ERIC Number: EJ795259
Record Type: Journal
Publication Date: 2008
Reference Count: 85
High-Stakes Testing in Higher Education and Employment: Appraising the Evidence for Validity and Fairness
Sackett, Paul R.; Borneman, Matthew J.; Connelly; Brian S.
American Psychologist, v63 n4 p215-227 May-June 2008
The authors review criticisms commonly leveled against cognitively loaded tests used for employment and higher education admissions decisions, with a focus on large-scale databases and meta-analytic evidence. They conclude that (a) tests of developed abilities are generally valid for their intended uses in predicting a wide variety of aspects of short-term and long-term academic and job performance, (b) validity is not an artifact of socioeconomic status, (c) coaching is not a major determinant of test performance, (d) tests do not generally exhibit bias by underpredicting the performance of minority group members, and (e) test-taking motivational mechanisms are not major determinants of test performance in these high-stakes settings.
Descriptors: High Stakes Tests, Higher Education, College Entrance Examinations, Occupational Tests, Predictor Variables, Job Performance, Minority Groups, Validity, Socioeconomic Status, Test Coaching, Motivation Techniques
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A