Time and method in coaching for the SAT.

Messick, Samuel; Jungeblut, Ann

doi:10.1037/0033-2909.89.2.191

Cited by 124 publications

(117 citation statements)

References 17 publications

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“…That is, it is unlikely that g is so malleable as to be enhanced by simple practice (Messick & Jungeblut, 1981), especially given that intensive long-term intervention programs do not appear to have any lasting effects on measured intelligence (Jensen, 1998;Spitz, …”

Section: Three Explanations Of Retest Effects and Theirmentioning

confidence: 99%

An examination of psychometric bias due to retesting on cognitive ability tests in selection settings.

Lievens¹,

Reeve²,

Heggestad³

2007

Journal of Applied Psychology

108

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Using a latent variable approach, the authors examined whether retesting on a cognitive ability measure resulted in measurement and predictive bias. A sample of 941 candidates completed a cognitive ability test in a high-stakes context. Results of both the within-group between-occasions comparison and the between-groups within-occasion comparison indicated that no measurement bias existed during the initial testing but that retesting induced both measurement and predictive bias. Specifically, the results suggest that the factor underlying the retest scores was less saturated with g and more associated with memory than the latent factor underlying initial test scores and that these changes eliminated the test's criterionrelated validity. This study's implications for retesting theory, practice, and research are discussed.

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Section: Three Explanations Of Retest Effects and Theirmentioning

confidence: 99%

An examination of psychometric bias due to retesting on cognitive ability tests in selection settings.

Lievens¹,

Reeve²,

Heggestad³

2007

Journal of Applied Psychology

108

View full text Add to dashboard Cite

show abstract

“…In their efforts to develop measures of various traits, ETS researchers have examined many potential sources of irrelevant variance, including anxiety (French 1962;Powers 1988Powers , 2001, response styles (Damarin and Messick 1965), coaching (Messick 1981b(Messick , 1982aMessick and Jungeblut 1981), and stereotype threat (Stricker 2008;Stricker and Bejar 2004;Stricker and Ward 2004). Messick (1975Messick ( , 1989 made the evaluation of plausible sources of irrelevant variance a cornerstone of validation, and he made the evaluation of construct-irrelevant variance and construct underrepresentation central concerns in his unified model of validity.…”

Section: Controlling Irrelevant Variancementioning

confidence: 99%

Research on Validity Theory and Practice at ETS

Kane

Bridgeman

2017

Methodology of Educational Measurement and Assessment

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Educational Testing Service (ETS) was founded with a dual mission: to provide high-quality testing programs that would enhance educational decisions and to improve the theory and practice of testing in education through research and development (Bennett 2005; Educational Testing Service 1992). Since its inception in 1947, ETS has consistently evaluated its testing programs to help ensure that they meet high standards of technical and operational quality, and where new theory and new methods were called for, ETS researchers made major contributions to the conceptual frameworks and methodology.This chapter reviews ETS's contributions to validity theory and practice at various levels of generality, including overarching frameworks (Messick 1988(Messick , 1989, more targeted models for issues such as fairness, and particular analytic methodologies (e.g., reliability, equating, differential item functioning). The emphasis will be on contributions to the theory of validity and, secondarily, on the practice of validation rather than on specific methodologies. Validity TheoryGeneral conceptions of validity grew out of basic concerns about the accuracy of score meanings and the appropriateness of score uses (Kelley 1927), and they have necessarily evolved over time as test score uses have expanded, as proposed interpretations have been extended and refined, and as the methodology of testing has become more sophisticated.

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“…He published these results in the form of a meta-analysis (Messick and Jungeblut 1981), in which the authors noted "definite regularities" (p. 191) between SAT coaching effects and the amount of student contact time in coaching programs. On this basis, Messick and Jungeblut concluded that the size of the effects being claimed by coaching companies could probably be obtained only with programs that were tantamount to full-time schooling.…”

Section: Extending Lessons Learnedmentioning

confidence: 99%

Understanding the Impact of Special Preparation for Admissions Tests

Powers¹

2017

Methodology of Educational Measurement and Assessment

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By examining unique developments and singular advancements, it is possible to sort the history of educational and psychological testing into a number of distinct phases. One topic that seems to permeate all stages, however, is the question of how best to prepare for such tests. This chapter documents some of Educational Testing Service's (ETS's) contributions to understanding the role of test preparation in the testing process. These contributions include (a) analyzing key features of test preparation, (b) understanding the effects of various sorts of preparation on test performance, and (c) devising tests that will yield meaningful scores in the face of both legitimate as well as questionable attempts to improve test-taker performance. The chapter begins with a definition of special test preparation and then elaborates on its significance. Next, it examines the nature of interest in the topic. Finally, it explores ETS Research and Development (R&D) contributions to explicating the issues associated with special test preparation. DefinitionsThe first issue that one encounters when discussing test preparation is terminology. This terminology applies both to the tests that are involved and to the kinds of preparation that are directed at test takers. Most of the research described below pertains to several tests that are designed to measure academic abilities (e.g., verbal and quantitative reasoning abilities) that develop relatively slowly over a significant This chapter was originally published in 2012 by Educational Testing Service as a research report in the ETS R&D Scientific and Policy Contributions Series.

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Time and method in coaching for the SAT.

Cited by 124 publications

References 17 publications

An examination of psychometric bias due to retesting on cognitive ability tests in selection settings.

An examination of psychometric bias due to retesting on cognitive ability tests in selection settings.

Research on Validity Theory and Practice at ETS

Understanding the Impact of Special Preparation for Admissions Tests

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