More Students of Better Quality? Effects of a Mathematics and Physics Aptitude Test on Student Performance

Autor/inn/en	Söderlind, Johan; Geschwind, Lars
Titel	More Students of Better Quality? Effects of a Mathematics and Physics Aptitude Test on Student Performance
Quelle	In: European Journal of Engineering Education, 42 (2017) 4, S.445-457 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Söderlind, Johan) ORCID (Geschwind, Lars)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1295921
Schlagwörter	Mathematics Tests; Aptitude Tests; Physics; Science Tests; Higher Education; Foreign Countries; Grade Point Average; College Entrance Examinations; School Holding Power; Comparative Analysis; Student Motivation; High School Graduates; College Bound Students; Credits; College Admission; Selective Admission; Academic Achievement; College Applicants; Sweden + Suchen Sie Ihr Suchwort? Aptitude test; Eignungsprüfung; Eignungstest; Physik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Aufnahmeprüfung; Schulische Motivation; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsselektion; Schulleistung; College applications; Studienbewerber; Schweden
Abstract	This paper examines whether subject-specific admission tests may allow Swedish higher education institutions to admit better-performing students. The performance of students admitted via a mathematics and physics aptitude test was reviewed with a focus on activity, retention, and credits earned, and the results were compared with students admitted in traditional ways, such as secondary school grade point averages (GPA). The results show that the students admitted in the test quota show a higher activity rate as well as a higher retention rate than most other students, but that they are not as successful as the GPA quota students in acquiring their intended credits. It is concluded that subject-specific admission tests seem to entail higher student motivation and that they therefore may be a valuable instrument to supplement traditional admission instruments. The observed differences in the study have generated a number of hypotheses that would need further study to fully understand the merits of different admission instruments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01