Time and method in coaching for the SAT.

Messick, Samuel; Jungeblut, Ann

doi:10.1037//0033-2909.89.2.191

Psychological Bulletin

1981

DOI: 10.1037//0033-2909.89.2.191

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Time and method in coaching for the SAT.

Samuel Messick¹,

Ann Jungeblut²

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Cited by 14 publications

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Threats to the Operational Use of Situational Judgment Tests in the College Admission Process

Cullen¹,

Sackett

Lievens

2006

Int J Selection & Assessment

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This study examined the coachability of two situational judgment tests, the College Student Questionnaire (CSQ) and the Situational Judgment Inventory (SJI), developed for consideration as selection instruments in the college admission process. Strategies for raising scores on each test were generated, and undergraduates were trained in the use of the strategies using a video-based training program. Results indicated that the CSQ was susceptible to coaching. In addition, the scoring format of the CSQ was found to be easily exploited, such that trainees could increase their scores by greater than 1 SD simply by avoiding extreme responses on that test. The results as a whole sounded a note of caution for the potential use of the CSQ in the college admission process.

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Threats to the Operational Use of Situational Judgment Tests in the College Admission Process

Cullen¹,

Sackett

Lievens

2006

Int J Selection & Assessment

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Improving the Quality of Research Synthesis in Program Evaluation

Bryant¹

1986

Review of Policy Research

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Because research synthesis enables one to determine either the overall effectiveness of different types of treatments, it is becoming increasingly popular as a tool in program evaluation. Numerous methodological problems arise, however, when research synthesis is applied to studies conducted in field settings. The present paper categorlzes and discusses these problems as being threats to either the (1) internal validity (whether one can draw conclusions about cause and effect), (2) statistical conclusion validity (whether one's inferential statistics are capable of detecting cause-and effect relationships, (3) construct validity (whether one's treatments and outcome measures are valid operationalizations of the independent and dependent variables of interest), or (4) external validity (whether one can generalize results to particular populations, settings, or time periods) of research synthesis (see Cook & Campbell, 1979). Specific recommendations are made for minimizing these threats to validity, In order to improve the quality of research synthesis in program evaluation. Finally, the validit framework is applied to an actual synthesis to identify strengths, weaknesses, and potential means of enhancing research quality. Copyright 1986 by The Policy Studies Organization.

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Retest Effects in Operational Selection Settings: Development and Test of a Framework

Lievens

Buyse

Sackett

2005

Personnel Psychology

106

148

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This study proposes a framework for examining the effects of retaking tests in operational selection settings. A central feature of this framework is the distinction between within-person and between-person retest effects. This framework is used to develop hypotheses about retest effects for exemplars of 3 types of tests (knowledge tests, cognitive ability tests, and situational judgment tests) and to test these hypotheses in a high stakes selection setting (admission to medical studies in Belgium). Analyses of within-person retest effects showed that mean scores of repeat test takers were one-third of a standard deviation higher for the knowledge test and situational judgment test and one-half of a standard deviation higher for the cognitive ability test. The validity coefficients for the knowledge test differed significantly depending on whether examinees' test scores on the first versus second administration were used, with the latter being more valid. Analyses of between-person retest effects on the prediction of academic performance showed that the same test score led to higher levels of performance for those passing on the first attempt than for those passing on the second attempt. The implications of these results are discussed in light of extant retesting practice.In employment settings, the Uniform Guidelines on Employee Selection Procedures (1978) state that organizations should provide a reasonable opportunity to test takers for retesting. Hence, most organizations in the private and public sector have installed retesting policies in promotion and hiring situations (e.g., Campbell,

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Time and method in coaching for the SAT.

Cited by 14 publications

References 0 publications

Threats to the Operational Use of Situational Judgment Tests in the College Admission Process

Threats to the Operational Use of Situational Judgment Tests in the College Admission Process

Improving the Quality of Research Synthesis in Program Evaluation

Retest Effects in Operational Selection Settings: Development and Test of a Framework

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