1. Predicting different grades in different ways for selective admission: disentangling the first-year grade point average
- Author
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Steenman, Sebastiaan C., Bakker, Wieger E., van Tartwijk, Jan W F, Leerstoel van Tartwijk, Public Governance, Dep Bestuurs- en Organisatiewetenschap, Education and Learning: Development in Interaction, and UU LEG Research USG Public Matters
- Subjects
selective admissions ,Predictive validity ,Higher education ,business.industry ,05 social sciences ,050301 education ,Construct validity ,050109 social psychology ,Standardized test ,Cognition ,grades ,taxonomy of educational objectives ,Education ,Developmental psychology ,Cognitive test ,Correlation ,Mathematics education ,student success ,Bloom's taxonomy ,0501 psychology and cognitive sciences ,business ,Psychology ,0503 education ,Dublin descriptors - Abstract
The first-year grade point average (FYGPA) is the predominant measure of student success in most studies on university admission. Previous cognitive achievements measured with high school grades or standardized tests have been found to be the strongest predictors of FYGPA. For this reason, standardized tests measuring cognitive achievement are widely used as a tool for selective admission to higher education. The FYGPA, however, measures many markedly different aspects of student success. In this article it is shown that when the FYGPA is divided into averages that reflect performance on different types of goals, the predictive value of previous cognitive achievement differs significantly between these disentangled averages. It is therefore important to distinguish between different types of goals when considering what student success is, and which students should be admitted to particular university programmes.
- Published
- 2014
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