Racial/ethnic subgroup differences in cognitive ability test range restriction: Implications for differential validity.

2014 ◽  
Vol 99 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Christopher M. Berry ◽  
Michael J. Cullen ◽  
Jolene M. Meyer
Keyword(s):  
Cognitive Ability ◽  
Range Restriction ◽  
Ability Test ◽  
Test Range ◽  
Subgroup Differences ◽  
Differential Validity ◽  
Ethnic Subgroup ◽  
Racial Ethnic

Differential validity for cognitive ability tests in employment and educational settings: Not much more than range restriction?

2014 ◽  
Vol 99 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Philip L. Roth ◽  
Huy Le ◽  
In-Sue Oh ◽  
Chad H. Van Iddekinge ◽  
Maury A. Buster ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Educational Settings ◽  
Range Restriction ◽  
Differential Validity ◽  
Cognitive Ability Tests ◽  
Ability Tests

Effects of Subgroups' Variances on Cognitive Ability Test Differential Validity

2012 ◽  
Author(s):  
Clare L. Barratt ◽  
Christen L. Dovalina ◽  
Peng Zhao ◽  
Christopher M. Berry
Keyword(s):  
Cognitive Ability ◽  
Ability Test ◽  
Differential Validity

scholarly journals Racial/ethnic subgroup differences in outcomes and acceptability of an Internet-delivered intervention for substance use disorders

2017 ◽  
Vol 16 (4) ◽  
pp. 460-478 ◽  
Author(s):  
Aimee N. C. Campbell ◽  
L. Montgomery ◽  
Katherine Sanchez ◽  
M. Pavlicova ◽  
M. Hu ◽  
...  
Keyword(s):  
Substance Use ◽  
Substance Use Disorders ◽  
Subgroup Differences ◽  
Ethnic Subgroup ◽  
Racial Ethnic

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

Range shrinkage of cognitive ability test scores in applicant pools

2010 ◽  
Author(s):  
Jonas W. B. Lang ◽  
Martin Kersting ◽  
Ute R. Hulsheger
Keyword(s):  
Cognitive Ability ◽  
Test Scores ◽  
Ability Test

Cognitive Ability Test

2009 ◽  
Author(s):  
Filip Lievens ◽  
Paul R. Sackett ◽  
Tine Buyse
Keyword(s):  
Cognitive Ability ◽  
Ability Test

Evaluating a Computerized Adaptive Testing Version of a Cognitive Ability Test Using a Simulation Study

2021 ◽  
pp. 073428292110277
Author(s):  
Ioannis Tsaousis ◽  
Georgios D. Sideridis ◽  
Hannan M. AlGhamdi
Keyword(s):  
Cognitive Ability ◽  
Simulation Study ◽  
Computerized Adaptive Testing ◽  
Adaptive Testing ◽  
Estimation Methods ◽  
Item Pool ◽  
Sequential Approach ◽  
Ability Test ◽  
Promising Alternative ◽  
Item Exposure

This study evaluated the psychometric quality of a computerized adaptive testing (CAT) version of the general cognitive ability test (GCAT), using a simulation study protocol put forth by Han, K. T. (2018a). For the needs of the analysis, three different sets of items were generated, providing an item pool of 165 items. Before evaluating the efficiency of the GCAT, all items in the final item pool were linked (equated), following a sequential approach. Data were generated using a standard normal for 10,000 virtual individuals ( M = 0 and SD = 1). Using the measure’s 165-item bank, the ability value (θ) for each participant was estimated. maximum Fisher information (MFI) and maximum likelihood estimation with fences (MLEF) were used as item selection and score estimation methods, respectively. For item exposure control, the fade away method (FAM) was preferred. The termination criterion involved a minimum SE ≤ 0.33. The study revealed that the average number of items administered for 10,000 participants was 15. Moreover, the precision level in estimating the participant’s ability score was very high, as demonstrated by the CBIAS, CMAE, and CRMSE). It is concluded that the CAT version of the test is a promising alternative to administering the corresponding full-length measure since it reduces the number of administered items, prevents high rates of item exposure, and provides accurate scores with minimum measurement error.

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