Theory-based university admissions testing for a new millennium

Robert J. Sternberg, Damian Birney, Brent Bridgeman, Anna Cianciolo, Wayne Camara, Michael Drebot, Sarah Duman, Richard Duran, Howard Everson, Ann Ewing, Edward Friedman, Elena L. Grigorenko, Diane Halpern, Pj Henry, Charles Huffman, Linda Jarvin, Smaragda Kazi, Donna Macomber, Laura Maitland, Jack McArdle & 26 others Carol Rashotte, Jerry Rudmann, Amy Schmidt, Karen Schmidt, Brent Slife, Mary Spilis, Steven Stemler, Carlos Torre, Richard Wagner, Jennifer Hedlund, Jeanne Wilt, Kristina Nebel, Kevin Plamondon, Andrea Sacerdote, Eric Goodrich, Weihua Niu, Melissa Droller, Evonne Plantinga, Mengdan Chu, Kathryn Rado, Julie Goodrich, Lisa Morgan, Donna Vann, Robert Silaghi, Joseph White, Susan Ashford

    Research output: Contribution to journalReview article

    Abstract

    This article describes two projects based on Robert J. Sternberg's theory of successful intelligence and designed to provide theory-based testing for university admissions. The first, Rainbow Project, provided a supplementary test of analytical, practical, and creative skills to augment the SAT in predicting college performance. The Rainbow Project measures enhanced predictive validity for college grade point average (GPA) relative to high school GPA and the SAT (an acronym that originally stood for Scholastic Aptitude Test but that now stands for nothing in particular) and decreased ethnic-group disparities in test scores. The second, the University of Michigan Business School Project, provided supplementary tests of practical skills to augment the Graduate Management Admissions Test (GMAT) in predicting business school performance. Scores on two types of measures of practical skills predicted performance inside and outside the classroom and explained variance in performance beyond GMAT scores and undergraduate GPA. The measures tended to exhibit less disparity across gender and racial or ethnic groups than did the GMAT. The findings from the two projects demonstrate the potential value of including a broader range of abilities in admissions testing.

    Original languageEnglish (US)
    Pages (from-to)185-198
    Number of pages14
    JournalEducational Psychologist
    Volume39
    Issue number3
    DOIs
    StatePublished - Jan 1 2004

    Fingerprint

    Ethnic Groups
    Aptitude Tests
    Aptitude
    Intelligence

    ASJC Scopus subject areas

    • Developmental and Educational Psychology

    Cite this

    Sternberg, R. J., Birney, D., Bridgeman, B., Cianciolo, A., Camara, W., Drebot, M., ... Ashford, S. (2004). Theory-based university admissions testing for a new millennium. Educational Psychologist, 39(3), 185-198. https://doi.org/10.1207/s15326985ep3903_4

    Theory-based university admissions testing for a new millennium. / Sternberg, Robert J.; Birney, Damian; Bridgeman, Brent; Cianciolo, Anna; Camara, Wayne; Drebot, Michael; Duman, Sarah; Duran, Richard; Everson, Howard; Ewing, Ann; Friedman, Edward; Grigorenko, Elena L.; Halpern, Diane; Henry, Pj; Huffman, Charles; Jarvin, Linda; Kazi, Smaragda; Macomber, Donna; Maitland, Laura; McArdle, Jack; Rashotte, Carol; Rudmann, Jerry; Schmidt, Amy; Schmidt, Karen; Slife, Brent; Spilis, Mary; Stemler, Steven; Torre, Carlos; Wagner, Richard; Hedlund, Jennifer; Wilt, Jeanne; Nebel, Kristina; Plamondon, Kevin; Sacerdote, Andrea; Goodrich, Eric; Niu, Weihua; Droller, Melissa; Plantinga, Evonne; Chu, Mengdan; Rado, Kathryn; Goodrich, Julie; Morgan, Lisa; Vann, Donna; Silaghi, Robert; White, Joseph; Ashford, Susan.

    In: Educational Psychologist, Vol. 39, No. 3, 01.01.2004, p. 185-198.

    Research output: Contribution to journalReview article

    Sternberg, RJ, Birney, D, Bridgeman, B, Cianciolo, A, Camara, W, Drebot, M, Duman, S, Duran, R, Everson, H, Ewing, A, Friedman, E, Grigorenko, EL, Halpern, D, Henry, P, Huffman, C, Jarvin, L, Kazi, S, Macomber, D, Maitland, L, McArdle, J, Rashotte, C, Rudmann, J, Schmidt, A, Schmidt, K, Slife, B, Spilis, M, Stemler, S, Torre, C, Wagner, R, Hedlund, J, Wilt, J, Nebel, K, Plamondon, K, Sacerdote, A, Goodrich, E, Niu, W, Droller, M, Plantinga, E, Chu, M, Rado, K, Goodrich, J, Morgan, L, Vann, D, Silaghi, R, White, J & Ashford, S 2004, 'Theory-based university admissions testing for a new millennium', Educational Psychologist, vol. 39, no. 3, pp. 185-198. https://doi.org/10.1207/s15326985ep3903_4
    Sternberg RJ, Birney D, Bridgeman B, Cianciolo A, Camara W, Drebot M et al. Theory-based university admissions testing for a new millennium. Educational Psychologist. 2004 Jan 1;39(3):185-198. https://doi.org/10.1207/s15326985ep3903_4
    Sternberg, Robert J. ; Birney, Damian ; Bridgeman, Brent ; Cianciolo, Anna ; Camara, Wayne ; Drebot, Michael ; Duman, Sarah ; Duran, Richard ; Everson, Howard ; Ewing, Ann ; Friedman, Edward ; Grigorenko, Elena L. ; Halpern, Diane ; Henry, Pj ; Huffman, Charles ; Jarvin, Linda ; Kazi, Smaragda ; Macomber, Donna ; Maitland, Laura ; McArdle, Jack ; Rashotte, Carol ; Rudmann, Jerry ; Schmidt, Amy ; Schmidt, Karen ; Slife, Brent ; Spilis, Mary ; Stemler, Steven ; Torre, Carlos ; Wagner, Richard ; Hedlund, Jennifer ; Wilt, Jeanne ; Nebel, Kristina ; Plamondon, Kevin ; Sacerdote, Andrea ; Goodrich, Eric ; Niu, Weihua ; Droller, Melissa ; Plantinga, Evonne ; Chu, Mengdan ; Rado, Kathryn ; Goodrich, Julie ; Morgan, Lisa ; Vann, Donna ; Silaghi, Robert ; White, Joseph ; Ashford, Susan. / Theory-based university admissions testing for a new millennium. In: Educational Psychologist. 2004 ; Vol. 39, No. 3. pp. 185-198.
    @article{3d90199ae33b450f86dfe7314eeef43b,
    title = "Theory-based university admissions testing for a new millennium",
    abstract = "This article describes two projects based on Robert J. Sternberg's theory of successful intelligence and designed to provide theory-based testing for university admissions. The first, Rainbow Project, provided a supplementary test of analytical, practical, and creative skills to augment the SAT in predicting college performance. The Rainbow Project measures enhanced predictive validity for college grade point average (GPA) relative to high school GPA and the SAT (an acronym that originally stood for Scholastic Aptitude Test but that now stands for nothing in particular) and decreased ethnic-group disparities in test scores. The second, the University of Michigan Business School Project, provided supplementary tests of practical skills to augment the Graduate Management Admissions Test (GMAT) in predicting business school performance. Scores on two types of measures of practical skills predicted performance inside and outside the classroom and explained variance in performance beyond GMAT scores and undergraduate GPA. The measures tended to exhibit less disparity across gender and racial or ethnic groups than did the GMAT. The findings from the two projects demonstrate the potential value of including a broader range of abilities in admissions testing.",
    author = "Sternberg, {Robert J.} and Damian Birney and Brent Bridgeman and Anna Cianciolo and Wayne Camara and Michael Drebot and Sarah Duman and Richard Duran and Howard Everson and Ann Ewing and Edward Friedman and Grigorenko, {Elena L.} and Diane Halpern and Pj Henry and Charles Huffman and Linda Jarvin and Smaragda Kazi and Donna Macomber and Laura Maitland and Jack McArdle and Carol Rashotte and Jerry Rudmann and Amy Schmidt and Karen Schmidt and Brent Slife and Mary Spilis and Steven Stemler and Carlos Torre and Richard Wagner and Jennifer Hedlund and Jeanne Wilt and Kristina Nebel and Kevin Plamondon and Andrea Sacerdote and Eric Goodrich and Weihua Niu and Melissa Droller and Evonne Plantinga and Mengdan Chu and Kathryn Rado and Julie Goodrich and Lisa Morgan and Donna Vann and Robert Silaghi and Joseph White and Susan Ashford",
    year = "2004",
    month = "1",
    day = "1",
    doi = "10.1207/s15326985ep3903_4",
    language = "English (US)",
    volume = "39",
    pages = "185--198",
    journal = "Educational Psychologist",
    issn = "0046-1520",
    publisher = "Routledge",
    number = "3",

    }

    TY - JOUR

    T1 - Theory-based university admissions testing for a new millennium

    AU - Sternberg, Robert J.

    AU - Birney, Damian

    AU - Bridgeman, Brent

    AU - Cianciolo, Anna

    AU - Camara, Wayne

    AU - Drebot, Michael

    AU - Duman, Sarah

    AU - Duran, Richard

    AU - Everson, Howard

    AU - Ewing, Ann

    AU - Friedman, Edward

    AU - Grigorenko, Elena L.

    AU - Halpern, Diane

    AU - Henry, Pj

    AU - Huffman, Charles

    AU - Jarvin, Linda

    AU - Kazi, Smaragda

    AU - Macomber, Donna

    AU - Maitland, Laura

    AU - McArdle, Jack

    AU - Rashotte, Carol

    AU - Rudmann, Jerry

    AU - Schmidt, Amy

    AU - Schmidt, Karen

    AU - Slife, Brent

    AU - Spilis, Mary

    AU - Stemler, Steven

    AU - Torre, Carlos

    AU - Wagner, Richard

    AU - Hedlund, Jennifer

    AU - Wilt, Jeanne

    AU - Nebel, Kristina

    AU - Plamondon, Kevin

    AU - Sacerdote, Andrea

    AU - Goodrich, Eric

    AU - Niu, Weihua

    AU - Droller, Melissa

    AU - Plantinga, Evonne

    AU - Chu, Mengdan

    AU - Rado, Kathryn

    AU - Goodrich, Julie

    AU - Morgan, Lisa

    AU - Vann, Donna

    AU - Silaghi, Robert

    AU - White, Joseph

    AU - Ashford, Susan

    PY - 2004/1/1

    Y1 - 2004/1/1

    N2 - This article describes two projects based on Robert J. Sternberg's theory of successful intelligence and designed to provide theory-based testing for university admissions. The first, Rainbow Project, provided a supplementary test of analytical, practical, and creative skills to augment the SAT in predicting college performance. The Rainbow Project measures enhanced predictive validity for college grade point average (GPA) relative to high school GPA and the SAT (an acronym that originally stood for Scholastic Aptitude Test but that now stands for nothing in particular) and decreased ethnic-group disparities in test scores. The second, the University of Michigan Business School Project, provided supplementary tests of practical skills to augment the Graduate Management Admissions Test (GMAT) in predicting business school performance. Scores on two types of measures of practical skills predicted performance inside and outside the classroom and explained variance in performance beyond GMAT scores and undergraduate GPA. The measures tended to exhibit less disparity across gender and racial or ethnic groups than did the GMAT. The findings from the two projects demonstrate the potential value of including a broader range of abilities in admissions testing.

    AB - This article describes two projects based on Robert J. Sternberg's theory of successful intelligence and designed to provide theory-based testing for university admissions. The first, Rainbow Project, provided a supplementary test of analytical, practical, and creative skills to augment the SAT in predicting college performance. The Rainbow Project measures enhanced predictive validity for college grade point average (GPA) relative to high school GPA and the SAT (an acronym that originally stood for Scholastic Aptitude Test but that now stands for nothing in particular) and decreased ethnic-group disparities in test scores. The second, the University of Michigan Business School Project, provided supplementary tests of practical skills to augment the Graduate Management Admissions Test (GMAT) in predicting business school performance. Scores on two types of measures of practical skills predicted performance inside and outside the classroom and explained variance in performance beyond GMAT scores and undergraduate GPA. The measures tended to exhibit less disparity across gender and racial or ethnic groups than did the GMAT. The findings from the two projects demonstrate the potential value of including a broader range of abilities in admissions testing.

    UR - http://www.scopus.com/inward/record.url?scp=5644276630&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=5644276630&partnerID=8YFLogxK

    U2 - 10.1207/s15326985ep3903_4

    DO - 10.1207/s15326985ep3903_4

    M3 - Review article

    VL - 39

    SP - 185

    EP - 198

    JO - Educational Psychologist

    JF - Educational Psychologist

    SN - 0046-1520

    IS - 3

    ER -