Journal
AMERICAN PSYCHOLOGIST
Volume 63, Issue 4, Pages 215-227Publisher
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/0003-066X.63.4.215
Keywords
employment testing; admissions testing; selection; validity
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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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