A large number of today’s colleges and universities define their missions much more broadly than before. As a result, their criteria for successful development of their student bodies cannot be adequately captured with traditional measures (e.g., GPA, graduation rate).
Based on information contained in mission statements of higher education institutions, research literature, interviews with college staff, and surveys of college graduate employers, we found support for a 12 dimension taxonomy [A1] of student performance. Included are aspects of educational development reflecting traditional academic notions (e.g., knowledge, continuous learning) as well as broader aspects related to the social and psychological development in college students (e.g., multicultural tolerance, leadership, perseverance, ethics). Read more…
- Generating and validating a biographical measure (biodata) and situational judgment measure (SJT) for predicting academic and nonacademic development in college students.
- Applying different scoring methods to an SJT to see whether items function differently across gender and racial/ethnic subgroups.
- Understanding average differences in biodata and SJTs by gender and racial/ethnic subgroups.
Test Integrity and Security
- Faking prevention and detection for biodata and SJT.
- Developing different versions of the bioata and SJT measures, to increase test security while maintaining their ability to predict student outcomes.
- Assessing a broad range of outcomes in higher education.
- Predicting student patterns of withdrawal and dropout from college. Predicting graduation rates through the use of biodata and SJT.
Reactions to Tests
- Understanding reactions to biodata and SJT from the perspective of multiple stakeholders, including the test taker, admissions officers, high school counselors, and parents.