Effects of <i>g</i>‐Loading and Time Lag on Retesting in Job Selection

Olenick, Jeffrey; Bhatia, Sarena; Ryan, Ann Marie

doi:10.1111/ijsa.12151

Cited by 4 publications

(1 citation statement)

References 39 publications

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“…In contrast, as construct-irrelevant factors are reduced, construct validity is enhanced due to retesting. Yet, conclusions on the weights of these potential causes cannot be drawn as empirical evidence is mixed with regards to whether construct validity is influenced by retesting [9,[26][27][28][29].…”

Section: Explanations For Retest Effectsmentioning

confidence: 99%

The Impact of Situational Test Anxiety on Retest Effects in Cognitive Ability Testing: A Structural Equation Modeling Approach

2019

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When a cognitive ability is assessed repeatedly, test scores and ability estimates are often observed to increase across test sessions. This phenomenon is known as the retest (or practice) effect. One explanation for retest effects is that situational test anxiety interferes with a testee’s performance during earlier test sessions, thereby creating systematic measurement bias on the test items (interference hypothesis). Yet, the influence of anxiety diminishes with test repetitions. This explanation is controversial, since the presence of measurement bias during earlier measurement occasions cannot always be confirmed. It is argued that people from the lower end of the ability spectrum become aware of their deficits in test situations and therefore report higher anxiety (deficit hypothesis). In 2014, a structural equation model was proposed that specifically allows the comparison of these two hypotheses with regard to explanatory power for the negative anxiety–ability correlation found in cross-sectional assessments. We extended this model for usage in longitudinal studies to investigate the impact of test anxiety on test performance and on retest effects. A latent neighbor-change growth curve was implemented into the model that enables an estimation of retest effects between all pairs of successive test sessions. Systematic restrictions on model parameters allow testing the hypothetical reduction in anxiety interference over the test sessions, which can be compared to retest effect sizes. In an empirical study with seven measurement occasions, we found that a substantial reduction in interference upon the second test session was associated with the largest retest effect in a figural matrices test, which served as a proxy measure for general intelligence. However, smaller retest effects occurred up to the fourth test administration, whereas evidence for anxiety-induced measurement bias was only produced for the first two test sessions. Anxiety and ability were not negatively correlated at any time when the interference effects were controlled for. Implications, limitations, and suggestions for future research are discussed.

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Section: Explanations For Retest Effectsmentioning

confidence: 99%

The Impact of Situational Test Anxiety on Retest Effects in Cognitive Ability Testing: A Structural Equation Modeling Approach

2019

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Applicants to medical school: if at first they don’t succeed, who tries again and are they successful?

Griffin

Auton

Duvivier

et al. 2018

Adv in Health Sci Educ

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This study compared the profile of those who, after initial failure to be selected, choose to reapply to study medicine with those who did not reapply. It also evaluates the chance of a successful outcome for re-applicants. In 2013, 4007 applicants to undergraduate medical schools in the largest state in Australia were unsuccessful. Those who chose to reapply (n = 665) were compared to those who did not reapply (n = 3342). Results showed that the odds of re-applying to medicine were 55% less for those from rural areas, and 39% more for those from academically-selective schools. Those who had higher cognitive ability and high school academic performance scores in 2013 were also more likely to re-apply. Socioeconomic status was not related to re-application choice. Re-applicants' showed significant improvements in selection test scores and had a 34% greater probability of selection than first-time applicants who were also interviewed in the same selection round. The findings of this study indicate that re-testing and re-application improves one's chance of selection into an undergraduate medical degree, but may further reduce the diversity of medical student cohorts in terms of rural background and educational background.

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