Promoting Equality in Higher Education: Development and Internal Validity of a Selection Test for Science University Degrees in Ecuador

Abstract

The use of tests or examinations for student admission is an extended strategy in most higher education institutions. However, tests in Latin-American countries have not received attention regarding the validity and interpretation of these measures. As such, the aim of this study is to analyse the psychometric properties of a new university entrance examination test in Ecuador in a community sample of 1238 university students (28.10 % female). A two-parameter multidimensional item response theory (MIRT) model was used to calibrate item difficulty and discrimination parameters as well as differential item functioning (DIF) by gender. The final instrument was composed by 71 items, which was considered appropriate to ensure the measurement precision of all levels of students’ achievements.