Ethnic-based score differences and differential prediction of various cognitive and noncognitive admissions instruments in higher education

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Abstract

Selective admissions in higher education based on preuniversity grade point average (pu-GPA) can disadvantage ethnic minority students' admission chances. In this study, assessments of motivation and a curriculum-sample test (CST) were compared with pu-GPA by evaluating their effectiveness in mitigating ethnic-based score differences while maintaining predictive validity over course grades. Data obtained from students (N = 306) in a high-stakes admissions context were used. The motivation assessments and CST revealed no ethnic-based score differences. Pu-GPA and the CST were found to be positive predictors of the achievement of ethnic majority and ethnic minority students. The motivation assessments were poorly related to achievement. We conclude that CSTs show promise as a method for reducing ethnic-based score differences in admissions procedures while maintaining predictive validity.

Original languageEnglish
Article numbere12501
JournalInternational Journal of Selection and Assessment
Volume33
Issue number1
DOIs
Publication statusE-pub ahead of print - 4 Oct 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). International Journal of Selection and Assessment published by John Wiley & Sons Ltd.

Research programs

  • ESSB PED

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