Standardized Tests Predict Graduate Students' Success

Kuncel, Nathan R.; Hezlett, Sarah A.

doi:10.1126/science.1136618

Cited by 267 publications

(237 citation statements)

References 29 publications

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“…Despite noted score disparities in standardized testing, Kuncel and Hezlett's synthesis of metaanalyses of graduate and professional school standardized entrance examinations, including the PCAT, found there was no bias against racial/ethnic groups. 17 Additional research is needed to determine whether any racial/ethnic bias exists in the Pre-NAPLEX, as well as the NAPLEX, as such studies are absent from the literature.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Student Factors Associated with Pre-NAPLEX Scores

Chisholm-Burns

Spivey

McDonough

et al. 2014

American Journal of Pharmaceutical Education

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Objective: To examine relationships among students' Pre-NAPLEX scores and prepharmacy, pharmacy school, and demographic variables to better understand factors that may contribute to Pre-NAPLEX performance. Methods: A retrospective review of pharmacy students' Pre-NAPLEX scores, demographics, prepharmacy factors, and pharmacy school factors was performed. Bivariate (eg, ANOVA) and correlational analyses and stepwise linear regression were conducted to examine the significance of various factors and their relationship to Pre-NAPLEX score. Results: 168 students were included, with the majority being female (60.7%) and White (72%). Mean Pre-NAPLEX score was 68.95 6 14.5. Non-Hispanic White students had significantly higher Pre-NAPLEX scores compared to minority students (p,0.001). Pre-NAPLEX score was correlated (p,0.001) to race/ethnicity (r5-0.341), PCAT score (r50.272), and pharmacy school GPA (r50.346). The regression model (adjusted R 2 50.216; p,0.001) included pharmacy school GPA, academic probation, academic remediation, and PCAT composite. Conclusion: This study highlighted that select demographic, prepharmacy, and pharmacy school factors were associated with Pre-NAPLEX outcomes. Such factors may assist colleges/schools of pharmacy in identifying students who may be at risk for poorer NAPLEX performance and may need greater preparation.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Student Factors Associated with Pre-NAPLEX Scores

Chisholm-Burns

Spivey

McDonough

et al. 2014

American Journal of Pharmaceutical Education

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“…h e design features of course grades, on the other hand, rel ect a distinct function -the communication of a classroom "teacher's judgment as to how well a student has fuli lled the implicit local contract between teacher and student" (Willingham et al, 2002 , p. 28). h e power of standardized achievement tests to predict later academic and occupational outcomes is well established (Kuncel & Hezlett, 2007 ;Sackett, Borneman, & Connelly, 2008 ;Willingham, 1985 ). Nevertheless, Bowen, Chingos and McPherson ( 2009 ) found that cumulative high school GPA predicts graduation from college dramatically better than SAT/ACT scores do, even without adjusting for dif erences in high school quality.…”

Section: Where Course Grades and Standardized Achievement Test Scoresmentioning

confidence: 99%

Self-Regulation and School Success

Duckworth¹,

Carlson²

2013

Self-Regulation and Autonomy

152

105

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“…Studies conducted since the introduction of the PCAT in 1974 have found the test to be a moderate-to-strong predictor of subsequent performance, with predictive validity statistics comparable to those of other standardized admission tests commonly used by graduate and professional schools. 2,3 However, many older studies were conducted before the PharmD became the required degree for professional pharmacy practice, and relatively few considered demographic characteristics as predictor variables. 4 Most of the data for these studies were collected prior to the introduction of the current PCAT scaled scores in 2004 and the writing subtest in June 2007.…”

Section: Introductionmentioning

confidence: 99%

Predicting Performance in the First-Year of Pharmacy School

Meagher

Pan

Perez

2011

American Journal of Pharmaceutical Education

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Objectives. To determine the predictive validity of the Pharmacy College Admission Test (PCAT) scores and other variables for students' success in the first year of doctor of pharmacy (PharmD) programs. Methods. PCAT scores, entering grade-point averages (GPAs), demographic characteristics, and GPAs for the first year of pharmacy curriculum were collected from the Pharmacy College Application Service (PharmCAS) and from 22 pharmacy programs. Results. PCAT scores and entering GPAs were positively correlated with subsequent GPAs after the first year. Regression analyses showed the contribution of PCAT scores and entering GPAs in predicting first-year pharmacy GPAs. Conclusions. PCAT scores and prepharmacy GPAs both showed moderate predictive validity in indicating candidates likely to succeed in the first year of the pharmacy program. These findings are consistent with those of previous similar studies.

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Standardized Tests Predict Graduate Students' Success

Cited by 267 publications

References 29 publications

Evaluation of Student Factors Associated with Pre-NAPLEX Scores

Evaluation of Student Factors Associated with Pre-NAPLEX Scores

Self-Regulation and School Success

Predicting Performance in the First-Year of Pharmacy School

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