Field Trial of a User-Oriented Adaptation of the Inventory of Documented Accomplishments as a Tool in Graduate Admissions.

Autor/in	Baird, Leonard L.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Field Trial of a User-Oriented Adaptation of the Inventory of Documented Accomplishments as a Tool in Graduate Admissions.
Quelle	(1985), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission Criteria; Admission (School); College Applicants; College Entrance Examinations; Evaluation Problems; Experiential Learning; Graduate Study; Higher Education; Interest Inventories; Questionnaires; Screening Tests; Selective Admission; Test Construction; Test Format; Test Use; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; College applications; Studienbewerber; Aufnahmeprüfung; Experiental learning; Erfahrungsorientiertes Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interest profile; Interessenprofil; Fragebogen; Screening-Verfahren; Bildungsselektion; Testaufbau; Testentwicklung; Testanwendung
Abstract	This report discusses a multiphase project to develop a user-oriented survey of prior accomplishments of graduate student applicants to aid admissions committees and graduate departments in the selection process. The three phases included: (1) development of three prototype instruments based on a checklist approach, a semi-documented approach, and an open-ended portfolio approach; (2) development of an instrument with a simplified format that contained positive features of the prototypes; and (3) pilot-testing of the simplified version, on newly enrolled graduate students, in 26 university departments (representing fields of English, biology and psychology). The third phase investigated the technical soundness and the feasibility of the instrument's use in the admissions process. Descriptive and correlational analyses of the responses to the inventory were conducted to describe characteristics of the students and the instrument, and to identify the most reliable clusters of items and indices of accomplishment. End-of-the-year follow-ups provided student accomplishment data for analyses of the short-term correlates of the measure. Faculty were interviewed regarding plausibility of the content of the instrument and the utility of various reporting formats. Student reactions were obtained by interview and by additional questions at the end of the inventory. The survey is contained in the appendix. (PN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC