Standardized Assessment and Test-Optional Policy (Poster 4)

• In Event: Division H: Global Perspectives on Standardized Assessment

Abstract

Standardized admissions assessments, like the SAT and ACT, have generated significant debate regarding their predictive validity and potential biases, leading to policies such as test-optional admissions. This paper analyzes whether these assessments genuinely serve students’ interests, particularly considering differences across subgroups, such as socioeconomic status (SES). It also examines the role of test-optional policies in promoting access to selective colleges. The main argument is that standardized assessments should be evaluated alongside contextual factors, including high school records, resource availability, and demographics like zip codes. A comprehensive approach to admissions can create a more equitable evaluation of student potential. Further research is needed on how test-optional policies impact underrepresented populations, especially in large public universities, to enhance understanding of student success. By contextualizing admissions information, institutions can better support diverse student backgrounds and foster a more inclusive learning environment.

Author

• Kiya Ma, University of Kansas