Interpreting Standardized Assessment Test Scores and Setting Performance Goals in the Context of Student Characteristics: The Case of the Major Field Test in Business.
Saved in:
| Title: | Interpreting Standardized Assessment Test Scores and Setting Performance Goals in the Context of Student Characteristics: The Case of the Major Field Test in Business. |
|---|---|
| Authors: | Bielinska-Kwapisz, Agnieszka1 (AUTHOR), Brown, F.William1 (AUTHOR) billbrown@montana.edu, Semenik, Richard1 (AUTHOR) |
| Source: | Journal of Education for Business. Jan/Feb2012, Vol. 87 Issue 1, p7-13. 7p. 6 Charts, 3 Graphs. |
| Subject Terms: | *Field research, *Educational testing services, *Business schools, *Business students, Empirical research |
| Abstract: | The Major Field Test in Business (MFT-B), a standardized assessment test of business knowledge among undergraduate business seniors, is widely used to measure student achievement. The Educational Testing Service, publisher of the assessment, provides data that allow institutions to compare their own MFT-B performance to national norms, but that procedure fails to take the characteristics of institutional student cohorts into account. Using empirical methods, the authors describe and test a procedure to set a priori goals that take dispositional factors, most notably ACT scores, into account. This procedure enables interpretation of the MFT-B in relation to expectations. [ABSTRACT FROM PUBLISHER] |
| Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The Major Field Test in Business (MFT-B), a standardized assessment test of business knowledge among undergraduate business seniors, is widely used to measure student achievement. The Educational Testing Service, publisher of the assessment, provides data that allow institutions to compare their own MFT-B performance to national norms, but that procedure fails to take the characteristics of institutional student cohorts into account. Using empirical methods, the authors describe and test a procedure to set a priori goals that take dispositional factors, most notably ACT scores, into account. This procedure enables interpretation of the MFT-B in relation to expectations. [ABSTRACT FROM PUBLISHER] |
|---|---|
| ISSN: | 08832323 |
| DOI: | 10.1080/08832323.2010.542504 |
