has reached the following conclusion: ‘Although the common expectation is that a single predictive system, based on all students or only majority students, would underpredict the actual grades of black or Mexican-American students, the result is uniformly in the opposite direction. That is, on the average, law school grades of black students or Mexican-American students are overpredicted (predicted to be higher than they actually turn out to be) by the equation for white students, or by a common equation based on both groups of students (Linn, 1975, p. 313, italics added).’ Other research is consistent with Linn's conclusions, including research by Breland, Powers, and Ruch.…”

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confidence: 99%

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Use of standardized tests in admissions in postsecondary instituions of higher education.

Calvin

2000

Psychology, Public Policy, and Law

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The use of standardized tests in the admissions process for entry into America's colleges and universities is examined. The roles of the Educational Testing Service and Henry Chauncey receive special emphasis. The ability of standardized tests to predict success in college is reviewed and the impact of considering only right-tail applicants is discussed. The relationship of ethnicity and gender to performance on standardized tests in the college admissions process is studied and the effect of disparate impact is evaluated. A proposal is presented to deal with the effect of standardized testing on diversity in college admissions in the United States. This proposal is informed by the approach taken in the Netherlands as embodied in the Dutch Higher Education and Research Act.

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confidence: 99%

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confidence: 99%

Use of standardized tests in admissions in postsecondary instituions of higher education.

Calvin

2000

Psychology, Public Policy, and Law

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“…Indeed, more thought and effort should be concentrated in improving minority students’ criterion achievement, rather than dwelling excessively on the potential bias or unfairness in the use of standardized aptitude tests. As Manning and Jackson (1984) observed, “a campaign to abolish testing in education thereby becomes an escape from persevering in the effort to understand the reasons that the fruits of our educational policies have fallen so short of our social expectations” (p. 190).…”

Section: General Discussion and Conclusionmentioning

confidence: 99%

“…Much as in the United States, the debate surrounding cultural fairness in college admission tests in Israel has traditionally been restricted to professional circles (Manning & Jackson, 1984). Recently, however, the fairness debate has been accorded widespread coverage in the popular press; aptitude testing has been subjected to a flurry of public criticism and attack by the media.…”

Section: Cultural Fairness In College Admission Tests: Israelmentioning

confidence: 99%

Cultural fairness in aptitude testing revisited: A cross-cultural parallel.

Zeidner¹

1988

Professional Psychology: Research and Practice

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I explored some interesting parallels between the cultural fairness controversy and related research in the United States, which peaked in the late 1970s, and the ongoing debate and empirical research on test fairness in a cultural site different from the United States-namely, Israel. Specifically, I tested for cultural fairness and equity of various scholastic aptitude exams routinely used in Israel for prediction and selection purposes among school-age pupils and college applicants alike. In the first study I tested for differential predictive validity in verbal and nonverbal aptitude test scores, for a representative sample of middle-class majority (« = 144) and lower-class minority (« = 144) Israeli schoolchildren, with grade point average (GPA) as criterion. In the second study I tested the degree of differential validity in college admissions aptitude test scores, as predictors, for 824 Jewish majority and 364 Arab minority students enrolled at a major Israeli campus; Ist-year GPA served as the criterion measure. Overall, the results of both studies lend cross-cultural generalizability to much previous research conducted in the United States, providing some evidence of intercept bias; test scores were overpredictive of the scores of minority group students. However, there was little evidence of predictive slope bias by sociocultural group. Therefore, this study provides increased confidence in the appropriateness and fairness of applying the aptitude indices under consideration for predictive purposes at both the elementary school and college levels, and it has important practical implications for professional psychologists involved in testing and placement in various educational settings.A casual survey of the psychological literature over the past two decades clearly attests to the emergence of cultural bias and fairness in testing as one of the most burning and controversial issues in modern-day psychology (Jensen, 1980). However, in direct contrast to the present declining concern and debate surrounding this issue in the United States-which peaked in the late 1970s-the issue of test fairness has recently emerged as one of the most prominent and debated topics in Israel, engaging the interest of the Israeli professional and lay communities alike (Zeidner, 1987a(Zeidner, , 1987b. MOSHE ZEIDNER, PhD, is a lecturer at the School of Education of the University of Haifa, Israel. He is currently doing work in the field of psychological assessment and individual differences in abilities and personality traits, with particular focus on the topic of cultural, sex, and age bias in the construct and predictive validity of scholastic aptitude measures.

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“…Des résultats semblables ont été obtenus avec le Scholastic Aptitude Test (SAT), un test dont les contenus le rapprochent plus d’une mesure d’aptitudes que d’une mesure de rendement scolaire. Ainsi, les scores au SAT prédisent, tant pour les Noirs que pour les Blancs, les résultats scolaires au collège (Jensen, 1980; Manning & Jackson, 1984). Lorsqu’il y a une différence, le score au SAT surestime légèrement les notes obtenues par les Noirs.…”

Section: Biais Associés à L’utilisation Pragmatiqueunclassified

Les biais culturels des tests de QI: la nature du problème.

Larivée¹,

Gagné²

2007

Canadian Psychology / Psychologie canadienne

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Resume L'objectif de ce texte est d'evaluer la pertinence des accusations concernant la presenct-de biais ciilturels dans les tests de Ol. Le texte comprcnd quatre parties. Nous presentons d'abord le sens du concept de biais en psychometric en le distinguant de trois conceptions eiTonees -egalitariste, de standardisaiion et culturallste -qui font souvent conclure a la presence de biais culturels dans les test.s de QI, Par la suite, nous abordons successivement les biais poteatiels associes a la validite pragmatique, k la validite conceptuelle et au contexte de passation. A la suite de I'analyse de Tcnsemble des donnees actuellement disponibles quant aux biais associes a la validite des tests de QI, force est de conciure qtie I'accusation souvent entendue de la presence de biais culturels n'est nullement justitiee.Au cours de la premiere tnoitie du XXe siecle, la large diffusion des tests d'aptitudes intellecttielles, conimunement appcles tests dc QI, a pennis de constater la grande etendue des diilerences individuelles dans les populations cvaluces. Meme en excliiant les cas extremes, phis de 100 points de QI separent les individus les moins intelligt-nts des plus intelligents'. La diffusion des tests, tant individuels que collcctifs, a egalement mis en lumiere un fait troublant qu'Alfred Binet avait lui-meme observe (Binet 8c Simon. 1908) : la presence de differences inter-groupes sous la forme d'ecarts de moyennes tres significatifs entre les classes socio-economiqties et divers grotipes ethniqucs. D'une part, Ies groupes socio-cconomiques desavantages obtenaient en moyenne des QI de dix a quinze points (Canadian Psychoiogy/Psycholt^e canadienne, 2007, 48:4, 221-239

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College Entrance Examinations

Cited by 8 publications

References 12 publications

Use of standardized tests in admissions in postsecondary instituions of higher education.

Use of standardized tests in admissions in postsecondary instituions of higher education.

Cultural fairness in aptitude testing revisited: A cross-cultural parallel.

Les biais culturels des tests de QI: la nature du problème.

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