This book provides a path for resolving challenges related to access, diversity, equity, and other issues facing higher education admissions. It illuminates current higher education admissions practices in a global context, highlighting common obstacles. The chapters outline decision-making models used in college admissions, details those assessments commonly employed in admissions, and provides innovative perspectives on the future of admissions. The book's multidisciplinary approach defines much-needed changes in admissions brought about by shifts in the makeup of student populations and in higher education itself. Rationales for moving away from traditional assessments used in admissions and expanding the criteria used to ensure a student's academic success are discussed. Readers will come away with an understanding of the current issues, philosophies, and historical circumstances facing higher education admissions across the globe and will be equipped to contemplate and react to future possibilities and opportunities.
Author(s): María Elena Oliveri, Cathy Wendler
Series: Educational and Psychological Testing in a Global Context
Publisher: Cambridge University Press
Year: 2020
Language: English
Pages: 410
City: Cambridge
Cover
04.0_pp_iv_iv_Copyright_page
05.0_pp_v_vii_Contents
06.0_pp_viii_viii_Figures
07.0_pp_ix_ix_Tables
08.0_pp_x_xvii_Contributors
09.0_pp_xviii_xix_Series_Editors_Foreword
10.0_pp_xx_xxiv_Foreword
11.0_pp_xxv_xxvi_Acknowledgments
12.0_pp_1_118_Global_Challenges_and_Common_Admissions_Models
12.1_pp_5_17_An_Overview_of_Higher_Education_Admissions_Processes
12.2_pp_18_33_Comparing_College_Aspirations_across_PISA_Countries_Are_17_Percent_Oranges_Less_than_75_Percent_Appl
12.3_pp_34_50_Merit-Based_Admissions_in_Higher_Education
12.4_pp_51_75_The_Open_Admissions_Model_An_Example_from_the_United_States
12.5_pp_76_95_Character-Based_Admissions_Criteria_in_the_United_States_and_in_Europe_Rationale_Evidence_and_Some_C
12.6_pp_96_118_Cross-Cultural_and_Global_Competencies_and_Their_Role_in_Admissions_Policies_and_Practices
13.0_pp_119_232_Country-Specific_Admissions_Practices
13.1_pp_123_144_Admissions_Policies_and_Practices_and_the_Reshaping_of_Access_Patterns_to_Higher_Education_in_Africa
13.2_pp_145_160_Chiles_Admissions_Tests_Pending_Changes_and_Revisions
13.3_pp_161_173_Issues_of_Perceived_Fairness_in_Admissions_Assessments_in_Small_Countries_The_Case_of_the_Republic_o
13.4_pp_174_189_Higher_Education_Admissions_Practices_in_Israel
13.5_pp_190_202_Access_Equity_and_Admissions_in_South_African_Higher_Education
13.6_pp_203_216_Admissions_Practices_in_Sweden
13.7_pp_217_232_Revisions_of_Admissions_Testing_in_Vietnam_From_Elite_to_Mass_Higher_Education
14.0_pp_233_302_Assessments_Used_in_Higher_Education_Admissions
14.1_pp_237_255_General_Academic_and_Subject-Based_Examinations_Used_in_Undergraduate_Higher_Education_Admissions
14.2_pp_256_275_Language_Proficiency_Assessments_in_Higher_Education_Admissions
14.3_pp_276_302_Measuring_Student_Character_Modernizing_Predictors_of_Academic_Success
15.0_pp_303_375_Rethinking_Higher_Education_Admissions
15.1_pp_307_332_The_ACT_Holistic_Framework_of_Education_and_Workplace_Success
15.2_pp_333_346_Using_Mathematical_Models_to_Improve_Access_to_Postsecondary_Education
15.3_pp_347_375_After_Admissions_What_Comes_Next_in_Higher_Education
16.0_pp_376_384_Index
