Focusing on the Selection Process: A Field Study of the Measures that Influence Admission Decisions

Abstract

This field study examines the measures used at multiple stages in a selection process employed by a university's teacher training program. Specifically, the study utilizes LISREL structural analysis to assess the importance each measure assumed in determining admission and intermediate outcomes. Of the measures, which included ability tests and a situational interview, only the mathematics, language, and essay scores prophesied selection. Neither the pre-interview overall qualifications rating nor the interview score proved significant in predicting admission, suggesting a discrepancy between official and operative emphases. Age and race emerged as non-significant, and sex as of minor importance. An analysis of the results supports the position that demographic variables should be investigated in field settings in which raters possess substantial pertinent applicant information. The study concludes with a discussion of the need to elevate the level of analysis in selection research in order to understand the nature and validity of decisions made during the process itself.