What Graduate and Professional School Students Think About Admissions Tests. NCME Measurement in Education. A Series of Special Reports of the National Council on Measurement in Education.

Autor/in	Baird, Leonard L.
Institution	National Council on Measurement in Education, East Lansing, MI.
Titel	What Graduate and Professional School Students Think About Admissions Tests. NCME Measurement in Education. A Series of Special Reports of the National Council on Measurement in Education.
Quelle	In: NCME, 7 (1977) 3, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Admission Criteria; College Entrance Examinations; Evaluation Criteria; Graduate Students; Graduate Study; Higher Education; National Surveys; Predictive Validity; Professional Education; Standardized Tests; Student Attitudes; Test Bias; Test Validity; Testing Problems + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Aufnahmeprüfung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsausbildung; Standadised tests; Standardisierter Test; Schülerverhalten; Testkritik; Testvalidität
Abstract	Following their first year of advanced study, two samples of students were polled. Study one analyzed the attitudes of 4,248 studnets toward the admission test they had taken: Graduate Record Examinations (GRE), Law School Admission Test (LSAT), Medical College Admission Test (MCAT), Admission Test for Graduate Study in Business, or the Miller Analogies Test. The relation of these attitudes to field of study was also examined. Data from a second national sample were analyzed by ethnic group--there were 2,036 whites, 87 orientals, an 128 blacks. Overall, blacks were clearly the most critical--96% believed the tests were oriented toward white middle-class culture. Surprisingly, attitudes toward tests were unrelated to graduate or undergraduate grades. Nearly all comments from both studies were critical. Students disputed test content (how well the test represented their educational experience), validity (its relation to the real field of work) and coverage (its ability to measure success factors such as creativity, academic motivation, and interpersonal skills). Finally, students were concerned that the tests and the testing organizations have too much power. In conclusion, the role of admissions test as only one factor in predicting academic success should be emphasized; nevertheless, these criticisms should stimulate research into the meaning of professional competence. (CP)
Anmerkungen	NCME Special Publications, 202 S. Kedzie Hall, Michigan State University, East Lansing, Michigan 48824 ($1.50 ea., 25 or more copies, $0.75 ea.)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01