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, 63 (4), 215-27

High Stakes Testing in Higher Education and Employment: Appraising the Evidence for Validity and Fairness

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High Stakes Testing in Higher Education and Employment: Appraising the Evidence for Validity and Fairness

Paul R Sackett et al. Am Psychol.

Abstract

The authors review criticisms commonly leveled against cognitively loaded tests used for employment and higher education admissions decisions, with a focus on large-scale databases and meta-analytic evidence. They conclude that (a) tests of developed abilities are generally valid for their intended uses in predicting a wide variety of aspects of short-term and long-term academic and job performance, (b) validity is not an artifact of socioeconomic status, (c) coaching is not a major determinant of test performance, (d) tests do not generally exhibit bias by underpredicting the performance of minority group members, and (e) test-taking motivational mechanisms are not major determinants of test performance in these high-stakes settings.

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