How can applicants' reactions to scholastic aptitude tests be improved? A closer look at specific and general tests

Abstract

Since the 1980's, scientific interest in applicants' reactions to admission procedures has been growing. Several theoretical frameworks and evaluation questionnaires were developed. Many researchers have asked potential participants about their attitudes—what is missing, however, are studies of applicants who have actually taken part in the selection procedures. In addition, applicants' reactions to student selection procedures receive less attention than applicants' reactions to personnel selection procedures. Furthermore, tests and testing conditions continue to develop, e.g., through online-based testing and test supervision at home (“proctoring”). Therefore, we used a standardized questionnaire for measuring the overall test evaluation and different dimensions of acceptance including face validity, controllability, and the absence of strain to examine six scholastic aptitude tests. We added items to get deeper insights into situational aspects. According to the results of 2,052 test participants, applicants prefer specific tests and shorter tests. Situational aspects, such as privacy, working conditions, and prior information, have an influence on the perceptions of applicants. Proctored testing is evaluated positively, but taking the test at a test center is still rated more favorably. This study discusses the practical implications.