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

2005 ◽  
Vol 69 (3) ◽  
pp. 51 ◽  
Author(s):  
Nathan R. Kuncel ◽  
Marcus Credé ◽  
Lisa L. Thomas ◽  
David M. Klieger ◽  
Stephanie N. Seiler ◽  
...  
Keyword(s):  
Student Performance ◽  
Meta Analysis ◽  
College Admission ◽  
Pharmacy Student ◽  
Admission Test

PSYCHOMETRIC CHALLENGES IN DEVELOPING A COLLEGE ADMISSION TEST FOR JORDAN

2001 ◽  
Vol 29 (5) ◽  
pp. 445-458
Author(s):  
Mousa Alnabhan ◽  
Michael Harwell
Keyword(s):  
Student Performance ◽  
Private School ◽  
College Admission ◽  
Female Students ◽  
Test Items ◽  
Item Functioning ◽  
Path Analyses ◽  
Parental Educational Level ◽  
Admission Test ◽  
Predictive Relationships

In 1998, the Jordanian Council of Higher Education authorized the construction of a standardized aptitude test that would be used to assist colleges and universities in admissions decisions. This paper reports the results of a study that examined whether test items were operating as desired and path analyses that explored predictors of student performance for a highly selective sample of Jordanian students. Item analyses indicated that thirty percent of the items showed inadequate discrimination or inappropriate difficulty levels, and an additional nineteen percent of the items showed evidence of differential item functioning attributable to sex. The path analyses indicated that the strongest predictors of performance emerged for female students and included parental educational level and whether students attended a government-sponsored school or a private school. For males, the same predictive relationships were negligible.

The Gender-bias Effect of Test Scoring and Framing: A Concern for Personnel Selection and College Admission

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Maria Paz Espinosa ◽  
Javier Gardeazabal
Keyword(s):  
Gender Differences ◽  
Student Performance ◽  
Gender Bias ◽  
Personnel Selection ◽  
Test Scores ◽  
College Admission ◽  
Bias Effect ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Correction For Guessing

AbstractThis paper analyzes gender differences in student performance in Multiple-Choice Tests (MCT). We report evidence from a field experiment suggesting that, when MCT use a correction for guessing formula to obtain test scores, on average women tend to omit more items, get less correct answers and lower grades than men. We find that the gender difference in average test scores is concentrated at the upper tail of the distribution of scores. In addition, gender differences strongly depend on the framing of the scoring rule.

Sex-specific differential prediction of college admission tests: A meta-analysis.

2013 ◽  
Vol 105 (2) ◽  
pp. 478-488 ◽  
Author(s):  
Franziska T. Fischer ◽  
Johannes Schult ◽  
Benedikt Hell
Keyword(s):  
Meta Analysis ◽  
College Admission ◽  
Differential Prediction ◽  
Admission Tests

The Relation between Methods of Graphing Student Performance Data and Achievement: A Meta-Analysis

1986 ◽  
Vol 8 (3) ◽  
pp. 5-13 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs
Keyword(s):  
Student Performance ◽  
Analysis Of Variance ◽  
Meta Analysis ◽  
Performance Data ◽  
Effect Sizes ◽  
Education Practice ◽  
Equal Interval ◽  
Data Source ◽  
Student Performance Data ◽  
Over Time

This meta-analysis investigated the effects on achievement of type of graphing paper employed in displaying student performance data collected over time. The data source was 15 controlled studies with 16 effect sizes. The average weighted unbiased effect sizes for 6-cycle and equal interval paper, respectively, were .53 and .46. Hedges's analogue to analysis of variance indicated this difference was not statistically reliable. Implications for special education practice are discussed.

scholarly journals The persistent effect of socioeconomic status on education and labor market outcomes

2019 ◽  
Vol 27 (79) ◽  
pp. 62-90
Author(s):  
Juan A. Correa ◽  
Pablo Gutiérrez ◽  
Miguel Lorca ◽  
Raúl Morales ◽  
Francisco Parro
Keyword(s):  
Socioeconomic Status ◽  
Labor Market ◽  
Labor Market Outcomes ◽  
College Admission ◽  
Early Years ◽  
Market Outcomes ◽  
Content Type ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Admission Test

Purpose This paper aims to study the effect of family socioeconomic status (SES) on academic and labor market outcomes. Design/methodology/approach The authors used a rich data set of administrative records for test scores, individual background and adult earnings of a cohort of agents, covering a period spanning the agents' upper-secondary education and their early years in the labor market. Findings The authors find that students with the highest SES obtained a 1.5 standard deviations higher score in the college admission test than students who had the same academic outcomes in the eighth grade test but belong to the lowest SES. Similarly, among students that obtained the same scores in the college admission test, those with the highest SES earned monthly wages 0.7 standard deviations higher than those with the lowest SES. Originality/value The findings highlight that family socioeconomic background continues to influence outcomes during individuals’ upper secondary education and early years in the labor market.

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