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Assessment for Admission, Placement, and Outcomes in Higher Education

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Camara, Wayne J., Liu, Ou Lydia, Mattern, Krista·2026·Educational Measurement
DOI 10.1093/oso/9780197654965.003.0017
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Abstract

The role of standardized tests in U.S. higher education has undergone profound changes in the past few years as a result of COVID-19, the social justice movement, renewed legal challenges to affirmative action, and the continued trend toward test-optional policies. Together, these externalities have formed a near-perfect storm, which resulted in about 80% of 4-year institutions adopting a test-optional policy in 2024 in comparison to 15% of institutions in 2015. This chapter addresses three applications of standardized tests in higher education—use in admissions, placement, and outcomes assessment. The history, intended use, content, design, and volumes of U.S. assessments employed in admissions, placement, and outcome assessment are described, along with a discussion of the research on validity, reliability, and fairness. In 2025 the six most popular admissions tests described in this chapter have transitioned to digital delivery, with only the ACT offering a paper option for non-accommodated testing. Finally, alternatives to tests are discussed, as well as more recent external challenges to testing (e.g., University of California, Varsity Blues).

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  • This interpretation is broadly consistent with recent arguments that relying on grades alone may increase the influence of differences in high school context and local grading standards on admissions decisions.

    “This interpretation is also broadly consistent with recent arguments regarding the reinstatement of standardized test requirements, namely that relying on grades alone may increase the influence of differences in high school context and local grading standards on admissions decisions (Camara et al., 2026).”

    From An Omitted Variables Approach to Disentangling Differential Prediction in College Admissions (2026) · cites this paper as Camara et al., 2026

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Metadata

Authors
Camara, W. J., Liu, O. L., & Mattern, K.
ORCID
Venue
Educational Measurement
Publisher
Oxford University PressNew York
Published
2026-02-26
Pages
1189-1264
DOI
10.1093/oso/9780197654965.003.0017
OpenAlex
W7130503455
Cited by
1
References
1
Citations by year
2026: 1
FWCI
59.80
Type
book chapter
Language
en
Open access
Licence
Topics
  • Social Sciences › Education › Medical Education and Admissions
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Education › Teacher Education and Assessments
Keywords
standardized testing, university admission, course placement, outcome measurement, test-optional policies, affirmative action, COVID-19 pandemic, digital testing, test validity, test reliability, test fairness, University of California, United States higher education

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