[1] Astin, A. (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. New York: Macmillan.
[2] Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
[3] Bean, J. (1983). The application of a model of turnover in work organizations to the student attrition process. The Review of Higher Education, 6, 129-148.
[4] Educational Testing Service (2009). The Praxis Series. Princeton, NJ: McGraw-Hill.
[5] Forrest, K., & Naremore, R. C. (1998). Analysis of criteria for graduate admissions in speech-language pathology: Predictive utility of application materials. American Journal of Speech-Language Pathology, 7, 57-61.
[6] Kuncel, N. R., & Hezlett, S. A. (2007). Standardized tests predict graduate students’ success. Science, 315, 1080-1081. doi:10.1126/science.1136618
[7] Rosovsky, H., & Hartley, M. (2002). Evaluation and the Academy: Are we doing the right thing? Cambridge, MA: American Academy of Arts and Sciences.
[8] Sacks, P. (1999). Standardized Minds. Cambridge, MA: Perseus Books.
[9] Sternberg, R. J., & Williams, W. M. (1997). Does the graduate record examination predict meaningful success in the graduate training of psychologists? A case study. American Psychologist, 52, 630-641. doi:10.1037/0003-066X.52.6.630
[10] Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press.
[11] Zwick, R. (2002). Fair game? The use of standardized admissions in higher education. New York: RoutledgeFalmer.