Examining the Validity of the SAT® at Higher Education Institutions outside of the U.S.

Autor/inn/en	Marini, Jessica P.; Westrick, Paul A.; Young, Linda; Ng, Helen; Shaw, Emily J.
Institution	College Board
Titel	Examining the Validity of the SAT® at Higher Education Institutions outside of the U.S.
Quelle	(2020), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; Test Validity; Predictor Variables; Academic Achievement; Foreign Countries; High School Students; Grade Point Average; College Freshmen; Enrollment; India; United Kingdom (Scotland); Lebanon; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Testvalidität; Prädiktor; Schulleistung; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienanfänger; Einschulung; Indien; Libanon
Abstract	This study provides an initial analysis of the validity of the SAT to predict the academic performance of students attending higher education institutions outside of the U.S. The results from these three institutions (located in India, Scotland [United Kingdom], and Lebanon, respectively) provide evidence that the SAT is indeed a strong predictor of student performance at institutions (with instruction in English) outside of the U.S. The results also are similar to those of international students studying at U.S. institutions. Notably, the boost in predictive utility produced by the SAT above high school grade point average (HSGPA) to predict university undergraduate first year grade point average (FYGPA) at each of the three institutions ranged from 26% to 37%, which is even more robust than the SAT boost of 15% seen in the full validity study sample of institutions based in the U.S. Results from this initial sample of international institutions show that the SAT can be an extremely useful tool to inform enrollment-related decisions and ultimately best position all students for success in higher education by understanding which students may need additional academic support to succeed upon admission/enrollment. (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01