Standardized Tests Predict Graduate Students' Success

By N. Kuncel, Sarah A. Hezlett. Science, 2007

323 citations recorded by the source corpus.

Subfields: Law, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/35eba6c9d459e0bf46861912f4102314bffea1ad

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Citations in the corpus

Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008, background): “Similarly, Kuncel and Hezlett (2007) demonstrated that all graduate admissions tests were positive predictors of an array of performance measure (e.g., research productivity, grades, faculty evaluations, degree at- tainment) but found that the magnitude of the relationship varied considerably…”
Fact and Fiction in Cognitive Ability Testing for Admissions and Hiring Decisions (2010, background): “Figure 1 summarizes results from a number of large-scale meta-analytic reviews of admissions tests scores’ correlations with subsequent academic performance (Kuncel & Hezlett, 2007; Berry & Sackett, 2009).”
The Validity of the Graduate Record Examination for Master’s and Doctoral Programs: A Meta-Analytic Investigation (2010, background): “It is important to note that research has already found that standardized tests predict criteria other than grades (Kuncel & Hezlett, 2007).”
Other-rated personality and academic performance: Evidence and implications (2014, background): “Considerable research efforts have attempted to document individual difference contributors to educational success (Kuncel & Hezlett, 2007), which was a major catalyst for early research onmental abilities, prompting the work that led to the identification of the general intelligence factor or g…”
Self-Regulation and School Success (2013, background): “…lled the implicit local contract between teacher and student” (Willingham et al., 2002 , p. 28). h e power of standardized achievement tests to predict later academic and occupational outcomes is well established (Kuncel & Hezlett, 2007 ; Sackett, Borneman, & Connelly, 2008 ; Willingham, 1985 ).”
What Shall We Do About Grit? A Critical Review of What We Know and What We Don’t Know (2018, unknown): “For example, meta-analytic reviews have shown that admissions test scores ( r = .40 to r = .60, Kuncel & Hezlett, 2007), study skills and study habits ( r = .40; Credé & Kuncel, 2008), academic adjustment ( r = .39, Credé & Niehorster, 2012), class attendance ( r = .41, Credé, Roch, & Kieszczynska,…”
Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness (2016, background): “These include variables that reflect declarative knowledge such as prior academic performance (i.e., high school GPA; Bridgeman, McCamley-Jenkins, & Ervin, 2000) and academic preparedness (Kuncel & Hezlett, 2007).”
A trial studying approach to predict college achievement (2015, methodology): “Kuncel and Hezlett (2007) reviewed several studies and meta-analyses in predicting graduate school success and concluded that the strongest predictors were tests that were specifically linked to the discipline of interest.”
Limits on the Predictive Power of Domain-Specific Experience and Knowledge in Skilled Performance (2011, background): “…regarded as the single best predictor of a number of real-world outcomes, including job performance (Schmidt & Hunter, 2004) and academic achievement (Kuncel & Hezlett, 2007), and correlates positively with skill in domains such as chess (Grabner, Stern, & Neubauer, 2007) and music (Ruthsatz,…”
A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, methodology): “The majority of previous research has adopted self-developed probes to measure the effectiveness of an intervention; however, such self-developed probes are not as reliable and valid as standardized test (Kuncel & Hezlett, 2007).”
Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability (2019, background): “Across grade levels, measures of cognitive ability predict academic performance (Deary, Strand, Smith, & Fernandes, 2007; Kuncel & Hezlett, 2007; Kuncel, Ones, & Sackett, 2010; Neisser et al., 1996; Poropat, 2009).”