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Sex‐specific Differential Prediction of Academic Achievement by G erman Ability Tests
Author(s) -
Schult Johannes,
Hell Benedikt,
Päßler Katja,
Schuler Heinz
Publication year - 2013
Publication title -
international journal of selection and assessment
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.812
H-Index - 61
eISSN - 1468-2389
pISSN - 0965-075X
DOI - 10.1111/ijsa.12023
Subject(s) - disadvantage , psychology , cognition , test (biology) , differential (mechanical device) , offset (computer science) , differential effects , selection (genetic algorithm) , cognitive test , aptitude , developmental psychology , artificial intelligence , computer science , medicine , paleontology , neuroscience , engineering , biology , programming language , aerospace engineering
Tests of cognitive ability play a major role in the selection of students. Still, data regarding the fairness of standardized tests in G ermany is scarce. We use three samples ( N = 2,616; 58% women) from G erman universities to investigate the sex‐specific differential prediction of college performance based on intelligence tests. The predictive bias we find is small and in line with US ‐ A merican research. The direction of the effect depends on the cognitive ability domain investigated: Numeric test scores are prone to disadvantage women whereas verbal test scores are more likely to discriminate against men. Including high school grade point average in the prediction model can help to offset differential prediction that underestimates women's academic achievement.