Measuring Success: Testing, Grades, and the Future of College Admissions

Sonst. Personen	Buckley, Jack (Hrsg.); Letukas, Lynn (Hrsg.); Wildavsky, Ben (Hrsg.)
Titel	Measuring Success: Testing, Grades, and the Future of College Admissions
Quelle	(2018), (344 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4214-2496-5
Schlagwörter	Student Evaluation; Standardized Tests; College Entrance Examinations; Admission Criteria; Test Bias; Educational Policy; College Admission; Misconceptions; Testing; Grade Inflation; Merit Scholarships; Grade Point Average; Scores; Predictor Variables; Academic Achievement; Student Diversity; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Aufnahmeprüfung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Testkritik; Politics of education; Bildungspolitik; Hochschulzugang; Hochschulzulassung; Missverständnis; Testdurchführung; Testen; Leistungsvergütung; Prädiktor; Schulleistung; Assessment; Eignungsprüfung; Eignungstest
Abstract	For more than seventy-five years, standardized tests have been considered a vital tool for gauging students' readiness for college. However, few people--including students, parents, teachers, and policy makers--understand how tests like the SAT or ACT are used in admissions decisions. Once touted as the best way to compare students from diverse backgrounds, these tests are now increasingly criticized as being biased in favor of traditionally privileged groups. A small but growing number of colleges have made such testing optional for applicants. Is this the right way to go? "Measuring Success" investigates the research and policy implications of test-optional practices, considering both sides of the debate. Does a test-optional policy result in a more diverse student body or improve attainment and retention rates? Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this volume is among the first to investigate the research and policy implications of test-optional practices. Although the test-optional movement has received ample attention, its claims have rarely been subjected to empirical scrutiny. This volume provides a much-needed evaluation of the use and value of standardized admissions tests in an era of widespread grade inflation. It will be of great value to those seeking to strike the proper balance between uniformity and fairness in higher education. This book contains: (1) Eight Myths about Standardized Admissions Testing (Paul Sackett and Nathan Kuncel); (2) The Core Case for Testing (Emily Shaw); (3) Grade Inflation and the Role of Standardized Testing (Michael Hurwitz and Jason Lee); (4) Merit and Scholarships in Providing Assistance to Students and the Role of Standardized Test (Jim Brooks, Jonathan Jacobs, and Roger Thompson); (5) When HSGPA and Test Scores Disagree (Edgar Sanchez and Krista Mattern); (6) The Rise of Test-Optional Admissions Practices (Jerome A. Lucido); (7) Going Test-Optional (Eric Maguire); (8) Test Scores and High School Grades as Predictors (Matthew Chingos, Michael S. McPherson, and William Bowen); (9) Comment to Test Scores and High School Grades as Predictors (Michael Hurwitz and Meredith Welch); (10) Reply to Hurwitz and Welch (Matthew Chingos and Michael S. McPherson); (11) How Do Percent Plans and Other Test-Optional Admissions Programs Affect the Academic Performance and Diversity of the Entering Class? (Rebecca Zwick); (12) The Test-Optional Movement at America's Selective Liberal Arts Colleges (Andrew Belasco, Kelly Rosinger, and James C. Hearn); (13) The Effect of Going Test-optional on Diversity and Admissions (Kyle Sweitzer, A. Emiko Blalock, and Dhruv Sharma); and (14) The Future of College Admissions (Jack Buckley, Lynn Letukas, and Ben Wildavsky). (ERIC).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-537-5487; Tel: 410-516-6900; Fax: 410-516-6998; e-mail: hfscustserve@press.jhu.edu; Web site: https://jhupbooks.press.jhu.edu/#
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01