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ROY D. GOLDMAN 《Journal of Educational Measurement》1973,10(3):205-210
The purpose of this paper was to examine the problems and opportunities of academic prediction for different ethnic groups. Several recent studies of academic prediction for blacks and whites were reviewed in regard to: 1) the situation in which the data were obtained; 2) the prediction technique employed, and 3) the data distribution likely to give rise to the obtained prediction indices. It was suggested that a total-group regression equation which "benefits" a minority group by overpredicting mean grade may actually be very disadvantageous if accompanied by a large error of estimate. The damage can be produced by precluding selection of the most qualified minority group members and thus lowering the groups' performance. Differential process theory was proposed as a potential source of explanations for differential prediction. It was proposed that alternative strategic approaches to scholastic tasks might alter the covariance of predictor tests with grades. Finally, it was suggested that, under certain circumstances, the patterns of standardized regression weights in the prediction of grades, might suggest group difference in problem-solving strategies. 相似文献
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The regression equations for second quarter freshman grade point averages on SAT scores were calculated for Anglo-American and Mexican-American students at the University of California, Riverside. These regression equations differed significantly for the two groups. However, the use of the regression equation derived from the Anglo-American sample to predict grades of Mexican-American students resulted in overprediction. An examination of the standardized regression weights revealed a significant difference in the weight given to SATM. A replication on a much larger sample revealed a similar outcome. These results were considered as a possible heuristic to suggest a scholastic "'strategy" difference between the two ethnic groups. 相似文献
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