Admission Test Research Articles

ChatGPT’s performance in university admissions tests in mathematics

ChatGPT’s performance in university admissions tests in mathematics

ChatGPT as a prospective undergraduate and medical school student.

This article reports the results of an experiment conducted with ChatGPT to see how its performance compares to human performance on tests that require specific knowledge and skills, such as university admission tests. We chose a general undergraduate admission test and two tests for admission to biomedical programs: the Scholastic Assessment Test (SAT), the Cambridge BioMedical Admission Test (BMAT), and the Italian Medical School Admission Test (IMSAT). In particular, we looked closely at the difference in performance between ChatGPT-4 and its predecessor, ChatGPT-3.5, to assess its evolution. The performance of ChatGPT-4 showed a significant improvement over ChatGPT-3.5 and, compared to real students, was on average within the top 10% in the SAT test, while the score in the IMSAT test granted admission to the two highest ranked Italian medical schools. In addition to the performance analysis, we provide a qualitative analysis of incorrect answers and a classification of three different types of logical and computational errors made by ChatGPT-4, which reveal important weaknesses of the model. This provides insight into the skills needed to use these models effectively despite their weaknesses, and also suggests possible applications of our analysis in the field of education.

Increased intra-individual variability among individuals with ADHD: first evidence from numerosity judgment and verbal and quantitative reasoning.

This article presents the results of two studies investigating increased intra-individual variability (IIV) in the performance of individuals with attention deficit hyperactivity disorder (ADHD), in two cognitive domains: numerosity judgments and quantitative and verbal reasoning. Study 1, a pre-registered experiment, involved approximately 200 participants (42.66% female; mean age: 36.86; standard deviation of age: 10.70) making numerical judgments at two time-points. ADHD-symptom severity was assessed on a continuous scale. In Study 2, we collected the data of approximately 3000 examinees who had taken a high-stakes admissions test for higher education (assessing quantitative and verbal reasoning). The sample comprised only people formally diagnosed with ADHD. The control group consisted of approximately 200 000 examinees, none of whom presented with ADHD. The results of Study 1 revealed a positive correlation between IIV (distance between judgments at the two time-points) and ADHD symptom severity. The results of Study 2 demonstrated that IIV (distance between the scores on two test chapters assessing the same type of reasoning) was greater among examinees diagnosed with ADHD. In both studies, the findings persisted even after controlling for performance level. The results indicate that individuals with ADHD, v. those without, exhibit less consistent numerosity judgments and greater fluctuation in performance on verbal and quantitative reasoning. The measurement of the same psychological constructs appears to be less precise among individuals with ADHD compared to those without. We discuss the theoretical contributions and practical implications of our results for two fields: judgment and decision-making, and assessment.

Comparing the effectiveness of universal admission testing and risk-based testing at emergency admission for preventing nosocomial COVID-19: a multicenter retrospective cohort study in Japan.

To compare the effectiveness of universal admission testing (UAT) and risk-based testing (RBT) in preventing nosocomial coronavirus disease 2019 (COVID-19) after the implementation of strict infection control measures. Retrospective multicenter cohort study. Five community hospitals in Japan. 14,028 adult patients admitted emergently from June 1, 2022, to January 31, 2023. We calculated crude incidence density rates of community-acquired COVID-19 (positive test ≤4days postadmission), hospital-acquired COVID-19 (positive test ≥8days postadmission), total postadmission COVID-19 (all cases of positive test postadmission), and primary cases (sporadic and index cases). A generalized estimating equation model was used to adjust for local incidence (new COVID-19 patients per 100,000 population), single-bed room proportion, and admission proportion of patients older than 65years. The weekly local incidence in the study areas was less than 1,800 per 100,000 population (1.8%). Two hospitals implemented RBT and 3 implemented UAT. The median admission testing rate was higher in the UAT group than in the RBT group (95% vs 55%; difference 45.2%, 95% CI, 40.3%-48.8%). Crude and adjusted analyses revealed no significant associations between incidence density rates (IRR; >1 indicates higher incidence with UAT) and admission strategies for any of the outcomes: community-acquired cases (adjusted IRR = 1.23; 95% CI,0.46-3.31), hospital-acquired cases (1.46; 0.80-2.66), total postadmission COVID-19 (1.22; 0.79-1.87), and primary cases (0.81; 0.59-1.12). Compared with risk-based testing, universal admission testing may have limited additional benefits in preventing nosocomial COVID-19 transmission during a period of low-moderate local incidence.

Legal regulation of education in Ukraine. Part 6: Features of admission to higher education in Ukraine

This article examines the legal issues of regulating the access of citizens of Ukraine to higher education of the third educational and scientific degree (doctor of philosophy) in the paradigm of international acts, the Constitution of Ukraine, the Laws of Ukraine, and Resolutions of the Cabinet of Ministers of Ukraine in the field of education. This is related to the existence of certain legal conflicts in the education sector, which arose as a result of the ambiguity and imperfection of the legislation of Ukraine on education, which the Ministry of Education and Science of Ukraine uses to illegally restrict the access of citizens of Ukraine to higher education of the third educational and scientific degree. Taking into account the requirements of the Constitution of Ukraine, the Universal Declaration of Human Rights of the United Nations, and the Convention for the Protection of Human Rights and Fundamental Freedoms, the article presents the results of a study of the peculiarities of the application of the provisions of the relevant legislative acts in the field of education (with all changes and additions introduced as of September 1, 2024), namely the Law of Ukraine “On Education” (dated September 5, 2017, under No. 2145-VIII), the Law of Ukraine “On Higher Education” (dated July 1, 2014, under No. 1556- VII) and the “Procedure for Training Candidates for Higher Education Degrees of Doctor of Philosophy and Doctor of Sciences in institutions of higher education (scientific institutions)”, approved by Resolution No. 261 of the Cabinet of Ministers of Ukraine (dated March 23, 2016). At the same time, the research is mainly focused on the peculiarities of applying the above­mentioned legislative acts to determine the differences in the conditions of access to free and paid education and the established legitimacy and feasibility of certain elements of such conditions. Principally this concerns the introduction by the State of Ukraine of unified professional exams and other tests (with the use of external independent evaluation) as a condition for access to the next stage of tests, namely, entrance exams and other tests for admission to study introduced by higher education institutions of Ukraine. That is, the legality of establishing a two-level system of competitions and entrance tests for those who wish to obtain a higher education of the third educational and scientific degree (doctor of philosophy) on a paid basis (i.e., at their own expense or the expense of non-state grants and scholarships) is being considered. The article is the sixth one within the cycle of studies in which the peculiarities of access of Ukrainian citizens to higher education in martial law conditions are addressed.

Estimating Students' Academic Success in the Preclinical Stage of Undergraduate Medical Education Using the Admission Test Approach.

Medical schools face substantial challenges in objectively selecting the best applicants, and the admission process can impact medical students' academic performance. This study aimed to estimate the students' academic success in the preclinical stage of undergraduate medical education using admission tests. This cross-sectional study was conducted on 1,193 students' records from the 2014 to 2019 cohorts. The students' admission data comprised the cohort, sex, admission track, psychological test, and academic tests. The academic success was based on the student's end-year academic evaluation. Data were analyzed using contingency and Kendall's tau b tests with IBM® SPSS® Statistics version 16.0 for Windows. Most of the 1,193 preclinical medical students' records included in the study were females (68.1%), from the regular admission track (78.5%), from the considered psychology test category (52.8%), and had an academic admission test of less than or equal to the median. (51.6%). Most students (89.7%) met all the academic requirements to pass the end-year evaluation. The bivariate analyses showed significant correlations between academic success and cohort (p<0.001), psychology test (p=0.005), and academic test (p<0.001). The analyses showed no significant correlation between academic success and sex (p=0.324), and admission track (p=0.128). This study indicated that cohort and psychology tests could estimate the student's academic success at the preclinical stage of undergraduate medical education. The admission criteria related to the academic tests during the admission process should be re-evaluated, so that the academic tests could select the best students among the applicants.

Estimating Test-Retest Reliability in the Presence of Self-Selection Bias and Learning/Practice Effects

Test-retest reliability is often estimated using naturally occurring data from test repeaters. In settings such as admissions testing, test takers choose if and when to retake an assessment. This self-selection can bias estimates of test-retest reliability because individuals who choose to retest are typically unrepresentative of the broader testing population and because differences among test takers in learning or practice effects may increase with time between test administrations. We develop a set of methods for estimating test-retest reliability from observational data that can mitigate these sources of bias, which include sample weighting, polynomial regression, and Bayesian model averaging. We demonstrate the value of using these methods for reducing bias and improving precision of estimated reliability using empirical and simulated data, both of which are based on more than 40,000 repeaters of a high-stakes English language proficiency test. Finally, these methods generalize to settings in which only a single, error-prone measurement is taken repeatedly over time and where self-selection and/or changes to the underlying construct may be at play.

Prevalence and factors associated with depression and anxiety among the Bangladeshi university entrance test-taking students using GIS technology

This study focuses on Bangladeshi university entrance test-taking students mental health problems and explores the geographical distribution of these problems using GIS technique. A cross-sectional survey was conducted among 1523 university entrance test-taking students. Data were collected on participants' socio-demographic characteristics, COVID-19-related factors, admission tests, depression, and anxiety. Chi-square tests and logistic regression were performed using SPSS software. GIS mapping was used to visualize the distribution of mental health problems across districts using ArcGIS. The study found that the prevalence rates of depression and anxiety among university entrance examinees were 53.8% and 33.2%, respectively. Males exhibited higher rates of depression and anxiety compared to females, while repeat test-taking students were more susceptible to these mental health issues compared to first-time test-takers. Factors such as urban residence, personal/familial COVID-19 infections, and COVID-19 deaths in close relationships were associated with increased mental health problems. District-based distribution showed no significant variation in depression, but anxiety varied significantly. Post-hoc GIS analysis revealed variations in the distribution of depression and anxiety among males, as well as variations in anxiety distribution based on student status across districts. This study emphasizes the high prevalence of depression and anxiety among university entrance examinees, emphasizing the importance of addressing mental health risks in this population. It also suggests the need for reforms in the university entrance test-taking system to reduce psychological problems and advocates for a more inclusive approach to student admissions to alleviate mental health burdens.

Pre-Admission Standardized Tests and the Relationship with Anesthesiologist Assistant Student Performance: A Retrospective Analysis.

The Anesthesiologist Assistant (AA) profession is gaining popularity, and as such, the number of applicants and the number of AA programs are also increasing. There is no published data on what makes a good AA student - multiple studies exist in this regard for anesthesiology residents and medical students. The Medical College Admissions Test (MCAT) and the Graduate Record Examination (GRE) have shown to have some correlation with student success in other health professions. There is no data to suggest that they can indicate potential success or academic problems during AA school. As such, this study evaluated the impact of these standardized test scores and student success in both the preclinical and clinical curricula at the Emory AA program. A retrospective analysis of MCAT scores and GRE scores was performed. 2-tailed Pearson coefficients were calculated to see if there was a relationship between higher MCAT and GRE scores and performance in our program. 2- tailed Pearson coefficients showed a moderately strong correlation between MCAT scores and our AA program's science curriculum. There was a weak correlation as well between GRE scores here. The correlation dropped slightly for the MCAT and performance during our clinical curriculum, and a similar drop was noted for the GRE. Our study shows that the MCAT appears to more strongly correlated with better performance in both the science curriculum of our program and also with our clinical program. The study likely implies that the MCAT appears to be a better gauge as to how a student will do in an AA program in comparison to the GRE. Further studies are needed to understand how to appropriately admit students who will successfully complete the rigorous AA program curriculum both at Emory and beyond.

Implications of Requiring the Physician Assistant College Admissions Test on Physician Assistant Program Applicant Pool: Lessons Learned.

To present a physician assistant (PA) program's experience and lessons learned by requiring a new standardized test as an admissions requirement. A state academic PA program changed an admission requirement by requiring the Physician Assistant College Admissions Test (PA-CAT) instead of the Graduate Record Examination. The admissions requirement change correlated with a 72% drop in the applicant pool. Data from previous literature present background information on standardized testing and predictors of student success. The program-specific data retrospectively evaluate changes in application numbers. Several studies have evaluated various preadmission metrics and their correlation to student success. However, the PA-CAT and its predictor of student success in the program and passing the Physician Assistant National Certifying Exam still need to be evaluated. Requiring standardized testing increases the barrier to applicant PA school admissions. Despite its potential, the PA-CAT has yet to be extensively studied to predict success in matriculated PA students and should be used cautiously. The implications of using the PA-CAT as an admissions requirement are a potential decrease in the strength of applicants, the number of total applicants, and the overall decline in the quality of graduating PAs. This cautionary note is crucial for maintaining the quality and integrity of our PA programs.

Evidence of Differential Attainment in Canadian Medical School Admissions: A Scoping Review.

In Canada, many groups (e.g., Black, Indigenous, rural backgrounds) have historically faced and continue to encounter systemic barriers in accessing the medical profession. These barriers often manifest in performance disparities, known as differential attainment, during medical school admissions. This scoping review summarizes the nature and extent of evidence on the association of differential attainment in medical school admissions selection tools and outcomes with applicant social identity in the Canadian context. The authors used Arksey and O'Malley's scoping review framework to summarize research studies published between 2000-2022 with empirical evidence of differential attainment in admissions selection tools and outcomes with respect to a range of applicant social identity categories. The authors recorded whether studies adopted a structuralist and/or intersectional perspective. Ultimately, 15 studies were included in the review. While the evidence on differential attainment associated with social identity in Canadian medical education was heterogeneous, numerous studies highlight differential attainment in the admissions process associated with applicant race and/or ethnicity (6 studies), age (5 studies), gender (4 studies), socioeconomic status (3 studies), geographic location (4 studies), and rural or urban background (5 studies). These attainment differences were reported at 3 phases of the admissions process (invitation to interview, offer of admission, and acceptance of offer), and were driven by several admissions selection tools, including grade point average, Medical College Admission Test score, and interview performance. The review highlights evidence that suggests systemic, structural inequities in admissions systems manifest as differential attainment in Canadian medical school admissions. Based on this evidence, those who identify as Black or Indigenous and those with low socioeconomic status or rural backgrounds were generally more adversely affected. Admission practices must be studied and improved so medical education systems can better avow equality and human dignity and achieve equity goals.

Correlating Advanced Pharmacy Practice Experience Exam Scores and Pharmacist Licensure Status in a Single Program

ObjectivePharmacist licensure exam first-time pass rates have declined for several years. Predictors of licensure exam performance, including the Pharmacy College Admission Test, are no longer required, necessitating alternative strategies. Our aim is to assess the relationship between numerical scores on advanced pharmacy practice experience (APPE) exams and pharmacist licensure exams first-time pass rates. MethodsWe conducted a single-center, retrospective, observational analysis. APPE examination results between May 2020 and November 2023 were analyzed for association with licensure information from the Texas State Board of Pharmacy. Exam scores were collected for student cohorts graduating from 2021 to 2022 as study cohort data. Correlation between exam scores and probability of successful licensure was assessed using logistic regression. A classification and regression tree analysis identified the most significant threshold. Predictive ability of the best-fit model was prospectively validated using the 2023 graduate cohort. ResultsThe overall licensure success rate was 80.6% for the study cohort (2021–2022, n = 206). Exam scores were well correlated to the likelihood of licensing success. The most significant threshold was 77.8%. The success rate was 82.5% vs 16.7% for those scoring above and below the threshold, respectively. The observed and predicted licensure success rates were 91.0% and 88.8%, respectively, in the validation cohort (2023, n = 89). The positive and negative prediction values were 94.9% and 40.0%, respectively. ConclusionThe performances on APPE exams were reasonable in predicting the first-time licensure success rate for a graduating class. Our assessment appears promising as a risk-stratification tool for students in gaining successful pharmacist licensure.

The predictive validity of MCAT scores and undergraduate GPA for COMLEX-USA licensure exam performance of students enrolled in osteopathic medical schools.

Osteopathic (Doctor of Osteopathic Medicine [DO]) medical students account for more than 25 % of all medical students in the United States. This study examined the predictive validity of Medical College Admission Test (MCAT) total scores and cumulative undergraduate grade point averages (UGPAs) for performance on the Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA) Level 1 and Level 2-CE (Cognitive Evaluation) licensure examinations administered by the National Board of Osteopathic Medical Examiners (NBOME). Additionally, the study examined the degree to which MCAT total scores and UGPAs provide comparable prediction of student performance by key sociodemographic variables. This study involved a collaborative effort between the Association of American Medical Colleges (AAMC), the American Association of Colleges of Osteopathic Medicine (AACOM) and the NBOME. Data were examined for 39 accredited DO-granting medical schools in the United States during the 2017 application cycle. Researchers utilized three regression models that included MCAT total scores, cumulative UGPA, and combined MCAT total scores and cumulative UGPA to determine predictive validity. Researchers also examined the comparability of prediction for sociodemographic variables by examining the differences between observed and predicted error for both scores and pass/fail success rates. Medium to large correlations were discernible between MCAT total scores, UGPA, and COMLEX-USA examination outcomes. For both COMLEX-USA Level 1 and Level 2-CE scores and pass/fail outcomes, MCAT scores alone provided superior predictive value to UGPA alone. However, MCAT scores and UGPA utilized in conjunction provided the best predictive value. When predicting both licensure examination scores and pass/fail outcomes by sociodemographic variables, all three models provided comparable predictive accuracy. Findings from this comprehensive study of DO-granting medical schools provide evidence for the value-added benefit of taking MCAT scores and UGPA into consideration, particularly when these measures are utilized in conjunction. Further, findings provide evidence indicating that individuals from different sociodemographic backgrounds who enter medical school with similar MCAT scores and UGPA perform similarly on licensure examination outcome measures.

Labor market trends and the need for reengineering higher education

The dynamics of the labor market have changed considerably and are currently experiencing a major shift. The skill levels that used to be enough in the workplace have become inadequate for the current workplace requirements. At least in the case of the United States, the kind of jobs that allowed work from home during the pandemic typically required college education; this may be a silver lining for colleges. Coupled with this, the admission test optional policies opened the doors of colleges for many otherwise disadvantaged students. The life cycle duration of technical skills has become shorter than ever before. Issues in innovation, demographic shifts, socio-cultural issues, aging population and technological advances are driving educators, employers, and policy makers to re-examine higher education to address the skill gaps currently existing in the workplace. This paper brainstorms some of these topics and propose solutions for policy makers.

Admission Test Scores and Colleges’ Retention Rates

Most higher education institutions eliminated standardized test requirements for applicants following the COVID-19 pandemic. The impact of college admission criteria on college student retention has been the subject of extensive research in higher education. This literature suggests that admission criteria play a significant role in influencing student retention rates. However, the impacts of test-optional admissions procedures have been relatively understudied. Using a dataset of admissions requirements, institutional profiles, measures of collegiate success, financial aid, and demographics of full-time, first-year students at public or not-for-profit private 4-year institutions for the 2021-2022 academic year, we find that, of the different criteria used in admission policies, required or recommended letters of recommendation and graduation rates combined have an impact on college retention rates. Required or recommended admission test scores positively increase retention rates, albeit not robustly.

Admission testing, pre-academic exam self-efficacy, and retention. A prospective cohort study

Several studies have indicated the presence of a retention effect of admission testing in higher education, but so far little is known about the possible mechanisms behind such an effect. The aim of this study was to examine the associations between admission testing, selected psychological attributes, program performance and early dropout at university for two admission tracks (grade-based admission and test-based admission). Students from five faculties were surveyed at baseline in a prospective cohort study design. Multivariate logistic regression was used to model first-year dropout for 499 students. Results indicated the presence of a retention effect of pre-academic exam self-efficacy (PAE-SE) for the subgroup of students admitted via test-based admission. Implications of the results for research and admission testing practice are discussed.

The Evaluation of Remdesivir Utilization Pattern and Its Correlation with Clinical Indicators in Hospitalized Patients During COVID-19 Pandemic; A Retrospective Cross-sectional Study

Background: In 2019 COVID became the cause of a pandemic, with approximately 500,000 deaths in six months worldwide. Remdesivir, the first drug approved by the U.S. Food and Drug Administration (FDA) for COVID-19 treatment, gained attention from numerous medical centers worldwide. The consecutive waves of COVID-19 peaks in Iran, coupled with the lack of widespread vaccination, and high consumption leading to a shortage of remdesivir in the country, prompted an investigation into the usage patterns of remdesivir and its correlation with clinical indicators in hospitalized patients. Methods: A retrospective cross-sectional study was conducted using 390 patients' electronic records in seven different hospitals. Electronic records were reviewed and information was extracted under four categories: demographic data, lab test results at admission, medication information, and lab test results after completing treatment. Patients were classified into three time periods based on the date of their first remdesivir injection. Outcomes were defined as final clinical status and length of stay in hospital. Results: A total of 390 patients were enrolled, with 198 females and 192 males. The longest hospital stay was 88 days, with an average of 7.5 days. A total of 1,979 doses of remdesivir were prescribed, with 224 doses being in accordance with the national protocol, 22 doses exceeding the protocol, and 144 doses below the protocol. The overall average dose consumption was 5.07 for each patient. Conclusion: Overall pattern of remdesivir utilization in the hospitals evaluated in this study (affiliated with Shahid Beheshti University of Medical Sciences) has been reasonable and in accordance with national protocols for COVID-19 infection.

Association between hospital-onset SARS-CoV-2 and ending universal admission testing and masking at five US hospitals

Background: Many US hospitals have stopped universal masking and testing all patients on admission for SARS-CoV-2. We assessed the association of ending universal masking and admission testing with the incidence of hospital-onset SARS-CoV-2 infections in five Massachusetts hospitals. Method: We conducted a retrospective study of all patients admitted between March 6, 2020 and December 14, 2023 and identified hospital-onset SARS-CoV-2 infections (newly positive SARS-CoV-2 PCR tests &gt;4d after arrival) and community-onset infections (newly positive ≤4d after arrival). We excluded cases if local infection control teams discontinued precautions within 4d (suggesting a false positive or remote/resolved infection). We calculated weekly ratios between hospital-onset and community-onset SARS-CoV-2 cases to account for changes in community SARS-CoV-2 incidence over time. We then performed interrupted time series analysis, looking for changes in the ratio of hospital-onset to community-onset cases across three periods: pre-Omicron period with universal testing and masking in place (March 6, 2020–Dec 16, 2021); Omicron period with universal testing and masking in place (Dec 17, 2021–May 11, 2023); and Omicron period without universal testing and masking (May 12, 2023–Dec 14, 2023). We performed medical record reviews on 100 randomly selected hospital-onset cases after May 12, 2023 to examine if community-onset cases were being misclassified as hospital-onset cases. Result: During the study period, there were 626,908 patient admissions, including 24,980 with community-onset and 1,510 with hospital-onset SARS-CoV-2 infections. The mean weekly ratio of new hospital-onset to community-onset SARS-CoV-2 infections rose from 2.6% before Omicron, to 8.5% (95% CI, 7.0–9.9%) during Omicron, to 17% (95% CI, 15–19%) after universal admission testing and masking ended (Figure 1). There was a significant immediate level change after the pre-Omicron-to-Omicron transition (140% relative increase; 95% CI, 40–240%) and after universal admission testing and masking ended (110% relative increase; 95% CI, 73–150%). On medical record review of 100 randomly selected hospital-onset SARS-CoV-2 cases after universal admission testing had ended, 89% had new symptoms at the time of testing, 80% had PCR cycle thresholds ≤30, 27% had a known COVID-19 exposure, and 97% met at least one of these criteria. In-hospital mortality occurred in 8% of the 100 reviewed cases. Conclusion: Stopping universal masking and admission testing of all hospitalized patients at five Massachusetts hospitals was associated with a significant increase in hospital-onset COVID-19. Nosocomial COVID-19 remains a common complication of hospital care. Preventing nosocomial infections in this vulnerable population remains an important safety goal.Disclosure: Theodore Pak: Founder/CEO - The East Harlem Software Company, Inc.

“Anything you can do, I can do”: Examining the use of ChatGPT in situational judgement tests for professional program admission

We explored the transformative impact of ChatGPT on applicants' responses and performance in situational judgement tests (SJTs), as well as the role played by faking-prevention mechanisms, in two complementary studies. Study 1 examined how the availability of ChatGPT influenced response content and performance of real applicants (N = 107,805), who completed an SJT for admission before vs. after the release of the technology. We found only small differences in content (e.g., slightly less “authentic” words used) and performance (slight score improvements when controlling for response length, no differences otherwise). In Study 2, we used an experimental approach with (N = 138) Prolific participants completing a mock SJT, while being instructed to use ChatGPT when responding (vs. use online resources or no resources). We found only slightly higher SJT scores for the ChatGPT users, but no difference in response content. Additionally, GPTZero (i.e., a popular AI detection tool) struggled to detect ChatGPT content, and generated many false positives, in both studies. This research advances our understanding of how the release and popularization of ChatGPT can influence applicant behaviors. Given the “arms race” nature of applicant selection, they also highlight the importance of designing assessments to prevent or limit faking. Yet, the ever-evolving nature of AI calls for continuous research on the topic.

How to select candidates for an undergraduate degree in psychology? Combining high-school GPA and admission test score

AbstractThe current study investigated whether the grade point average (GPA) of high school courses and the score on the test for admission to a bachelor’s degree in Psychology—assessing logical reasoning, reading comprehension, and general knowledge—can predict student academic success (AS) and to what extent. Archival data from 5147 candidates (82.4% female) collected over six years (2010–2016) were used. For 2559 of these, indicators of AS (graduation marks, average weighted marks, completion of the degree on time, and dropout) were also available. A series of hierarchical regressions were performed, in which the high school GPA was included as the first predictor, and the scores of the three sections of the admission test were included as the second set of predictors. Findings indicated high school GPA as the best predictor of AS. However, admission test scores predicted a portion of AS that the high school GPA was not able to account for. This result indicates that the administration of the admission test, which evaluates logical reasoning, reading comprehension, and general knowledge, can add relevant information to the high school GPA, thus increasing the efficacy in the selection of candidates, who can have the best chance to earn a bachelor’s degree in psychology.