An examination of factors contributing to a reduction in subgroup differences on a constructed-response paper-and-pencil test of scholastic achievement

• 成果类型: Article; Proceedings Paper
• 署名作者: Edwards, Bryan D.; Arthur, Winfred, Jr.
• 署名单位: Auburn University System; Auburn University; Texas A&M University System; Texas A&M University College Station
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/0021-9010.92.3.794
• 发表日期: 2007
• 页码: 794-801
• 关键词: constructed-response tests; multiple-choice tests; subgroup differences; ADVERSE IMPACT; test perceptions

摘要

The authors investigated subgroup differences on a multiple-choice and constructed-response test of scholastic achievement in a sample of 197 African American and 258 White test takers. Although both groups had lower mean scores on the constructed-response test, the results showed a 39% reduction in subgroup differences compared with the multiple-choice test. The results demonstrate that the lower subgroup differences were explained by more favorable test perceptions for African Americans on the constructed-response test. In addition, the two test formats displayed comparable levels of criterion-related validity. The results suggest that the constructed-response test format may be a viable alternative to the traditional multiple-choice test format in efforts to simultaneously use valid predictors of performance and minimize subgroup differences in high-stakes testing.