How Does the Use of Concordant Scores Impact Admission Decisions? Research Report 2016-3

Autor/inn/en	Marini, Jessica P.; Shaw, Emily J.; Young, Linda; Walker, Michael
Institution	College Board
Titel	How Does the Use of Concordant Scores Impact Admission Decisions? Research Report 2016-3
Quelle	(2016), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Admission; Scores; College Entrance Examinations; College Applicants; Comparative Analysis; Predictor Variables; Success; College Freshmen; Grade Point Average; High School Students; Correlation; Longitudinal Studies; Student Characteristics; Statistical Analysis; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Aufnahmeprüfung; College applications; Studienbewerber; Prädiktor; Erfolg; Studienanfänger; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Assessment; Eignungsprüfung; Eignungstest
Abstract	College admission offices receive many different pieces of information on each applicant to their institution. The job of considering this information becomes further complicated when the information is not consistent across applicants. An example of one such complication is receiving SAT scores for some applicants and receiving ACT scores for other applicants. Educational measurement professionals have long recognized this conundrum and have produced concordance tables to provide a way to translate scores on the SAT to the ACT and vice versa (Pommerich, 2007). A concordance table ideally represents the correspondence between test scores that were not built to the same specifications but are similar with regard to content, have a strong relationship between scores on the tests, and where test performance is similar across demographic groups (Dorans, 2004). The concordant scores are then considered to be comparable but not equivalent. The current study takes a practical or applied approach to examine comparisons between the use of actual (native) scores versus concordant scores for admission decisions and also examines how interchangeable the native and concordant scores may be for predicting academic success in college Specifically, it examines the relationship between predictions of first-year grade point average (FYGPA) made by models using high school grade point average (HSGPA) and either actual admission test scores or concordant admission test scores. The results indicate that both scores (actual and concordant) make similar predictions of FYGPA. Furthermore, when concordant scores are used in a predictive model based on actual scores received, the predictions in FYGPA are the same. Results indicate that actual and concordant scores can, in this case, be used interchangeably and across students to predict college success as measured by FYGPA. The practical implications of these results, as they relate to the valid use of concordant scores in college admission decisions, will be discussed. (ERIC).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01