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Sex‐specific Differential Prediction of Academic Achievement by German Ability Tests

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2013

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Schuler, Heinz

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https://doi.org/10.1111/ijsa.12023
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International Journal of Selection and Assessment. 2013, 21(1), pp. 130-134. ISSN 0965-075X. eISSN 1468-2389. Available under: doi: 10.1111/ijsa.12023

Zusammenfassung

Tests of cognitive ability play a major role in the selection of students. Still, data regarding the fairness of standardized tests in Germany is scarce. We use three samples (N = 2,616; 58% women) from German universities to investigate the sex‐specific differential prediction of college performance based on intelligence tests. The predictive bias we find is small and in line with US‐American research. The direction of the effect depends on the cognitive ability domain investigated: Numeric test scores are prone to disadvantage women whereas verbal test scores are more likely to discriminate against men. Including high school grade point average in the prediction model can help to offset differential prediction that underestimates women's academic achievement.

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150 Psychologie

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ISO 690SCHULT, Johannes, Benedikt HELL, Katja PÄSSLER, Heinz SCHULER, 2013. Sex‐specific Differential Prediction of Academic Achievement by German Ability Tests. In: International Journal of Selection and Assessment. 2013, 21(1), pp. 130-134. ISSN 0965-075X. eISSN 1468-2389. Available under: doi: 10.1111/ijsa.12023
BibTex
@article{Schult2013-03Sexsp-41899,
  year={2013},
  doi={10.1111/ijsa.12023},
  title={Sex‐specific Differential Prediction of Academic Achievement by German Ability Tests},
  number={1},
  volume={21},
  issn={0965-075X},
  journal={International Journal of Selection and Assessment},
  pages={130--134},
  author={Schult, Johannes and Hell, Benedikt and Päßler, Katja and Schuler, Heinz}
}
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