Comments on Atkinson and Geiser: Considerations for College Admissions Testing

Autor/in	Linn, Robert L.
Titel	Comments on Atkinson and Geiser: Considerations for College Admissions Testing
Quelle	In: Educational Researcher, 38 (2009) 9, S.677-679 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X09351982
Schlagwörter	Stellungnahme; National Curriculum; Testing; College Entrance Examinations; Achievement Tests; College Admission; Curriculum Based Assessment; Predictive Validity; Socioeconomic Status; Alignment (Education); Admission Criteria; Reader Response; Educational Policy; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Aufnahmeprüfung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Hochschulzugang; Hochschulzulassung; Zulassung; Socio-economic status; Sozioökonomischer Status; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Leserbrief; Politics of education; Bildungspolitik
Abstract	Atkinson and Geiser (2009) make a strong argument for moving to a new form of college admissions testing using curriculum-based achievement tests. In making their case, however, they exaggerate the weaknesses of current tests such as the ACT and SAT by minimizing these tests' predictive utility and claiming a stronger relationship to socioeconomic status measures than is justified. Although some of the features that they would like admissions tests to have, such as providing a strong signal to students, are indeed desirable, the tight alignment of admissions tests to college preparatory courses in high school is unlikely to be achieved on a national level without a national curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10