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An examination of factors contributing to a reduction in subgroup differences on a constructed-response paper-and-pencil test of scholastic achievement
- Source :
- The Journal of applied psychology. 92(3)
- Publication Year :
- 2007
-
Abstract
- The authors investigated subgroup differences on a multiple-choice and constructed-response test of scholastic achievement in a sample of 197 African American and 258 White test takers. Although both groups had lower mean scores on the constructed-response test, the results showed a 39% reduction in subgroup differences compared with the multiple-choice test. The results demonstrate that the lower subgroup differences were explained by more favorable test perceptions for African Americans on the constructed-response test. In addition, the two test formats displayed comparable levels of criterion-related validity. The results suggest that the constructed-response test format may be a viable alternative to the traditional multiple-choice test format in efforts to simultaneously use valid predictors of performance and minimize subgroup differences in high-stakes testing.
- Subjects :
- Adult
Male
Educational measurement
Motivation
Psychometrics
media_common.quotation_subject
White test
Academic achievement
Test validity
Achievement
Pencil test
Test (assessment)
Developmental psychology
Surveys and Questionnaires
Educational Status
Humans
Psychology
Aptitude
Female
Applied Psychology
media_common
Clinical psychology
Subjects
Details
- ISSN :
- 00219010
- Volume :
- 92
- Issue :
- 3
- Database :
- OpenAIRE
- Journal :
- The Journal of applied psychology
- Accession number :
- edsair.doi.dedup.....80305497d7bd2cf01c9df82a45acb6a9