Biographical and Educational Correlates of Graduate and Professional School Admissions Test Scores

Bibliographic Data

ID20282900
AuthorsLeonard L Baird (Educational Testing Service, corresponding author)
Year1976
Volume36
Issue2
Pages415-420
Publication date1976-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational and Psychological Measurement (JOURNAL)
Journal identifiersISSN: 0013-1644 • E-ISSN: 1552-3888
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/001316447603600221
OpenAlexW2038422117
LanguageEN
Citations received3
References cited1

To understand the functions of graduate level admission tests, the characteristics of students who scored high compared with those who scored low on three tests were examined on the basis of correlates of each of the tests with a large number of other variables reflecting the students' background and educational characteristics. From a large and diverse sample of college seniors in 94 colleges, students were identified who had taken the Graduate Record Examinations, the Law School Admission Test, and the Medical College Admission Test. In general, the test scores were associated with characteristics reflecting academic success, confidence in academic abilities, and interests and values generally congruent with the academic way of life. However, they were also associated with some personal characteristics which could be interpreted as showing bias in the test. However, it is argued that they probably provide reasonably accurate assessments of the academic talent of the applicants at the time they take the test

Academic achievement · Curriculum · Educational measurement · Entrance exam · Graduate students · Mathematics education · Medical education · Pedagogy · Predictive validity · Sample (material) · Test (biology) · Clinical Psychology · Diversity and Career in Medicine · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology

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