| Title |
A Comparative Analysis of University Entrance Examinations Using the Construct Comparability Approach |
| Authors |
Veas, Alejandro , BENÍTEZ BAENA, ISABEL, Navas, Leandro , Gilar-Corbi, Raquel |
| External publication |
No |
| Means |
Revista Educ. |
| Scope |
Article |
| Nature |
Científica |
| JCR Quartile |
4 |
| SJR Quartile |
2 |
| JCR Impact |
1.05700 |
| SJR Impact |
0.64300 |
| Web |
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083467654&doi=10.4438%2f1988-592X-RE-2020-388-447&partnerID=40&md5=6a86dc291726ec14645642d72b0c7b6a |
| Publication date |
01/04/2020 |
| ISI |
000543331400004 |
| Scopus Id |
2-s2.0-85083467654 |
| DOI |
10.4438/1988-592X-RE-2020-388-447 |
| Abstract |
Evaluation processes are a fundamental tool for training and selecting\n students. However, there are no empirical studies in Spain that analyse\n the usefulness of assessment tests to measure academic performance. This\n study, based on research carried out using the construct comparability\n approach, conducts a comparative analysis of grades achieved by 6,709\n students pertaining to 15 academic subject areas of the university\n entrance examinations (Pruebas de Acceso a la Universidad - PAU)\n administered in the province of Alicante (Spain). The partial-credit\n Rasch model is used as an estimation method in which each academic\n subject is regarded as an instrument item related to the measurement of\n the academic performance construct. The initial results exhibited\n unidimensionality, and all academic subject areas fit the model,\n although there was a lack of discrimination between high- and\n low-performing students, mainly due to the absence of monotonicity in\n the scoring categories. The difficulty levels of the academic subjects\n were found to be appropriate for the skill levels of most students.\n These results demonstrated the ability of the tests analysed to report\n on the academic performance of the students who took the tests. In\n addition, important conclusions are presented regarding improvements in\n the grading processes, and future research studies are proposed. |
| Keywords |
university entrance examination; educational assessment; academic performance; construct comparability approach; partial-credit Rasch model |
| Universidad Loyola members |
|
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