NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ972263
Record Type: Journal
Publication Date: 2012
Pages: 23
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0895-7347
All Validities Are Not Created Equal: Determinants of Variation in SAT Validity across Schools
Shen, Winny; Sackett, Paul R.; Kuncel, Nathan R.; Beatty, Adam S.; Rigdon, Jana L.; Kiger, Thomas B.
Applied Measurement in Education, v25 n3 p197-219 2012
Previous research has demonstrated that cognitive test validities are generalizable and predictive of academic performance across situations. However, even after accounting for statistical artifacts (e.g., sampling error, range restriction, criterion reliability), substantial variability often remains around estimates of cognitive test-performance relationships suggesting the presence of additional moderators. In the present study, we examine the sources of institutional variation in Scholastic Aptitude Test (SAT) validity across a sample of 110 institutions. Institutional characteristics moderated the size of SAT validities, such that more selective schools and schools that emphasize traditional assessment techniques (i.e., school records, standardized tests) showed higher SAT validities while schools that were larger and where students demonstrated more financial need, schools that emphasized the usage of alternative assessment techniques (i.e., essays, letters of recommendations, extracurricular activities), and schools that enrolled higher percentages of historically disadvantaged minority students generally exhibited lower SAT validities. Future directions in the understanding of situational influences on SAT-grade point average validities are discussed. (Contains 6 tables and 4 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)