Can a Two-Question Test Be Reliable and Valid for Predicting Academic Outcomes?

Autor/in	Bridgeman, Brent
Titel	Can a Two-Question Test Be Reliable and Valid for Predicting Academic Outcomes?
Quelle	In: Educational Measurement: Issues and Practice, 35 (2016) 4, S.21-24 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12130
Schlagwörter	Multiple Choice Tests; Scores; Standardized Tests; Comparative Analysis; Interviews; Test Items; College Entrance Examinations; Graduate Study; English (Second Language); Language Tests; Second Language Learning; Graduate Record Examinations; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Standadised tests; Standardisierter Test; Interviewing; Interviewtechnik; Test content; Testaufgabe; Aufnahmeprüfung; Aufbaustudium; Graduiertenstudium; Hauptstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb
Abstract	Scores on essay-based assessments that are part of standardized admissions tests are typically given relatively little weight in admissions decisions compared to the weight given to scores from multiple-choice assessments. Evidence is presented to suggest that more weight should be given to these assessments. The reliability of the writing scores from two of the large volume admissions tests, the GRE General Test (GRE) and the Test of English as a Foreign Language Internet-based test (TOEFL iBT), based on retesting with a parallel form, is comparable to the reliability of the multiple-choice Verbal or Reading scores from those tests. Furthermore, and even more important, the writing scores from both tests are as effective as the multiple-choice scores in predicting academic success and could contribute to fairer admissions decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01