Gender Bias in Predicting College Academic Performance: A New Approach Using Item Response Theory.

Young, John W.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ435179

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0655

EISSN: N/A

Available Date: N/A

Gender Bias in Predicting College Academic Performance: A New Approach Using Item Response Theory.

Young, John W.

Journal of Educational Measurement, v28 n1 p37-47 Spr 1991

Item response theory (IRT) is used to develop a form of adjusted cumulative grade point average (GPA) for use in predicting college academic performance appropriately for males and females. For 1,564 students at Stanford University (California), the IRT-based GPA was more predictable from preadmission measures than the cumulative GPA. (SLD)

Descriptors: Academic Achievement, College Students, Grade Point Average, Higher Education, Item Response Theory, Mathematical Models, Predictive Validity, Regression (Statistics), Sex Bias, Sex Differences, Test Bias

Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A