ERIC Number: EJ1422761
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1530-5058
EISSN: EISSN-1532-7574
A Meta-Analysis of the Relationship between Wonderlic Test Scores and School Success
Chet Robie; Sabah Rasheed; Stephen D. Risavy; Piers Steel
International Journal of Testing, v24 n2 p169-189 2024
This meta-analysis examined the validity of an alternative to traditional assessments called the Wonderlic which is a brief measure of general mental ability. Our results showed significant, positive correlations between Wonderlic scores and academic performance in general ([r-bar] = 0.26), between Wonderlic scores and undergraduate GPA in particular ([r-bar] = 0.27, [p-bar] = 0.33), and between Wonderlic scores and retention ([r-bar] = 0.09, [p-bar] = 0.12). We also identified several significant moderators of the relationship between Wonderlic scores and relevant outcomes (e.g., test publisher reported coefficients were larger than those reported by other sources). Subgroup differences in test scores were in the same range as other post-secondary admissions assessments (e.g., ACT and SAT scores). Overall, the Wonderlic has similar levels of subgroup differences and is less strongly related to GPA than traditional assessments but still retains useful levels of predictiveness and is a shorter, less expensive assessment that requires less preparation than the ACT or SAT.
Descriptors: Meta Analysis, Test Validity, Alternative Assessment, Scores, Cognitive Measurement, Cognitive Ability, Academic Achievement, Undergraduate Students, Grade Point Average, College Entrance Examinations, Comparative Analysis, Predictive Validity, Test Preparation, Timed Tests
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Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test); ACT Assessment
Grant or Contract Numbers: N/A