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Do SATs/ACTs Inform Equitable Admissions and Scholarship Decisions for the 21st Century? A Validation Review
Sat, April 23, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: South Building, Level 1, Pacific Ballroom 14Session Type: Symposium
Abstract
In response to a call for research regarding using SAT and ACT scores for college admissions and scholarship decisions—as per Smith et al. v. Regents of the University of California—researchers interrogated the literature using a framework built around the Standards of Educational and Psychological Testing, examining validity evidence based on (1) reliability/precision and internal structure, (2) test content, (3) response processes, (4) relations to other variables, and (5) fairness and related consequences. Results indicated that authors of reviewed articles provided mixed evidence, some in support and some against using SAT/ACT scores for said decisions. Results also indicated that when used to inform said decisions, the validity of those decisions, especially for diverse students, are diminished.
Sub Unit
Chair
Papers
Examining the Validity Evidence for SAT/ACT in Admissions: Framework and Methods for Validation Review - Audrey Amrein-Beardsley, Arizona State University; Matthew Ryan Lavery, South Carolina Education Oversight Committee
Examining the Validity Evidence for SAT/ACT in Admissions Reliability/Precision and Internal Structure - Yi Zheng, Arizona State University
Review of the Evidence for SAT and ACT Test Content Validity - Norman P. Gibbs, Arizona State University; Margarita Pivovarova, Arizona State University
Examining Response Process Validity Evidence on SAT/ACT Use in College or University Admissions - Deborah M. La Torre, University of California - Los Angeles
The Others: A Systematic Review of Literature on Use of SAT/ACT and College Access - Emeka Ikegwuonu, Saint Cloud State University
Are SATs/ACTs Fair for All? The Consequences of Using Standardized Tests for Admissions Decisions - Zarrina Talan Azizova, University of North Dakota; Jeongeun Kim, Arizona State University