Using Third-Party Evaluations to Assess Socioemotional Skills in Graduate and Professional School Admissions

Autor/inn/en	Klieger, David; Bochenek, Jennifer; Ezzo, Chelsea; Holtzman, Steven; Cline, Frederick; Olivera-Aguilar, Margarita
Titel	Using Third-Party Evaluations to Assess Socioemotional Skills in Graduate and Professional School Admissions
Quelle	In: International Journal of Testing, 22 (2022) 1, S.72-99 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klieger, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2021.2019748
Schlagwörter	College Admission; Graduate Study; Professional Education; Interpersonal Competence; Emotional Intelligence; Student Diversity; Predictive Validity; Admission Criteria; Grade Point Average; College Entrance Examinations; Rating Scales; College Applicants; Minority Group Students; Doctoral Programs; STEM Education; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Berufsausbildung; Interpersonale Kompetenz; Emotionale Intelligenz; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Aufnahmeprüfung; Rating-Skala; College applications; Studienbewerber; Doktorandenprogramm; STEM
Abstract	Consideration of socioemotional skills in admissions potentially can increase representation of racial and ethnic minorities and women in graduate and professional education as well as identify candidates more likely to succeed in graduate and professional school. Research on one such assessment, the ETS Personal Potential Index (PPI), showed that the PPI produced much smaller racial/ethnic-gender group mean score differences than undergraduate grade point average (UGPA) and the Graduate Record Examinations (GRE) did. Across levels of institutional selectivity, the PPI can promote racial/ethnic and gender diversity in graduate and professional school in ways that UGPA and GRE scores do not. Predictive validity analyses showed that for doctoral STEM programs the PPI dimensions of (1) Planning and Organization and (2) Communication Skills positively predict school grade point average as well as a lower risk of academic probation, a determinant of degree progress, both alone and incrementally over UGPA and GRE scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01