The Predictive Validity of using Admissions Testing and Multiple Mini-interviews in Undergraduate University Admissions
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Standard
The Predictive Validity of using Admissions Testing and Multiple Mini-interviews in Undergraduate University Admissions. / Makransky, Guido; Havmose, Philip S.; Vang, Maria; Andersen, Tonny Elmose; Nielsen, Tine.
I: Higher Education Research and Development, Bind 36, Nr. 5, 2017, s. 1003-1016.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - The Predictive Validity of using Admissions Testing and Multiple Mini-interviews in Undergraduate University Admissions
AU - Makransky, Guido
AU - Havmose, Philip S.
AU - Vang, Maria
AU - Andersen, Tonny Elmose
AU - Nielsen, Tine
PY - 2017
Y1 - 2017
N2 - The aim of this study was to evaluate the predictive validity of a two-step admissions procedure that included a cognitive ability test followed by multiple mini-interviews (MMIs) used to assess non-cognitive skills, compared to grade-based admissions relative to subsequent drop-out rates and academic achievement after one and two years of study. The participants consisted of the entire population of 422 psychology students who were admitted to the University of Southern Denmark between 2010 and 2013. The results showed significantly lower drop-out rates after the first year of study, and non-significant lower drop-out rates after the second year of study for the admission procedure that included the assessment of non-cognitive skills though the MMI and the admissions test. Furthermore, this admission procedure resulted in a significant lower risk of failing the final exam after the first and second year of study, compared to the grade-based admissions procedure. Finally, students admitted through the MMI and the admissions test scored significantly higher on academic learning self-efficacy and critical thinking compared to students selected by grades. The implications for higher education admissions are discussed.
AB - The aim of this study was to evaluate the predictive validity of a two-step admissions procedure that included a cognitive ability test followed by multiple mini-interviews (MMIs) used to assess non-cognitive skills, compared to grade-based admissions relative to subsequent drop-out rates and academic achievement after one and two years of study. The participants consisted of the entire population of 422 psychology students who were admitted to the University of Southern Denmark between 2010 and 2013. The results showed significantly lower drop-out rates after the first year of study, and non-significant lower drop-out rates after the second year of study for the admission procedure that included the assessment of non-cognitive skills though the MMI and the admissions test. Furthermore, this admission procedure resulted in a significant lower risk of failing the final exam after the first and second year of study, compared to the grade-based admissions procedure. Finally, students admitted through the MMI and the admissions test scored significantly higher on academic learning self-efficacy and critical thinking compared to students selected by grades. The implications for higher education admissions are discussed.
KW - Faculty of Social Sciences
KW - Academic success
KW - drop-out
KW - multiple mini-interviews
KW - non-cognitive skills
KW - predictive validity
KW - undergraduate admissions
U2 - 10.1080/07294360.2016.1263832
DO - 10.1080/07294360.2016.1263832
M3 - Journal article
VL - 36
SP - 1003
EP - 1016
JO - Higher Education Research and Development
JF - Higher Education Research and Development
SN - 0729-4360
IS - 5
ER -
ID: 168181332