大型招生考试辅导效果广泛吗？招生考试成绩的纵向分析

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Applied Measurement in Education Pub Date : 2023-01-02 DOI:10.1080/08957347.2023.2172018

Jeffrey A. Dahlke, P. Sackett, N. Kuncel

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引用次数: 0

摘要

摘要：我们研究了120384名学生的纵向数据，这些学生在9年级、10年级、11年级和12年级参加了PSAT/SAT考试。我们调查了分数随时间的变化，并表明社会经济地位（SES）与分数提高的程度有关。我们注意到，9年级和10年级的PSAT是低风险测试，而操作SAT是高风险测试。我们认为，对教练的投资在早期PSAT管理中并不常见，而是集中在为SAT操作做准备上。我们比较了9年级和10年级之间的分数提高与10年级和12年级之间的成绩提高，并按SES水平分别检查了结果。我们发现，在低风险和高风险环境中，分数的提高水平相似，3.4%的高社会经济地位学生和1.1%的低社会经济地位的学生表现出比预期更大的分数提高，这与社会经济地位高的学生可以常规获得高效辅导的说法不一致。

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Are Large Admissions Test Coaching Effects Widespread? A Longitudinal Analysis of Admissions Test Scores

ABSTRACT We examine longitudinal data from 120,384 students who took a version of the PSAT/SAT in the 9th, 10th, 11th, and 12th grades. We investigate score changes over time and show that socioeconomic status (SES) is related to the degree of score improvement. We note that the 9th and 10th grade PSAT are low-stakes tests, while the operational SAT is a high-stakes test. We posit that investments in coaching would be uncommon for early PSAT administrations, and would be concentrated on efforts to prepare for the operational SAT. We compare score improvements between 9th and 10th grade with improvements between 10th and 12th grade, examining results separately by level of SES. We find similar levels of score improvement in low-stakes and high-stakes settings, with 3.4% of high-SES and 1.1% of low-SES students showing larger-than-expected score improvements, which is inconsistent with claims that high-SES students have routine access to highly effective coaching.

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来源期刊

Applied Measurement in Education Multiple-

CiteScore

2.50

自引率

13.30%

发文量

期刊介绍： Because interaction between the domains of research and application is critical to the evaluation and improvement of new educational measurement practices, Applied Measurement in Education" prime objective is to improve communication between academicians and practitioners. To help bridge the gap between theory and practice, articles in this journal describe original research studies, innovative strategies for solving educational measurement problems, and integrative reviews of current approaches to contemporary measurement issues. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review.