Page 57 |
Save page Remove page | Previous | 57 of 136 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
49
programs admission criteria found that qualitative data such as interviews and letters
of reference were unrelated as predictors of program completion or GPA. Downey
et. al (2002) also expressed doubts about the usefulness of reference in the admission
process and give the rationale that most respondents provide only positive
recommendations. Letters of reference contribute little meaningful information
about the applicant because people dislike writing undesirable information about an
individual. Therefore only good and vague information is written in the letter of
reference. The Family Educational Right to Privacy Act (FERPA) also known as the
Buckley Amendment, contributes greatly to this behavior. The law makes it legal for
students to review their educational records therefore writers are less likely to write
undesirable information in the letter of reference. If a student signs a waiver (giving
up their rights to review the letter of reference), in accordance with paragraph (C) of
the FERPA law, the reluctance to write undesirable information may not persist.
Although letters of reference are meaningless in most circumstances, they are
probably most valuable for evaluating marginal candidates (Marvis et. al, 2006).
Despite negative concepts about letters of references, the letters of reference
are still one of the most common requested sources of information used by many
professional programs in their admission process (Mavis et. al, 2006). The letter of
reference serves many purposes in gathering significant non cognitive information
about the personal qualities of the applicant that are assumed to correlate with
academic achievement and clinical performance (Marvis, et. al, 2006). Information
Object Description
| Title | A predictive valdity study: correlation of admission variables with program completion and student performance on the National Certification Examination in a physician assistant program |
| Author | Middleton, Delores E. |
| Author email | delores.middleton@rcc.edu; lolokinard@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-08-29 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-18 |
| Advisor (committee chair) | Jimenez y West, Ilda |
| Advisor (committee member) |
Cole, Darnell Hocevar, Dennis J. |
| Abstract | The purpose of this investigation was to examine the reliability and predictive validity of the of admission data in predicting student success in completing a community college-based physician assistant program and their performance on the National Certification Examination (NCE). The files of 170 graduates were reviewed and the following data was complied: 1) science grade point average (GPAsci), 2) cumulative grade point average (GPAcum), 3) reference letter ratings, 4) personal statement ratings, and 5) work experience -- each identified as a predictor measure in this study. The criterion measures identified in the study were 1) program completion, 2) performance on the NCE, and 3) skills. Findings demonstrated variations in the degree of relationship among predictor measures and criterion measures. The GPAsci demonstrated the greatest degree of correlation with student outcome in comparison with other predictor measures, which is consistent with previous research. Overall, the research demonstrated that there was practical significance or potentially significance correlations between the majority of the predictor measures. |
| Keyword | admission variable; criterion measures; national certification examination; criterion related evidence; reliability and predictive validy; prior academic achievement; letters of reference; personal statement; work experience |
| Coverage date | 1999/2005 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1678 |
| Contributing entity | University of Southern California |
| Rights | Middleton, Delores E. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Middleton-2420 |
| Archival file | uscthesesreloadpub_Volume32/etd-Middleton-2420.pdf |
Description
| Title | Page 57 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 49 programs admission criteria found that qualitative data such as interviews and letters of reference were unrelated as predictors of program completion or GPA. Downey et. al (2002) also expressed doubts about the usefulness of reference in the admission process and give the rationale that most respondents provide only positive recommendations. Letters of reference contribute little meaningful information about the applicant because people dislike writing undesirable information about an individual. Therefore only good and vague information is written in the letter of reference. The Family Educational Right to Privacy Act (FERPA) also known as the Buckley Amendment, contributes greatly to this behavior. The law makes it legal for students to review their educational records therefore writers are less likely to write undesirable information in the letter of reference. If a student signs a waiver (giving up their rights to review the letter of reference), in accordance with paragraph (C) of the FERPA law, the reluctance to write undesirable information may not persist. Although letters of reference are meaningless in most circumstances, they are probably most valuable for evaluating marginal candidates (Marvis et. al, 2006). Despite negative concepts about letters of references, the letters of reference are still one of the most common requested sources of information used by many professional programs in their admission process (Mavis et. al, 2006). The letter of reference serves many purposes in gathering significant non cognitive information about the personal qualities of the applicant that are assumed to correlate with academic achievement and clinical performance (Marvis, et. al, 2006). Information |
