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Measuring success : testing, grades, and the future of college admissions /
"For more than seventy-five years, standardized tests have been considered a vital tool for gauging students' readiness for college. However, few people--including students, parents, teachers, and policy makers--understand how tests like the SAT or ACT are used in admissions decisions. Onc...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Baltimore :
Johns Hopkins University Press,
2018.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Measuring success : |b testing, grades, and the future of college admissions / |c edited by Jack Buckley, Lynn Letukas, Ben Wildavsky, College Board. |
| 264 | 1 | |a Baltimore : |b Johns Hopkins University Press, |c 2018. | |
| 300 | |a 1 online resource (vi, 329 pages) : |b illustrations | ||
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| 520 | |a "For more than seventy-five years, standardized tests have been considered a vital tool for gauging students' readiness for college. However, few people--including students, parents, teachers, and policy makers--understand how tests like the SAT or ACT are used in admissions decisions. Once touted as the best way to compare students from diverse backgrounds, these tests are now increasingly criticized as being biased in favor of traditionally privileged groups. A small but growing number of colleges have made such testing optional for applicants. Is this the right way to go? Measuring Success investigates the research and policy implications of test-optional practices, considering both sides of the debate. Does a test-optional policy result in a more diverse student body or improve attainment and retention rates? Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this volume is among the first to investigate the research and policy implications of test-optional practices. Although the test-optional movement has received ample attention, its claims have rarely been subjected to empirical scrutiny. This volume provides a much-needed evaluation of the use and value of standardized admissions tests in an era of widespread grade inflation. It will be of great value to those seeking to strike the proper balance between uniformity and fairness in higher education. Contributors: Andrew S. Belasco, A. Emiko Blalock, William G. Bowen, Jim Brooks, Matthew M. Chingos, James C. Hearn, Michael Hurwitz, Jonathan Jacobs, Nathan R. Kuncel, Jason Lee, Jerome A. Lucido, Eric Maguire, Krista Mattern, Michael S. McPherson, Kelly O. Rosinger, Paul R. Sackett, Edgar Sanchez, Dhruv B. Sharma, Emily J. Shaw, Kyle Sweitzer, Roger J. Thompson, Meredith Welch, Rebecca Zwick"-- |c Provided by publisher | ||
| 520 | |a "Once touted as the single best way to measure students from diverse backgrounds, schools, and experiences, standardized college admissions tests are now criticized for being hopelessly biased in favor of traditionally privileged groups. Out of this has emerged the test-optional movement that seeks to allow students to apply to schools without sitting through the rigors of the SAT. This book takes a step back and applies rigorous empirical measurements to these rival claims. Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this edited volume is among the first to investigate the research and policy implications of test-optional practices. It was conceived in response to the editors' frustration with the fragmented and incomplete state of the literature around the contemporary debate on college admissions testing. Many students, teachers, parents, policymakers--frankly, nearly anyone immediately outside the testing industry and college admissions--have little understanding of how admissions tests are used. This lack of transparency has often fueled beliefs that college assessments are biased, misused, or overused. Decades of research on various aspects of testing, such as the predictive validity of assessments, makes a compelling case for their value. But all-too-frequently researchers and admissions officers talk past one another instead of engaging substantively. This collection intends to remedy the situation by bringing these disparate voices together. This book is designed for provosts, enrollment managers, and college admissions officers seeking to strike the proper balance between uniformity and fairness"-- |c Provided by publisher | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed January 9, 2018). | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Universities and colleges |x Entrance examinations |x Validity |z United States. | |
| 650 | 6 | |a Universités |x Examens d'entrée |x Validité |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Higher. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Testing & Measurement. |2 bisacsh | |
| 650 | 7 | |a STUDY AIDS |x College Entrance. |2 bisacsh | |
| 650 | 7 | |a Universities and colleges |x Entrance examinations |x Validity. |2 fast |0 (OCoLC)fst01161723 | |
| 651 | 7 | |a United States. |2 fast |0 (OCoLC)fst01204155 | |
| 700 | 1 | |a Buckley, Jack, |d 1965- |e editor. | |
| 700 | 1 | |a Letukas, Lynn, |e editor. | |
| 700 | 1 | |a Wildavsky, Ben, |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Measuring success : testing, grades, and the future of college admissions. |d Baltimore, Maryland : Johns Hopkins University Press, ©2018 |h vi, 329 pages |z 9781421424965 |
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