High-stakes testing in employment, credentialing, and higher education: Prospects in a post-affirmative-action world

P. R. Sackett, N. Schmitt, J. E. Ellingson, M. B. Kabin

Research output: Contribution to journalArticlepeer-review

258 Scopus citations

Abstract

Cognitively loaded tests of knowledge, skill, and ability often contribute to decisions regarding educpation, jobs, licensure, or certification. Users of such tests often face difficult choices when trying to optimize both the performance and ethnic diversity of chosen individuals. The authors describe the nature of this quandary, review research on different strategies to address it, and recommend using selection materials that assess the full range of relevant attributes using a format that minimizes verbal content as much as is consistent with the outcome one is trying to achieve. They also recommend the use of test preparation, face-valid assessments, and the consideration of relevant job or life experiences. Regardless of the strategy adopted, it is unreasonable to expect that one can maximize both the performance and ethnic diversity of selected individuals.

Original languageEnglish (US)
Pages (from-to)302-318
Number of pages17
JournalThe American psychologist
Volume56
Issue number4
DOIs
StatePublished - Apr 1 2001

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