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When standardized testing is not standardized
dc.contributor.authorNalliah, Romesh P.
dc.contributor.authorReddy, Michael
dc.date.accessioned2022-08-02T18:59:32Z
dc.date.available2023-08-02 14:59:31en
dc.date.available2022-08-02T18:59:32Z
dc.date.issued2022-07
dc.identifier.citationNalliah, Romesh P.; Reddy, Michael (2022). "When standardized testing is not standardized." Journal of Dental Education 86(7): 823-829.
dc.identifier.issn0022-0337
dc.identifier.issn1930-7837
dc.identifier.urihttps://hdl.handle.net/2027.42/173152
dc.description.abstractStandardized testing has been utilized by K-12 schools, undergraduate and graduate programs, as well as employers. Historically, it has been seen as an efficacious way to identify the best performing candidates to receive program entry or move forward in a hiring process. However, there is significant evidence mounting about the limitations of standardized testing and, yet, we persist with them because of their relative ease. The purpose of this perspective paper is to begin a conversation about the place of standardized tests in dental education and its relationship to institution goals related to diversity, equity, and inclusion.
dc.publisherSUNY Press
dc.publisherWiley Periodicals, Inc.
dc.subject.otherequity
dc.subject.otherstandardized test
dc.subject.otheradmission
dc.subject.otherdental school
dc.titleWhen standardized testing is not standardized
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelDentistry
dc.subject.hlbtoplevelHealth Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/173152/1/jdd12900_am.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/173152/2/jdd12900.pdf
dc.identifier.doi10.1002/jdd.12900
dc.identifier.sourceJournal of Dental Education
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dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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