- Title
- A system review of higher education admissions testing practices in Israel: implications for South Africa
- Creator
- Cronje, Johan Herman
- Subject
- Universities and colleges -- South Africa -- Admissions
- Subject
- Universities and colleges -- Israel -- Admissions
- Subject
- Universities and colleges -- Entrance requirements
- Subject
- Educational tests and measurements -- South Africa -- Validity
- Subject
- Education, Higher -- South Africa
- Subject
- Education, Higher -- Israel
- Date Issued
- 2009
- Date
- 2009
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- vital:9910
- Identifier
- http://hdl.handle.net/10948/937
- Identifier
- Universities and colleges -- South Africa -- Admissions
- Identifier
- Universities and colleges -- Israel -- Admissions
- Identifier
- Universities and colleges -- Entrance requirements
- Identifier
- Educational tests and measurements -- South Africa -- Validity
- Identifier
- Education, Higher -- South Africa
- Identifier
- Education, Higher -- Israel
- Description
- Internationally, the practice of admissions entry testing in Higher Education (HE) has gained momentum over the past few decades, sparking ongoing research on its effectiveness. On a national level, three factors have signalled a timeous evaluation of admissions practices at HE institutions. Firstly, changes in the school curriculum and the new format of the National Senior Certificate (NSC) have impacted on the admissions criteria of HE institutions. Secondly, with the merging of HE institutions an alignment in admissions practices between the institutions involved were necessitated. Thirdly, South Africa has embarked on the development of National Benchmark Tests (NBTs). The primary aim of this research study was to develop a set of recommendations to guide admissions testing practices in the South African HE context. These recommendations had to place special emphasis on the multicultural and multilingual context of this country. To achieve this aim a systematic review was conducted on HE admissions testing in Israel, as it was identified as a multicultural and multilingual country that had successfully implemented national HE admissions testing. More specifically, a retrospective systematic review was performed on research regarding the national HE admissions test, the Psychometric Entrance Test (PET), used in Israel. The systematic review also contained a narrative overview on the educational landscape in Israel and the specifications of the PET, from which themes were also extracted. Eight broad themes emerged through the systematic review and narrative overview as being of critical importance to an effective national HE admissions test. These were the components of the test, the implementation of the testing programme, the method in which the test results are used to make HE admission decisions, the reliability xi of the test, the validity of the test, bias inherent in the test, other psychometric aspects related to the admissions test, and the effect of coaching or specialized preparation on test results. These themes, together with their sub-components, were used to develop eight recommendations that can guide the development and implementation of the National Benchmark Test (NBTs) in South Africa. Both the themes that emerged during the systematic review and narrative overview as well as the recommendations that were made to guide the development and implementation of a national admission test, represent an important contribution to the field of admission testing and decision-making in South Africa.
- Format
- Format
- xi, 170 leaves
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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NMMU School of Behavioural Sciences
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