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首页> 外文期刊>Journal of Applied Psychology >An examination of factors contributing to a reduction in subgroup differences on a constructed-response paper-and-pencil test of scholastic achievement
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An examination of factors contributing to a reduction in subgroup differences on a constructed-response paper-and-pencil test of scholastic achievement

机译：在学业成绩的纸本和铅笔测试中，对有助于减少亚组差异的因素进行检查

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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.
机译：作者对197名非裔美国人和258名白人应试者的学业成绩进行了多项选择和建构反应测验，调查了亚组差异。尽管两组在建构反应测试中的平均得分均较低，但结果显示，与多项选择测试相比，亚组差异减少了39％。结果表明，较低的亚组差异可以通过对构造反应测试的非裔美国人更有利的测试感知来解释。此外，这两种测试格式显示出与标准相关有效性相当的水平。结果表明，在尝试同时使用有效的绩效预测指标并最大程度降低高风险测试中的亚组差异时，构造响应测试格式可能是传统的多项选择测试格式的可行替代方案。

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