Department of Psychometrics and Statistics, University of Groningen, The Netherlands.
Perspect Psychol Sci. 2017 May;12(3):436-448. doi: 10.1177/1745691616683050.
There is an increasing interest in the use of broadened criteria for admission to higher education, often assessed through noncognitive instruments. We argue that there are several reasons why, despite some significant progress, the use of noncognitive predictors to select students is problematic in high-stakes educational selection and why the incremental validity will often be modest, even when studied in low-stakes contexts. Furthermore, we comment on the use of broadened admission criteria in relation to reducing adverse impact of testing on some groups, and we extend the literature by discussing an approach based on behavioral sampling, which showed promising results in Europe. Finally, we provide some suggestions for future research.
人们越来越关注使用更广泛的标准来录取高等教育学生，这些标准通常通过非认知工具进行评估。我们认为，尽管已经取得了一些重大进展，但在高风险教育选拔中，使用非认知预测因子来选拔学生仍然存在一些问题，而且即使在低风险环境中进行研究，增量有效性也往往是适度的。此外，我们还评论了扩大录取标准的使用，以减少测试对某些群体的不利影响，并通过讨论基于行为抽样的方法扩展了文献，该方法在欧洲取得了有希望的结果。最后，我们为未来的研究提供了一些建议。
