Una revisión de validación del SAT y ACT para decisiones de admisión en universidades y colegios

Autores/as

DOI:

https://doi.org/10.14507/epaa.33.8734

Palabras clave:

admisiones, evaluación, política educativa, educación superior, derecho/legal, teoría del test/desarrollo, validez/confiabilidad

Resumen

En respuesta a una convocatoria de investigación sobre el uso del SAT y el ACT para la admisión en universidades y colegios en Estados Unidos, los investigadores analizaron sistemáticamente la literatura relacionada con ambas pruebas, utilizando un marco de evidencia de validez basado en los Estándares para pruebas educativas y psicológicas y la perspectiva contemporánea de validez de Kane. Los autores de los 72 artículos revisados por pares seleccionados para esta revisión proporcionaron evidencia de validez variada. Los resultados indicaron que ambas pruebas son psicométricamente sólidas. Sin embargo, cuando se aplican en la práctica, especialmente cuando se toman decisiones importantes basadas en sus resultados, la validez de dichas decisiones, en particular para estudiantes de minorías raciales y con desventajas socioeconómicas, se pone en cuestión.

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Biografía del autor/a

Audrey Amrein-Beardsley, Arizona State University

Audrey Amrein-Beardsley, PhD., is a professor in the Mary Lou Fulton College of Teaching and Learning Innovation at Arizona State University. Dr. Amrein-Beardsley’s research focuses on the use of value-added models (VAMs) in and across states before and since the passage of the Every Student Succeeds Act (ESSA). More specifically, she is conducting validation studies on multiple system components, as well as serving as an expert witness in many legal cases surrounding the (mis)use of VAM-based output.

Zarrina T. Azizova, University of North Dakota

Zarrina Talan Azizova, PhD., is an associate professor in the College of Education and Human Development at University of North Dakota. Dr. Azizova uses qualitative and quantitative research methods and social theory for her research centering on the issues of postsecondary access and student success to advance equity-conscious educational practices for historically marginalized students.

Norman P. Gibbs, Mesa Public Schools

Norman P. Gibbs, Ph.D., is a program evaluator for the Mesa Unified School District, Mesa, Arizona. Dr. Gibbs’ research has centered on assessment and accountability, comparative and international education, and inclusive and participatory decision-making.

Chukwu(emeka) Ikegwuonu, St. Cloud State University

Chukwuemeka (Emeka) Ikegwuonu, Ph.D., is an assistant professor in the College of Education and Learning Design at St. Cloud State University. Dr. Ikegwuonu’s research focuses on how organizational decisions at higher education institutions shape student behaviors.

Jeongeun Kim, University of Maryland, College Park

Jeongeun Kim, Ph.D., is an associate professor of higher education at the University of Maryland, College Park. Dr. Kim’s research focuses on how institutions of higher education use their autonomy to organize policies and practices to remain competitive and the consequences of these strategies on students and faculty in terms of access, affordability, and quality.

Deborah M. La Torre, University of California, Los Angles

Deborah La Torre is completing her Ph.D. in social research methodology in the School of Education and Information Studies at UCLA. As an associate research scientist, her research focuses on STEM learning and assessment, cognitive complexity, educational measurement, and afterschool education.

Matthew R. Lavery, South Carolina Education Oversight Committee

Matthew R. Lavery, Ph.D., is Director of Research for the South Carolina Education Oversight Committee. Dr. Lavery’s research focuses on the valid use of educational assessments to inform instructional decisions and improve student outcomes.

Margarita Pivovarova, Arizona State University

Margarita Pivovarova, Ph.D., is an associate professor in the Mary Lou Fulton College of Teaching and Learning Innovation at Arizona State University. Dr. Pivovarova explores policy-relevant education problems including teacher retention, student achievement, and school performance.

Yi Zheng, Arizona State University

Yi Zheng, Ph.D., is an associate professor in the Mary Lou Fulton College of Teaching and Learning Innovation at Arizona State University. Dr. Zheng is a psychometrician who studies how educational and psychological measurement instruments (e.g., tests, scales, assessments) are best designed and validated.

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Publicado

2025-04-22

Cómo citar

Amrein-Beardsley, A., Azizova, Z. T., Gibbs, N. P., Ikegwuonu, C., Kim, J., La Torre, D. M., Lavery, M. R., Pivovarova, M., & Zheng, Y. (2025). Una revisión de validación del SAT y ACT para decisiones de admisión en universidades y colegios. Archivos Analíticos De Políticas Educativas, 33. https://doi.org/10.14507/epaa.33.8734

Número

Vol. 33 (2025)

Sección

Articles

Licencia

Derechos de autor 2025 Audrey Amrein-Beardsley, Zarrina T. Azizova, Norman P. Gibbs, Emeka Ikegwuonu, Jeongeun Kim, Deborah M. La Torre, Matthew R. Lavery, Margarita Pivovarova, Yi Zheng

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.

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