Do self-assessments for informed study decisions actually inform study decisions? A model for evaluating the consequential validity aspect.

L.E.C. Delnoij*, J.P.W. Janssen, K.J.H. Dirkx, H.F. Vogten, H.G.H. Martens, Steven Elston, H.J.H. Hermans, R.L. Martens

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Pre-enrolment self-assessments are a promising way to address student commitment and retention in an early stage. Such assessments aim to inform study decisions by evoking reflection and providing advice for further preparation. Though these assessments require a solid validation process, so far the consequential validity aspect tends to be ignored. To address this gap, the current study investigates self-assessment impact on study choice certainty and enrolment as well as self-assessment fairness. Prospective students (N = 662) orienting towards studying in higher online education took a self-assessment consisting of six subtests. The impact appeared in line with the assessment's purpose for 68.9% of the prospective students: their study choice certainty was adapted or remained unchanged in accordance with their obtained scores. Study choice certainty after the self-assessment related positively to enrolment probability. Additionally, the impact appeared fair (similar across subgroups), though men's study choice certainty appeared relatively robust against unfavourable scores.
Original languageEnglish
Pages (from-to)1-27
Number of pages27
JournalJournal of College Student Retention: Research, Theory and Practice
Early online date7 Sep 2022
DOIs
Publication statusPublished - 2022

Keywords

  • study decisions
  • self-assessment
  • (consequential) validity
  • higher education
  • SUCCESS
  • COLLEGE-STUDENTS
  • HIGHER-EDUCATION

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