An evaluation of the educational testing service major field achievement test in business |
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Authors: | Joyce S Allen Peter Bycio |
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Institution: | 1. School of Mathematics, Southwest Jiaotong University, Chengdu 610031, Sichuan, China;2. School of Computing, Ulster University, Newtownabbey, BT37 0QB, Northern Ireland, UK;1. Faculty of Business and Economics of the University of Zaragoza. María de Luna, s/n - Edificio “Lorenzo Normante”, 50018, Zaragoza, Spain;2. Faculty of Business and Economics of the University of Zaragoza. Gran Vía 2, 50005, Zaragoza, Spain;1. htw saar, Business School, Hochschule für Technik und Wirtschaft des Saarlandes, Saarbrücken, Germany;2. Jack Welch College of Business, Sacred Heart University, Fairfield, CT, USA |
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Abstract: | Increasingly, the American Assembly of Collegiate Schools of Business and other accrediting bodies have been requiring evidence that universities are fulfilling their missions. One approach involves the use of professionally developed, standardized achievement tests such as the Educational Testing Service (ETS) Major Achievement Field Test in Business (MFAT-B). We studied MFAT-B performance for its relationship to GPA and to measures of general intellect to determine if the pattern of associations made sense, given that the test is intended to reflect business knowledge. As expected, a significant, moderately large correlation was observed involving Business Core GPA and MFAT-B performance, but contrary to expectations, other GPA's and measures of intellectual aptitude predicted the test scores equally well. Finally, no gender-based differences in MFAT-B performance were evident, but significant improvements in the test scores were found as a function of whether extra course credit was offered as an incentive. |
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