scholarly journals Subject-specific tests improve master admission

2021 ◽  
Author(s):  
Johanna Hartung ◽  
Florian Schmitz ◽  
Oliver Wilhelm
Keyword(s):  
Regression Analysis ◽  
Test Scores ◽  
Predictive Power ◽  
Standardized Test ◽  
Admission Criteria ◽  
Master's Program ◽  
Test Fairness ◽  
Subject Specific ◽  
Valid Predictor ◽  
Admission Test

Objective: We investigated the predictive power of bachelor grades and a subject-specific admission test used to select students who enlisted to study in a German master’s program in psychology. Methods: Analyses are based on the data of 2,264 university applicants from five cohorts. Results: Bachelor grades were not significantly correlated with master grades as well as with test scores for external applicants, but the relationships were significant for internal applicants. In contrast, the correlation of test scores and master grades was comparable between groups, which can be seen as an indicator of test fairness. Regression analysis showed that the admission test was a valid predictor for master grades. Furthermore, we found that both predictors, bachelor grades and test scores, were incrementally valid. Discussion: In sum, this study illustrates the benefits of using a standardized test for master student admission. We discuss issues of using coherent admission criteria across institutions.

scholarly journals Combining Outcome-Based and Preference-Based Matching: A Constrained Priority Mechanism

2021 ◽  
pp. 1-24
Author(s):  
Avidit Acharya ◽  
Kirk Bansak ◽  
Jens Hainmueller
Keyword(s):  
Machine Learning ◽  
Host Country ◽  
Real World ◽  
Test Scores ◽  
Standardized Test ◽  
Market Design ◽  
Standardized Test Scores ◽  
Real World Data ◽  
Refugee Families ◽  
Strategy Proof

Abstract We introduce a constrained priority mechanism that combines outcome-based matching from machine learning with preference-based allocation schemes common in market design. Using real-world data, we illustrate how our mechanism could be applied to the assignment of refugee families to host country locations, and kindergarteners to schools. Our mechanism allows a planner to first specify a threshold $\bar g$ for the minimum acceptable average outcome score that should be achieved by the assignment. In the refugee matching context, this score corresponds to the probability of employment, whereas in the student assignment context, it corresponds to standardized test scores. The mechanism is a priority mechanism that considers both outcomes and preferences by assigning agents (refugee families and students) based on their preferences, but subject to meeting the planner’s specified threshold. The mechanism is both strategy-proof and constrained efficient in that it always generates a matching that is not Pareto dominated by any other matching that respects the planner’s threshold.

Cultural Variability in the Educational and Learning Capitals of Australian Families and Its Relationship With Children’s Numeracy Outcomes

2018 ◽  
Vol 41 (4) ◽  
pp. 348-368 ◽  
Author(s):  
Sivanes Phillipson ◽  
Shane N. Phillipson ◽  
Sarika Kewalramani
Keyword(s):  
Regression Analysis ◽  
Ethnic Identity ◽  
Statistical Analysis ◽  
Ethnic Groups ◽  
Stepwise Regression ◽  
Standardized Test ◽  
Educational Achievement ◽  
Multiple Comparison ◽  
Comparison Analysis ◽  
The Family

This article explored the variability of parental educational mind-sets among Australian parents toward the accessible educational and learning capitals that may affect their children’s educational achievement. The participants ( N = 1,917) responded to the Family Educational and Learning Capitals Questionnaire as well as their ethnic identity. Parents also reported their children’s numeracy scores in a standardized test of achievement. Six major groups were adequate for statistical analysis, including Australians, British, Chinese, Indian, Other Asian, and Other European. A multiple comparison analysis was performed on the responses by parents from the six ethnic groups to examine the differences in parent responses to access to capitals. Controlled for ethnic groups, stepwise regression analysis showed which capitals predicted numeracy achievement of their children. The results indicated that within this sample of Australian parents, there is variability across different ethnic groups in what is considered important in their children’s educational achievement and this variability is associated with differences in numeracy outcomes.

Predicting academic success for students of color within STEM majors

2016 ◽  
Vol 10 (2) ◽  
pp. 124-134 ◽  
Author(s):  
John Gipson
Keyword(s):  
High School ◽  
Students Of Color ◽  
Test Scores ◽  
College Success ◽  
Standardized Test ◽  
Cumulative Effect ◽  
Standardized Test Scores ◽  
Content Type ◽  
College Gpa ◽  
High School Gpa

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

Turning Standardized Test Scores into a Tool for Improving Teaching and Learning

2000 ◽  
Vol 35 (3) ◽  
pp. 356-384 ◽  
Author(s):  
Jie-Qi Chen ◽  
Renee Salahuddin ◽  
Patricia Horsch ◽  
Suzanne L. Wagner
Keyword(s):  
Test Scores ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Improving Teaching And Learning

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

2020 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Apler J. Bansiong ◽  
Janet Lynn M. Balagtey
Keyword(s):  
High School ◽  
Teacher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Degree Programs ◽  
Licensure Examination ◽  
Grade Point ◽  
Admission Variables

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

Association of Maternal Antidepressant Prescription During Pregnancy With Standardized Test Scores of Danish School-aged Children

JAMA ◽  
2021 ◽  
Vol 326 (17) ◽  
pp. 1725
Author(s):  
Jakob Christensen ◽  
Betina B. Trabjerg ◽  
Yuelian Sun ◽  
Julie Werenberg Dreier
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
School Aged Children ◽  
Antidepressant Prescription ◽  
Danish School
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