Admission Groups and Academic Performance: A Study of Marginal Entrants in the Selection to Higher Education

The purpose of this paper is to study whether Swedish admission policies successful in selecting the best-performing students. The Swedish universities select students based on two different instruments, which each form a separate admission group. A regression model is recommended to estimate the achievement differences for the marginally accepted students between the admission groups and is applied to a sample of 9024 Swedish university entrants in four different fields of education. Marginally accepted students in the group selected by school grades on average perform better than students accepted by an admission test, suggesting that a small reallocation of study positions towards the grade admission group may increase overall academic achievement. However, the achievement difference appears to vary concerning university programme selectivity. We found that increasing selection by grades in less competitive programmes would improve overall achievement, while we do not find any effect for highly competitive programmes.

System Admission Test and Licensure Examination for Teachers: The Case of Passed and Conditional Groups

A vast body of studies has a propensity towards considering system admission test (SAT) scores as one collective variable that influences the licensure examination performance. The current article revisits this research area and further takes a step forward in analysing the influence of SAT score grouped into two categories as passed and conditional. This study is a comparative analysis of the Licensure Examination for Teachers (LET) performance according to SAT groups of a cohort of 86 elementary education graduates from the Bachelor of Elementary Education (BEEd) Department at the College of Education (CoEd), Mindanao State University, General Santos City (MSU GSC), Philippines. The Mann-Whitney U Test was mainly used as a statistical tool. The results showed that the majority of the students with passed SAT scores obtained a good level of LET performance and those with conditional SAT scores attained a fair level of LET performance. It was further revealed that there is a statistically significant difference in the LET performance of the students with passed and conditional SAT scores. Based on these pieces of evidence, this current research presents three essential instructional accommodations that may be considered to improve the future LET trajectory of the students. The recommendation for future research is also offered.

The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and Type of High School to Foresee the Academic Success of Saudi EFL Freshmen

Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student’s high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students’ high school general averages, admission test, which is Standardized Test for English Proficiency, and student’s type of high school to predict freshmen’s academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students’ performance. In contrast, surprisingly, students’ HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.

Subject-specific tests improve master admission

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.

Admission test analysis of pre-service math-science teacher based on its related factors

The admission test of pre-service teachers uses a knowledge test that has not explored the non-cognitive factors. This study is focused on considering the basic abilities, logical thinking abilities, gender, level of cognitive development and the type of pre-service teacher programme. Moreover, other factors, such as motivation, role of life experiences and verification of logical thinking test result (TOLT), were also contemplated. This study applied TOLT to 281 pre-service math–science teachers from four different programmes. This study also developed a multiple mini interview modification with expert screening methods that have validity, reliability and homogeneity parameters based on Aiken's criteria. Our study provides an alternative to reformulate the selection test that combines paper-based tests with interviews as an admission test for pre-service teacher candidates. Our results also illustrate how gender and cognitive development affect the basic abilities based on their programme. Furthermore, admission tests should have balanced cognitive and non-cognitive factors. Keywords: admission test; content-knowledge ability; level of cognitive development; logical thinking (TOLT); multiple-mini interview (MMI); teacher education.

Admission cardiotocography: Forecasting perinatal outcome

The Admission test (AT) in high risk pregnancy for continuous monitoring of FHR (fetal heart rate) has become crucial in the modern day obstetric practice. As it senses the presence of fetal intrapartum hypoxia and assist the obstetrician in making decision on the mode of delivery to improve perinatal outcome in high risk pregnancy.A prospective observational study was carried out in 230 pregnant women with high risk pregnancy in KIMS BBSR, Odisha during period of 2018-2020 who were admitted to labor room with gestational age more than 33 weeks for continuous FHR monitoring with CTG (cardiotocography) for 20 minutes.Among 230 patients majority of them were primigravida in age group of 21-25 years. About 39.1% were postdated pregnancy followed by Pregnancy Induced Hypertension (PIH) (21.1%), Premature Rupture of the Membranes (PROM) (10.4%), Bad Obstetric History (BOH) (6.9%), PIH with IUGR (Intrauterine Growth Restriction) (6.5%), IUGR (5.6%), Oligohydramnios (4.3%), Diabetes (3.5%) and Rh negative pregnancy (2.6%). The admission test were normal in (68.7%), suspicious in (21.7%) and pathological in (9.6%). The incidence of fetal distress, meconium stained liqour, NICU (Neonatal Intensive Care Unit) admission and APGAR score less than 7 was significantly higher with pathological AT as compared with suspicious and normal AT.The admission CTG appears to be simple noninvasive tool for screening the high risk pregnancy and prioritizing fetuses and deciding the mode of delivery.

The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and Type of High School to Foresee the Academic Success of Saudi EFL Freshmen

Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student’s high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students’ high school general averages, admission test, which is Standardized Test for English Proficiency, and student’s type of high school to predict freshmen’s academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students’ performance. In contrast, surprisingly, students’ HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.