The Validity and Fairness of Alternatives to Cognitive Tests

Reilly, Richard R.; Warech, Michael A.

doi:10.1007/978-94-011-2202-3_4

Cited by 51 publications

(82 citation statements)

References 187 publications

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“…For this meta-analysis we constructed artifact distributions for unreliability in the measurement of each of the MSLQ subscales and for unreliability in the measurement of the academic performance criterion. Given that very few studies in the educational literature have ever reported reliability information for GPA and none (to our knowledge) have reported reliability information for individual grades, we imported the four published reliability estimates known to us for GPA (Barritt, 1966;Bendig, 1953;Reilly & Warech, 1993;Stricker, Rock, Burton, Muraki, & Jirele, 1994), while estimates of grade reliability were taken from five large undergraduate classes recently taught by the first author. Summary information for the various reliability distributions is provided in Table 2.…”

Section: Analytic Strategymentioning

confidence: 99%

A meta-analytic review of the Motivated Strategies for Learning Questionnaire

Credé

Phillips

2011

Learning and Individual Differences

364

252

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Section: Analytic Strategymentioning

confidence: 99%

A meta-analytic review of the Motivated Strategies for Learning Questionnaire

Credé

Phillips

2011

Learning and Individual Differences

364

252

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“…Artifact distribution information for unreliability in both the adjustment variables and GPA criterion are presented Mean R 1/2 XX the mean of square root of reliabilities, k rel number of reliabilities in the distribution, SDr rel standard deviation of reliability distribution in Table 1, with all five adjustment types exhibiting highly satisfactory distributions for their respective estimates of internal consistency (mean alpha>0.82). The reliability distribution for the GPA criterion was based on internal consistency reliabilities from four studies of college grades from Stricker et al (1994) Reilly and Warech (1993), Barritt (1966), Bendig (1953). For meta-analyses involving college retention as the criterion we did not correct for unreliability.…”

Section: Meta-analytic Softwarementioning

confidence: 99%

Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences

2011

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This paper presents a meta-analytic review (k=237, N=44,668) of the adjustment to college literature. The review, based on studies using the Student Adaptation to College Questionnaire, is organized around three primary themes: (1) the structure of students' adjustment to college, (2) the relationship of adjustment to college constructs with possible antecedents and correlates, and (3) the relationship of adjustment to college constructs with college grades and college retention. Meta-analytic results indicate that adjustment to college is multidimensional, predictive of college grades, and an unusually good predictor of college retention. Adjustment to college is also shown to be moderately related to individual traits, social support, and students' relationships with their parents. Weaker relationships are evident with demographic variables, prior achievement, coping approaches, and variables that reflect students' psychological independence from their parents. Theoretical and practical implications for the study of students' adjustment to college, academic performance, and retention are discussed.Keywords Adjustment to college . College retention . College GPA . Meta-analysis Entry into college presents students with numerous novel challenges that extend beyond the greater academic demands, greater autonomy, and lower level of academic structure that characterizes life at many colleges and universities. First-year students are also required to navigate a new social environment, develop an orientation toward the institution of which they are now a member, become productive members of the university community, adapt to new roles and responsibilities (e.g., managing own finances), manage the separation from friends and family, and engage in the process of making career decisions. Concern about the manner in which students navigate these myriad challenges is reflected both in the orientation programs offered by many colleges and universities as well as the substantial body of educational research that has focused on students' adjustment to college. Many educational researchers have viewed Educ Psychol Rev (2012) 24:133-165

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“…These were based on internal consistency estimates of grade reliability. [37][38][39] Since NAB-PLEX licensing examination scores resulted in important real-world outcomes that are based on an imperfectly reliable measure, no corrections were made for the unreliability in the NABPLEX.…”

Section: Data Coding and Analysismentioning

confidence: 99%

A Meta-Analysis of the Validity of the Pharmacy College Admission Test (PCAT) and Grade Predictors of Pharmacy Student Performance

Kuncel¹,

Credé²,

Thomas³

et al. 2005

Am J Pharm Educ

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There are currently 89 pharmacy programs in the United States, and each is confronted with evaluating a large number of applicants each year. Given the importance of producing effective professionals for the health and wellbeing of the public, selecting top-quality students who will master their training is of critical importance. The Pharmacy College Admission Test (PCAT) is a standardized test used by pharmacy programs to select students. The PCAT is considered by most pharmacy programs and in 2003 was required by 51 pharmacy programs as a piece of information for making admissions decisions. 1 The PCAT has been used since 1974 but not without controversy. Opinions are mixed about its effectiveness. Some scholars have variously argued either in favor of or against the use of the PCAT. 2 Positions against the PCAT run counter to the stance of the American Association of Colleges of Pharmacy (AACP) which endorses the use of PCAT scores as a part of pharmacy admissions decisions. 3 This mix of opinions is understandable given the range of validity study findings reported in the literature.Correlations between PCAT scores and GPA have ranged from a low of r = -0.09 4 to a high of r = 0.68. 4 Unfortunately, many of the validity studies have employed small samples from programs with highly selective admissions policies. Of critical importance is the predictive validity of the PCAT, the validity of alternative predictors (ie, prepharmacy grades and the SAT), and the investigation of the sources of correlation variability across studies. Addressing all of these issues is the objective of this study.The PCAT was first used on a national level in 1975. 5 In the fall of 2004, some of its content and structure was altered. The PCAT now includes an essay portion. The verbal section now contains sentence completion items and no longer specifically tests one's knowledge of antonyms. The biology section now includes items intended to assess knowledge of microbiology, and the quantitative section now includes precalculus and calculus. The number of verbal, biology, and reading comprehension items has been increased while the quantitative and chemistry sections have been reduced. Overall, the total number of multiple-choice items has decreased from approximately 300 multiple-choice items to 280.These changes notwithstanding, the PCAT continues to be a measure of ability and knowledge with multiplechoice items spread across the following 5 domains: ver- Objectives. Compare the validity of the Pharmacy College Admission Test (PCAT) and prepharmacy grade point average (GPA) in predicting performance in pharmacy school and professional licensing examinations. Methods. To quantitatively aggregate results across previous studies of the validity of the PCAT, the Hunter and Schmidt psychometric meta-analytic method was used. Relevant research articles were gathered from multiple databases. Correlations between the PCAT and GPAs or individual course grades were the most commonly presented data. Results. The PCAT and prepharmacy GPA were...

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The Validity and Fairness of Alternatives to Cognitive Tests

Cited by 51 publications

References 187 publications

A meta-analytic review of the Motivated Strategies for Learning Questionnaire

A meta-analytic review of the Motivated Strategies for Learning Questionnaire

Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences

A Meta-Analysis of the Validity of the Pharmacy College Admission Test (PCAT) and Grade Predictors of Pharmacy Student Performance

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