The balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica 

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dc.contributor.authorCliff, Alan
dc.contributor.authorMontero, Eiliana
dc.coverage.spatialCosta Ricaen_ZA
dc.date.accessioned2014-12-04T12:21:47Z
dc.date.available2014-12-04T12:21:47Z
dc.date.issued2010
dc.description.abstractTwo experiences are described related to the challenge of maximizing excellence and equity in admission for Higher Education. At the University of Costa Rica (UCR) a test of reasoning with figures is being developed and validated to measure fluid intelligence, taking as a frame of reference the concepts by Raymond Cattell. On the other hand, the University of Cape Town in South Africa applies dynamic assessment methods, with tests that "teach" through their solution and based on Vygotskian approaches. These South African instruments have already provided predictive validity evidence in survival analysis studies and belong to an alternative admission program for students that come from educationally disadvantaged backgrounds, many of whom belong to groups who were segregated during "Apartheid". Whereas in the University of Costa Rica (UCR) the project is recent and currently it is being carried out in a diagnostic and research phase, the University of Cape Town possesses a trajectory of more than 20 years implementing its alternative admission program. Both proposals aim to identify in a more precise way students who have academic and cognitive potential for Higher Education, who come from environments with educational disadvantages, and whose abilities could be underestimated if only "traditional" admission tests and evaluations are employed. This article was published in both Spanish and English and the Spanish version is included.en_ZA
dc.identifier.apacitationCliff, A., & Montero, E. (2010). The balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica . <i>Revista Iberoamericana de Evaluación Educativa</i>, http://hdl.handle.net/11427/9898en_ZA
dc.identifier.chicagocitationCliff, Alan, and Eiliana Montero "The balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica ." <i>Revista Iberoamericana de Evaluación Educativa</i> (2010) http://hdl.handle.net/11427/9898en_ZA
dc.identifier.citationCliff, A., Montero, E. 2010. The balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica . Revista Iberoamericana de Evaluación Educativa.en_ZA
dc.identifier.issn1989-0397en_ZA
dc.identifier.ris TY - Journal Article AU - Cliff, Alan AU - Montero, Eiliana AB - Two experiences are described related to the challenge of maximizing excellence and equity in admission for Higher Education. At the University of Costa Rica (UCR) a test of reasoning with figures is being developed and validated to measure fluid intelligence, taking as a frame of reference the concepts by Raymond Cattell. On the other hand, the University of Cape Town in South Africa applies dynamic assessment methods, with tests that "teach" through their solution and based on Vygotskian approaches. These South African instruments have already provided predictive validity evidence in survival analysis studies and belong to an alternative admission program for students that come from educationally disadvantaged backgrounds, many of whom belong to groups who were segregated during "Apartheid". Whereas in the University of Costa Rica (UCR) the project is recent and currently it is being carried out in a diagnostic and research phase, the University of Cape Town possesses a trajectory of more than 20 years implementing its alternative admission program. Both proposals aim to identify in a more precise way students who have academic and cognitive potential for Higher Education, who come from environments with educational disadvantages, and whose abilities could be underestimated if only "traditional" admission tests and evaluations are employed. This article was published in both Spanish and English and the Spanish version is included. DA - 2010 DB - OpenUCT DP - University of Cape Town J1 - Revista Iberoamericana de Evaluación Educativa LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 SM - 1989-0397 T1 - The balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica  TI - The balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica  UR - http://hdl.handle.net/11427/9898 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9898
dc.identifier.vancouvercitationCliff A, Montero E. The balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica . Revista Iberoamericana de Evaluación Educativa. 2010; http://hdl.handle.net/11427/9898.en_ZA
dc.languageengen_ZA
dc.publisherRINACEen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_ZA
dc.sourceRevista Iberoamericana de Evaluación Educativaen_ZA
dc.source.urihttp://www.rinace.net/riee/numeros/vol3-num2/art1.pdf
dc.titleThe balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica en_ZA
dc.typeJournal Articleen_ZA
uct.subject.keywordscollege admissionsen_ZA
uct.subject.keywordslearning potentialen_ZA
uct.subject.keywordsstandardised testingen_ZA
uct.subject.keywordseducationally disadvantaged studentsen_ZA
uct.subject.keywordsalternative accessen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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