Exploring the Predictive Validity of Cognitive and Non-cognitive Admissions Measures in a Graduate Speech-Language Pathology Program
Creators: Mohammed, Sami Al Sufi
Publisher: name: University of Alberta Library
Year: 2024

<p>Introduction <br>
Speech-language pathology (SLP) programs should ensure unbiased, honest, and inclusive selection and admission of applicants with the greatest chance of excelling within their program to become competent speech-language pathologists. In assessing applicants, these programs commonly rely on undergraduate Grade Point Average (UGPA) and Graduate Record Examination (GRE) scores as standard cognitive admission measures. Additionally, personal statements and letters of recommendation are frequently employed as non-cognitive measures in the selection of SLP students. An emerging alternative for assessing non-cognitive attributes in applicants is the Casper test, an online, valid, and reliable assessment increasingly adopted by health sciences programs, including SLP programs. Despite the increase in Casper’s use, there remains a research gap exploring the integration of this quantitative non-cognitive test into the admissions process for SLP programs.<br>
Moreover, a limited body of empirical research specifically examines predictors of in-program clinical performance. Identifying these predictors has the potential to enhance the selection process, ensuring the admission of versatile applicants who can evolve into well-rounded, proficient clinicians. Such individuals would possess the capacity to deliver high-quality care and make meaningful contributions to the field of SLP.</p>

<p>Objective <br>
To analyze the incremental validity of Casper over UGPA and GRE in predicting in-program clinical performance and investigate the relationships between Casper, UGPA and GRE weightings with respect to clinical performance.</p>

<p>Methods <br>
A non-experimental quantitative research design using hierarchical multiple regression was used to determine the incremental validity of admission measures (i.e., UGPA, GRE, and Casper test score) in predicting in-program clinical performance as indicated by the scores on the practicum Clinical Appraisal Form. Additionally, differential weights were systematically applied to cognitive (UGPA, GRE) and non-cognitive admission measures (Casper) and then correlated with clinical performance. The magnitude of the correlation coefficients was used to identify ideal weights of admission measures to maximize clinical performance for three cohorts of applicants: 2019, 2020 and 2021.</p>

<p>Results <br>
In predicting clinical performance, the analysis of both the 2019 and 2020 cohorts failed to identify any significant results related to the incremental validity of non-cognitive admissions measures (Casper) over cognitive admission measures (UGPA and GRE). Results for the 2021 cohort of SLP students suggest that the Casper test exhibited weak to moderate incremental validity concerning the non-technical aspects of clinical evaluation during the first fieldwork placement. Allocating more than 50% weight to Casper and the other 50% to UGPA and GRE consistently showed a weak to moderate correlation with the non-technical outcomes of clinical evaluation.</p>

<p>Conclusion <br>
The study adds to the limited body of research on predictors of clinical success in SLP students. Despite the study&#39;s low predictive result, the research indicates that SLP graduate programs may find value in incorporating the Casper test into their admissions processes.</p>