High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity?
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/78672 |
Resumo: | Students are admitted into higher education based on their past performance.This paper compares two measures of past cognitive skills: teacher and national exam scores. By using a nationwide dataset, we look at how the predictive power of teacher assessment and exam scores for selecting successful students may vary with the degree of selectivity of higher education programmes. We find that teacher scores predict students’ performance in higher education more accurately, and its predictive power remains the same independently of the selectivity programme indicator considered. We found that national exam scores are noisier and only gain relevance for highly selective programmes. Furthermore, we explore national exams’ volatility and institutional selectivity as potential mechanisms to justify the results. Our results provide solid policy hints on the role that high school scores and admission exams should have for access and performance in higher education. |
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High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity?Admission ExamsTeacher ScoresHigher EducationSelectivityCiências Sociais::Economia e GestãoStudents are admitted into higher education based on their past performance.This paper compares two measures of past cognitive skills: teacher and national exam scores. By using a nationwide dataset, we look at how the predictive power of teacher assessment and exam scores for selecting successful students may vary with the degree of selectivity of higher education programmes. We find that teacher scores predict students’ performance in higher education more accurately, and its predictive power remains the same independently of the selectivity programme indicator considered. We found that national exam scores are noisier and only gain relevance for highly selective programmes. Furthermore, we explore national exams’ volatility and institutional selectivity as potential mechanisms to justify the results. Our results provide solid policy hints on the role that high school scores and admission exams should have for access and performance in higher education.Universidade do Minho. Núcleo de Investigação em Políticas Económicas (NIPE)Universidade do MinhoSilva, Pedro LuisSá, Carla Angélica da Silva Pinto deBiscaia, RicardoTeixeira, Pedro2022-072022-07-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/78672enghttps://nipe.eeg.uminho.pt/publicacoes-nipe/#documentos-de-trabalhoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:47:39Zoai:repositorium.sdum.uminho.pt:1822/78672Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:45:45.342458Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity? |
title |
High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity? |
spellingShingle |
High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity? Silva, Pedro Luis Admission Exams Teacher Scores Higher Education Selectivity Ciências Sociais::Economia e Gestão |
title_short |
High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity? |
title_full |
High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity? |
title_fullStr |
High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity? |
title_full_unstemmed |
High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity? |
title_sort |
High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity? |
author |
Silva, Pedro Luis |
author_facet |
Silva, Pedro Luis Sá, Carla Angélica da Silva Pinto de Biscaia, Ricardo Teixeira, Pedro |
author_role |
author |
author2 |
Sá, Carla Angélica da Silva Pinto de Biscaia, Ricardo Teixeira, Pedro |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Silva, Pedro Luis Sá, Carla Angélica da Silva Pinto de Biscaia, Ricardo Teixeira, Pedro |
dc.subject.por.fl_str_mv |
Admission Exams Teacher Scores Higher Education Selectivity Ciências Sociais::Economia e Gestão |
topic |
Admission Exams Teacher Scores Higher Education Selectivity Ciências Sociais::Economia e Gestão |
description |
Students are admitted into higher education based on their past performance.This paper compares two measures of past cognitive skills: teacher and national exam scores. By using a nationwide dataset, we look at how the predictive power of teacher assessment and exam scores for selecting successful students may vary with the degree of selectivity of higher education programmes. We find that teacher scores predict students’ performance in higher education more accurately, and its predictive power remains the same independently of the selectivity programme indicator considered. We found that national exam scores are noisier and only gain relevance for highly selective programmes. Furthermore, we explore national exams’ volatility and institutional selectivity as potential mechanisms to justify the results. Our results provide solid policy hints on the role that high school scores and admission exams should have for access and performance in higher education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07 2022-07-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/78672 |
url |
https://hdl.handle.net/1822/78672 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://nipe.eeg.uminho.pt/publicacoes-nipe/#documentos-de-trabalho |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Minho. Núcleo de Investigação em Políticas Económicas (NIPE) |
publisher.none.fl_str_mv |
Universidade do Minho. Núcleo de Investigação em Políticas Económicas (NIPE) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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